Weebly



Kristen ZaleskiBirth to 5/ Ages 2-5/ PreschoolChild Development Center/ Diane SchreiberCulture/ ChinaTable of ContentsPart I: Background KnowledgeDevelopmental Level- General………………………………………… Page 3-8Developmental Level- Class Composition……………………………. Page 9-10Content Knowledge……………………………………………………… Page 11-13Part II: The PlanGoals/Standards…………………………………………………………. Page 14Objectives………………………………………………………………… Page 15Unit Assessment Plan…………………………………………………… Page 16Child Guidance Plan……………………………………………………... Page 17-18Planning Process………………………………………………………… Page 19Scope and Sequence……………………………………………………. Page 20- 22Family and Community Involvement Plan…………………………….. Page 23Part III: Annotated BibliographyContent Knowledge Sources…………………………………………….. Page 24-26Children’s Literature Appropriate to Topic……………………………… Page 27-28Other Teacher Resources Consulted…………………………………… Page 29Part IDevelopmental Level: GeneralThe field setting I am working in is a young preschool setting. This is made up of older two and younger three year olds. As an educator, the developmental profile of this age group is crucial to understand when planning and preparing lessons and activities. There are important milestones that are considered for each child to his/her abilities and skills. The most important milestones for this age group are divided into different domains. “To teach them well involves considering and fostering their development and learning in all domains” (Copple & Bredekamp, 11). These domains include cognitive development, health, communication, creative/aesthetic development, approaches to learning, social development, emotional development, and physical development. Each domain has important milestones to consider when planning a purposeful environment as a teacher.The first domain, cognitive development, has several indicators of progress. The New Hampshire Early Learning Guide briefly describes each indicator of progress. Younger preschoolers are able to recognize familiar people, places, and things. They also begin to contrast these people, places, and things. The next indicator of progress is, “using their senses and body to investigate people, places, and things” (Early Learning Guidelines). Through this, they begin to investigate, demonstrate, and describe cause and effect relationships. Younger preschools are also beginning to collect and organize materials. With this organization comes the grouping and ordering of objects to specific features. Another indicator of progress in the cognitive domain is to be able to combine separate, and name “how many” concrete objects. The use of numbers and counting to solve problems begins to show as well. The younger preschoolers are beginning to make predictions about what might happen by thinking about experience or observation (Early Learning Guidelines). They also will begin to express awareness of and use words to describe concepts. “Through their experimentation with objects, language, and social interactions, toddlers enter a new phase of cognitive development” (Copple & Bredekamp, 67). According to the New Hampshire Early Learning Guide, the second domain, health, has some important indicators of progress. The first is to increasingly being able to recognize bodily needs. This may include hunger, thirst, or feeling hot/cold. The second indicator is being able to show interest in self-help skills. There is a larger sense of independence in caring for physical and emotional needs with this age range. This includes eating, using the toilet, and dressing. There is an awareness of nutrition and healthy food. Health practices such as washing hands, brushing teeth, nose blowing, and avoiding danger are also made aware to the younger preschoolers. They begin to understand how health products are used and when they are used (ex. soap or toilet paper). The last indicator is beginning to understand the importance of safety skills such as using seatbelts or crossing the street (Early Learning Guidelines). The New Hampshire Early Learning Guide describes the third domain, communication. Indicators of progress in this domain include face-to-face interactions that include the use of gestures, sounds, words, and sentences to relate information about their experiences. They also are responding to verbal and nonverbal cues, playing with sounds of spoken language, and communicating needs and ideas through verbal and nonverbal expression. This age group is also beginning to understand how books work and enjoy looking at books and listening to stories. They also retell familiar stories and create new ones. It is recognized that stories have a beginning, middle, and end. Another indicator of progress is that the children understand that symbols may be used to communicate. They are also experimenting with writing tools. “As toddlers’ verbal skills expand, so does their ability to use objects, to put together a series of actions in play, and to remember events for later reenactment” (Copple & Bredekamp, 67). The next domain in the New Hampshire Early Learning Guide is creative and aesthetic development. There are so many important indicators of progress within this domain. This age group is entering a very exciting time where they begin express curiosity. They will