Teaching young children foreign languages a huge topic and one that many daycare providers or those that own childcare centers debate.  In our interview with Myelita Melton, CEO of SpeakEasy Communications, Inc, and author of the SpeakEasy Spanish™ series, Melton explains the importance of teaching foreign language to young children.

OwnADaycare: What is an appropriate age to begin learning foreign languages?

Melton: Experts agree that introducing children to second and third languages as early as possible is best. The earlier a child is exposed to another language the greater the likelihood that the child will become truly proficient in the language. Some suggest that waiting until age 10 or later is too late to develop true fluency.

OwnADaycare: What are the benefits of learning foreign languages at an early age (infants, toddlers, preschoolers)?

Melton: The benefits of learning foreign languages at an early age are numerous:

1. Children develop a life-long love of communicating with others
2. Standardized test scores are often higher than for those of children who do not learn second languages
3. Children develop a greater appreciation for diversity.
4. A child’s ability in English is enhanced from learning about the structure of other languages.
5. Children have the capacity to learn many languages without getting them confused. The body automatically compartmentalizes each language correctly.
6. Children will achieve a more native grasp of both grammar and pronunciation in the second language.
7. Since we live in a global community that’s filled with diversity, the need for a child to have second language capability is greater today than ever before.
8. Bilingual skills are in great demand in the job market

OwnADaycare: What are some of the myths about exposing young children to foreign languages?

Melton: Common myths about exposing children to languages are:

1. A child’s short attention span prohibits second language learning
2. A child must be able to read and write in English before beginning second language study
3. A child must be totally immersed in the language in order to begin learning a second language

OwnADaycare: Are there benefits to being bilingual when you are learning to read?

Melton: By being exposed to foreign languages a child can more easily see vocabulary and grammatical structures that the English and the other language have in common. Seeing commonalities in vocabulary helps a child learn new words more easily.

OwnADaycare: Can you describe how a full immersion daycare or preschool program works?

Melton: During language immersion programs children spend all or a large portion of their day learning in a foreign language. The foreign language is used to teach in all other subject areas. It is not a separate subject area.

OwnADaycare: What are the advantages of a full immersion daycare or preschool program? Any disadvantages?

Melton: Children in total immersion programs work toward total fluency in the foreign language. They are more likely to “think” and function naturally in the language. Normally, they are able to achieve an extremely high level of overall competency, and they hold speakers of that language in high regard. In addition, their skills in English flourish.

OwnADaycare: What are some tips for daycare provider and preschool teachers who wish to begin incorporating foreign language learning into their curriculum?

Melton:

1. Determine the long and short-term goals for your language immersion program
2. Purchase age and subject appropriate materials
3. Hire qualified instructors
4. Get the support of parents
5. Offer frequent staff development opportunities and planning time

Related posts:

• Teaching Foreign Languages to Young Children: Interview with Myelita Melton If your daycare or preschool program does not include curriculum...
• Multi-linguistic Programs For A Daycare Center Did you guys know that little kids are fast learners?...

Learning Objectives

• The students will identify the letter V.
• The students make and recognize the V sound.
• The students will learn to trace and write upper and lower case V’s.
• The students will identify objects that begin with the letter V.
• The students will make a Valentine’s Day wreath.
• The students will make a letter V vase.
• The students will learn about volcanoes and create an erupting volcano.
• The students will listen to books that feature the letter V.

Handwriting and Alphabet Recognition

Introduce the children to the letter V along with simple objects that begin with the letter V. Create a colorful letter V poster board or bulletin board that presents both the upper and lower case V. Include pictures of objects cut from magazines that begin with the letter V. For example: valentine, violin, vulture, volcano, vegetables, van, vase, vine, vacuum, vest, volleyball, and vampire.

Write both the upper and lowercase V on a whiteboard or chalkboard. Demonstrate the V sound and ask the children to make (repeat) the V sound. Next ask the children to think of words (names, objects, or places) that might begin with the letter V.

Allow the children to practice tracing the letter V in both upper and lower case using a letter V worksheet. A good example of such a worksheet is available on the Kid’s Learning Station website. Children can also practice writing and tracing the letter V on blank sheets of paper using pencils, colored pencils, or crayon.

Letter V Crafts

Valentine’s Day Wreath

Materials: Red and pink construction paper, sturdy paper plates, glue, scissors.

