Transcript: CATEGORY Open Ended/Collectables CATEGORY https://www.mastermindtoys.com/Quercetti-Vortex-Marble-Run.aspx Open Ended CATEGORY PRICE PRESCHOOL PRICE Cooperative Games INDICATOR OF SKILL Quercetti Migoga 80 piece Marble Run https://www.louisekool.com/products/ZOO’M-Magnetic-Marble-Maze/product_id/6525.html# KDI 4. COGNITION 4.2 Problem Solving: Solving problems of more complexity - Engage children in problem solving that is relevant and doable through hands on investigations and through their own research. Zoo’M Magnetic Marble Maze PRESCHOOL E.22. Exploring objects: Children explore objects with their hands, feet, mouth, eyes, ears, and nose. F.38. Identifying visual images: Children respond to and identify pictures and photographs. Self Correcting 22. Exploring objects: Children explore objects with their hands, feet, mouth, eyes, ears, and nose. 24. Exploring same and different: Children explore and notice how things are the same or different 29. Filling and emptying: Children fill and empty, put in and take out. $29.99 +tax CATEGORY 14.95+ tax INFANT Discovery Tubes https://www.louisekool.com/products/ZOO’M-Magnetic-Marble-Maze/product_id/6525.html# Open-Ended https://www.louisekool.com/products/Geometric-Stacker/product_id/6544.html KDI 34.95+ tax TODDLER INDICATOR OF SKILL https://www.louisekool.com/products/Discovery-Cubes/product_id/7230.html 24.99+ tax KDI Price 17. Fine-motor Skills: Children demonstrate dexterity and hang-eye coordination in using their small muscles 43. Pretend Play: Children express and represent what they observe, think, imagine, and feel through pretend play. Self Correcting, Structured (Materials fit together in a specific way) Geometric Stacker SCHOOL AGE PRICE 4. COGNITION 4.9 Spatial Relationships, directions, map. Understanding left and right. Giving clear well organized directions 4.11 Games with rules. Conforming to the rules of the game. Using Strategies to improve performance during the game 86.99 plus tax PRICE https://www.louisekool.com/products/Elephant-Shape-Sorter/product_id/6483.html PRICE CATEGORY Elephant Shape Sorter SCHOOL AGE 46.99+ tax Wooden Stacking Robots References Best Start Expert Panel on Early Learning. (2007). Early learning for every child today: Framework for Ontario early childhood settings. Toronto, ON:Ontario Ministry of Children and Youth Services. Kool, L. (2013). Infant and toddler. Retrieved from https://www.louisekool.com/categories/Infant-&-Toddler/ Kool, L. (2013). Preschool and kindergarten. Retrieved Jan 11, 2013, from https://www.louisekool.com/categories/Preschool-&-Kindergarten/?page=2&sort=featured Quercetti migoga 80 piece marble run. (2010). Retrieved Jan 11, 2013, from http://www.mastermindtoys.com/Quercetti-Vortex-Marble-Run.aspx Wooden Stacking Robots. (2010). Retrieved Jan 11, 2013, from http://www.mastermindtoys.com/catalog/searchresults.aspx?search=wooden stacking robots CATEGORY KDI C. 17. Fine-motor skills: Children demonstrate dexterity and hand eye coordination in using their small muscles. E. 34. Shapes: Children identify, name, and describe shapes. E. 38. Patterns: Children Identify, describe, copy, complete, and create patterns.
Transcript: One reason we had chosen this design was because the children of this time and age love robots of any kind. It also has a clean and simple design. Furthermore, it is rather easy to put together. Problem Statement Do-it-yourself projects at home have become increasingly popular. People are often looking for beginner to intermediate home craft projects they can do. All of his dimensions are well within the requirements given to us. He also boasts a nice and clean body, with everything being proportionate to the other side. He also has an appealing design. His joints make it so that he can be positioned in any manner. A skill that had been learned during this project was Reasons for Choosing Toy 3D CAD Development Design Statement We were asked to model and design a mechanical toy out of wood or plastic, and could be assembled using small brads or glue. Our constraints were that it had to be free standing, could not exceed 6" depth x 12" width x 10" height, had to be manually operated, have three separate moving actions or motions, and motions must be cause and effect. One toy I had found was a wooden pig with wings, which could appear to fly by turning a crank. The second was a plastic transformer, which could turn from a robot to car by moving a few parts while still having good articulation. The third one was a wooden dog with metal joints, which allowed for it to be put into different positions. Technical Drawings Toy Research The first design made was a toy dog that has joints that stay where you want them to, and has a spring in the center of the body. The second design was a snake with joints that doubled as wheels. The third one, and the one we eventually chose, was a robot with joints and could be easily left how you put it. Description of Design By Patchett Walsh and Hana Lowenthal Toy Presentation Toy Presentation Degree of Accomplishment Skills/Lessons Learned Design Sketches A change that we had made in hindsight was the joints. Originally, we had planned to make one type of joint and connect them with a shaft, but it was found to be far easier to just make two parts for the joints and use them. Changes in Hindsight Bill of Materials Completed the construction of the plastic toy that was well within the requirements for measurements that we were given. The multiview sketches have also been completed.
