developmentally
appropriate
curriculum
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  • The Aesthetic Domain
    • Aren't They Beautiful? (For Children of All Ages)
    • Artists In Our Town (For Children of All Ages)
    • Field Trip to Art Museum (For Children of All Ages)
    • Listen to This! (For Older or More Experienced Children)
  • The Affective Domain
    • All About Me Book (For Children of All Ages)
    • We Get Angry (For Children of All Ages)
    • Happy Faces (For Younger or Less Experienced Children)
    • Match Mate (For Younger or Less Experienced Children)
  • The Language Domain
    • Imitating Clapping Patterns (For Younger or Less Experienced Children)
    • Book Making (For Younger or Less Experienced Children)
    • Secret Message (For Older or More Experienced Children)
    • It's a Fact! (For Older and More Experienced Children)
  • The Physical Domain
    • Pull A Friend (For Older or More Experienced Children)
    • Puzzles (For Children of All Ages)
    • Exploration with Balls (For Children of All Ages)
    • Snowperson Walk or Run (For Older or More Experienced Children)
  • The Social Domain
    • We Are A Family (For Older of More Experienced Children)
    • Alike and Different (For Children of All Ages)
    • Stores (For Children of All Ages)
    • Recycle-Ikles (For Children of All Ages)
  • The Cognitive Domain
    • Sniff Test (For Younger or Less Experienced Children)
    • Soil Samples (For Younger or Less Experienced Children)
    • Plants or Animals (For Older or More Experienced Children)
    • In and Out of Balance (For Younger or Less Experienced Children)

Book making 

Goal 21:  Put their thoughts on paper
Materials:  Various kinds and colors of paper, markers, scissors, and glue
Procedure:  Having very young children create their own books is one of the best activities to encourage them to write.  A variety of books can be made, including "peek-a-boo" books, pop-up books, shape books (cover is in the outline of a particular animal or other theme), accordion books (paper is folded accordion style, with each section illustrating separate parts of the story), and flip books (cut into three sections, with the head of person or animal on top section, torso on the middle, and legs and feet on the bottom).  Provide examples of differently constructed books.  Explain the tools and techniques needed to construct them.  Provide help as needed.  Encourage children to draw different pictures on each page.  Have them dictate their thoughts about the picture, and encourage them to write as much as they can under each illustration.  Remember that a picture book with no words is still a book in which ideas and a story can be expressed.
To Simplify:  Provide very young children with a blank book that has been constructed, having them complete the book as appropriate, given their fine-motor and literacy capabilities.  focus on only one type of construction at a time.
To Extend:  Challenge the children to devise their own themes and shapes relevant to the content of the particular story they have written.
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