2.2: Appendix B- Weekly Activity Plan
- Page ID
- 64588
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Weekly Plan Template
| Monday | Tuesday | Wednesday | Thursday | Friday | |
|---|---|---|---|---|---|
| Learning Centers | List the name of the learning experiences you would offer and the indicators addressed from the MA Early Learning Guidelines for Infants and Toddlers | ||||
| Blocks | |||||
| Dramatic Play | |||||
| Discovery | |||||
| Visual Art | |||||
| Movement | |||||
| Literacy |
| Learning Centers | Monday | Tuesday | Wednesday | Thursday | Friday |
|---|---|---|---|---|---|
| Music | |||||
| Toys | |||||
| Sensory | |||||
| Outdoor Experiences | |||||
| Special Activities | |||||
| Family Involvement |
SAMPLE (Target)
| Student Name | Monday | Tuesday | Wednesday | Thursday | Friday |
|---|---|---|---|---|---|
| Learning Centers | List the name of the learning experiences you would offer and the indicators addressed from the Early Learning Guidelines for Infants and Toddlers | ||||
| Blocks | Have small textured blocks for infant to grasp and begin stacking | Provide infants with blocks to explore | Mirrored blocks that allow the infant to look at themselves. | Build towers and allow the infant to knock them over to see cause and effect | Build “homes” for the little people |
| Dramatic Play | Provide child sized housekeeping materials such as cups,chairs and dress up clothes | Provide child sized everyday items and allow exploration | Use different pitches of voice to indicate different characters you are playing | Provide child sized different uniforms of professionals that the infant might see in the world. | Provide safe objects from the adult world (pots, pans and wooden spoons) |
| Discovery | Provide similar toys and experience several times a day such as pop up toys and peek-a-boo | Provide cause and effect toys (buttons to push and turn) | Hide toys in boxes with different kinds of lids and encourage exploration | Provide infant with familiar and unfamiliar toys and allow to explore in anyway (mouth) | Mirror Area, various mirrors attached to the back of shelves/changing tables. |
| Visual Art | Get Messy! Allow the infant to fully explore art matrials (paint, play dough and markers) | Provide paintbrushes, markers and crayons in different sizes | Provide bright and eye catching pictures and objects at eye level (family pictures or pictures of the infants at home) | Also provide black and white pictures and objects at eye level (pictures in black and white of objects the infant see often) | Lay out big pieces of paper with paint on it an allow the infant to crawl and play in paint. |
| Movement | Move and Dance with the infant | Tummy time when appropriate | Place toys just out of infant reach to them when on belly to encourage stretching | Avoid prolonged periods or time in bouncy seat. Allow more floor time | Place toys just out of reach to encourage movement |
| Literacy | Using Sign Language in Everyday Classroom Activties | Naming Sounds the infant hears (phone ringing, friend crying) | Respond to infants sounds and actions consistenly | Read books with rhymes, songs and repetitive language (About Me, Baby Bath Time, Wheels on the Bus) | Provide board books for the infants to explore independently. (Books that have different parts to touch) |
| Learning Centers | Monday | Tuesday | Wednesday | Thursday | Friday |
|---|---|---|---|---|---|
| Music | Play repetitive games and songs (Pat-A-Cake and Itsy Bitsy Spider) | Provide instruments and allow infants to explore ( shakers, drums, cymbals) | Move and Dance with the infant | Provide a variety of music from toys and cds (Classic Children’s Songs, Exploring Me) | Read and sing familiar songs while adding new books and words (Head Shoulders Knees and Toes) |
| Toys | Cover favorite toys and have the infant look for them | Provide floor space and toys the infants can grasp and explore | Provide opportunities with toys that promote use of pincher grasp | Store favorite toys in consistent place and where infants can make a choice | Provide scooping and pouring toys when appropriate (water/sand) |
| Sensory | Play tracking games, and provide musical toys | Provide a variety of materials for the infant to explore (sensory box) | Place the infant of a soft blanket with different textures | Provide children with calming and stimulating experiences (Cuddling, Light Up toys) | Offer different textured foods (Lumpy, smooth, crunchy, when appropriate) |
| Outdoor Experiences | Provide outdoor sensory experiences (smells, sights, touch) | Expose infant to a variety of sounds. | Take infant on walks and comment on wind and smells. | Put infant on a blanket outside and allow unrestricted free movement | Provide toys and can be pushed and pulled by the infant |
| Special Activities | Provide choices whenever possible for the infant and let them make the decision | Have different family members come in and help out in the classroom. | Porta-Crib Ball Pit. Allow infants to explore and discover what happens when they move their body | Have tummy time with the infants. Allow them to feel comforted while having tummy time. | Build an obstacle course of pillows for the infants to crawl around and over. |
| Family Involvement | Communicate to the family “words” that the infant consistently uses to describe items | Ask families to share any interest their child might have. | Keep parents informed about schedule and ask what the routine is like at home for eating and sleeping | Include family in establishing a daily schedule for their infant | Ask families to help out in the classroom |