Transcript: Bianca & Syntis Look, up in the sky! It’s a bird! It’s a plane! No! It’s SUPERMAN! 1 Move different parts of the toy’s arm Move different parts of the toy’s leg Cape is made from fabric that gives the toy some form of movement What does the toy do? Character toy 5 years old TARGET AGE: 2 Essential understandings This toy is developmentally appropriate because... colors mobility of the toy does not have its' own independent life and features allows maximum creativity and use of imagination Character toys as psychological tools Elena O. Smirnova, 2011 STUDY: 3 50 children between the ages of five to five and a half years participated in the study; 30 boys and 20 girls. Toy duck = interactive qualities They were given the choice to play with this toy in three different ways: The first way was familiarization. In this stage, an adult showed the duck to the child and acted as If they discovered the capabilities of the toy accidentally. The second stage was independent game play using toy accessories. During this stage, the child had the choice to play with the duck using other objects such as dishes, seeds, a toy chair and table, or toy forks and knives. The third stage was selection of the toy for joint play. During this stage, the child was asked to choose a toy from an interactive toy they were already familiar with or the new duck toy that they’ve never experienced for joint play. METHODS: Method During each stage, observations were being taken to measure three aspects: The child’s emotional expression was The nature of actions and movements; how focused the child was during play and to what extent the child used the toy’s functional properties The third observation was whether or not the child developed a storyline during play and if they included any of the toy accessories provided. Method cont. 4 Results Results: Interactive toys showed to prevent the child’s self-expression and reduce what they could do during play. The results showed no creation during play or use of imagination. However, these same children used story lines with other toys. The children were interested with the toy, attracted to the toy, imitated the toy, and had emotional interaction with the toy (laughing and smiling) but the toy did not give children the space to be creative and diverse. This study proves the importance of character toys. Interactive toys have independent qualities and life of their own. They don’t enable children to use their imagination and think creatively. These toys have their own capabilities and makes the child play with them in a certain way. They are only useful for functional play. Children use character toys as a representation for themselves. While using their imagination, they become the toy in a sense and attribute the characteristics and features of the toys to themselves. These toys should be natural and not just have their own independent features and capabilities. The child is responsible for choosing what the toy can do and deciding what they want to do with the toy. The toy doesn’t hint to how the child should be playing with it, allowing maximum creativity and the use of their imagination. What do results indicate: Smirnova, E. O. (2011). Character toys as psychological tools. International Journal of Early Years Education, 19(1), 35–43. https://doi-org.lehman.ezproxy.cuny.edu/10.1080/09669760.2011.570998 References: 5 6 Questions...
