TS EDR Digital Sampler - Flipbook - Page 24
Intentional Teaching Experiences
™
Provided in English and in Spanish, these engaging experiences
support children’s growth in all areas of development and learning.
Reference Information: Identify the experience
referenced in the daily plans quickly using the
reference number and which routine or type of
experience this activity support.
The Creative Curriculum® for Infants, Toddlers & Twos Intentional Teaching Experiences
More Blocks
M38
Playing With Toys
Objective 20
What to do: Find the
common classroom
materials, and stepby-step guidance to
engage children in the
learning experience.
To support all teachers
and caregivers,
example teacher-talk
to also provided.
Uses number concepts and operations
b. Quantifies
What You Do
Background: Building with blocks allows children to
experiment withusing materials that are familiar to
them. Give children time to build for as long as they
wish. Their ability to sustain attention will grow as
they explore what they can do with toys.
Materials: collection of classroom blocks
Related Objectives: 2a, 7a, 8a, 11b, 20a
1. Display a few blocks, leaving the remaining blocks in a
container or on the shelf.
2. Demonstrate for the children how to build a structure
using blocks. Use self-talk to describe your actions.
Include number words in your description. Model using
all of the blocks and getting more.
“I wonder what I can build with these blocks. I know! I will
build a house with them. I am going to put these two blocks
next to each other and then put one block on top. Hmm,
that was all of the blocks. I need more blocks to build my
house. I will get a few more.”
3. Give each child a few blocks to explore and build with.
Encourage the child to ask for more blocks as needed.
“What can you make with these blocks, Asia? Oh, you are
going to make a house, too? How many blocks do you need?
Let’s count them together: one, two, three! How many more
do you need?”
Including All Children
• Provide soft blocks for the children to
explore.
• Invite the children to build with blocks on
the floor or a table.
Objectives: Know
which objective is
primarily addressed
from the learning
experience,
and the related
and supported
objectives.
• Use blocks in contrasting colors that are
easier for the children to identify.
• Use parallel talk to explain the children’s
actions in real time to increase
vocabulary and comprehension.**
• Invite the children to count the blocks in
their first language.**
4. Continue the experience for as long as the children
are interested.
Teaching sequence:
Receive the support
and guidance to scaffold
the experience to
each child’s individual
developmental level.
Questions to Guide
Observations:
Find focused
questions to guide
observations as
children engage
in the activity.
Teaching Sequence
RED
RED
ORANGE
Sit with a child in your lap. Offer the child a small block that she can hold with one hand and
observe how she grasps it. Offer the child another block to hold in her other hand.
Questions to Guide
Your Observations
“Would you like a block, Kristina? You are holding one block. Would you like another one? One, two. You are
holding two blocks now.”
• How did the child quantify the number of
Emphasize the concepts of one, two, and more as you explore blocks with the child.
• In what ways did the child persist while
blocks used throughout the experience?
(20b)
“I am going to give you one more block to play with, Carissa. Here it is! Do you want more?”
building with blocks? (11b)
• To which number was the child able to
ORANGE
Notice how the child requests more blocks to build with.
YELLOW
“Oh, Makay, you said that you need more blocks. Here are two more blocks. Can you add them to your
structure?”
GREEN
Support the child to count the number of blocks he has before adding more to his structure.
“Let’s count how many blocks you have before you add more to your tower! One, two, three. You have three
blocks! Here are two more you can add.”
GREEN
22
As the child builds, ask her to identify the amount of blocks that she has used up to five.
“I see that you have one, two, three blocks holding up your spaceship! How many blocks did you use for the
rest? Yes, you counted five blocks!”
See The Creative Curriculum® for Infants, Toddlers & Twos, Volume 3: Objectives for Development & Learning for the progression of development
beyond the green colored band for this objective and dimension.
count? (20a)
Related LearningGames
®
• 76. Show One and Two
Related
LearningGames®:
Identify a related
LearningGame®
to send home to
families to extend
their child’s learning.
