Hannelore Rogers

12/4/2015
ECE 252
Toddlers/2s Experiences

Sensory Experience for 2 year olds

Objective: Children will explore the sponges physical property of absorption
through water play.

Materials:
Sponges
Stationary wide shallow tub with water
Plastic containers
Towels
Water resistant aprons

Scaffolding: Children will have been exposed to the properties of water and by
now may have seen adults whether at home or in the care center use sponges. If
the child has not yet been exposed to sponges, this activity is a wonderful
introduction to the absorption properties of sponges.

Facilitation: This activity will not be hard to invite and engage most children in
since they already love to play with water. For other children who do not like to
get wet, educators can provide the aprons and have towels to wipe with. If there
are children with special needs, educators can plan accordingly. After children
have been playing and exploring with sponges for a while, educators can help
demonstrate how children can fill plastic containers by squeezing water from the
sponge

DAP Support: Toddlers are surrounded by sensory objects for their play activities
(DAP pg. 96)

Motor Experience for 2 year olds

Objective: Children will exercise and practice their large motor skills by playing
with large lightweight blocks.

Materials:
Large lightweight blocks

Scaffolding: It is building on childrens growing capabilities of being able to pick

things up and maneuver their bodies to accomplish what they want to do.

Facilitation: Caregivers can provide a safe space to store these materials so it

can be easily accessed and the space to move and build with. It will not be hard
to inspire and engage children in this activity since it answers their need to move
and play by building. If there is children with special needs in the class, the
caregivers must plan accordingly.

DAP Support: Large-muscle activity cannot be saved for outdoor time, but must
be allowed and encouraged inside. Large lightweight blocks encourage building
skills as toddlers carry them around; form them into walks, houses, and abstract
structures; and then practice gross motor skills on them. (ITC pg. 146)

Language Experience for 2 year olds

Objective: Children will listen to a book being read to them and see illustrations
of events in the story.

Materials:
Variety of books showing diversity, rich in language and vocabulary, and
correlates with childrens interest and experiences.

Scaffolding: Extending childrens experience with books

Facilitation: Create a warm and cozy space comprised of soft textures like
pillows, mats, rugs, blankets, child-sized plush furniture, and warm lighting where
the books are located. Caregivers can invite children non-verbally by simply
being in the book corner/space with a book in hand. The activity should be
accompanied with cuddles and snuggles.

DAP Support: Read to children individually or in small groups when there is an

interest. Make this time frequent, short, and spontaneous a fun activity
accompanied by lots of cuddling and snuggles. This pleasurable association with
books is one of the key correlates to early literacy. (ITC pg. 192)

Health Nutrition Experience for 2 year olds

Objective: Children will be provided healthy options for snacks and wash their
hands before and after eating.

Materials: (Be aware of allergies and plan accordingly.)

Any healthy snack option that is not a choking hazard.
Slices of apple
Slices of cheese
Healthy crackers
Child sized plates, cups
Child sized pitcher of water
Little hand towels (for spills and wipes)

Scaffolding: Builds on childrens previous experience with food and eating.

Facilitation: Have children eat in small groups. Caregivers can provide healthy
options for snacks and set up the eating space/environment to be a lovely,
pleasurable, and learning experience for the children with child sized furnishings
and food ware. The caregiver can serve the children and pour their water into
their cups. If the children so desire, they may pour their own water in their cups
with the help of the caregiver. The children can talk amongst themselves and
with the caregiver. Before and after eating, caregiver can help (if needed)
children wash their hands.

DAP Support: Caregivers recognize that routine tasks of living such as

eating.are important opportunities to help children learn about their world,
acquire skills, and regulate their own behaviour. (DAP pg. 101)
Toddlers eat in small groups at low tables. Their caregiver sits nearby to provide
assistance as needed. (DAP pg. 102)

Social/Emotional Experience for 2 year olds

Objective: Children will be able to work together to create an art banner.

Materials:
Long and wide white butcher paper
Crayons
Markers

Scaffolding: It builds and extends on childrens prior experience of grasping and

scribbling with crayons.

Facilitation: Caregivers can encourage and support cooperation within the

classroom by providing the needed space and materials for all children in the
classroom to participate if they so desire. Words such as our group, we, our
friends can be used to inspire children to be a part of doing something (creating
the art banner) as a class together. We can also inspire children by
acknowledging the work of other children already done on the banner. For
example, Oh look, Tracy used such a pretty pink here and Candice added it with
this lovely blue. Our friends are making beautiful work together. If there are
children with special needs in the class, caregivers should plan accordingly.

DAP Support: Acknowledge and support young childrens efforts to cooperate;

create cooperative activities for example, an art project in which children can
work together to create a group picture.