Talkingstreet Part I

3/25/15
Table of Contents
Family Orientation
Curriculum Map
Lesson Plan
Welcome to Providence Talks (parent handout)
Benefits of Providence Talks (parent handout)
Language Development Chart (parent handout)
Information & Informed Consent Form
Your LENA Recording Day: Step-by-Step for Parents (parent handout) (See appendix)
DLP Device & Frequently Asked Questions
How to Get a Good Recording: Help LENA Hear (parent handout) (See appendix)
Material List
LENA Snapshot(See appendix)
Week 1: Measure Words & Turns/Track Your Childs Progress
Curriculum Map
Lesson Plan
Time of Day Activity & Notes
Time of Day Activity & Notes - Sample
Recording Plan Worksheet (parent handout)
Intake Questionnaire
MacArthur-Bates CDI-Short Form, ASQSE (Obtain correct age range)
Week 2: Describe What You and Your Child Are Seeing, Hearing, Feeling & Doing
Curriculum Map
Lesson Plan
Books about Feelings & Emotions (parent handout)
Using Descriptive Words (parent handout)
List of Descriptive Words (parent handout)
Baby Emotions (parent activity)
Developmental Milestones (parent handout)
LENA Snapshot (See appendix)
Week 3: Responding to Your Childs Lead
Curriculum Map
Lesson Plan
Positive Talk (parent handout)
Recipe Book (parent handout)
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Providence Talks!
Table of Contents
Television & Children (parent handout)
Week 4: Reading with Your Child Every Day
Curriculum Map
Lesson Plan
Tips for Parents: Choosing Books for Infants & Toddlers (parent handout)
Suggested Books by Age (parent handout)
Week 5: Repeating & Adding to Your Childs Vocabulary
Curriculum Map
Lesson Plan
List of Common Words (parent handout)
Week 6: Using Songs, Rhymes & Finger Plays
Curriculum Map
Lesson Plan
Song Book (parent handout)
Finger-Play Book (parent handout)
How to Make Musical Instruments (parent handout)
Week 7: Asking Open-Ended Questions
Curriculum Map
Lesson Plan
How to Use Open-Ended Questions with Children (parent handout)
Week 8: Daily Play
Curriculum Map
Lesson Plan
Importance of Play to the Development of Your Child (parent handout)
Benefits of Play (parent handout)
Play Materials For Young Children (parent handout)
Household Objects that Encourage Creativity (parent handout)
Toy Safety Tips (parent handout)
What Does My Child Learn From Pretend Play? (parent handout)
Week 9: Choice Making Can Help Build Vocabulary
Curriculum Map
2
Providence Talks!
Table of Contents
Lesson Plan
Small Choices BIG Changes! (parent handout)
Benefits of Allowing Children to Make Choices (parent handout)
How to Control Choice Making (parent handout)
Activities that Encourage Choice Making (parent handout)
MacArthur-Bates CDI- Short Form, ASQSE
Week 10: Making Learning Fun
Curriculum Map
Lesson Plan
Places to Play in Providence (parent handout)
Lists of Providence Public Libraries (parent handout)
Games to Play in the Community (parent handout)
Blank Library Card Application (parent handout)
Month 6: Review and Checking Childs Progress
Curriculum Map
Lesson Plan
Time of Day Activity Sheet (parent handout)
Recording Plan Worksheet (parent handout)
Month 9: Using Pretend Play to Build Language
Curriculum Map
Lesson Plan
Items Used for Pretend Play (parent handout)
Month 12: Review of Program
Curriculum Map
Lesson Plan
MacArthur-Bates CDI-Short Form, ASQSE
Language Development Goals (parent handout)
Providence Talks Parent Survey (parent handout)
Certificate of Completion (parent handout)
Providence Talks!
Table of Contents
ADDENDUM: Professional Tools

How to Use LENA Explaining to Parents
LENA DLP Guide: For Educators and Home Visitors
How to Get a Good Recording: Help LENA Hear
Your LENA Recording Day: Step-by-Step Instructions
Developmental Milestones
Areas of Concerns
LENA Snapshot
ASQSE
MacArthur-Bates CDI-Short Form
Language Development Chart
Providence Talks!
Family Orientation
CURRICULUM MAP
Topic
1. Explain the purpose of
Providence Talks
RIELDS
LD 1a Language DevelopmentReceptive Language
2. What are the benefits of