Transcript: https://www.healthunit.com/lets-grow-3-and-half-4-and-half-years http://www.babycenter.com/6_your-3-1-2-year-old-preschool-proofing_10329568.bc http://www.toysrus.com/buy/top-rated-update/preschool/fisher-price-corn-popper-72011-2265269 Toy (corn popper toy) Children love to keep moving ad discovering new things, so a good place/activity for you to take them is the zoo, you can ask them what their favorite animal is, what it looks like, and where it lives, a zoo can reach almost all parts of the development spectrum. cont. Activiies/things a child this age should be able to do Cognitive - at this age toddlers are starting to sing along to songs, even if they don’t know the words, just because they like to sing or like the song. Emotional - Children are often saying “me do it!” which shows that they are starting to want to develop independently. Toy Presentation developmentally aprropriate acivities Designed for babies and toddlers 3 to 4 years old, the Fisher-Price Corn Popper helps babies boost gross motor-skill development, including muscle strength, balance, and coordination. Sensory development gets a boost with bright colors and fun popping sounds. Thinking and problem-solving skills get a workout as baby learns about cause and effect relationships. Brightly colored balls pop around inside the dome as baby pushes this classic toy along, encouraging and rewarding new walkers with exciting poppity-pop sounds and action. The faster your baby pushes, the faster the balls pop and move. This toy encourages independent walking as babies learn to balance and support themselves. Physical - gaining better balance, and being able to bounce on a trampoline. Social - once children reach this age, they start to parallel play with children, they may start to notice other children around them and invite them to play with them. children at this age are finally starting to gain full control their bodies. While going different places and discovering different things is really fun for children, you still need to take the necessary safety measures so the good trip doesn’t turn into a bad one. Before going on play equipment, make sure that you have checked under all of the various equipment for safe surfaces, because kids are clumsy at this age, and while climbing could easily fall and, if there was not the proper safety equipment, break something or get badly injured. Safety measures
Transcript: WHY TOY PRESENTATION THE END character meant for everyone. It is mostly considered for children who are about ages four and up.The target market is mostly targeting little children who can simply buy their products like toys of mickey mouse. They wouldn't have money so instead they would usually cry about it to their parents to buy it for them. Conclusion Mickey mouse is considered a friendly cartoon WHAT I feel mickey mouse is a great influence for little kids and as well as adults. I also feel that its important to bring him back because of all he did in the past and should do in the future. We have to think about the younger generation and how much they could learn from it too. Its a great influence and the show really helps with basic learning skills like numbers, patterns, and the alphabet. Its best suited for everyone because it really helps to share what the past was like and continue on with the same method. I know that nobody is too young for something and too old for another. It all remains the same. Mickey mouse was created by a very famous and talented person known as Walt Disney. The show was actually created around in 1928. Mickey mouse serves as the mascot for the Walt Disney company. For over 80 years he had signified the Walt Disney company, animation,goodwill, fun, laughter, and most of all Walt Disney himself. Since that day mickey mouse began to get noticed around the whole world. It is still very popular now a days but wasn't like in the past. WHO WHEN These are the reasons why i feel this amazing toy deserves a second chance to shine once again. I know that its more then just a character, cartoon, and toy. Its more than that. I hope everyone really enjoyed this presentation of mine and thank you for being a great audience. Mickey mouse is considered a toy, cartoon character, and even in a fun creative mouse in your imagination. It keeps people like little children occupied and busy while playing and watching the show. They could play with them anywhere and whenever they would feel like it. He is considered being held within them and throughout them. It holds an important part in their childhood that remains with them forever. The need that it fills in the market is mostly the need for children. I know that its not possible for grownups in buying or playing with them but in one part of their lives they experienced the same thing. It wouldn't be considered a need but more like a want instead.
Transcript: Grade 4 Team: 1. Climate Committee Member Climate Survey- Data analysis Mix-it Up Lunch Co-Chair 2. Grade 4 Team Leader Encourage students to dream big and explore the world around them Create a learning environment in which students can make and learn from mistakes Build self-esteem, teach them manners, and how to be a good citizen Genuine connection with students- attend their soccer games & comfort them when their dog passes away Laugh & cry together My Teaching Philosophy August Letter Home- write to me about your child Newsletters/Website Weekly e-mail/phone call communication Biweekly Parent Meetings-behavioral & academic strategies Assist Adminstration in Decision Making: CREC Workshops: Performance- Based Assessments (PBAs) CCSS Curriculum Writing: Math & Writing CCSS Curriculum Writing: Reading- summer 2013 Parent Presenters-(Mt Fuji-Social