Version: Fall 2026
Last Modified: April 28, 2026
The infant program at the UWM Children’s Learning Center uses an emergent curriculum which incorporates the interests of the children, considers each child’s developmental abilities and needs, and fosters growth across developmental domains. As a result, there may be several strands of interest or focus that are interwoven throughout the classroom activities. Curriculum is delivered through play-based activities. This approach takes advantage of the children’s intrinsic motivation to engage in, and stay engaged in, educational activities and sets the foundation for positive early education experiences.
We draw from the philosophy of Educaring (Education and Caring by Magda Gerber) with our interactions with Infants and Young Toddlers. The key word in this philosophy is RESPECT — respect for the child and for us. We believe in a child’s natural development, involving them in their daily routines, asking for permission to help them, and giving them appropriate choices. We also believe that infants learn best when they can move freely and explore in an environment which is predictable, physically safe, cognitively challenging and emotionally nurturing.
Educarers are observers and active participants in the children’s play, guiding their learning and taking careful observation of the changing needs, abilities and interests so that lesson plans are relevant and meaningful for the children.
This curriculum guide provides a detailed overview of the expectations about the skills and strategies that children will typically learn, as well as give examples of the opportunities and materials children will experience, practice and master in infant rooms. We consider that children grow and develop at different rates and respect that they will achieve mastery without direct instruction, but rather with guidance and support from teachers. We also understand that children need different types of teacher support and scaffold their learning to meet these goals.
While identified separately in this guide, all these areas overlap, and learning takes place in multiple domains simultaneously. Skills and strategies are not learned in isolation. The curriculum provides children with a rich variety of materials and hands-on experiences, as well as multiple opportunities over time to engage with those materials and experiences.
Social-emotional development is at the core of our curriculum. It is necessary to play cooperatively to engage in complex play activities. We allow for uninterrupted longer periods of play so that children can explore their environment and the other children. As Educarers, we foster those interactions starting at a young age through observation and guidance. Social-emotional learning experiences are embedded in nearly all activities we do in the infant and young toddler program for children to have ample opportunity to learn and practice these skills.
Social, Emotional, and Regulatory Development
Social Development
| Age Range | Development Indicators | Classroom Supports |
|---|---|---|
| 6 weeks to 3 months | Smiles Coos Likes to be held/rocked Quiets when held/picked up Begins to notices other children Cries to get attention Tries to look at caregiver – studies face | One-on-one interactions Opportunities to interact with others Respond to infant’s cries Serve and return – vocalize back and forth with child Facial expressions Opportunities to be held Read books Sing songs |
| 3 months to 6 months | Differentiates cries Expresses emotions through vocalizations Interest in mirrors/their reflection Plays peek-a-boo Reaches for caregiver Laughs aloud when stimulated Reacts differently to different people Notices other children Plays with own body – hands/feet Upset when caregiver leaves Doesn’t like to be left alone Begins interactive play | Play peek-a-boo Make self available at child level Offer opportunities to be near/interact with other children One-on-one interactions Offer mirrors Talk about vocalizations/cries Respond to vocalization/cries |
| 6 months – 12 months | Reaches for other children Child/child interactions Knows parents/familiar adults Babbles Demonstrates excitement Imitates some gestures Separation anxiety Shows emotions such as jealousy, affection and anger Chooses own toys One-on-one interactions Likes to look at self in mirror Waves Claps Responds to name Has favorite toys May join group activities on own | Offer small- and large-group activities Offer one-on-one interactions Offer toys at child level Offer mirrors Label and talk about emotions expressed or heard/seen Assure safety Imitate child gestures |
