Emergent Curriculum Plan

Topic - COLORS

Lead: Information from previous session(s): Check-in/out: Anna

Anna Child Name: Clara – after spending time with Clara in different activities throughout our lab classes, I can Handwashing: Pam
see that she is very curious about everything, and like her mom said in her home visit, she is easy going. She Snack: Ryan
Date: may need a support person just to give her the confidence boost. That is something we can provide for her. Closing Activities Set Up: Anna
Tuesday, She makes me think a lot of the zone of proximal development when I spend time playing with her. She
October 11, needs a hand ahead of her *just* out of reach so that she has to take the risk to grab on. This goes for all of
2022 the activities! She can get so much out of the day if she is given the support as her grandma drops her off in
the morning until her mom comes to pick her up. We can focus on our relationship with her and helping her
build her confidence as she discovers new things throughout the class time. Also, labeling emotions may be
very helpful and learning opportunity for Clara. She tends to be emotional when Grandma leaves for a bit,
but we can help her through that.
Child Name: Aiden – Aiden likes to try new things. He has confidence and lots of curiosity. We can
encourage him to try new things or try things in a different way to really stretch and help him learn new
things as he explores. He is talkative, and this is something we can help him in as we try to use new words to
describe things and strengthen his vocabulary. Since he seems to be pretty advanced with language, we can
help him by saying what he says back to him with the correct grammar – “it’s filled up”  “it’s full”
Child Name: Theo – Theo was reluctant to leave class on Oct 4 (Tuesday). He wanted to continue playing
with the trains in the closing activity and hid under the table for a bit. To help him at the end of the day, we
can make sure to engage with him more throughout the day and make sure we have enough time to give him
solid experience with the closing activities so that he’s ready to go home, but still excited to come back! I
think that something we can do to help Theo in general is to use a lot of parallel talk around him. If we can
do that, it may help him interact with us more and give him more context of what’s going on.

In general, what do all the children in the class need to continue their learning and development?
It seems like the most common request from parents was to help their children develop better social skills such as turn taking, sharing, and creating relationships.
This is something we can really focus on in the outdoor and indoor activities today. Indoors and outdoors, we can help them explore the blocks, dramatic play,
and other options and work with and around the other children. If we can model social skills and manners, I think it will have a big impact on the children,
whether it’s with another child or teacher.

Based on these needs and the children’s interests, what are you going to teach?
I am going to teach about colors. The basic colors, using them to describe objects (such as the green monster, pom poms, etc.), and seeing them mix and change.
There will be opportunities for children to take risks and exercise their motor skills. They will be able to learn from each other, take turns, share, and socialize
with each other throughout the activities.
Opportunities for self-directed learning, discovery, and play throughout the day (in general and for specific children):
We have talked about learning words in Spanish to help Miguel specifically so that we can involve him but help him to learn better social skills and to interact
better with other children. We can use the same type of words with the other children to help them all understand that we are friends and we are gentle with our
friends. We can share with people around us and take turns. I think that using manners and modelling them as the teacher while we’re down on their level goes a
long way. If a child wants to use a toy another child has, we can model asking them politely if the other child can have a turn and it seems to work most of the
time. Sometimes we may need to explain. Using self-talk and parallel talk as well will be super beneficial to those children who may just need more context
about what’s going on to give them that needed confidence.
We know that Clara, Azelynn, Eve, Amsey, and other children like to play house and cook in the dramatic play area so that will be readily available to them.
Clara was very quick to go to the paint table that was near the door. It seemed to be very inviting and comforting to her. This will be available in the room as
well with more room for socializing with or near others.
The children will be able to be hands on and challenged with the blocks and other activities inside, and the mountain climber structure outside. The ice outside
will be engaging and teach them about their colors as they seep into the ice and mix together.

How I expect to:

 Develop relationships with individual children:
Clara will most likely need someone there to support her and give her a hand once Grandma leaves. We can help her build up confidence because she
likes to explore, she may just need a buddy to make her feel safe.
Asher may need someone to be supportive of him and we can make sure to use clear vocabulary with him to best benefit and help his language continue
to develop.
All of the children in the classroom deserve to have these learning experiences that bring them joy. We can help facilitate that.

