Working With 4-Year-Olds - ALEX

Working With 4-Year-Olds Presented by: Debbie Fanning Parenting/Early Childhood Coordinator Scottsboro High School FOUR-YEAR-OLDS ARE Curious

Imaginative Talkative Inquisitive Affectionate Energetic Sponges Eager

Explorers FUN 4-Year-Olds Need Teachers Who: Creative Energetic

Enthusiastic Organized Prepared Loving Patient What Do You Need to Know Before you teach? What I know about teaching 4s What I want to know about teaching 4s

Stop Read one near you Share with the rest of us Preschoolers Need to Learn

To follow rules and routines To listen To share, take turns, cooperate To express their feelings and needs in appropriate ways To develop early literacy skills To develop early math concepts To become familiar with the world around them To write their name Language Objectives Attention span should increase- listening for a few minutes at a time.

Interpret gestures, and actions as modes of communication Recognize letters Retell simple stories from memory Increasing vocabulary and carry on basic conversations. When he sees or creates a picture, he should be able to draw simple conclusions or tell simple stories about it. Motor Objectives Develop a sense of balance that allows them to stand on one foot for a few moments and walk backward several

steps, throw and kick a ball Improve coordination- enough to perform jumping jacks correctly, climb without falling and hop on one foot Fine motor control development-hold a pencil or crayon, copy simple shapes, open a door and operate a pair of scissors Social Objectives Develop an awareness of others' feelings and an ability to form and maintain friendships with peers Respect others' space and learn to share Gain a strong awareness of cause and

effect, Follow directions, and rules Control strong emotions, Express herself clearly with a variety of mediums such as actions, facial expressions, gestures and words. Personal Care and Self-Help Objectives Button or zip clothing with minimal assistance, Use Velcro correctly and pull on his shoes. Use a spoon and fork and decant liquids from one container to another. Hygiene -wash his hands and face regularly,

Practice independence-help himself whenever possible instead of asking for help Know first and last name Problem Solving Promoting curiosity and basic problemsolving skills. Try out a few different options to solve problems and perseverance is encouraged. Learn the simple skills associated with figuring out how to fix or work through any problem. Math

Counting and number recognition. For example, children learn to count to 20 and can recognize numbers from one to 10 in written form. Understand math concepts in words like near, between, around or behind. Shape recognition, like identifying squares or triangles Self-Awareness Learning concepts about how people differ, starting with self-awareness. Know the basics of myself versus others. Recognize emotions and feelings and how

to stand up for their personal rights. Understand family relationships and responsibilities within the family Resources Read more: Objectives For Preschool | tives-preschool.html#ixzz1p8fxKFjK I believe we do this by:

Literature (reading to them) Music Creative play Meaningful conversation Opportunities to Explore Rotating Centers Organized Chaos? Paint, glue, scissors, dictation

Lacing activity Rotation 2 Teacher Intensive Activity Play-doh Rotation 3

Theme of the week: Find books with title, character, or subject matter that starts with topic Moncure books Music Classroom resources Brainstorm session Brainstorm L

L show and tell Lions Lizards Leap frog

Limbo Letters Lips Love Long Legs Logs or Legos Listening Healthy Lunches Likes/dislikes


Laser Library Lazy Ladybug Lightning bug Light Lemon or Lime London Laugh Lincoln Left/right Follow the leader Lake Lamb

Take words and make into activities and lessons Math concepts: charts/graphs of likes Lego count to determine # blocks used Sort by color, size, measure height of towers Counting laps around the wildcat in gym Science concepts: compare lizards to lions (reptiles vs. mammals) Concepts of light with prisms etc. What you would find at the lake Social studies: Abraham Lincoln story

Art/crafts: lines, Letter shaped cookie Activities Continued Fine Motor: writing Ls, lacing Ls, play-doh ls, sign language I love you Music and Movement (cooperative play/gross motor): London Bridge, Libby Lou, Electric slide (left/right), Hokey, Poky, Parachute Launch, Follow the Leader Health: Packing a healthy Lunch Self-concept: Likes, I love my ________, Language Activities Books with L themes

Field Trip to Library to check out books Dictate love letters to parents, or letters of appreciation/encouragement to lunch room ladies or our adopt a soldier Vocabulary is growing and they are hearing the initial sound everywhere Mary had a little lamb Outside play

Climbing the ladder on slide Parachute launch and left to right Leap frog Follow the leader Run, hop, skip, jump laps and count them Gather leaves for leaf rubbings Lets Pretend

Play charades Lovely lady Lazy lion Leaping lizard Long legged clown on stilts Little lamb Large leopard

Loud/soft Little/large What do you do with a 4 year-old class? Do anything, you cant do everything, but do not expect 4 year olds to sit at the table and do worksheets with some free play thrown in all day! Appeal to all the senses Let them to hear, see, touch, sing, and smell the letter L Reach the whole child

Appeal to all learning styles Immerse them in the theme Transitions Attention getters?

Line up? Go to tables? Come to circle? Clean-up? Center time? Washing hands? Few children finish activity too quickly? Waiting times

Quiet Mouse, Still Mouse Heads up 7-up doggy doggy who stole your bone? Charades Simon says I spy

Review by asking each child 1 thing they learned today Listening games Make me laugh Drawing on backs and guessing what letter or shape was drawn Going on a trip taking an _______ Telephone (gossip) game. Interruptions? During story time relevant questions are answered because we want to involve the children in the story Repeated interruptions or questions off subject

we ask that they hold it to the end of the story. Story time should involve the children and be an exciting time. The key is the motivator that makes the children eager to hear the story/lesson. Behavior? We recognize and praise appropriate behavior Minimize the attention given to those who dont A disruptive/uncooperative child is consulted with in private apple is moved

then removed from activity until they decide they can return and follow the rules. Classroom Management/Groupings Change table tags monthly rearranging childrens groupings and tables as well as rearranging circle seating as needed Limit #s in centers use a chart with clothes pins to determine who belongs in which center (really helpful at clean-up time) Established routines help tremendously with behavior and classroom management. Keep them engaged and they wont have time

to cause disruptions.

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