Cut heart shapes from red and pink construction paper. Cut a large whole out of a paper plate to create a ring. Next, glue red and pink hearts to the paper plate to create a Valentine’s Day wreath.

Letter V Vase

Materials: construction paper in the color of your choice, crayons, colored pencils, markers, scissors, and glue. Cut a large letter V, flowers shapes (flowers with stems) from construction paper. Then, glue the letter V on a large piece of construction paper. This is the flower vase. Next, glue flowers to appear as if they are coming out of the vase. Decorate the vase with crayons, colored pencils, or markers.

Letter V Science Activity

Erupting Volcano Activity
Materials: Paper plates, clear plastic cups, baking soda, vinegar, red food coloring.

Before implementing this science activity, explain the basics of volcanoes and volcano activity. Create lava by mixing vinegar with red food coloring. Give each child a paper plate and place a cup on each paper plate. Place one teaspoon of baking soda in each child’s cup. Next go around and pour the vinegar into each cup. The mixture will fizz in the cup and overflow onto the paper plate, creating a “volcano eruption”.

Letter V Story Time

• Zin! Zin! Zin! A Violin by Lloyd Mass and Marjorie Priceman [Aladdin, 2000]
• The Magic Violin by Mayra Calvani and K.C. Snider [Guardian Angel, 2007]
• What is a Volcano by Chris Avertis [Checkerboard PR, 1983]
• The Best Book of Volcanoes by Simon Adams [Kingfisher, 2007]
• The Biggest Valentine Ever by Steven Kroll and Jeni Bassett [Cartwheel, 2006]
• Where is Baby’s Valentine by Karen Katz [Little Simon, 2006]

Including these simple activities into the curriculum of child care centers will greatly enhance preschoolers’ language learning. Lesson plans should contain clear learning objectives but also remember to seize spontaneous moments of opportunity to teach.

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OwnADaycare: How does play lead to real life learning in the area of physical development? What are some examples of play activities preschool teachers can offer in this area?

Olsen: It is important that children practice gross and fine motor skills, and coordination.  Dance with your children, give them a ball to kick around and help them at the playground to better encourage gross motor skills and coordination.  To encourage the fine motor skills needed for handwriting and keyboarding, sing songs that use their fingers, like the “Itsy Bitsy Spider”, and “The Crayon Song” on the Get Set for School™ Sing-Along CD.  To further encourage proper fine motor skills for handwriting, give young drawers broken pieces of chalk or crayons to use.  The small size encourages correct grips. You can offer children, even ones as young as 9 months, to pick up tiny pieces of food, like Cheerios, with their fingers, and older children can do crafts involving small, age-appropriate objects, to develop writing muscles and good coordination.

OwnADaycare: How does play lead to real life learning in the area of cognitive development? What are some examples of play activities preschool teachers can offer in this area?

Olsen: Here is how play with Capital Letter Cards can develop thinking, memory and sequencing skills.  The child has a capital R card.  The task is to put real wood pieces on top of the R.  What pieces? He needs to plan what to get – a big line, a little curve and a little line. He has to remember what he needs and go get the right pieces. Then he has to place them in the right order. The teacher helps him, but he’s thinking and planning.

Here is how a finger play song builds number concepts.  Children learn the “Five Fingers Play” activity. After individual finger verses, they raise one hand high and say “five fingers here” and then raise the next hand high to say “five fingers there.”  With 10 fingers in the air they say, “Ten fingers to wash my hair.”  It’s simple, but it builds a cognitive sense of number quantities in a very personal way.

The “Animal Legs” activity does the same. Children learn:  two legs in the front, two legs in the back, the cow has four legs I know that. Though play children develop observation and number skills.

OwnADaycare: What are examples of good verbal cues that preschool teachers can use to enhance learning through play?

Olsen:

• Say position words, “top, middle, and bottom” while having children imitate you as you and they hold a big line at the top, middle or bottom.
• Say go up like a helicopter or down like a helicopter for vertical lines.
• Say slide down for a diagonal line.
• Teach number words when talking about letter parts. Say that a capital E has one big line and three little lines.
• Teach sequence words. Say, first you need a big line.  Then you need a little line at the top.
• Describe what’s happening on the playground with words: You are climbing up. You are sitting down. Now, you’re ready to slide down.

