Help me plan a sensory center activity for first two toddlers and then for all the toddlers..

First child is taylor: her IELG from the functional table is IELG D1 G5 Ages 16-38 Months CI4:"Gains control of hands and fingers.".. her Interest is that she loves the sensory table and loves animals.

Second child is ben: his IELG from functional table is IELG D1 G5 Ages 16-38 Months CI4:"Gains control of hands and fingers. He showed interest in the sensory table with all of the ducks.

When writing a functional skill or a developmental primary or secondary purpose remember to include what you want the children to do by describing an observable behavior and then include an overall developmental purpose. Here are some examples of well written objectives that have the observable part and overall development part. 1. Children will use (develop?) fine motor skills (this is the developmental purpose for the objective) as they assemble and disassemble the tinker toys (this is the observable part). 2. Children will explore cause and effect relationships(this is the developmental purpose for the objective) by pouring water into the water wheels (this is an observable part) and explaining that the water turns the wheels(this is also an observable part).3. Children will use artistic expression (this is the developmental purpose for the objective) by creating an original work of art using finger paint and construction paper(this is the observable part).

Toddler:

What activity area are you planning for this toddler?

What developmental skill (from their Toddler Functional Skill Table) will he/she practice as they play at this activity?

What IELG Outcome aligns with this skill?

How will the toddler practice the developmental skill/IELG Outcome during the activity?

What interests of the child did you take into consideration when planning this activity?

What developmental skills does the child already possess that they can use during this activity?

Which two teaching/guidance strategies will you use, to support the toddler's identified developmental skill/IELG Outcome, while he/she plays at the activity?

Describe how you will use these two strategies to support the toddler during the activity you planned for him/her.

Toddler:

What activity area are you planning for this toddler?

What developmental skill (from their Toddler Functional Skill Table) will he/she practice as they play at this activity?

What IELG Outcome aligns with this skill?

How will the toddler practice the developmental skill/IELG Outcome during the activity?

What interests of the child did you take into consideration when planning this activity?

What developmental skills does the child already possess that they can use during this activity?

Which two teaching/guidance strategies will you use, to support the toddler's identified developmental skill/IELG Outcome, while he/she plays at the activity?

Describe how you will use these two strategies to support the toddler during the activity you planned for him/her.

FREE PLAY ACTIVITIES

Activity Type:

Activity Title:

Who sets up the activity?

What is the developmental purpose of this activity?

What is the secondary developmental purpose of this activity?

What is the activity IELG outcome?

Activity Description:

What book will you use to support your activity this week?

How does the book you selected relate to the activity?

What materials do you need?

What set-up instructions do you have?

What safety instructions do you have?

What strategies do you plan to use (you must have at least two) to support any child who explores/plays at this activity?

Describe how you will use these two strategies to support the children who play here.