| 12 to 20 months | Waves ‘hi’ or ‘bye’ Recognizes caregivers Responds differently to adults and children Resists removal of toys Shows jealousy of the attention of adults given to other children Begins to distinguish between you and me Points to members of family Plays near other children Beginning of friendships Likes an audience May or may not join group activities on own Imitates and mimics others during play Dependent on familiar caregiver but also may have fear of strangers’ return Parallel play Beginning on turn-taking games Possessive over objects Dependent vs. Independent Demands attention of caregiver Hands book to teacher when wants to hear a story Sits in teacher’s lap without assistance Moves to caregiver for comfort as needed Has favorite toys Has preferences for caregivers Responds to name Beginning to test limits Wants to be a part of certain group activities Offers toys to others | Offer individual and group experiences Provide comfort when needed Initiate turning-taking games/activities Observe interactions and intervene as needed Encourage positive interactions between children Encourage positive interactions between children and caregivers Engage in child-initiated play |
Emotional Development
| Age Range | Development Indicators | Classroom Supports |
|---|---|---|
| 6 weeks to 3 months | Cries to get needs met Quiets when held or picked up Begins to have different cries for different needs (hungry, in pain, tired, etc.) Startles at loud noises or overstimulation Sleeps most of time Social smile Begins to show a range of feelings and responses Some awareness of emotions of others Bonding (parent/caregiver to infant) Understands relationships between voices and faces | Provide children with consistent caregivers and routines. Meet needs (napping, feeding, etc.) in timely and consistent way Begin to teach self-soothing (nuks, cuddles, etc.) |
| 3 months to 6 months | Knows parents from other adults More aware of/responds to others’ emotions Often seems happy Gets upset when left alone Able to show a wide range of feelings and responses: pleasure, fear, excitement, unhappiness, and contentment (examples: displeasure over the loss of a toy, likes interactions with others and may cry if interaction stops) Smiles when smiled at Will begin to self-soothe on own – find own nuk or fingers May show some fear of unfamiliar adults Cries differentiated Shows pleasure in making sounds Responds to being talked to Likes to look at self in mirror Starting to become aware of themselves in relation to other people and things | Provide children with consistent caregivers and routines. Meet needs (napping, feeding, etc.) in timely and consistent way Provide opportunities for adult-child and child-child interactions Continue to encourage self-soothing Talk with child/describe the emotions they are feeling or hearing/seeing others express Offer peek-a-boo Offer time for children to look in the mirror Offer books with different facial expressions Offer opportunities to look at family photos |
| 6 months to 12 months | Becomes more aware of themselves in relation to other people and things Displays anger when needs are not met in their time frame May have stranger anxiety Shy around unfamiliar faces Mild to severe separation anxiety from parents or familiar caregivers May not like to be left alone Shows jealousy, affection, anger Feeds off emotions of others – cries when another child cries Distinguishes emotions from tone of voice Shows displeasure or anger when redirected (tantrums) Lifts arms up when asked if they want to come up Centered only with self Choose to respond or not respond to a teacher’s actions Cries or uses vocalizations or gestures to draw attention to themselves | Provide children with consistent caregivers and routines Meet needs (napping, feeding, etc.) in timely and consistent way Provide opportunities for adult-child and child-child interactions Continue to encourage self-soothing Talk with child/describe the emotions they are feeling or hearing/seeing others express Offer peek-a-boo Offer time for children to look in the mirror Offer books with different facial expressions Offer opportunities to look at family photos Allow children to work through tantrums in a safe manner |