also express themselves using words, objects, and body movements. There will be attempts to use varieties of materials, use imagination, and noticing shapes, textures, light, colors, tastes, etc. They will also begin to appreciate, display, and describe their own work and well as appreciate the work of others. These young preschoolers will also demonstrate an interest in listening, vocalizing, singing, and moving. They begin to make up songs, stories, pictures, and engage in pretend play. This domain relates to Piaget’s theory. He believed that, “pretend play strengthens newly acquired abilities to mentally picture different situations and allows children to take control of experiences in which they have little or no control in real life, such as going to the doctor’s office or getting lost at the store” (Copple & Bredekamp, 131). This domain is one of the most important ones because of the tremendous amount of progress and growth a young preschooler makes from being a young toddler and infant. In the approaches to learning domain, young preschoolers make progress when they exhibit curiosity and show willingness to approach new situations. They also begin to use imaginative play to experiments with various roles and situations. This age group is also learning from their experiences and solving problems through trial and error. There is an increasing ability to complete tasks and a sense of being comfortable with challenging tasks. This age group will begin to make plans and follow through with them. These are tremendous milestones that the children will begin to reach.The sixth domain, social and emotional development, is also a crucial area for growth. In this domain, children in this age range are making progress when they develop attachments to primary caregivers, demonstrate awareness of self and own abilities, and acquire a sense of belonging. They also begin to play by themselves and cooperatively with others. Social and emotional needs are also communicated. They also begin to know how their actions affect others by showing sympathy, empathy, and an understanding of cause and effect. There is also a willingness to investigate new and different environments. The children begin to develop problem-solving skills by negotiating conflicts and differences. “They actively seek out their friends and especially enjoy imitating each other’s behavior and engaging in group activities such as a simple game of follow the leader” (Copple & Bredekamp, 67). These social and emotional indicators are often seen and observed in a day care or learning center. This domain relates closely to Vygotsky’s theory on socialization through interacting with others. He believed that, “much of children’s understanding first occurs in communication with other people, then appears in private speech, and eventually is internalized as thought” (Copple & Bredekamp, 131). The last domain, physical development, deals with using the body to explore, play, express, and develop. The major indicators of progress within this domain include demonstrating an increase in body strength, flexibility, and control. There is an awareness of individual body parts and their coordination. A child in this age group will also show a range of mobility skills and an awareness of their body and movements in relationship to space and objects. They use sensory exploration of the environment and use hands, tools, and instruments with skill. There is an increasing recognition of their bodily needs. They will begin to demonstrate ability in a variety of physically challenging experiences such as climbing tree or a large rock. Children also develop in fine and large motor areas by picking up small objects, moving their bodies around, and also becoming aware of their bodies. They develop the ability to use their eyes and hands together to accomplish and solve tasks. These seven domains acquire several indicators of progress for young preschoolers. These indicators will come naturally through development and learning. In an educational environment, each domain is developing through daily activities. When a child is exploring the outdoors, they are developing through several domains at once (physical, cognitive, creative, communication, etc.). With the knowledge of these domains, and educator can construct any activity to focus on the development of a young preschooler. BibliographyBredekamp, S. & Copple, C. (2009). Developmentally appropriate practice in early childhood programs (3rd ed.). Washington DC: NAEYC Child Development Bureau. (2005). Physical Development. New Hampshire Early Learning Guidelines. New Hampshire.Developmental Level: Class CompositionThis preschool classroom has 20 children that range from 2.9 years old to 4.11 years old. With this being stated, the majority of children are potty trained with 3 still depending on diapers. Of the 20 children, there are 16 maximum that attend each day. This is a very diverse group of children with 4 of which whose parents have immigrated to the United States. These ethnicities include Chinese, Russian, Irish, and Albanian. Three of these children speak English as their second language and speak their native language at home. These languages are Chinese-mandarin, Russian, and Albanian. Family