LEARNING TO MOVE Supporting the Physical Development of Infants through an Integrated Curriculum
by Laura Nadeau
Part One PLANNING
KWL QUESTIONS • If they are pre-verbal, how can they tell us
what they know?
• Do infants understand what it means to
want to know about something? • How can we determine if they learned
anything?
THE ANSWERS CAN BE FOUND IN MANY WAYS OBSERVATIONS NOTES CONVERSATIONS GUIDELINES PARENT CONFERENCES TRUSTING AND CARING RELATIONSHIP DEVELOPMENTAL PROFILES REFLECTIONS JOURNALS PHOTOGRAPHS
ORGANIZING MY INFORMATION Do I understand the areas, goals, objectives, and steps of the Creative Curriculum? Created a personalized chart for myself
How do the Creative Curriculum goals align with the Ohio Guidelines for Infant and Toddler Development? Comparison chart available on line at www.creativecurriculum.com
PHOTOGRAPHS I have thousands of classroom photos stored online at flickr.com. More photos on flash drives and hard drives! It took several days going through the photos and sorting them into content areas that are used in elementary schools.
MAKING THE CONNECTION the infants participated in each subject area, they were able to practice gross motor and fine motor movements
INFANTS CAN LEARN TO MOVE THROUGH AN INTEGRATED CURRICULUM
Part Two EXAMPLES
ART FINE MOTOR LITERACY HOW TO USE AN OBJECT
MUSIC GROSS MOTOR FINE MOTOR HOW TO USE AN INSTRUMENT
LANGUAGE GROSS MOTOR FINE MOTOR SELF HELP UNDERSTANDING THE WORLD , AROUND US
SCIENCE & NATURE GROSS MOTOR MATH
LITERACY
GROSS MOTOR and FINE MOTOR
MATH FINE MOTOR, HAND-EYE COORDINATION, COLORS, CONCEPT OF SIZE and HOW OBJECTS RELATE TO OTHER OBJECTS
MATH COUNTING GROSS MOTOR, BALANCE and COORDINATION
SCIENCE sense of touch texture of objects
FINE MOTOR GROSS MOTOR BUILDING TRUSTING RELATIONSHIPS
M A T H SCIENCE GROSS MOTOR
SOCIAL STUDIES
KNOWING ABOUT OUR SCHOOL and GROSS MOTOR
FINE MOTOR GROSS MOTOR HOW THINGS WORK
SOCIAL STUDIES TOOLS
SCIENCE FINE MOTOR, GROSS MOTOR and COMMUNITY