Policy and Procedure Test correction

1. After you have looked over your test and fixed your answers turn them in. Pick up a unit 2 study guide and begin working on the creative circles assignment #1. Use the crayons on your desk. Policy and Procedure Test correction

3. CREATIVITY (8) Kindle that creative spark!

4. 1. Creativity is the art of putting something together in a new and different way.

5. 1-WHAT DO YOU SEE?

6. 2-WHAT DO YOU SEE?

7. 3-WHAT DO YOU SEE?

8. 4-WHAT DO YOU SEE?

9. 6-WHAT DO YOU SEE?

10. 7-WHAT DO YOU SEE?

11. 8-WHAT DO YOU SEE? Does a different angle or perspective make a difference?

12. Every Child is an artist. The problem is how to remain an artist once he grows up. - Pablo Picasso

13. Creative Circles It is theProcess not the Product that is important.

14. WHAT IS CREATIVITY? • Elaboration: Ability to expand on ideas. • “What if dogs could talk?” • Originality: Ability to create unique, clever responses. • Invent an interesting way to keep a cobweb collection. • Problem Solving: Ability to sense solutions and problems. • You don’t have a paint brush, but you have paint.

15. WHAT IS CREATIVITY? Cont’d • Fluency: The ability to produce numerous ideas, word, symbols and relationships. • Make a list of sticky things to eat. • List how you would get to school without getting wet in the rain without an umbrella? • Flexibility: Ability to change the mode of a response. • List other uses for a popsicle stick. • Fun: Finding the fun in everything. Here is the definition of creativity at its best!

16. This is creativity at its best.

17. EXPERIENCE THE SHIFT FROM LEFT TO RIGHT BRAIN Creativity: Draw with opposite hand Draw on the page upside down Listen to soft music (no words) Symmetrical drawings FYI: Right Brain doesn’t recognize and label things that are upside down.

18. Da-Da-Da-Da-Da __________ FALSE !!!

19. transitions

20. Hey, Hey, look at me. Make yourself look just like me: Or how about this transition?

21. How about this transition?

22. CREATIVETRANSITIONS: • Short, Smooth movement from one activity to another or one place to another. • Occur many times during the day. • Dismissal, settlers, attention, stretcher, extender • Smooth transitions means that more time will be spent on activities AND less on management and discipline. • Unsmooth changes create: • disruptive or inappropriate behavior • Wandering or running around children • Confusion and frustration • Delays the next activity

23. Sit down • Sung to “Mama’s baby loves shortin” Everybody have a seat, have a seat, have a seat. Everybody have a seat on the floor. Not on the ceiling, not on the door! Everybody have a seat on the floor.

24. Transition guides: • Give children a 5 minute warning that transition is coming. • “We will be cleaning up in 5 minutes.” • Be flexible and allow children extra time to complete projects. • Start next activity as soon as some children are ready, the others will soon become interested. • Relate the SIMPLE and ENJOYABLE transition to the day’s theme or to the next activity. • Motivate and entice the children to participate. • Keep a transition grab bag of ideas readily available.

25. What Can Be Learned Through Transition? • A time to relax and enjoy instead of waiting and wondering when to be done. • Manage behavior through change. • Develop problem-solving skills • Practice cognitive skills and concepts

26. 1. Concrete Object Transition • Children moving from one place to another. • Putting their picture in the cubby when they are done directs the child from the art activity to another activity • Hanging up their coat moves a child from an outdoor activity or arrival to an indoor activity • Giving a child an object like playdough and telling them where to take it (ie: art table) will direct them to begin an activity. • Giving them directions (hang those washcloths on the hook) to signal the end of an activity like clean up. • Object basket – find items this color or this shape to put away.

27. 2. Visual Transition • Using signals that the child can see to inform them of a change in activity. • Pictures on cards that you hold up • Picture of lunch, red/yellow/green circles • Hand motions to signal what to do next. • (scout ears, folding your arms) • A clock, timer, sand timer • (what time do we leave?) • Words on a card • (Mary = dismiss) • Objectslike colored paper, stickers, cards, shapes…. To divide into groups.

28. Visual Transition • Puppets • Sack • Finger • Hand • Stick • Objects that are put on and placed. • Spanish speaking necklace in kindergarten

29. Clap your hands 4x Clap your hands 3x Clap your hands 2x Clap your hands 1x If You Can Hear Me…

30. 3. Auditory Transition • Inform the children of change through the use of sound. • Bell, timer, music, songs, a chord (ring) • Sing alphabet song slowly and when child hears the first letter in his name, they move to the next task. • Do this and come and sit down on the “rug” for circle time. (In front of the table)

31. Let’s Begin • Sung to “Frere Jacques” (teacher)Are You Listening, Are You Listening? (student) Yes we are, Yes we are. (teacher)Thanks for your attention, Thanks for your attention. (all) Let’s Begin, Let’s Begin

32. Transition Ideas… • Rhythms • Clap to the rhythm of a child’s name • Use rhythm instruments • Children copy a rhythm that the teacher is clapping

33. Transition Ideas… Hush little children, don’t say a word. We’re leaving our room and shouldn’t be heard. Hands at your side a do not talk. Tip toe in line when we start to walk. Oh, dear, what will the weather be? Oh, dear, what will the weather be? Oh, dear, what will the weather be? Johnny, please tell us now. I’m glad you came today I’m glad you came today Hello, hello to everyone I’m glad you came today. (Farmer in the dell) Where is Linda, where is Linda? Here I am, Here I am. How are you this morning? Very well, I thank you. (hop, run, skip) away (repeat)

34. 4. Novelty Transition • Involve the use of unusual or new actions and devices to move the children from one activity to the next. • Magic Wand • Wiggle Songs are transition • (Stand up and Sing Hinges – next slide) • Locomotion (using motion to move) • Stuck in the mud, Walk like a heavy elephant, hop like a bunny, march, walk backwards, crawl, tip-toe, follow the leader….. • Move like a train, jet, bus… • Activity dice: roll a dice to see action and number of times • Identification Game • Who is wearing red today? You may go wash your hands. • Whose name starts with the letter T? You may go outside. • Hair or eye color, type of shoes, ate for breakfast… • Consider children’s abilities and YOU also get involved.

35. HINGES I’m all made of hinges cause everything bends. (bend your body parts back and forth and side to side) From the top of my head way down to my end. (Point to the top of your head and then touch your toes) I’m hinges in front and I’m hinges in back. (Bend to the front and bend to the back) But I have to be hinges or else I will (continue bending in all directions) CRACK! (clap hands together)

36. Transition Ideas… My hands upon my head I’ll place Upon my shoulders, on my face, At my waist and by my side, Then behind me they will hide. Then I’ll raise them way up high, And let my fingers fly, fly, fly, Then clap, clap, clap them One, two, three! Now see how quiet they can be. I wiggle my fingers I wiggle my toes I wiggle my shoulders I wiggle my nose Now no more wiggles are left in me, So I can be still as still as can be.

37. Transition Ideas… • Exercises • Simon Says • Walk the way a certain animal walks • Pretend you are a rag doll • Jumping jacks • Have the children march as they go outside.

38. Transition Ideas… • Instructions • Ask questions…”Can you think of a way to get to the door without using your feet?” • “If your favorite color is blue, line up at the door.”

39. Make a transition item • Work on 1st individual lesson plan.