involvement is strongly suggested as these children are learning a new language and building a new community in the classroom.When looking at family configurations in the classroom, over 50% of the group has at least one sibling. The majority of these children are the oldest, while some are the youngest. The remaining 50% are only children in the family. One child is in full custody to the mother as his parents are divorced. One child lives with her two mothers. The rest of the class is living with both their mother and father. It is also important to note that two of these children are currently in the process of moving to a new home which comes with many struggles and stresses. Many children are also involved in organized sports, especially soccer. With a current emphasis on health and wellness in schools, this is great to see. This class is very active and healthy when it comes to outdoor play and eating habits. None of the children have physical disabilities. There are some children that have food allergies. There is a child who has Celiac. Celiac disease may result in significant illness if the child is exposed to even trace amounts of gluten or its residue. This child is also allergic to latex, peaches, and watermelon. The classroom also has a child who is allergic to dairy, gluten, soy, and peanuts and another child who has an intolerance to dairy, but will try using it once she turns 5. For the time being, her dairy is substituted with rice milk at snack time. The classroom has ranges in speech development. One child received early intervention services with a speech pathologist, and is currently being evaluated for continuation of speech therapy as a preschooler. We also have a child who is receiving services through RISE to 3 for his speech and is in a therapeutic playgroup once every week. Another area of interest is naptime routines for children. Though many are still napping, some have already transitioned into just resting. There are at least 3 that never nap while some are able to fall asleep for a short time. Some families have asked that we only let their child nap for a short period of time, as it would affect their nighttime routine. Several children require rubbing and singing to be able to fall asleep. Weighted blankets are used at times. One child must be held until they are ready to fall asleep. Since this is a challenging time of day when awake children can be distracting for those trying to sleep, the teaching team in individualizing rest routines to ensure every child has at least 30 minutes of rest. Content KnowledgeThe unit I will be presenting focuses on culture. More specifically, we will be engaging in multiple lessons that introduce diversity and what it means. We will then begin with an exploration of China and its cultural influences. China is a country located in eastern Asia. This country is the third largest in the world (Russia and Canada being the others). There are over 1.2 billion people that live here. The terrain is mostly made up of mountains. “Mount Everest rests on the border of China and Nepal. Mount Everest stands at a height of 29,035 feet” (Olson, pg. 6). This is the world’s tallest mountain. China also holds the world’s longest river. Yangtze River flows across most of Southern China. The capital of China is Beijing. More than 10 million people live here. “Many of China’s people live on farms or in small country villages” (Olson, pg. 12). Those that live in cities live in small apartment buildings. Several families must share because of the overcrowded population. China has created a one-child policy only allowing each family to have one child. This is to control the growing population. Most children do not have siblings that live here. Most families use bicycles or travel by bus or subway. These customs are very different from the United States. Today, China is called the People’s Republic of China. This is a communist government. Children are required to attend school, and classes are held five days a week. Mandarin is the most common language spoken in Chinese schools (Olson, pg. 22). The main dish in China is rice and steamed vegetables. Agriculture includes rice, wheat, potatoes, sorghum, pork, and fish. The utensils used in China are chopsticks. The national symbol of China is the panda. “About 1,000 wild pandas live in the Mountains of China” (Olson, pg. 8). They love to eat bamboo. Animals in China have many meanings. The dragon represents the king while the Pheonix represents the queen. Pets are very popular in China, but are not easy to own. There is little space with such a crowded country. “Birds, fish, and squirrels are popular household pets in China” (Olson, pg. 24). Permits must be obtained to own dogs. China experiences four seasons. Fall is apple season in China. Summer is hot and dry. Typhoons are very common during these summer months, which can be a danger. Winter lasts from December to March with cold air and snow (Olson). A site to see in China is the Great Wall of China. This wall was built more than 2,000 years ago. “The wall is more than 4,000 miles long” (Olson, pg. 26). This wall was originally built to defend China from outside enemies. Today it is used as a tourist attraction. A popular tradition