| 12 to 20 months | Shows jealousy Can distinguish between different members of the family and act socially with them Shows physical expression of anger, sadness and joy Conscious of own actions – whether parents approve or disapprove Wants to be near caregivers Has a sense of ‘me’ and ‘mine’ and begins to express themselves Throws toys when angry Tantrums Shy or nervous with unfamiliar adults Cries when parents leave Has favorite things and people Shows fear in some situations Emotionally unchangeable or stable Can’t tolerate frustration Intense mood swings – dependence to independence, eagerness to irritation, cooperation to resistance Enjoys having an audience and when others clap for them Asks for help Can be defiant and resistant Laughs at things that they find silly Hugs toys and people Shows intense curiosity | Provide children with consistent caregivers and routines. Meet needs (napping, feeding, etc.) in timely and consistent way Provide opportunities for adult-child and child-child interactions Continue to encourage self-soothing Talk with child/describe the emotions they are feeling or hearing/seeing others express Offer peek-a-boo Offer time for children to look in the mirror Offer books with different facial expressions Offer opportunities to look at family photos Allow children to work through tantrums in a safe manner Allow children to try to work through situations/emotions on own before stepping in help children to learn they are capable but just not capable of everything yet |
Regulatory
| Age Range | Development Indicators | Classroom Supports |
|---|---|---|
| 6 weeks to 3 months | Briefly calms self – may bring hand to mouth to suck or use pacifier May put self to sleep | Offer comfort item – pacifier, blanket, lovey, sleep sack Place in crib to put self to sleep if they are able to fall asleep on their own |
| 3 months to 6 months | Searches for caregiver and/or makes eye contact Sucks finger(s) or thumb Uses different cries: hungry, in pain, tired May put self to sleep Finds comfortable sleeping position | Make yourself available to children Read and respond to child’s cues – pick child up, feed them, nap them, comfort them Offer comfort item – pacifier, blanket, lovey, sleep sack Allow children to try to self soothe and/or put self to sleep |
| 6 months to 12 months | May move to get comfort object Uses gestures or language (verbal, vocalizations, or sign language) to communicate needs/wants | Respond to children’s expressions of wants/needs Encourage the use of signs and language |
| 12 to 20 months | May put self to sleep Self-soothes/self-regulation – points to cot when tired, gets blanket when tired or needs comfort, ask for pacifier when needed, lays on the floor or other surface when tired Points to objects or uses words or signs to get what they want/need | Respond to children’s wants/needs Allow children to have a tantrum or work through emotions before intervening Give child the opportunity to put themselves to sleep |
Physical Development
Fine Motor Development
| Age Range | Development Indicators | Classroom Supports |
|---|---|---|
| 6 weeks to 3 months | Bats at toys/objects Tracking (visual motor development/beginning hand-eye coordination) Brings hands to mouth Holds rattle for extended period of time Grasps object when placed in hand | Offer fingers/small objects for children to grasp (place in hand) Infant gyms for batting Tracking: face to face, bold single-colored objects to follow |
| 3 months to 6 months | Bats at toys/objects Tracking (visual motor development/beginning hand-eye coordination) Watches hands and fingers as they move (very interested) Clasps hands together Transfers objects from hand to hand Obtains/retains object Bangs on objects/surfaces with open hand Picks up larger objects with two hands | Dangling toy for grasping/letting go Objects available to pick up and explore infant gyms for batting Tracking: holding objects in front of them/more focus on people Tummy time: reaching for objects in front of them |
| 6 months to 12 months | Feet to mouth/hands to feet Picks up small objects with several fingers and thumb Pulls string to pull toy Pokes objects with single finger Bangs objects/surfaces with purpose Pulls off own socks Pincer grasp Beginning to explore utensils Picks up larger objects with two hands; move to using one Picks up small objects with one hand Beginning to stack blocks Dumps and fills buckets of toys Begins to bring cup to mouth Claps Able to do twisting motion with hands Waves | Puppets/other objects on your hands for a child to take off of your hand Shape sorters Blocks Stacking cups Crayons and other art tools (makes marks by banging) Offer utensils at meals Finger foods (promote development of pincer grasp) Offer a variety of objects/toys to grasp and explore Offer books to turn pages of Paper for ripping Model waving |