OwnADaycare: Any additional comments?

Olsen: Because young children are naturally curious, active, and eager to try new things, the preschool years are the ideal time to lay the foundation for learning. However, preschoolers are not yet ready for seat work or formal teaching.   Play-based, multi-sensory informal learning is actually more personal and more effective for learning (tactile, auditory, visual, acoustic, etc.).

The Get Set for School program accommodates the active and rapidly changing child with a variety of playful learning experiences. The key is balancing the needs of the whole child: emotional, physical, and developmental.  Through personal interaction and well designed play opportunities children gain social maturity, develop strength and coordination, language and literacy skills. They make a smooth transition to the world of school, into school routines and they’re ready for symbols, reading, writing and using numbers.

Jan Z. Olsen, OTR, is one of the creators of The Get Set for School™ readiness program that uses play and music to help very young children build a solid foundation for lifelong learning. Ms. Olsen is also the founder and creator of Handwriting Without Tears^®. For more information, visit www.getsetforschool.com.

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In our interview with expert Jan Z. Olsen, OTR, co-creator of The Get Set for School™ readiness program and founder and creator of Handwriting Without Tears^®, explains the importance of learning through play.

OwnADaycare: What is the importance of learning through play?

Olsen: Children are naturally curious, active, and eager to learn and try new things.  To keep them that way, preschoolers need a readiness curriculum that encourages “playful learning.”   A strong preschool curriculum builds learning opportunities directly into  play so that learning keeps pace with the growing child.

• Singing, with movement: Develops memory and language, social participation and imitation, rhythm, rhyme and body awareness
• Playing  encourages social skills, such as cooperation, taking turns and following instructions
• Hands on Letter Play: Builds pre-writing skill. The teacher shows how to make letters with dough, wood pieces, or magnetic stamps. They learn letters (and numbers) in multi-sensory active play.
• Coloring  and Drawing : Small crayons  help children develop a good pencil grip and developmentally appropriate pages make for easy coloring and drawing. Building people and simple shapes with wood pieces leads naturally to drawing success. .

OwnADaycare: How does play lead to real life learning in the area of social and emotional learning? What are some examples of play-based activities in this area?

Olsen: Social and emotional skills are essential for school success and personal well being. We use play-based activities to promote not just cognitive learning, but emotional and social learning. Here are three examples:

“Show and Tell.” can be as scary for children as public speaking is for adults.  Instead of that, we use a play-based song activity to develop social confidence. All the child has to do is take a toy animal from a basket and hold it. The teacher leads a song about counting legs and the child turns the animal to show “two legs in the front, two legs in the back.…”  The children like choosing animals for the song. They naturally develop poise in front of a group, so they’ll be ready for “Show and Tell.”

Another example is polishing wood pieces. Children sit together on the floor to polish, four basic wood pieces. As they do this activity, they naturally learn to talk, trade, pass, and share.

A favorite group activity is building the Mat Man™ character on the floor. Each child has one of Mat Man’s body parts. The teacher leads the Mat Man song and as each part is named, the child with that part places it. Children learn how to pay attention, wait and to take a turn. At the same time, they learn the social value of working together and belonging to a group.

Learning to take turns, following directions, and activities that teach interaction with others are important for the overall social and emotional growth of young children and can easily be incorporated into play.  Involving children in a group activity, such as collaborating to put together the Mat Man™ character, will help teach body awareness, counting and sequencing.  Sharing the pieces to build things can help children learn these important social and emotional lessons.

OwnADaycare: How does play lead to real life learning in the area of language and literacy development? What are some examples of play activities preschool teachers can offer in this area?

Olsen: Play can bolster language and literacy in two ways.  The first way is simply having a language rich environment so that play includes lots of talking, reading and singing.

The second, but very effective was to boost literacy is to use consistent language for teaching. Take playing with wood pieces as an example.  We always use the same names for wood pieces: big line or little line, big curve or little curve. So how do we build capital D? With one big line, and one big curve! How do we make capital B? With one big line and two little curves.

Consistent language means that teachers use the same words that children know. It makes it easy for children to understand the teacher and follow directions. In addition to size and shape words, we also teach position words through play.  Children imitate the teacher to put wood pieces up and down, under and over, in and out, in front or in back.  It’s fun to move the pieces and while the children play, they learn important position words, the prepositions – which are tricky for some children.