in China is New Year’s Celebration. This ancient celebration is a time when people repay debts and enjoy feasts. “Parades feature colorful costumes, paper dragons, noisemakers, red ribbons, and firecrackers” (Olson, pg. 27). Other celebrations include Lantern Festival and Mid Autumn Festival. This unit will focus on physical development with using fine and gross motor skills by using chopsticks and incorporating the outdoor playground. We will also be focusing on creative development by making our own Chinese lanterns. Health and safety development will be facilitated through an activity that recognizes different parts of the body. Communication and literacy development will be utilized through themed books for activities as well as reading Chinese poems. Social and emotional development opportunities will be provided through group discussions, community building, and group activities. Cognitive development opportunities will also be provided through encouraging block play and problem solving through many of the designed lessons. Below is the shape of China and its flag. PART II Goals/StandardsThis topic is important to study because of the diversity within the classroom. Incorporating cultural components is important to have in a classroom with children coming from different backgrounds. This allows more opportunity for family involvement and classroom inclusion. This topic of focus connects to the developmental levels in the classroom by touching upon physical, social, creative, literacy, health and safety, and cognitive development. Each lesson reaches towards a domain that is promoting and encouraging growth. This topic also reaches towards the diversity and cultures within the classroom. This unit is an opening piece to explore different cultures and integrate new experiences. There are modifications and adaptions to reach towards each age level and its current development stages. The main goal is to incorporate and implement experiences for the children to see diversity and understand the different backgrounds in the classroom. This unit plan addresses the following standards from the New Hampshire Early Learning Guidelines: Cognitive DevelopmentHealth and Safety Creative Expression/ Aesthetic DevelopmentSocial/ Emotional DevelopmentPhysical DevelopmentApproaches to LearningObjectivesMy objectives will have been met if the children can engage in and understand cultural influences and differences. They will recognize that the community is filled with multiple backgrounds and differences including appearance, lifestyle, and traditions. The children will also be exposed to understanding and using chopsticks, using their gross motor skills to climb hills and rock walls and connect this to Mount Everest. The children will engage in their creativity and imagination by making their own Chinese lanterns to hang in the classroom. These will not only focus on creative development, but will also be used to have a connection to nap time rituals in the classroom. Children will also recognize parts of the body and where they belong through a panda activity. Literacy outcomes will show reading comprehension and group discussion. This unit will touch upon all developmental domains while focusing on the importance of multicultural children and activities. Assessment strategies are directly linked to these objectives. Photo documentation, checklists, anecdotal notes, and reflections will assess what these children know, what they are still learning, and what the next steps or extensions should be. Unit Assessment PlanOver the course of the unit, I will be utilizing several assessment strategies. One of these strategies that will be most used is photo documentation. Through this assessment strategy, I can capture images of fine/gross motor, creativity, and approaches to learning. These photos will be used to create classroom boards as well as portfolios of each child and their growth over the unit. Another assessment strategy to be used is checklists. Through this, I can document if a child recognizes body parts, is engaged in a story, or tries something new and likes/dislikes it. Other strategies I will be using are anecdotal notes and reflections. These will elaborate on specific moments each child has had whether it be a comment or an action. These notes will also provide an exact recollection of what happened during a specific lesson. I will be utilizing these strategies through cognitive and social/ emotional development. Students will demonstrate what they have learned in a variety of ways. We will be reinforcing ideas on a daily basis and often ask the children what they remember from the day before. This will allow the children to share what they have learned so far. I will also have student work to show progress and knowledge. This will include a panda template to recognize where body parts belong as well as the Chinese lantern they will be making. Photos will show their development in fine motor and gross motor development. The photos and student work will be saved to share and communicate with families through achievements and conferences. I will also be documenting learning highlights of one event that is positive for each child during the unit. Child Guidance PlanMy placement