| 12 to 20 months | Picks up multiple objects with one hand Takes things apart Stacks blocks Self-feeds (fingers and utensils) Brings cup to mouth Intentionally makes marks on paper with crayons/other art tools (horizontal and circular vs. dots) Turns through several pages of a book before losing interest Fits objects into holes (ex. pegs into holes in peg board; people into bus; shape sorters; puzzles) Dumps and fills buckets of toys Begins to attempt child scissors Scoops and dumps Pours from cup to cup | Introduce open cup Promote self-feeding with hands and utensils by giving them time and space to do it on their own Assist children in using scissors Offer art experiences (crayons, tissue paper to contact paper, play dough, finger painting, paints with brushes and other tools, etc.) Offer sensory experiences (sand to scoop and dump, water to pour, etc.) Provide puzzles, shape sorters, peg boards, pop up toys, and other objects for children to manipulate Interest in blocks/Duplo’s Paper for ripping Offer books |
Large Motor Development
| Age Range | Development Indicators | Classroom Supports |
|---|---|---|
| 6 weeks to 3 months | Holds head up without support Moves arms and legs in an energetic manner Turns head side to side Able to raise head from surface when lying on tummy Rolls partway to side when on back Bats at toys | Tummy time Infant gyms for batting at toys Moving objects in front of child to encourage moving head side to side Teachers intentionally alternate which side of the child they place objects or themselves (to encourage movement to both sides) Teachers will put children in different positions – tummy time, back |
| 3 months to 6 months | Rolling (front to back and back to front) Pivots around when lying on stomach Reaches for toys Pushes up when on tummy Holds head up and moves it back and forth when on tummy Intentional movement of arms and legs | Encourage rolling by placing objects slightly out of reach Tummy time: extended periods Infant gyms (promote intentional arm and leg movement) Moving objects around them to encourage pivoting on stomach Allow them to move freely without confinement Allow them to roll, sit up and turn at own readiness |
| 6 months to 12 months | Able to rotate upper body independently of lower body Gets into and out of sitting position Sits on own without support Army crawl Feet to mouth Gets up on hands and knees, rocks in this position Scoots backwards Moves forward in some way (army crawl, cross crawling, etc.) Pulls self to knees Pulls self to standing position Cruising Stands without assistance Begins to take steps Walks with support (child initiated) Gets back down onto the floor from a standing position Crawls up/walks up steps/ramp/large blocks Gets into and out of small chairs Turns body to sit in teacher’s lap Throws a ball Pushes themselves backwards on riding toy Begins to push self forward on riding toy Crawls into and out of objects (nesting pool, etc.) | Allow free space for children to move their bodies Objects for climbing Child-sized furniture (for climbing in and out of and pulling up on) Balls Push toys Encourage children to take steps when ready. Provide support when child seeks it. Allow independent movement with minimal assistance Teachers will initiate games: crawling/chasing, rolling balls back and forth Tunnel for crawling through |
| 12 to 20 months | Walks independently Walks steady Beginning to jump Running, spinning, rolling, marching, climbing, dancing, twisting Walks up stairs one at a time (moving towards alternating feet) Carrying/pulling/pushing items Purposefully pounding objects with tools (ex. hammer on pounding benches, drum stick on drum) Able to move forward freely on riding toys Sliding Kicks a ball Climbing into and out of things Able to walk on various surfaces (grass, sand, tile, carpet, etc.) | Intentional activities to promote various movements Allow independent movement Provide indoor and outdoor space for free movement Model movements (running, spinning, rolling, marching, climbing, dancing, twisting) Create activities that encourage this Provide opportunities to walk on various surfaces (grass, sand, tile, carpet, etc.) |
Self Help
| Age Range | Development Indicators | Classroom Supports |
|---|---|---|
| 6 weeks to 3 months | Uses different cries: Hungry, in pain, tired | Respond to infant’s cues/cries Offer assistance in soothing – pick child up, offer a bottle, respond in a calm voice, change diaper, change their position, hold/snuggle child, sing to child, affirm emotions, offer reassurance |
| 3 months to 6 months | Opens mouth for bottle Assists teacher in holding bottle Searches for caregiver and/or makes eye contact | Allow child to help hold/hold bottle if wanted |
