Doll Bunk Bed Wooden Set Preschoolers develop social skills through pretend play and interaction. The Svan Wooden Toy Collection encourages learning through interactive developmental play. Make every night a slumber party night with the Svan Doll Bunk Bed. Every girl loves a sleepover...Why not start early with your favorite Dolly and her BFF’s? Let your little one tuck her dolls in for a comfy night’s sleepover! Pretend play allows preschoolers to naturally progress from playing alongside one another into social interaction Svan Doll Bunk Bed set includes: two beds (which can be bunked or separated), two cozy, patterned blankets and two pillows Bedding is machine washable (delicate cycle) A ladder is included for your doll to reach the top bunk Fits American Girl™ (18”) and smaller dolls Constructed from all natural wood using non-toxic paint and BPA-free materials Fully compliant with American Society for Testing and Materials (ASTM) standards
Recommended age: 3 years+TEACHING YOUNG CHILDREN | NO. 1 Download PDF BONNIE BLAGOJEVIC, HILLARY BRUMER, SUE CHEVALIER, AUDREY O'CLAIR, AND KAREN THOMES Young children are increasingly using tablets (as well as smartphones and other devices with touch screens) in early education settings and with family members. This raises important questions, such as when and how these devices can be used with young children. Tammy and Rose, age 4, have been studying sunflowers with their classmates. They want to sing and record a song about sunflowers while creating a drawing, using an application (app) on the tablet. The girls problem solve to coordinate their efforts and are thrilled with the result. They repeatedly share their production with other children and adults in their rural Head Start/public pre-K/early intervention classroom. Whether choosing a traditional or a new tool, such as a tablet, teachers need a clear understanding of
To help the class learn more about sunflowers, Kathryn, Tammy and Rose’s teacher, used the tablet to find online sites with photos and facts. She then took the children on a virtual tour of Van Gogh’s sunflower paintings. They read and discussed an electronic picture book about Van Gogh’s life. The children had already examined real sunflowers and their parts, made sketches, read informational texts and stories, counted seeds, and participated in a variety of investigations touching on every learning domain. The teacher’s use of the tablet alongside hands-on early learning activities expanded the children’s horizons. Activities offered on the tablet provided new ways for the children to represent and share what they learned. Nadia cares for six toddlers and preschoolers in her family child care program. At story time, she reads aloud a board book. She and the children discuss action words from the story, such as bow and twirl, review the words, and act out the motions.
Later, Nadia and the children look at and listen to the e-book version of the same story on a tablet. While Nadia prepares lunch, three children take turns touching particular words on the screen to hear them read aloud or using theirfingers to cause a character to bow or twirl. The e-book animations add playful actions that support the story line and inspire additional discussion. They also offer visual support for the action words. As the only adult in her program, Nadia usestechnology to help her document children’s activities and experiences. This allows her to communicate with families and meet accreditation requirements for documentation needed to maintain state licensing and National Association for Family Child Care accreditation. Using the video feature on her tablet, she records Colin, age 2, for two minutes, as he tries to get a baby doll to stay in a toy high chair while putting on the tray. Nadia later reviews the video on the tablet and dictates comments about Colin’s persistence in problem solving into an app on her smartphone that transcribes words into text.
Nadia can share the video clips and notes with family members via e-mail. The videos allow families to observe their child, while the notes explain Nadia’s interpretation of what is going on and how she will use this information to plan new learning activities. Consider how to introduce the tablet and apps. Strategies for ensuring safe and effective use of tablets vary depending on the number available and the educational setting. Some considerations to keep in mind: Tablets can personalize learning for diverse learners, including dual language learners. The devices can help them learn new skills and become familiar with routines and activities. Teachers and administrators can use tablets to evaluate and document learning. The unique qualities of tablets can be used to help diverse learners, including children with disabilities. Caleb, who has cerebral palsy, lacks the motor skills to play with blocks, but he can stack digital blocks using an app on a tablet.
While the goal remains to use real-world materials, the tablet offers Caleb valuable play experiences not possible before. Pia, a child with autism, cannot tell her parents about her day. Her teacher e-mails photos and videos of the various learning activities throughout her day that she is engaged in. After seeing Pia use a tablet in the classroom, her parent remarked, “I was not originally sold on the tablet idea. In fact, I was highly resistant to it until I saw what it could do for my child. Now I am a believer.” Tablets have the potential to be powerful tools for early learning. The choices we make about how they are used determine whether the technology is helpful or not. We need to develop “digital literacy” skills and decide how to use these new tools in ways that can support every child’s healthy development and learning. Colorado Department of Education. NAEYC Technology and Young Children Interest Forum. Teaching in a Digital Age: Smart Tools for Age 3 to Grade 3.