uses encouraging approaches. An encouraging classroom creates guidelines, not rules. Instead of saying no to something, a guideline states what can be done. This creates positive reinforcement. To build an encouraging classroom, a teacher can also, “Eliminate practices that single out individuals or small groups of children for either public criticism or praise” (Gartrell, 2004, p. 77). There are also four guidance basics to creating an encouraging classroom. These include, classic conflict management, guidance talk, class meeting, and comprehensive guidance. To sustain the encouraging classrooms, class meetings are most appropriate. “Teachers choose to hold class meetings in order to establish a sense of belonging within the group, conduct class business, and to solve problems that arise” (Gartrell, 2004, p. 95). These are all ways that the classroom is currently based upon. I will develop a respectful and caring classroom environment through understanding. I will, “Accept behavior as developmentally appropriate and will not see the child as an adversary” (Gartrell, 2004, p. 2). I believe that a behavior does not define a child and that they deserve as much respect as any other child should receive. My classroom environment will also accommodate children for developmental learning. We will use guidelines instead of rules. For example, instead of telling a child that there is no playing with the toys on the slide, I would say that they could play with the dolls in these areas. This provides positive reinforcement and creates a caring classroom environment. For community building, we will hold daily class meetings. The most common meeting I plan on using is the open-ended meeting. Here, we will, “Discuss hypothetical life problems” (Gartrell, 2004, p. 97) such as “what would you do if...?”. We will also meet to solve problems by describing situation and using suggestions for solutions. The overall feel of the classroom will be warm, inviting, and encouraging. Children who experience mistaken behaviors are guided through life learning experiences within the classroom. Guidance in the classroom is the most important factor to creating a warm feel in the environment. I plan to use calming techniques and physical restraining to guide children through mistaken behavior. The classroom will have an atmosphere that is socially and emotionally acceptable and successful. My overall goal is to provide rich experiences for the children and to never stop them from a potential learning lesson. They will feel self-worth and importance in my classroom. Planning ProcessThrough daily seminars and team meetings, I was able to plan out lessons and activities that meet the needs of the children as well as the staff. Through daily discussion, we were able to discuss several possibilities to incorporate in the classroom that focus on China and its cultural influences. We made sure to plan very flexibly in case any problems arise. For example, we have multiple lessons planned for each domain if one is to fall awry. Planning begins with mapping out what should definitely be covered in the unit and then filling in the cracks with ideas. Through this unit’s planning, we knew we wanted to incorporate families and try to obtain artifacts for the children to have a hands-on approach. From here I focused on researching China and narrowing down important piece of information that I wanted to hone it on. The curriculum development is an emergent process. The children were interested in culture and saying hello in different languages, so this unit emerged to encourage the interest in diversity and differences within the classroom. The domains are easily incorporated in lessons that meet the needs of the children’s interests and development. To find resources and ideas, several strategies were used. I did a lot of research through children’s literature on what I should be focusing my activities on. I also researched activities through websites to gather ideas that I could facilitate in the classroom. I also talked to staff members that have resources available to put in the classroom such as play sushi, books, and artifacts. The planning was completed through creating an activity about China that supported development and domains. Lesson plans were created and edited days before being taught to work out any kinks. Scope and SequenceIntroduction: The introduction to the unit will be through a cultural suitcase. I will present a suitcase filled with cultural items and artifacts for the children to touch and examine. We can discuss our thoughts and begin to focus on different cultural influences that are not common in the US such as clothing, food, animals, etc. Lesson 1: Introduction to Diversity. This is a pre-assessment lesson to learn what the children know about differences and diversity. We will be reading a story about animals and then discussing their similarities and differences. This focuses on cognitive development.Lesson 2: Diversity in the Classroom. This lesson specifically focuses on differences with people. After reading a story about diverse people, we will create a list to hang up in the classroom that discusses the differences in the classroom. These differences will be discussed as beautiful and