| 6 months to 12 months | Holds cup Reaches toward adult to be picked up Picks food up off of tray and brings to mouth Holds, bites and chews food Assists with, holds, experiments with spoon or fork Turns head when they don’t want bottle or food Takes off shoes and socks Cooperates when dressing Begins moving purposefully to get needs met Uses gestures or language (verbal, vocalizations or sign language) to communicate needs/wants Assists in hand washing | Offer children a cup at meals Offer children utensils at meals Encourage the use of signs and language Talk through what you are doing while dressing and ask child for help Wash children’s hands – talk through, ask for help |
| 12 to 20 months | Practices with a fork or spoon to feed themselves Holds sippy cup and drinks without help Practices with an open cup More independent in hand washing (ex: may get own paper towel, attempt to dry hands, put paper towel in garbage) Attempts to dress self Attempts to undress self Starting to help to wipe self up after meal Hands teacher plate, bowl, utensils or cup when done Puts bib/face cloth in hamper Unzips zippers Starts to use things correctly Buckles self in chair Sits in child-sized chair without assistance Sits in teacher’s lap without assistance Points to objects or uses words or signs to get what they want/need Moves about without adult’s help Tries to be more independent in tasks | Offer utensils at meals Allow child to buckle self into chairs Allow child to wipe face after meals Offer open cup for practice Help in hand washing process Respond to children’s wants/needs Allow child to be more independent – allow them to try something before offering assistance Assist/model use of utensils at meals |
Communication, Language, and Literacy
Receptive Listening
| Age Range | Development Indicators | Classroom Supports |
|---|---|---|
| 6 weeks to 3 months | Social smile Reacts to sounds Responds differently to adult voices | Talking, signing, face to face Respond to infant’s cues/cries |
| 3 months to 6 months | Responds differently to different noises Takes turns vocalizing | Talk, sing, face to face Respond to vocalizations and babbling Participate in turn taking with language (I talk, you babble, I talk, you babble, etc.) Read books Provide interactions with other children |
| 6 months to 12 months | Imitates sounds heard Recognizes words like ‘mama, dada, bye-bye’ Conversational babbling Understands words have meaning (say mama, looks for mama) Responds to name Points to objects when asked Shows an interest in pictures | Talking, singing, face to face Encourage imitation, sign language, babbling Participate in back-and-forth conversations Read books |
| 12 to 20 months | Follows simple directions Responds to questions Attentive to objects and people Repeats words they hear Can label/point to body parts when asked Understands pictures have meaning Understands words have meaning Points to objects when asked | Continue to encourage conversation |
Expressive/Speaking
| Age Range | Development Indicators | Classroom Supports |
|---|---|---|
| 6 weeks to 3 months | Cries: varies cry, repeats syllables while crying Social smile Reacts to sounds Responds differently to adult voices | Talking, signing, face to face Respond to infant’s cues/cries Expose children to repetition of books, flannel songs and rhymes Teachers will narrate what they are doing throughout the day (diapering, making lunches, narrating their own ‘play’) |
| 3 months to 6 months | Uses different voice patterns Babbles Consonant productions without communicative intent Smiles Takes turns vocalizing Vocalizes to mirror Vocalizes to express displeasure Sounds such as: ba ba, ah ah, etc. | Talking, signing, face to face Respond to infant’s cues/cries Asking open-ended questions Respond to sounds and gestures Expose children to repetition of books, flannel songs and rhymes Teachers will narrate what they are doing throughout the day (diapering, making lunches, narrating their own ‘play’) |
| 6 months to 12 months | Babbles Beginning of single words Signs and uses gestures to express needs and wants Imitates sounds heard Intentional babbling Conversational babbling Shouts to gain attention Waves bye-bye Complex babbling of many sounds strung together Points to objects on own | Talking, signing, face to face Respond to infant’s cues/cries Asking open-ended questions Expose children to repetition of books, flannel songs and rhymes Teachers will narrate what they are doing throughout the day (diapering, making lunches, narrating their own ‘play’) |
