Fifth Class

 

 

I

Unit: Basic Movement Concepts

Title: Exploring hand clapping, up and downs and marching

 

Introduction

This is the fifth class with early childhood kids with special needs at Linda Ray. We will repeat the same routine and the same songs/dances. It is important to continue re-enforcing the skills that they have already been introduced to. Today, Carol and I will have  the three same groups (0-1 (infants), second 1-2 (toddlers, third 2-3 (toddlers). Sessions will be 30 min. each. As we did in the previous lesson, we will explore basic concepts such as "hand clapping, up and downs and marching" using a number of songs, props and games.

 

 II

Based on MDCPS Curriculum / Dance / Kindergarten (4)

https://www2.dadeschools.net/students/cbc/Volume%20III/Dance/Elementary/Grade%20K/Dance%20-%20K.pdf 

• Component I: Movement skills and underlying principles
  
• Learning Objective: Explores different levels of body movement
  
• Competency: The student can demonstrate levels of body movement 
  

 III

Main Lesson

 

 

 

 1

Hello

 

2

Clap Your Hands

3

Way Up High

4

The Dance Freeze Song

 

5

The Ants Go Marching

 

6

Crawling, Creeping and Walking Patterns: Scaly Little Lizard

7

Doudlebska Polka

8

Too Shy For Show And Tell - Overcoming Shyness Story

 

9

Listen and Move

 

10

 

Goodbye Song

IV 

A Note to Remember

 Help bridge the word gap by enriching the language environment of all babies and toddlers in their care, including babies or toddlers who do not speak yet, those with disabilities or delays, and those who are learning more than one language.
 

Partner with families and encourage them to try these strategies at home, in their home language. For children with disabilities or delays, communicate with their other service providers and keep each other informed about the strategies you are using to enhance their language environment

 

 V

Case Study

 

 

How Can I Prepare My Child For Their First Day of After School Care?

There are several ways you can help your child prepare for their first day of after school care. From getting familiar with their surroundings to bringing a “friend,” practicing these three things can help you and your child feel more confident about the first day.

• Tour the building
• Practice your daily drive
• Pack a familiar face

Take A Tour

Just like an open house at a day school, many after school care programs also offer open house nights. Although they’re not mandatory, familiarizing your child (and yourself) with the environment will help ease your mind. If the program doesn’t provide an open house night, many are more than willing to schedule a tour during a time that’s convenient for you and your family. Not only can touring the building help you and your child learn your way around, but it also provides you with an opportunity to meet and develop relationships with your child’s teachers. This may be especially important for parents of children with special physical, mental, or dietary needs.

Practice Your Route

Many parents find practicing your school routine before the day of to be beneficial. In fact, doing so has been linked to higher rates of better sleep and academic performance in children. Load your kids up in the car, following the route from their day school to the after-school care program. If your child will be riding the bus or a shuttle to the program, you can go through the steps they’ll need to take to get to that pickup location. If you’ll be driving them, try practicing the route at the time you would normally take it. This can help you determine how difficult traffic might be during that time and which route may be the fastest.

Pack A Friend

For some children, being away from their parents can be anxiety-inducing, no matter how much you practice. In fact, up to 4% of children have separation anxiety. The good news is there are things you can do to help them feel less stressed. Does your child have a favorite stuffed animal, doll, or blanket, that helps them feel at home? If so, see if the after school care will allow them to take it in with them. As long as the item isn’t too large or distracting, many programs are happy to accommodate this request. While your child is sure to make friends of the human sort at after school care, sometimes having a familiar face at the ready can make all the difference!

VI

References

1) MDCPS Competency Based Curriculum.  Volume III. Dance. Elementary. Grade K. 

https://www2.dadeschools.net/students/cbc/Volume%20III/Dance/Elementary/Grade%20K/Dance%20-%20K.pdf

2) Tips for Infant and Toddler Teachers and Caregivers. https://www2.ed.gov/documents/early-learning/talk-read-sing/infant-toddler-en.pdf

3) How to Prepare Your Child for the First Day of After School Care.https://www.cwlcnc.com/how-to-prepare-your-child-for-their-first-day-of-after-school-care/

 

VII

Reflections

1. The first class with the infants went well. Victoria, a new infant, was crying, but we got her to clam down and smile. We noticed the work today was more one on one than other times. There were only two assistants available.

2. The toddlers were not in their classroom. The room was full of adults who were fixing something in the room. We met with them as they were entering the room. Apparently, they were coming from the outside.  Thus, they seemed to be sweaty and high energy. It is the first time Gabie (an acute case of autism) payed attention when Carol used the book to tell them a story.

3. We realized how children keep leaving as their parents come to pick them up.  Camilo, who is in the third group, kept looking through the class on his classroom's door. So, we allowed them to come out an mix with the second  class. That went well. At one point Isabel, who hired us, walked through and witnessed the level of playfulness and interactive learning that was taking place. She was visibly pleased. 

4. This did not last as Aisha, who standing by the door, observant, of what the other kids were doing, was removed by the redhead assistant and  started crying boisterously. From that point on, we lost control. One child through, what appears to be a board-game or puzzle, from the table on the floor. 

5. We realize that we were not able to do what we had planned, "to meet them in their room and used that as a way to control the environment." I did the same thing I did last time. I took Aisha to the door and opened it. She saw her mom was not there. Little by little she began to quiet down. Niurka, the assistant, dictated a message in Spanish to her tablet, and was able to read it to the redhead assistant in English. In her commentary she stated that Aisha needed to be near by the door without being removed.   

6. While standing with Aisha by the door, I could see how Secret, a new child, was truly responding to Carol's movement intervention. Carol remarked that she would benefit a lot from further DMT. She was responsive and happy to engage with movement. She was so engaged, that when her adoptive dad came to pick her up, she was in no rush to leave. Aisha remained quiet as she saw every child leave. she was, again, the last child to be picked up. Niurka seemed tired, but grateful. She repeated several times how much she appreciated or help.