 Support children in developing relationships with others:

I think for Miguel, we can try to learn new words and do our best to interact with him. I think parallel and self-talk will be helpful around him to let him
hear what we say and then see what we do to put it into context. We can do our part to learn some words in Spanish to be more inclusive with him and
help him feel more comfortable in the environment.
Just in general, we can scan the classroom and make sure to “keep our backs to the walls” so that we can see those moments that may be pivot points for
relationships between children. We can recognize those conflicts and help guide them.

 Establish a safe community of learning:

We can establish safe community of learning emotionally and physically by scanning the classroom for conflicts and opportunities to support relationships and
learning. If we are on the lookout for those learning and guiding opportunities, we will have them. Part of this safe community of learning is being open to new
ideas and allowing for exploration (within reason). There are different toys outside and even inside that allow for risk, so we can be there to support and make
sure they are safely taking risks.
 Establish/manage group expectations:
One of my concerns is that gathering time will be just a bit longer with the story than others have been, but if we can be supportive of each other and engaging
with the children it will be great. We will need to provide support outside to help the children see the sequence of how to take turns on the mountain climber, and
make sure we are scanning the whole area for conflicts, needed safety, and learning opportunities.
 Provide opportunities for holistic development:
There will be opportunities for holistic development in each center. Some may be wider ranged than others, but each activity will allow children to be creative
and explore/experiment. There are many activities that will engage their gross and fine motor skills outside, as well as the block area and painting inside.
Socially and emotionally, the children will be able to work together, take turns, follow patterns, and have opportunities to learn from and with each other. They
will learn more about the colors they already recognize or don’t recognize yet, and will be able to build up that knowledge.

Activities and Assignments: Materials and Locations:

Creative Art Children will be able to mix paint on the trays with different sponges and use the sponges to create Soap diluted Paint (RR2)
(Katy): art on the butcher paper. We’ve done this activity before and they enjoyed it. It seemed to be a safe Sponges((RR2)
Sponges and (comfort) activity for a few children, so it will be a bigger activity this time to be available for more Trays (RR2)
Paint children. They can spread the paint, stamp the sponges, and feel the different textured sponges on Light butcher paper(RR1)
their fingers. It may be messy, but the paint will be diluted with soap so it won’t stain anything and Rags
Bigger table on we will be able to clean the tile up easily.
tile
Easel (Ryan): Since there is paint in the creative art table, we will have markers in the easel. This will be open Markers (SO)
Free Coloring ended for the children to draw on the clean paper with different colored markers.

Sensory Table Colored rice (RR1)

(Sophie): There will be colored rice and big pom poms of different sizes and colors in the small sensory bin. Scoops (RR2)
Rice and colored This will provide opportunities for children to practice their gross and fine motor, pour, spill, and Pom poms (RR2)
pom poms recognize colors. They will be able to sort the pom poms into bowls by color, or make piles, etc. 4 bowls (kitchen? Or RR)
& Pour Station We will have the bigger sensory table on the tile with pitchers of different sizes with different
colored water. Children can pour, scoop, fill, and empty their different containers. Liquid watercolor (RR2)
Pitchers
Water
Bowls/containers for tables
Rags
Blocks (Pam): In the block area we will have cars and ramps set up for children to explore. Other blocks can be Cars (SO)
Cars and ramps used as garages, roads, houses. They will be able to play in an open-ended environment and learn to Blocks
share.