| 12 to 20 months | Single words, beginning to put 2 and 3 words together Responds to questions Uses signs, gestures, and words to express needs Repeats words they hear Can label/point to body parts on own Names objects More inflections in speech Asks “What’s that?” Points to objects on own | Talking, signing, face to face Respond to infant’s cues/cries Asking open-ended questions Expose children to repetition of books, flannel songs and rhymes Teachers will narrate what they are doing throughout the day (diapering, making lunches narrating their own “play”) |
Literacy
| Development Indicators | Classroom Supports |
|---|---|
| Shows interest in singing flannels Sits and looks at books independently Sits and looks at books with teachers Brings teachers books to read Understands pictures having meaning Uses writing and drawing tools to make a variety of marks on paper Shows an interest in pictures | Provide utensils for writing, crayons, pencils, paper and clipboards Teachers keep a constant, rotating supply of variety of books for children to experience (paperback and board books) Books are available at child level Puzzles are available Shelves and some room fixtures are labeled with print |
Cognitive Development
Approaches to Learning
| Age Range | Development Indicators | Classroom Supports |
|---|---|---|
| 6 weeks to 3 months | Studies someone’s face in direct line of vision Explores cause and effect Unintentionally bats at objects Focuses on and follows an object with their eyes Forgets about an object that is not in sight Use different cries to indicate hunger or pain May get upset if activity doesn’t change May get upset if hears an unusual or loud sound | Classroom schedules/routines are set up so that children have long stretches of time in which to play Teachers observe children for mastery of skills and introduce more challenging toys/ experience as needed |
| 3 months to 6 months | Explores objects with mouth Shows if happy Uses different cries for hunger, pain, anger Reaches for object with one hand Explores cause and effect Studies hands and feet Uses hands and eyes together Recognizes bottle Follows moving objects with eyes Explores cause and effect Recognizes familiar caregivers or objects from a distance Responses differently to different family member or caregivers Observes other children playing near them Looks for someone they hear talking Looks to see where a sound may be coming from Studies face of someone that is talking to them | Classroom schedules/routines are set up so that children have long stretches of time in which to play Teachers observe children for mastery of skills and introduce more challenging toys/ experience as needed |
| 6 months to 12 months | Explores objects with mouth Searches for objects Studies hands and feet Shows or hands toys to another child Studies face of someone that is talking Put related objects together Uses finger to point at objects Shows curiosity about things Cause and effect (peek-a-boo, pop-up toys, etc.) Copies actions of others Object permanence Clears shelves Begins to transfer objects from one hand to another Tries to get objects that are out of reach Looks at pictures Bangs toys on multiple surfaces Stops what they are doing when they hear their name Looks at refection in mirror – touches or mouths mirror Responds to verbal requests Does action multiple times to get same result Drops toys Learns how objects are used in play as they are used in real life | Classroom schedules/routines are set up so that children have long stretches of time in which to play Teachers observe children for mastery of skills and introduce more challenging toys/ experience as needed |
| 12 to 20 months | Explores objects with mouth Copies actions of others Rolls ball back and forth with child or adult Responds to verbal requests Interested in body parts – points to them Begins problem solving Pretends to use an object how it will be used in real life Desires objects that look like ‘theirs’ Starting to sort Animal sounds Explores objects in multiple ways – shakes, bangs Uses objects correctly Put things into and out of containers Turn pages of a book Makes request (eat, flannels, etc.) | Classroom schedules/routines are set up so that children have long stretches of time in which to play Teachers observe children for mastery of skills and introduce more challenging toys/ experience as needed |
While the following items are not included in our assessments of children, we believe they are an integral part to the development and experiences of children in our care. As such, they are included here as an addendum to our curriculum framework.