Providence Talks?
LD 2a Language DevelopmentExpressive Language
Activities
Model how to use LENA device and
clothing.
Materials/Resources
1. Welcome Letter parent handout
2. Benefits of Providence Talks parent handout
3. Language Development Chart parent handout
3. Show the introduction

video with parent
testimonials
4. Show Introduction Video with parent

testimonials
5. Information & Informed Consent Form-
4. Explain the importance of

language development
6a. How to Use LENA: Explaining to Parents parent

handout
5. Review the Information &

Informed Consent Form
6b. DLP FAQ parent handout
6a. Using the LENA device
6c. Your LENA Recording Day Step-by-Step

Instructions parent handout
6b. DLP information

6d. How to Get a Good Recording: Help LENA Hear
parent handout
6c. Review recording plan

worksheet
6e. Materials List staffing guide

6d. Review how to get a good
recording
7. LENA Snapshot
6e. Material list
8. Note from visit blank - leave a copy with the

family
7. LENA Snapshot
8. Note from visit
5
Providence Talks!
Family Orientation
LESSON PLAN
Topic
Purpose and Benefits of
Providence Talks
Introduction Video
Details and Handouts

Thank the family for the
opportunity to tell them about the
Providence Talks initiative.
Today I am here to provide an
outline of the Providence Talks
initiative that highlights how
important language is for childrens
development, especially during the
first three years.
Providence Talks is an initiative
envisioned by the Mayor of
Providence. (Use the Welcome
Letter handout and Benefits of
Providence Talks handout to
reference during conversation.
Provide handouts to the
parent/caregiver).
RIELDS
LD 1a Language DevelopmentReceptive Language
Timing
Prior to visit
LD 2a Language DevelopmentExpressive Language
This is a brief video to provide you

with more information about the
things weve talked about so far
(show Introduction by Dr. Todd
Risley video) Make a point or two
about the video after viewing and
ask the parent if there are any
follow-up questions.
Notes
1. Learn to use the LENA device,
determined recording day and tips
for getting a good recording.
2. Learn to use the recording plan
worksheet
10 minutes
Providing a language rich

environment is so important in your
childs first three years. Lots of
parent/caregivers will ask why it is
6
Providence Talks!
Family Orientation
Importance of Language
Development.
important especially if their baby is

a newborn. Research has proven a
newborn knows the sound of his
mothers voice one day after birth
and a six month old recognizes
his/her name. So talking, talking,
talking is the best way to bathe
your child in language!
Ask the parent/caregiver some
open-ended questions to engage
the parent in the conversation. For
example, What are some ways you
use language with your baby during
the day? How does your baby
respond? Discuss the Language
Development Chart parent
handout.
5 minutes
Information and
Informed Consent Form
Now that weve gone through this

orientation, is this something you
would still like to participate in?
Review the consent form with the
parent. Be sure to highlight the
confidentiality/privacy aspect of
the DLP and use of data.
Prior to visit:
Review the How to Use LENA:
Explaining to Parents (Staff Guide)
and familiarize yourself with the 5
steps to review with the family.
Review the LENA DLP Guide: For
Educators and Home Visitors to
familiarize yourself with the screen
displays on the DLP.
10 minutes
Providence Talks!
Family Orientation
How to Use the LENA
Device
DLP FAQ
Recording Plan
Worksheet
10 minutes
Today we are going to learn to use

the LENA Digital Language Processor
or DLP so you can begin to record
language use and conversation
exchanges between you and your
child.
Demonstrate the use of device as
indicated in your staff guide. Use the
Your LENA Recording Day: Step-byStep Instructions parent handout
during demonstration.
In order to ensure a good recording
on your DLP, Id like to review some
tips. Utilize How to Get A Good
Recording: Help LENA Hear handout
to review tips with the
parent/caregiver.
Provide the DLP FAQ handout to the
family. Let the family know they can
call you if they are having difficulty
using the device.
Fill out the Recording Plan
Worksheet with the
parent/guardian. The purpose of the
plan is to determine the consistency
of recordings. Determine with the
family the best day of the week and
the time they will begin recording.
Ask the family who will be there.
This is important because the
recordings should be made with a
consistent adult. The section for
Concerns & Things to Consider is for
5 minutes
Providence Talks!
Family Orientation
the family or provider to jot down
questions, suggestions or
considerations to be aware of from
the recording day make the plan
together.
LENA Snapshot
Note from visit
Write a note from the visit.
15 minutes
Today I have one screening that will