Dramatic Play The dramatic play area will have all the props and things for children to play house. They will be play food (TC)
(Ines): able to be mom, dad, daughter, son, baby. They can pretend to cook, take care of the baby dolls and pots and pans(TC?)
House read them books or feed them bottles. They can do the dishes, carry purses, etc. aprons, purses, diapers, books, plates
set(SO)
Outdoors Outside, we will have 2 frozen circles from the bunt cake tins. The children will be able to use rock Bunt cake tins (SO)
(Anna): salt and watercolor to make different designs and experiment with the ice. This will be done on the Trays (RR2)
Mountain rocks by the sensory tables. Rock salt
Climber, We will have the mountain climber set up so that 2 or 3 children can climb at a time in a pattern and Watercolor paint (RR 2)
Colorful Ice practice taking turns. They will be able to strengthen their gross motor skills as well as they climb Droppers (RR2)
(Content Area) across, up and down and work together. It may also be good for Miguel in particular to be able to
take some risks and use his energy. We can put the waffle blocks out as well to give them an Mountain climber (playground)
opportunity to work together and build an obstacle course of sorts Waffle blocks (GG)
Alternatives Puzzles have been a popular activity for the children in our home visits and during class - they will Puzzles (RR1)
Activities work nicely as an alternative so that children can have something simple to work on if they need.
(Katy):
Puzzles

(Floor)
Alternatives This activity will be ready to go in a tray. There will be playdough to mold and shape and the set of Playdough (SO or IWP)
Activities families in different colors. Children will have rolling pins and cutting tools to shape the playdough. Tray (SO)
(Sophie): They will be able to set up little families with the people that each have their set of colors. Families (SO)
Playdough Playdough tools (SO)
Families

(Table)
Snack (Ryan): The children will be able to serve themselves a serving of 4 animal crackers and 4 oz of juice with 2 or 3 toddler Pitchers
the pitchers. Napkins
Tongs
Rags
3 sets of gloves
Juice and crackers
cups

Clean Up: The children will be given a 5 minute warning before cleaning time to let them wrap up what they are playing and prepare them for the transition. We
will then start cleaning up and guide the children to where toys need to go while keeping conversation with them.
Transition: For the transition into gathering time, we’ll turn on the familiar Freeze dance song. This will be interesting and attention grabbing for the children.

Gathering Time: Gathering time is an opportunity to directly teach new, meaningful concepts using a variety of materials and methods. You could include
music, movement, songs, various types of stories, phonemic awareness activities, and/or games. Be creative and use a variety of methods. Please remember that
more information included in this area is better – really show what you are going to do to teach the children. It is highly suggested that you include your script.
1. Attention Getter:
To follow the freeze dance, we’ll sing Tommy Thumb to help them focus their minds so that we can move into our gathering time activity.
Tommy Thumb goes up
Tommy Thumb goes down
Tommy Thumb is dancing all around the town
Dancing on my shoulders
Dancing on my head
Dancing on my knees
Now we tuck him into bed
3x
2. The main activity will be “Go Away Big Green Monster” (Ed Emberley) on the flannel board! I have the pieces all cut out and ready to go. I
will emphasize the colors of the ears, nose, etc. It will also tie the gathering time back into our attachment theme but help us move into colors for
the next couple class days as well. The children might not be super vocal, but they can say the words along with us. If you know the story or can
look over it once or twice to catch onto the wording that would be awesome! I’m sure this will help the children be more interactive with the story
as well. It has a nice pattern to the wording, especially as we add or take away a piece each time, they can have a visual.

*I’m hoping this will be a good interaction for Asher and Miguel especially (and whoever else may need special attention that day ). If someone
can sit by Miguel specifically during this time and whisper the colors in Spanish to him as we are saying them in English this may help him be
more involved and understand the story more and get more out of the theme for the day. Here are some of the colors just in case:
Blue – azul
Red – rojo
White – blanco
Green – verde
Purple – morado
Yellow – Amarillo

Transition: I will let the children know that my friends have a fun surprise for them at either table to encourage them to join the closing activities. I think facial
expressions will be a big thing here.

Closing Activities:
Book and Activity: Freight Train and trains
Description: Two teachers will read the freight train book to the children in their group and then they will be able to set up train tracks, see the different colored
cars, and play with the trains. We can emphasize the colors of the cars and ask to see if they learned new colors throughout the day or what colors they know
well. This is something that seems to interest a lot of the children and they can continue to share and work together to make their trains successful. We will
make sure to give them a solid amount of time to ensure that going home is smooth, but that they will be ready to come back the next time.