Another play activity to boost literacy is “play reading” on the back of letter cards. Children match letters or pictures on cards in a top to bottom, left to right order, just as if they’re reading the card. We use songs and movement to encourage children to get in the habit of going from top to bottom and left to right, a foundation skill for both reading and writing.

Other studies have shown that children who draw often, write better.  A hands-on, playful approach to learning—at home or in school—is the natural and easy way to develop pencil grip, focus, posture, and other skills necessary for good handwriting. Activities such as building letters with wood pieces, forming letters out of dough with Roll-A-Dough Letters™, and singing songs about letters and sequencing introduces children to important concepts in fun ways.

Part 2 of this interview can be found here.

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According to experts, introducing children to foreign languages should begin as early as possible. For a child in a daycare center, the advantages and benefits of learning multiple languages at an early age are extremely valuable and continue long into adulthood.

In our interview with Myelita Melton, CEO of SpeakEasy Communications, Inc., and author of the SpeakEasy Spanish™, discusses the importance of teaching foreign languages to young children.

OwnADaycare: What is an appropriate age to begin learning foreign languages?

Melton:  Experts agree that introducing children to second and third languages as early as possible is best. The earlier a child is exposed to another language the greater the likelihood that the child will become truly proficient in the language. Some suggest that waiting until age 10 or later is too late to develop true fluency.

OwnADaycare: What are the benefits of learning foreign languages at an early age (infants, toddlers, preschoolers)?

Melton: The benefits of learning foreign languages at an early age are numerous:

1. Children develop a life-long love of communicating with others
2. Standardized test scores are often higher than for those of children who do not learn second languages
3. Children develop a greater appreciation for diversity
4. A child’s ability in English is enhanced from learning about the structure of other languages
5. Children have the capacity to learn many languages without getting them confused. The body automatically compartmentalizes each language correctly.
6. Children will achieve a more native grasp of both grammar and pronunciation in the second language
7. Since we live in a global community that’s filled with diversity, the need for a child to have second language capability is greater today than ever before.
8. Bilingual skills are in great demand in the job market

OwnADaycare: What are some of the myths about exposing young children to foreign languages?

Melton: Common myths about exposing children to languages are:

1. A child’s short attention span prohibits second language learning
2. A child must be able to read and write in English before beginning second language study
3. A child must be totally immersed in the language in order to begin learning a second language

OwnADaycare: Are there benefits to being bilingual when you are learning to read?

Melton: By being exposed to foreign languages a child can more easily see vocabulary and grammatical structures that the English and the other language have in common. Seeing commonalities in vocabulary helps a child learn new words more easily.

OwnADaycare: Can you describe how a full immersion daycare or preschool program works?

Melton: During language immersion programs children spend all or a large portion of their day learning in a foreign language. The foreign language is used to teach in all other subject areas. It is not a separate subject area.

OwnADaycare: What are the advantages of a full immersion daycare or preschool program? Any disadvantages?

Melton: Children in total immersion programs work toward total fluency in the foreign language. They are more likely to “think” and function naturally in the language. Normally, they are able to achieve an extremely high level of overall competency, and they hold speakers of that language in high regard. In addition, their skills in English flourish.

OwnADaycare: What are some tips for daycare providers and preschool teachers who wish to begin incorporating foreign language learning into their curriculum?

Melton:

1. Determine the long and short-term goals for your language immersion program
2. Purchase age and subject appropriate materials
3. Hire qualified instructors
4. Get the support of parents
5. Offer frequent staff development opportunities and planning time

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Teach young children about winter through winter themed lesson plans and activities. Consider the following reading lists and resources for free winter worksheets, coloring pages, and handwriting practice sheets for your child care center:

Reading List

Winter Board and Picture Books Baby-Age 3

Winter by Gerda Muller [Florris Books, 1994]

One Winter’s Night by Diane Dillon and Leo Dillon [Puffin, 2005]

Pooh Welcomes Winter by Kathleen Weidner Zoehfeld, A. A. Milne, Robbin Hogan, and Robbin Cuddy [Disney, 1999]

Little Fern’s First Winter by Jane Simmons [Little, Brown, 2001]

