'Competency Goal II Essay\r'

'I supply to t each(prenominal) the children to stay put healthy by getting the proper arrange that is haveed for them. I take the children outside day- after(prenominal)-day if it’s non alike hot, or too cold. I practice forms of yoga in the cockcrow and the evenings with the children. This is to pervert their muscles, and to get their blood flowing. Exercising helps the children in the morning if they are still tired. Also, I’ve learned that the children guide a better day when they are not tired and sleepy. Functional Area 5: cognitive\r\nAs a read/write head vex instructor I try to send off activities to develop substantial sentiment skills. I try to plan activities for cognitive development that come children think. I ask unrestricted questions; fly the coop verbal guessing games, memory board games, and opposite sensory motor activities. When I ask questions I lend oneself current events and experiences that the children green goddess relat e to. For an example, I’ve asked the children what happened to Goldilocks erst she ran into the woods. then(prenominal), I wait for thinking gestures from the children. Their responses were the following: â€Å"She ran as fast as she can away from the Three Bears, she went home and told her mom, and she went home and call(a)ed the police.” I likewise, play verbal guessing games such as, â€Å" bet Who” â€Å"What is white, looks like a horse, and has black stripes?” The children guessed a zebra. I would do an activity like this after checking for prior lie withledge (a story about zoological garden animals or a field trip to the zoo). In addition to open-ended questions and guessing games, I play the â€Å"Memory game.” First we look at all the pictures (starting with about twenty cards or ecstasy mates).\r\nThen we place the cards face trim and I model by picking up a card and diging it over. Then I turn over another and then the counterb alance child follows what I modeled. The children real enjoy this game. Their memory starts kicking in once I turn over quite a few cards. Lastly, moreover not limited to, I play a guessing game that procedures the sense of touch. I use two composing bags, and each one has unalike disciplines. I put play dough in one and sand in another. I trick fold each child, allow them to feel the content inside the bag, and chart their guesses from what they feel. They also describe it to the outflank of their knowledge. This game really gets them thinking. As a head start teacher cognitive development is truly important as well as the other objectives for preschoolers. I try to plan activities to develop a strong thinking skills foundation for children. I try to plan activities for cognitive development that pull in children think, wonder, and explore. I believe that sensory motor games and memory games are great choices for developmentally appropriate actives to strengthen cognitive skills. Functional Area 6: Communication\r\nIn assure to know if a child is learning, I often ask questions. I give each child an opportunity to build their communication skills. Children really like when I interact and acknowledge what they amaze to say. In the morning meetings, I make trustworthy that all the children have a chance to enunciate the class how they are doing and what they look forward to doing end-to-end the school day. While interacting with the children I remind each child to use their run-in in order to express themselves. Not only do I read to my children daily but I also play music with different vocabulary spoken communication in order for the children to learn new words daily. Functional Area 7: Creativity\r\nAs a head start teacher, I once believed that creativity was a challenging task. When I start planning activities round the children’s interest, it became much easier. whiz day the children and I were discussing woodlands. The children wh ere all excited to know that I planned a camp fire. I ask the children what could be used for a cook fire. The children decided that a opus towel contrive could be used as a log. Then I asked how can a fire be started? One child began to rub his two pointing fingers in concert. I said â€Å"Good idea!” Then I asked what could be used as sticks to rub together to start our pretend fire. Another child suggested that to use two yellow pencils. So we all took turns friction the sticks together. After the material was gathered together, I asked what colouring winding paper could be used to make our camp fire look like fire. several(prenominal) of children decided on development the following color in: red, orange, blue, and even purple.\r\nThe children and I placed the logs crisscross. The children and I pushed the construction paper strips into a slip in the paper towel rolls. Then we used balls of white paper as marsh mellows, attached it to a pencil, and affect to roas t marsh mellows. One child said, â€Å"We need brown paper for gram crackers.” So the children and I cut squares of brown construction paper to make pretend gram crackers. This is how the camp fire was created. This was a creative activity that I planned around the children’s interest. I found it to be easier to plan activities for creativity by consulting the children first. I listen to their conversations from preliminary discussions and came up with the pretend camp fire activity. I have planned other creative activities using the same strategy to get the children involved.\r\n'