Studies; Catapults- Science) Family Math Projects- "California, Here I Come!" "Mystery" Readers Our Family Journal Thank you for the opportunity to share the peaks and valleys of my teaching journey. Sister School Program, Hartford Arbor Day Program Participate in School Events: basketball charity event, hosting the talent show, spring concert, and science night Suffield Academy Leadership Program -Students now working in our classrooms** Reading: Learning Activities: Our Professional Goal: Communicating Mathematical Thinking & Problem-Solving Process in Written Form My Journey... Gina Quimby CT History: Starting Your Own Settlement Five New Genres & Differentiation Data-driven decision making SMART Goals Professional learning Common Core State Standards College and Career Readiness/21st Century Skills Digital learning environment SRBI & Tiered Interventions Data Analysis The two teaching organs... Collaboration with Colleagues Writing: 6 +1 Traits of Writing, Ruth Culham Reading: Best Practice- Bringing Standards to Life in America's Classrooms, Steven Zemelman Math: 10 Big Math Ideas, Fraction Kit Guide, Marilyn Burns Communication: A Journey Begins.... Guided Reading Instruction Family Journal: "Writing helps us to stop in our busy world and let our creativity shine through our words." Leadership Roles : Social Studies: My teaching journey begins with a card...written by a child I never met to my late and dear Grandmother... Many teaching disappointments stem from the "brain." We have all had lessons fall to pieces, activities fail, and goals fall short of success....but as teachers, we stop, reflect, change, learn, and grow. Student Programs: Set Agenda and Facilitate Meetings Present New Curriculum Documents Present New Policies and Procedures and Gather Feedback Lead the Team in Data Analysis for Collaborative Goal Meetings: Classroom initiatives of which I am most proud... Grade 4 Team Leader Way to go! Writing Program Pilot: Zaner Bloser New Typing Program: www.customtyping.com Scheduling New Policies/Procedures for Students'Personal Digital Devices** “There can be no deep disappointment where there is not deep love.” -Martin Luther King, Jr. A disappointment I'd like to share today stems from the heart... The Heart... Curriculum Development: May 8, 2013 Professional Resources: Writing: The Brain... Five Step Data Process SMART Goals Aligned with CCSS Mathematical Practices Involving Parents.... Professional Learning Dear Ms. Boyko....
Transcript: Sensory Bags Anna, Amanda & Nicole What are sensory bags? Basics Sensory bags are bags filled with items that engage children’s senses Predominantly touch and sight, and occasionally smell and sound. Why Use Them? Why Infants and young children put everything in their mouths ... Sensory bags keep them safe while facilitating sensory play Instructions HOW Acquire sturdy zip-lock bags Fill with liquid Eg: water, soap, Jello, shaving cream Add in physical objects Eg: rice, pompoms, cereal, leaves secure bag and enjoy! Toddlers age 1-3 Age Group Simple toy with many benefits We designed four different sensory bags Bag 1 Bag 1 Oil Water Food coloring + = + BAG 2 Bag 2 shaving cream Sparkles = + Bag 3 BAG 3 = popcorn Bag 4 BAG 4 WATER BEADS = Developmental milestones for toddlers Developmental Appropriateness sharing taking turns learning how to play pretend play Independence New thinking skills Fine motor skills listening play Very important to childhood development Helps them experience novel situations aids in learning basic skills promotes both sharing and independence facilitates fine motor skills listening skills 1-3 years old TASKS Neural connections being built fine motoe skills being developed facilitated social skills attanetion span and focus are expanded Important Note Each child is unique Each child has specific needs Care (i.e., play) should be individualized Price Conclusion We decided against marketing Focused instead on making Accessible, cheap and reusable No purchasing necessary
Transcript: My Toddler Box Motor Skills short bio The toy fit for a toddler that allows them to explore the world in their own tiny way. On their own time. Explanation Elements of the My Toddler Box 1 2 My Toddler Box and how it promotes stimulating play? Reaching and Grasping - Strengthens fine motor skills - Muscles in fingers and hands are strengthend Side 5 Sitting Up - Requires the child to be sitting up all by themselves - Gross motor skill - Helps develop and strenghten core muscles Side 3 Side 1 Side 4 Side 2 Parietal Lobe Explanation Secondary Research Lobes of the Brain - Allows toddler to touch and explore the box - Aids in spatial orientation - Improves cognitive development - Use creativity and imagination to make sense of the world - Challenging therefore enhances problem solving skills - Different skills are constantly developing depending on the activity chosen How does my toy promote stimulating play? Frontal Lobe Temporal & Occipital Lobes My Toddler Box meets Arnold Gesell - Controls the movement that occurs - Aids in the problem solving aspects when challenges arise TEMPORAL - Aids in hearing sounds from xylophone OCCIPITAL - Aids in being able to see different aspects - Being able to see their own reflection THE GESELL DOME Like the Gesell Dome, parents can observe their child and not disturb them while they play with their My Toddler Box. Parents can watch their child and see how they react or behave in a natural environment. - can be used by infants; relevance in that it helps observe the child and their correct milestones at correct ages - even without parent assistance, physical development can improve; as if it is preprogrammed Thank You THE NORMATIVE APPROACH
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