Winter Wonderland by Alan Benjamin and Samuel J. Butcher [Golden Books, 2000]

Winter:  Seasons Board Books by Chris L. Demarest [Red Wagon Books, 1994]

Chickadee Winter by Dawn L. Watkins and Gabriela Dellosso [Journey Books, 1999]

First Snow of Winter by Graham Ralph and Sue Tong [Penguin Character Books, 1994]

Barney’s Wonderful Winter Day by Stephen White and Bill Langley [Barney Publishing, 1994}

MIffy in the Snow by Dick Bruna [Big Tent Entertainment, 2004]

Winter Early Readers Ages 4-8

It’s Winter (Celebrate the Seasons) by Linda Glaser [Milbrooke Press, 2002]

Winter’s Gift by Jane Monroe Donovan [Sleeping Bear Press, 2004]

Animals in Winter by Henrietta Bancroft and Helen K. Davie [Collins, 1996]

Winter Days in the Big Woods by Laura Ingalls wilder and Renee Graaf [Harper Collins, 1995]

Is that You, Winter? By Stephen Gammell [Voyager Books, 2000]

When Winter Comes by Nancy Van Laan and Susan Graber [Atheneum/Anne Schwartz Books, 2000]

Winter Lullaby by Barbara Seuling and Greg Newbold [Voyager Books, 2002]

It’s Snowing! It’s Snowing: Winter Poems [HarperCollins, 2006]

Winter (Four Seasons Series) by Nuria Roca [Barron’s Educational Series, 2004

Waiting for Winter by Sebastian Meschenmoser [Kane/Miller Book Publishers, 2009]

Emma’s Magic Winter by Jean Little and Jennifer Plecas [HarperCollins, 2000]

Snow Shapes:  A Read and Do Book by Judith Moffatt [Scholastic, 2000]

Free Winter Preschool Worksheets and Printables

There are many resources for free worksheets for daycare providers to use in conjunction with lesson plans and activities. Worksheets for winter themes should include coloring pages, handwriting worksheets, and printable craft patterns.

The following websites provide free Christmas printables:

KidZone: language arts, math, science and scissor skills worksheets

ABCTeach:  Free winter worksheets, calendars, coloring pages, and other printables

A to Z Teacher Stuff: Winter preschool learning activities, finger plays, nursery rhymes, and craft printables

Everything Preschool: Great winter coloring pages

Kinderplans: Winter emergent reader printable book and winter activity

First-Preschool: Free printable winter themed activities, crafts, lesson plans, and coloring pages

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In this interview with Stacey Kannenberg, co-author of the award winning, California and Texas Approved books Let’s Get Ready for Kindergarten! and Let’s Get Ready For First Grade!, discusses signs of kindergarten readiness.

OwnADaycare: What is kindergarten readiness?  Is there a best age to start kindergarten?

Kannenberg: I believe age 5 is the best time to start Kindergarten.  It might not always work that way due to late birthdays. But I also believe parents and preschool or daycare teachers can start getting children ready for Kindergarten as early as age 2.  Children at a young age can start to learn their colors, shapes, numbers and the alphabet.

OwnADaycare: What are some signs of kindergarten readiness that parents and educators should look for with respect to concept, physical, number, language, reading, and writing development?

Kannenberg:

• Concept development – children will be tested on basic shapes, colors, the numbers 1-10 and the alphabet mixed up
• Physical development – children should be able to use the bathroom, independently as well as able have good motor skills
• Social and emotional development – Share, take turns, answer questions with more than a yes or no response
• Number concept – be able to recognize numbers out of sequence, count objects to 10, start to count toward 100
• Language – Children should be able to talk in complete sentences and hold a conversation with an adult and answer in more than just a yes or no response.
• Writing and reading – Children should be able to focus along while someone is reading them a picture book as well as writing their first name.OwnADaycare: Are preschool readiness programs necessary or advisable?

Kannenberg: Yes!  As part of its $100 million, 10-year investment in school readiness, PNC Financial Services Group commissioned Harris Interactive to conduct a national survey to measure the opinions of teachers, parents, U.S. Congress and more regarding this issue. Some interesting top-line points include:
A child’s readiness to start school as a Kindergartner is paramount for success – not only in school, but in life.

