Competency Goal II Essay

I try to teach the kidskinren to stay healthy by getting the proper exercise that is needed for them. I take the children im corporal everyday if its not too hot, or too cold. I practice forms of yoga in the morning and the evenings with the children. This is to stretch their muscles, and to get their blood flowing. example helps the children in the morning if they are still tired. Also, Ive learned that the children crap a better day when they are not tired and sleepy. utilizeable Area 5 CognitiveAs a passing play set about teacher I try to stick out activities to take aim strong thought process skills. I try to plan activities for cognitive development that make children think. I ask open-ended questions play verbal dead reckoning games, memory games, and opposite sensory ram activities. When I ask questions I use trustworthy events and experiences that the children can relate to. For an example, Ive asked the children what happened to Goldilocks once she ran into th e woods. Then, I handgrip for thinking gestures from the children. Their responses were the following She ran as fast as she can forward from the Three Bears, she went home and told her mom, and she went home and called the police. I to a fault, play verbal guessing games such as, Guess Who What is white, looks desire a horse, and has black s chargees? The children guessed a zebra. I would do an activity like this after checking for prior intimacy (a story about zoo animals or a field trip to the zoo). In addition to open-ended questions and guessing games, I play the retrospection game. First we look at all the pictures (starting with about twenty tease or ten mates).Then we place the broadsheets face mass and I model by picking up a card and turning it over. Then I turn over another and and then the first child follows what I modeled. The children really enjoy this game. Their memory starts iron heel in once I turn over quite a few cards. Lastly, but not limited to, I pl ay a guessing game that uses the sense of touch. I use two opus bags, and each one has diametrical contents. I put play lucre in one and sand in another. I blind passel each child, allow them to feel the contentinside the bag, and chart their guesses from what they feel. They also describe it to the best of their make doledge. This game really gets them thinking. As a pass start teacher cognitive development is very important as well as the other objectives for preschoolers. I try to plan activities to develop a strong thinking skills foundation for children. I try to plan activities for cognitive development that make children think, wonder, and explore. I believe that sensory motor games and memory games are great choices for developmentally appropriate actives to strengthen cognitive skills. Functional Area 6 CommunicationIn order to know if a child is learning, I often ask questions. I eliminate each child an opportunity to build their communication skills. Children reall y like when I interact and acknowledge what they have to say. In the morning meetings, I make sure that all the children have a chance to recount the class how they are doing and what they look forward to doing throughout the school day. speckle interacting with the children I remind each child to use their spoken language in order to express themselves. Not only do I get to my children daily but I also play music with different vocabulary words in order for the children to learn new words daily. Functional Area 7 CreativityAs a head start teacher, I once believed that creativity was a challenging task. When I start planning activities around the childrens interest, it became much easier. One day the children and I were discussing woodlands. The children where all excited to know that I planned a gang dismissal. I ask the children what could be utilise for a establish cut. The children trenchant that a newsprint towel roll could be apply as a log. Then I asked how can a fire be started? One child began to rub his two pointing fingers together. I tell Good idea Then I asked what could be used as sticks to rub together to start our pretend fire. Another child suggested that to use two yellow pencils. So we all took turns rubbing the sticks together. After the material was gathered together, I asked what color construction paper could be used to make our camp fire look like fire. Several of children decided on using the following colors red, orange, blue, and even purple.The children and I lay the logs crisscross. The children and Ipushed the construction paper strips into a slip in the paper towel rolls. Then we used balls of white paper as fen mellows, attached it to a pencil, and pretended to roast marsh mellows. One child said, We need brown paper for gram crackers. So the children and I release squares of brown construction paper to make pretend gram crackers. This is how the camp fire was created. This was a creative activity that I planned around the childrens interest. I found it to be easier to plan activities for creativity by consulting the children first. I listen to their conversations from previous discussions and came up with the pretend camp fire activity. I have planned other creative activities using the selfsame(prenominal) strategy to get the children involved.