TS EDR Digital Sampler - Flipbook - Page 27
The Creative Curriculum® for Infants, Toddlers & Twos Intentional Teaching Experiences
One, Two, Tap
P45
Connecting With Music
and Movement
Objective 7
Demonstrates fine-motor strength
and coordination
a. Uses fingers and hands
What You Do
Background: Young children use their bodies as
their first rhythm instruments, but it is important
to offer other simple rhythm instruments. Simple
percussion instruments allow children to create and
respond to musical sounds and rhythms.
Materials: collection of percussion instruments and
movement props
Related Objectives: 8a, 8b, 11a, 11d, 34, 35
1. Provide a collection of percussion instruments and
movement props, such as scarves and streamers.
“Look at all of the instruments we have today. There are egg
shakers and tambourines. I really like the sound that the
maracas make. Which one do you want to use?”
2. Give the children several minutes to explore the
materials. Observe how they hold, investigate, and
interact with the materials.
3. Model how to hold the instruments and props, tap them
together, shake them, and wave them in the air.
“Here you are, Elyse. You can hold one, two, two shakers. Can
you tap, tap, tap them together? Tap, tap, tap!”
4. Continue exploring the materials for as long as the
children are interested.
Including All Children
• Include materials that are easy to hold
and grasp.
• Ensure that all of the children are able
to see and reach the materials easily
throughout the activity.
• If the child is interested, help him hold
the instrument in his hand and support
his hand as he shakes and taps the
instruments.
• For children with sound sensitivities, offer
a variety of quieter instruments, such as
wooden shakers and rainsticks.
• Use parallel talk to describe how children
are moving instruments.**
• Sing or hum a song from the child’s
culture to encourage the child to play the
percussion instruments.**
Teaching Sequence
RED
RED
While the child is laying on the playmat, place a light instrument in her hand. Notice how she holds
the object for a few moments before dropping it.
Questions to Guide
Your Observations
“Here you are, Mila. You are holding the shaker. Do you hear the sound it makes? It makes a soft sound.”
• How did the child use her fingers,
Encourage the child to hold one item in each hand. Model how to tap two instruments together and
encourage him to imitate your actions.
“Look, you are holding one, two, two chimes. Can you tap them together like this? See? I am tapping my
shakers together. Tap, tap, tap.”
hands, and arms as she explored the
materials? (7a)
• How did the child interact with and
observe other children during the
activity? (2c)
RED
Observe the child as she explores the materials. Notice how she uses her hands to hold and
manipulate the instruments and props.
“Olive, I see you tapping your wooden shakers together. Are they making a loud sound?”
ORANGE
Encourage the child to use big arm motions when exploring the materials, such as waving the
scarves in the air or shaking a tambourine.
YELLOW
“Look! I can wave my scarf over my head back and forth, back and forth. Can you wave your scarf, too?”
YELLOW
Offer the child instruments that require more refined movements to play, such as a set of castanets
or a triangle and beater.
GREEN
“When you play the castanets, you hold them in your hand and close your hand to tap them together. Would
you like to try it?”
• While exploring an instrument, how did
the child demonstrate curiosity about
the instrument’s sound or try to play it
multiple ways? (11d)
Related LearningGames®
• 6. Holding and Dropping
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.
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