Visual Art
| Development Indicators | Classroom Supports |
|---|---|
| May show an interest in art and art experiences May actively participate in art experiences provided | Children are given an opportunity to explore various art materials and tool such as paint, pencils and crayons Teachers will allow children to use these materials in their own way, as long as it is safe Children’s art is hung at their level, often with pictures of the activity as it happens, giving the children the opportunity to reflect on their own work Classroom will rotate in books that depict famous works of art/artists, allowing for classroom conversations |
Representational and Symbolic Thinking
| Development Indicators | Classroom Supports |
|---|---|
| Being exposed to objects as they are used in pretend play Uses objects in pretend play as they are used in real life Uses real and imaginary objects in pretend play Engages in pretend play (talking on the phone, napping baby dolls, cooking toy food, etc.) | Dramatic play centers include a variety of materials that are rotated based on children’s interests Teachers encourage expansions of children’s play while taking on new roles, offering language to describe their play Classroom areas are set up with variety of real and play objects, allowing children to use their imagination in determining how items are played with |
Mathematical Thinking
| Development Indicators | Classroom Supports |
|---|---|
| Participates in counting songs and counting finger plays Observes the shapes and numbers around the classrooms Explores different simple puzzles | Read books that include shapes and numbers Exposure to shapes and numbers around the classrooms |
Scientific Thinking
| Development Indicators | Classroom Supports |
|---|---|
| Has exposure to and takes interest in the outdoor environment Explores cause and effect Responds to loud noise Responds to stimulation Child shows preference for being ‘dry’ rather than ‘wet.’ Indicates by a cry or sounds when ‘wet.’ | Explores sensory table (temperature, goop, seasonal materials) Children are encouraged to explore the plants and natural objects on our playground. Teachers can talk about the different kinds of plants/animals seen outside, and explore the rocks/pinecones/water/sand that are all present on playground Children can go on buggy walks |
Music
| Development Indicators | Classroom Supports |
|---|---|
| Shows an interest in songs and finger plays Uses a variety of musical instruments Shows an awareness of music in the classroom environments | Time is set aside throughout the day for children to participate in songs and flannel stories. Classrooms have a variety to choose from and allow repetition of these so that children become familiar with and participate in singing them. Teacher can introduce clapping along with song/flannel to highlight the rhythm of music. Musical instruments are available in classrooms, in gyms, and on play yards A variety of music is played in the classrooms as well as gyms Teachers respond to children’s request for specific songs to be repeated |
Dance
| Development Indicators | Classroom Supports |
|---|---|
| Moves body to music in variety of ways Uses props (such as scarves) to move to music Participates as an audience member in dance performances (as provided) | Children are exposed to a range of musical styles through CDs and songs Time is available for movement Provide props such as scarves and ribbons in classrooms and gyms |
Social Studies
Social Studies (Community & Family): Children in our care learn to be a part of several different communities: their family, our classroom, the Children’s Learning Center, Milwaukee, any surrounding city or town they may live in, the state of Wisconsin, the United States, and the world. They also start to distinguish their family as separate from the classroom and the Center. Children start by learning about themselves in relation to everything in their environment. They then start to notice others and learn about themselves in relation to others. As children begin to interact with one another, they learn about ‘you’ and ‘me’ and start to pick up on social cues through these interactions. Teachers model behaviors and help guide children through interactions and help them learn about different roles in the classroom and in the Center. They are exposed to materials that show diversity and different roles in our larger community outside of the Center.
Sources
Bodrova, E. & D. Leong. Tools of the Mind: The Vygotskian Approach to Early Childhood Education. Pearson Education, 2007.
Copple, C., S. Bredekemp, D. Koralek & K. Charner (eds). Developmentall Appropriate Practice: Focus on Preschoolers. NAEYC, 2013.
NAEYC Early Childhood Program Standards and Accreditation Criteria. National Association for the Education of Young Children, 2013.
Wisconsin Model Early Learning Standards (Second Edition). Wisconsin Department of Public Instruction, 2008.