• 56 percent say U.S. youngsters are not very/not at all prepared with basic skills, like counting and spelling their name, when they enter kindergarten.

• The primary weakness here is that only 2 percent of parents say their own child was not very/not at all prepared with the basics.

• Both  parents and teachers associate some clear benefits of having a child who is  ready to learn entering kindergarten versus one who is not as well prepared to  learn, including:
  • More likely to  attend college
  • More likely to have  greater self-confidence as adults
  • More likely to earn  higher income
  • Have lower rates in  social problems, such as teenage pregnancy and welfare dependency

Today, 38 states are talking about all day 4 year old Kindergarten programs.  We have a crisis in education and will continue to have one until parents, preschool teachers, Kindergarten teachers and kids are all on the same page.  How can we empower parents to be involved in education if we are not sharing with them the information that their children will be tested on until after they are already tested.  It’s like building a foundation without providing the blueprint.

OwnADaycare: In your opinion, can a child who has never attended preschool be as successful in kindergarten as a child who has attended preschool?

Kannenberg: Absolutely!! The parent is the first and foremost teacher and if that child has been preparing for school at home and has good social and motor skills, Kindergarten will a successful first year of school.

OwnADaycare: Any additional comments or tips?

Kannenberg: Yes, here are those 7 Things Kindergartener’s Need to Know and will be tested on within the first month of Kindergarten with the results shared with parents at their first parent/teacher conference:

1. The upper case alphabet out of sequence or mixed up.  Kids will be asked to name the letters listed, such as: B, D, X, K, J, M, O, etc.

1. The numbers to 10, out of sequence or mixed up.  Kids will be asked to name the letters, listed, such as:  2, 5, 9, 8, 1, 3, 4, etc.
2. Kids will be asked to identify basic colors: red, orange, yellow, green, blue and purple
3. Kids will be asked to identify basic shapes: circle, diamond, rectangle, triangle, oval and square
4. Kids will be asked to identify basic coins: penny, nickel and dime
5. Kids will be asked to count objects to 10
6. Kids will be asked how far they can count to 100.

As the year progresses, kindergarteners will need to know both upper and lower case letters and numbers to 30, out of sequence.  More colors and shapes will be added including hexagon and octagon and more coins such as quarter and dollar.  Children need to know their name, address and phone number and be able to get dressed for outside play and use the bathroom independently, to make that first year a success!

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A leaf mural is a creative activity that supports creative development and teaches children in child day care centers about seasons. Begin by introducing the children to the concepts of autumn/fall. Read age appropriate board books and picture books that feature the season fall. Take the children on a nature walk. Discuss the signs and symbols of autumn. Let the children collect fall items like leaves, acorns and pine cones. Discuss the colors, textures, smells.  Bring them back to the class and sort all of the items. You may save these items for other fall crafts.

Fall Mural Materials

• Large and small leaf patterns (several for each child)
• Construction paper
• A variety of tempura paint in fall colors (gold, brown, orange, and red)  in shallow dishes
• Painting sponges
• Coarse salt
• Bulletin board letters which spell “It’s Autumn” Or “Welcome to Fall”
• Bulletin board

Activity Preparation

• Cut out leaf patterns
• Cover the craft table in butcher paper
• Distribute leaf cutouts and stamps
• Put paint in shallow dishes
• Add salt to the paint and mix well

Activity Procedures
Invite the children over to the craft table.  Let them know they will be creating a leaf mural. Demonstrate how to dip the sponges in the paint and sponge paint the leaves. Let the sponge paint their leaf cutouts. Arrange the leaves randomly on the bulletin board. Add the bulletin board title of your choice.

Autumn Leaf Mural Lesson Objectives

Objective 1
To provide the opportunity for expressive activities through by allowing children to create designs on leaves using a sponge.
Verbal Cue A: Today we are going to color the leaves!
Verbal Cue B: I have lots of colors for you to use the leaves to make a design.

Objective 2
To encourage spontaneity in material usage by allowing the children to choose colors and to mix the colors they choose
Verbal Cue A: Which colors would you like to use first?
Verbal Cue B: I like the way you have chosen your colors!

Objective 3
To introduce textured materials by adding coarse salt to the paint to be used by the children.
Verbal Cue A: Would you like to add salt to the paint?
Verbal Cue B: Let’s see what it looks and feels like after we add salt to the paint.