positive. Lesson 3: China Chopsticks. This lesson focuses on fine motor skills while learning about a common utensil used in China. Chopsticks will be used to sort colored cotton balls into appropriate containers. This will introduce mathematics and sorting while it also focuses on fine motor development. As an extension we can use the chopsticks to eat our snack while discussing customs at the table and appropriate ways to eat for community building in the classroom.Lesson 4: Chinese Lanterns. This lesson will reach towards creative development as well as fine motor development. Children will be creating their own Chinese lantern by decorating it with stickers and tassels. They will they be hung from the ceiling for classroom decoration and more specifically a point of interest during naptime. Before this lesson we will read a poem or book about Chinese New Year. Lesson 5: Mount Everest. This lesson will be introducing Mount Everest through a story. After the story is finished, we will be paining our own mountains to put on our bulletin board. Children will paint a white piece of paper with gray and white. Once this dries, they will cut shapes into the paper to create the edges of a mountain. This will then be pasted over blue construction paper to represent the sky. This lesson ties into physical development, creative development, and approaches to learning.Lesson 6: Mount Everest day 2. This lesson will be incorporating the outdoors. We will be using our playground as Mount Everest and focusing on our bodies to climb on the hills and rock wall in our playground. We will then have a pretend campfire and sing songs as if we were hikers. This lesson will discuss hiking, mountains, and can incorporate math with how many steps it takes to get to the top and how many to get to the bottom. At the end of the day, children will be given a sticker that says they climbed the playground Everest. We can also consider a scavenger hunt of looking for the mythological Yeti that lives on Everest. Lesson 7: Panda Parts. This lesson will tie into health and safety. After reading a poem about pandas, we will be creating our own pandas by coloring the pieces of a panda and attaching its body parts together. This will asses whether children know where body parts belong and what body parts they are aware of while learning about China’s national symbol. Lesson 8: Great Wall of China. This lesson focuses on using blocks to build a Great Wall of China. After introducing this piece of history, we will attempt to build our own Great Wall of China by working together with blocks. This will connect to social/emotional development, cognitive development, physical development, and creative development. The conclusion of the unit will be to have the children take home their artwork and new set of chopsticks. I will also be creating certificates for the children to take home that says they are experts on China with a picture of a moment they had during the unit. This will allow for involvement with family and a commemorative for children to keep. Family and Community InvolvementGreeting families at drop off and pick up times are forming relationships that are warm and trusting. At my placement, the lead teacher keeps a journal in the children’s cubbies, which highlight moments of that child’s day. The journal is also used as a form of communication where the parents can write back and forth. This allows parents to stay updated with their child’s progress and have any questions answered that they may have. Families are also invited to come in at any time of the day whether it is during snack, lunch, activities, or outdoor play. I will be writing highlights in these journals during my unit. I will also be inviting families to join in on our activities. I will also be including families by asking members to bring in items that represent their family. For example, a family member from China has brought in several items that will tie into the unit. We also have other cultural items from Russia and Ireland that the children can observe to have multicultural experiences in the classroom. A possible fieldtrip would be to take a walk to the student center on Keene State College’s campus to the room of flags. Here we would discuss the different kind of flags. More specifically we could find the United States flag as well as China and compare the two. Another idea would be to have our own parade through campus with out Chinese lanterns. Part III: Annotated BibliographyResources for Teachers/ Content Knowledge1. Bledsoe, K. E. (2005). Chinese New Year crafts. Berkeley Heights, NJ: Enslow Publishers.This is a great resource to gather ideas for activities to incorporate China. Activities include lanterns, drags, noisemakers, and more. The layout of this book explains steps and materials needed for a successful lesson. 2. Butler, C. (2009). Sacred mountain: Everest. New York, NY: Lee & Low Books.This is a great resource to research the must-know facts about Mount Everest. When explaining this mountain to the children, several of this facts will come in handy for describe climate, height, and expeditions. 