provide a baseline of your childs
development. As we advance
through the program we will be able
to measure your childs progress by
administering these screenings
every few months. The first
screening, the LENA Snapshot
consists of a series of questions for
you to answer, yes or not yet. Dont
worry if you answer not yet several
times in a row. Those may be skills
that your child wouldnt be expected
to know. We will stop when we
receive Not Yet 5 times in a row.
5 minutes
Providence Talks!
Welcome Letter
Providence Talks
Welcome! Providence Talks is a new, early childhood literacy initiative
envisioned by the Mayor and funded by the Bloomberg Philanthropies.
Providence Talks is designed to assist families and caretakers in developing the
vocabulary and language skills of their young children. This unique approach
combines digital recordings, in-home coaching and other enrichment activities
designed to increase and strengthen a childs language learning.
We are very excited to have you and your child take part in this exciting new
program! Providence Talks is an innovative language enhancement program that
will build your childs language development and skills and prepare them for
success in Kindergarten and beyond. Please feel free to contact me with any
questions or concerns that you may have. We are available to answer your
questions at any time. Thank you for participating in Providence Talks, we look
forward to working with you and your child.
Sincerely,
Caitlin Molina
Program Manager
Office (401) 421-2489 ext. 406
E-mail cmolina@providenceri.com
c
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Providence Talks!
Bienvenidos a Providence Talks
Providence Talks
Bienvenidos! Providence Talks es una nueva iniciativa de
alfabetizacin para la primera infancia cuya visin pertenece al alcalde
y cuenta con fondos de Bloomberg Philanthropies. Providence Talks se
dise para asistir a las familias y personas que tienen nios a cargo
para que desarrollen el vocabulario y lenguaje en nios pequeos. Este
enfoque nico combina grabaciones digitales, capacitacin en el hogar
y otras actividades de enriquecimiento diseadas para aumentar y
fortalecer el aprendizaje del lenguaje del nio.
Es un gusto para nosotros contar con su participacin y la de su hijo en
este emocionante programa. Providence Talks es un innovador
programa de mejora de la lengua que desarrollar las habilidades de
lenguaje de su hijo y lo ayudar a prepararse para tener xito en
kindergarten y ms adelante. No dude en ponerse en contacto
conmigo con cualquier pregunta o preocupacin que usted pueda
tener. Estamos a su disposicin para responder a sus preguntas en
cualquier momento. Gracias por participar en Providence Talks, ser
un gusto trabajar con usted y su nio.
Atentamente,
Oficina (401) 533-9170
Celular (401) 345-1932
E-mail staveras@meetingstreet.org
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Providence Talks!
Benefits of Providence Talks
Providence Talks is a new, early childhood intervention designed to help your child succeed in kindergarten and beyond. It was developed by the Mayor and is
currently being piloted at Meeting Street, Childrens Friend and Family Services of Rhode Island.
Why is it important?
Research shows that children are often exposed to different amounts of adult talk and conversations. Children who hear more words are often better prepared for
academic success. Providence Talks aims to give your childs first teacher YOU! the tools needed to make sure your childs vocabulary develops at an appropriate
pace.
Who can participate?
Families living in Providence with a child ideally between the ages of 2-30 months are eligible to participate.
How does the program work?
Families participating in Providence Talks will receive home visitation sessions over a one year period, biweekly during the first five months and then one per month
during months 6, 9 and 12. During these visits, your family will receive a free childrens book and special coaching on how to improve your childs vocabulary and help
prepare him or her for school. During each visit, your family will also receive a digital word pedometer. It counts the number of words and conversational
interactions your child engages in during a normal day. You will make one recording with the word pedometer approximately every two weeks. No one listens to the
digital recording on the word pedometer. Your recording is automatically deleted after it is processed.
Your Home Visitor will bring a personalized print-out with charts and graphs showing the number of words and conversational interactions your child experiences. You
will not need to guess how many words your child is hearing you will know with personalized reports over time.
Who do I contact if I want more information?
Providence Talks might be an exciting opportunity for you and your child! To learn more about the program, how it works, and how to be involved, please contact the
Providence Talks Program Manager, Caitlin Molina (401) 421-2489 ext. 406.
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Providence Talks!
Beneficios de Providence Talks
Providence Talks es una nueva intervencin infantil temprana diseada para ayudar a su hijo a tener xito en kindergarten y ms all. Fue desarrollado por el
alcalde y est siendo probado en Meeting Street, Childrens Friend y Family Services of Rhode Island ahora.
Por qu es importante?
Investigaciones demuestran que los nios estn expuestos a diferentes cantidades de charlas y conversaciones de adultos. Los nios que escuchan ms
palabras a menudo estn mejor preparados para el xito acadmico. Providence Talks quiere dar a el primer maestro de su hijo - USTED! - las herramientas
necesarias para asegurarse de que el vocabulario de su nio se desarrolle a un ritmo adecuado.
Quin puede participar?
Familias son elegibles si tienen nios de 2 meses a 30 meses de edad y estn viviendo en Providence.
Cmo funciona el programa?
Familias participando en Providence Talks recibirn visitas quincenales durante los primeros cinco meses y despus mensuales durante mes 6, 9, y 12. Durante
cada visita su familia recibir un libro infantil gratis y hablaran sobre diferentes temassobre como mejorar el vocabulario de sus hijos y ayudar prepararlos para
la escuela.Durante cada visita que se enfoque en el lenguaje, su familia tambin recibir un "podmetro de palabras digital. Este cuenta el nmero de
palabras e interacciones conversacionales que su nio se involucra durante un da normal. Usted va hacer una grabacin con el " podmetro de palabra"
aproximadamente cada dos semanas. Nadie escucha la grabacin digital en el " podmetro de palabra. " Su grabacin se borra automticamente despus de
que es procesada.
Su visitadora traer una impresin personalizada con tablas y grficos que muestran el nmero de palabras e interacciones conversacionales que su hijo
experimente. Usted no tendr que adivinar cuntas palabras su hijo esta escuchando - usted sabr con informes personalizados a travs del tiempo.
A quin contacto si deseo obtener ms informacin?
Providence Talks podra ser una gran oportunidad para usted y su nio! Para aprender ms del programa, como funciona y cmo participar, comunquese con
su visitadora. Usted tambin puede llamar Stephanie Taveras at (401) 345-1932.
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Providence Talks!
Language Development Charts Talks
Hearing and Understanding
Talking
Birth3 Months
Birth3 Months
Startles to loud sounds