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Children in your daycare center can learn gross motor skills by practicing and by participating in activities which involves hopping, jumping, and climbing. Activities that involve tossing, catching and kicking objects are also great examples of activities that promote the development of gross physical motor skills.

Activity Materials List

• One large turkey cut out
• One large piece of sturdy cardboard or poster board
• Glue or tape
• Scissors
• Crafting knife
• Small beanbags

Activity Preparation

Purchase a large piece turkey cutout. You can also create one out of construction paper. Draw, color, decorate and cut out turkey. Tape or glue the turkey to a large piece of poster board.  Next cut a hole through the mouth of the turkey cutout and the poster board large enough for the beanbags to pass through.  Place small beanbags for tossing in a box or other open container. Lean the turkey against a wall.

Activity Procedures

Invite the children over to the area. Explain to them that you are going to feed the turkey. Demonstrate for the children how to toss and kick the beanbags into the turkey’s mouth. Let the children take turns feeding the turkey by tossing or kicking the bean bags into the turkey’s mouth.

Gross Motor Learning Objectives

Objective 1: To provide the opportunity for projectile management through tossing the bean bags into the goal (the turkey’s mouth)

• Verbal Cue A: Let’s toss the beanbag toward the turkey!
• Verbal Cue B: Can you throw the beanbag into the turkey’s mouth?

Objective 2: To develop spatial relationships using the prepositions forward and backward, inside, outside, and straight ahead in verbal cues.

• Verbal Cue A: Kick the beanbag straight ahead into the turkey’s mouth.
• Verbal Cue B: Can you toss the beanbag forward?

Objective 3: To provide the opportunity for projectile management through kicking objects into the goal (turkey’s mouth)

• Verbal Cue A: Can you try to kick the beanbag in the turkey’s mouth?
• Verbal Cue B: Let’s kick the beanbag toward the turkey?

This “Feed the Turkey” activity will help enhance young childrens’ gross motor skills by tossing and kicking as well as develop spatial relationships. It will also support Thanksgiving curriculum and lesson plans. Do not keep score or enforce rules that promote competition as this is not a competitive activity.

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Preschool teachers and daycare providers have the opportunity to promote creative development by providing art activities that explore an array of media and materials. Creative art activities should also encourage imagination.

This Halloween Cookie Cutter Art lesson plan includes the materials list, preparation instructions and procedures for this activity. Also included are age appropriate learning objectives and an example of the simple supporting verbal cues required to encourage participation and support learning in a child day care center.

Halloween Cookie Cutter Art Materials List

• Cookie cutters in a variety of Halloween shapes
• Construction paper (one for each child)
• Tempura Paint (in a variety of colors)
• Shallow containers (i.e. pie tins)
• Glitter
• Butcher Paper

Activity Preparation

• Cover a craft table with butcher paper
• Gather all the materials
• Pour tempura paint into pie tins
• Place all materials on the table

Procedure for Activity

1. Invite the children over and tell them that you will be making Halloween pictures on construction paper using cookie cutters dipped in paint.
2. Show the children how to dip cookie cutters into the paint.
3. Press the cookie cutter on the construction paper to create a design.
4. Encourage children to make their own designs on their construction paper.
5. Add glitter to the paints.
6. Continue stamping until the design is complete.

Halloween Cookie Cutter Design Objectives

Objective 1

To provide the opportunity for expressive activities through cookie cutter art by having the children create designs using cookie cutters.

• Verbal Cue A: Today we are going to create Halloween designs using cookie cutters!
• Verbal Cue B: I have lots of colors for you to use to make a design.

Objective 2

To encourage spontaneity in material usage by allowing the children to choose their desired colors and to mix the colors they choose

• Verbal Cue A: Which color would you like choose first?
• Verbal Cue B: I like the way you are mixing your colors!

Objective 3

To introduce textured materials by adding glitter to the paint in which the children will dip their cookie cutters.

• Verbal Cue A: Let’s add glitter to the paint.
• Verbal Cue B: Let’s see what it feels like after we add glitter to the paint and the paint dries.

Halloween Cookie Cutter activity adapted from “Cookie Cutter Prints” on the Preschooleducation.com website.
*Reference: Creative Activities for Young Children by Mary Mayesky [Delmar Cenage Learning, 2001]

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