3. China Facts, China Flag -- National Geographic. (2013). National Geographic Travel . Retrieved September 15, 2013, from travel/countries/china-facts/This website, created by National Geographic, is a trusted site which introduces China. The site looks at population, terrain, and other interesting facts that are crucial to know when planning a unit on China. 4. Jenkins, S. (1999). The top of the world: climbing Mount Everest. Boston: Houghton Mifflin Co.This is another great resource that looks at Mount Everest. The pictures are very child friendly so that this book can be shared with the children to show hiking gear, expeditions, and rocky land. Pages should be shortened to key facts if this will be a read aloud at a book circle. This is a great way to possibly incorporate the outdoors for an activity that includes hiking and climbing.5. Learn about China | Global Trek Student Activity | . (2013). Scholastic, Helping Children Around the World to Read and Learn | . Retrieved September 15, 2013, from /destinations/china.htm This is an online student activity piece that can facilitate family involvement. It reveals background information, photos, guided tours, and activities that can bring what we are learning in the classroom to home. This is by a very trusted site. 6. Olson, K. M. (2003). China. Mankato, Minn.: Blue Earth Books.This book has wonderful pictures and key facts that any teacher can brush up on in a matter of 10 minutes. This would be a great source for substitutes to look at if a lead teacher were to be absent. Most of my content knowledge came from here. 7. Warren, J. (2011). Chinese New Year Activities by Jean Warren. Chinese New Year. Retrieved September 23, 2013, from is a wonderful website that lays out several activities to incorporate the Chinese New Year. It informs readers of year animals and the actual festival while also outlining several activities that can reach towards several developmental domains. There are also several songs that can be sung in the classroom during morning circle.8. Wyndham, R., & Young, E. (1968). Chinese Mother Goose rhymes Ju tzu? ko t?u.. Cleveland: World Pub. Co.This is a great resource for teachers to use in the curriculum. There are several Chinese poems that can be read during activities, circles, and even at naptime. They are short enough to read several in one sitting, but are the perfect length to extend an activity. Resources for Children1. Berkeley, J. (2006). Chopsticks. New York: Random House.This is a story about a mouse named Chopsticks that has an adventure in Hong Kong. The story has a wonderful plot while also adding to content knowledge of China. The pictures are bright and colorful.2. Burfoot, E. (2010). Betty and the yeti. London: Macmillan Children's.This story is about a child named Betty who encounters the Yeti. This is a great story to introduce the legend of the Yeti and theme the day around a Yeti scavenger hunt.3. Haskins, J., & Hockerman, D. (1987). Count your way through China. Minneapolis: Carolrhoda Books.This is a wonderful resource that introduces Chinese numbers while presenting a wealth of knowledge on the culture of China. When reading alone, Children can truly see Chinese culture through the illustrations. When reading aloud, the class can learn to count in Chinese.4. Lisa, W., & Bryant, M. (1994). Bein' with you this way. New York: Lee & Low Books.This is a great book that will introduce diversity in the classroom. It can be sung as a song. This can also bridge over into a discussion of what it means to be different and what the classroom differences are. 5. Markle, S. (2009). How many baby pandas?. New York: Walker & Co..This is a story that shows photos of Pandas from China while also using mathematical concepts of sequencing and counting. This can tie into any panda activity and will be teaching about China’s national symbol at the same time.6. Piers, H., & Giffard, H. (1996). Is there room on the bus?. New York: Simon & Schuster Books for Young Readers.This is also a great story for an introduction to diversity. The story uses sequencing and different cultures around the world with animals that belong in each culture. This is a great way to discuss difference with types of animals before discussing differences between people.7. Schaefer, C. L., & Morgan, P. (2007). Dragon dancing. New York: Viking.This story uses creative and imaginative images to take the children on a journey around China through creating a dragon out of different materials. This could be story that leads into an activity of children creating their own dragon. 8. Wells, R. (1998). Yoko. New York: Hyperion Books for Children.This story is about a cat that takes sushi to lunch at school and gets made fun of for it until the other children actually try it. This is a great story to discuss different cuisines and that trying new things are fun and okay. This can bridge into the Early Sprouts Curriculum at the Child Development CenterOther Teacher Resources Consulted4. Man, Wu. (1993). Chinese traditional and contemporary music. England: Nimbus Records. This is a CD that has recordings of traditional and contemporary Chinese music. This can be used during activities, nap time, or as cognitive stimulation in the classroom. The recording also introduces the children to a different style of music. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download