Quiets or smiles when spoken to
Seems to recognize your voice and quiets if crying
Increases or decreases sucking behavior in response to sound
46 Months
Moves eyes in direction of sounds

Responds to changes in tone of your voice
Notices toys that make sounds
Pays attention to music
46 Months
7 Months12 Months
Enjoys games like peek-a-boo and pat-a-cake

Turns and looks in direction of sounds
Listens when spoken to
Recognizes words for common items like "cup", "shoe", "book", or
"juice"
Begins to respond to requests (e.g. "Come here" or "Want more?")
Makes pleasure sounds (cooing, gooing)

Cries differently for different needs
Smile when they see you
Babbling sounds more speech-like with many different sounds, including p, b and m
Chuckles and laughs
Vocalizes excitement and displeasure
Makes gurgling sounds when left alone and when playing with you
7 Months12 Months
Babbling has both long and short groups of sounds such as "tata upup bibibibi"
Uses speech or non-crying sounds to get and keep attention
Uses gestures to communicate (waving, holding arms to be picked up)
Imitates different speech sounds
Has one or two words (hi, dog, dada, mama) around first birthday, although sounds
may not be clear
From How Does your Child Hear and Talk: Birth to Five Years Old by the American Speech-Language-Hearing Association (n.d). Reprinted with permission.
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Providence Talks!
Language Development Charts Talks
Talking
1-2 Years
Points to a few body parts when asked.
Follows simple commands and understands simple questions ("Roll the ball,"
"Kiss the baby," "Where's your shoe?").
Listens to simple stories, songs, and rhymes.
Points to pictures in a book when named.
1-2 Years
Says more words every month.
Uses some one- or two- word questions ("Where kitty?" "Go bye-bye?"
"What's that?").
Puts two words together ("more cookie," "no juice," "mommy book").
Uses many different consonant sounds at the beginning of words.
2-3 Years
2-3 Years
Understands differences in meaning ("go-stop," "in-on," "big-little," "updown").

Follows two requests ("Get the book and put it on the table").
Listens to and enjoys hearing stories for longer periods of time
3-4 Years
Hears you when you call from another room.
Hears television or radio at the same loudness level as other family members.
Understands words for some colors, like red, blue, and green
Understands words for some shapes, like circle and square
Understands words for family, like brother, grandmother, and aunt
Has a word for almost everything.

Uses two- or three- words to talk about and ask for things.
Uses k, g, f, t, d, and n sounds.
Speech is understood by familiar listeners most of the time.
Often asks for or directs attention to objects by naming them.
Asks why?
May stutter on words or sounds
3-4 Years
Talks about activities at school or at friends' homes.
Talks about what happened during the day. Uses about 4 sentences at a
time.
People outside of the family usually understand child's speech.
Answers simple "who?", "what?", and "where?" questions.
Asks when and how questions.
Says rhyming words, like hat-cat
Uses pronouns, like I, you, me, we, and they
Uses some plural words, like toys, birds, and buses
Uses a lot of sentences that have 4 or more words.
Usually talks easily without repeating syllables or words.
From How Does your Child Hear and Talk: Birth to Five Years Old by the American Speech-Language-Hearing Association (n.d). Reprinted with permission
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Providence Talks!
Language Development Chart Talks
Talking
4-5 Years
4-5 Years
a. Understands words for order, like first, next,

and last.
b. Understands words for time, like yesterday,
today, and tomorrow.
c. Follows longer directions, like "Put your
pajamas on, brush your teeth, and then pick
out a book."
d. Follows classroom directions, like "Draw a
circle on your paper around something you
eat."
e. Hears and understands most of what is said at
home and in school.
Says all speech sounds in words. May make mistakes on sounds that are harder to say, like l, s, r, v, z, ch, sh,
th.
Responds to "What did you say?"
Talks without repeating sounds or words most of the time.
Names letters and numbers.
Uses sentences that have more than 1 action word, like jump, play, and get. May make some mistakes, like
"Zach got 2 video games, but I got one."
Tells a short story.
Keeps a conversation going.
Takes in different ways depending on the listener and place. May use short sentences with younger children
or talk louder outside than inside.
From How Does your Child Hear and Talk: Birth to Five Years Old by the American Speech-Language-Hearing Association (n.d). Reprinted with permission
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Providence Talks!
Tablas Sobre el Desarrollo del Lenguaje
Escuchar y Entender
Hablar
Nacimiento 3 Meses
Nacimiento 3 Meses
Se sobresalta cuando hay sonidos fuertes
Hace vocalizaciones de placer como susurros y balbuceos
Se pone quieto o sonre cuando alguien le
Su llanto es distinto para necesidades diferentes (cuando tiene hambre versus cuando est
habla
cansado)
Parece que reconoce su voz y se
Sonre cuando le ve a usted
tranquiliza si estuvo llorando
Aumenta o disminuye la succin en
respuesta a un sonido
4 6 Meses
4 6 Meses
Sus ojos se muevan hacia los sonidos
Los balbuceos son ms parecido al habla con muchos sonidos distintos, incluso p, b, y m
Responde a los cambios del tono de su voz
Re
Se da cuenta de qu juguetes hacen
Vocaliza entusiasmo y descontento
sonidos
Hace sonidos de gorgoteo cuando est solo y cuando est jugando con usted
Presta atencin a la msica
7 12 Meses
7 12 Meses
Disfruta los juegos como cuco y hacer
Los balbuceos tienen secciones cortas y largas como tata papapa bibibibi
tortitas
Usa el habla o sonidos sin llorar para ganar y mantener su atencin
Gira la cabeza y mira hacia los sonidos
Usa gestos para comunicarse (moviendo los brazos para estar cargado)
Escucha cuando alguien le habla
Imita a algunos sonidos del habla
Reconoce palabras para cosas tpicas
Dice una o dos palabras (mam, pap, no) cerca de su primer cumpleaos, aunque es posible que
como vaso, zapato, libro o jugo
los sonidos no sean claros
Comienza a responder a rdenes o
preguntas como Ven aqu o Quieres
ms?
De How Does your Child Hear and Talk: Birth to Five Years Old por el American Speech-Language-Hearing Association (n.d). Reproducido con permiso
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Providence Talks!

Escuchar y Entender
Hablar
1 2 Aos
Seala algunas partes del cuerpo cuando
usted le pide
Cumple rdenes simples y entiende
preguntas simples (Haz rodar la pelota,
Besa al bebe, Dnde est tu zapato?)
Escucha los cuentos simples, canciones y
rimas infantiles
Seala los dibujos de un libro cuando
usted los nombra
2 3 Aos
Entiende los significados distintos de
palabras (sigue-para, adentro-encima,
grande-pequeo, arriba-abajo)
Cumple rdenes ms largas Toma el libro
y ponlo en la mesa.
Escucha y disfruta cuentos durante
periodos ms largos de tiempo
3 4 Aos
Escucha cuando usted le llama desde otro
cuarto
Escucha la televisin o radio al mismo
volumen de otros miembros familiares
Entiende palabras de algunos colores,
como rojo, azul y verde
Entiende palabras de algunas figuras
geomtricas, como crculo y cuadrado
Entiende palabras de la familia, como
hermano, abuelo y ta
1 2 Aos
Dice ms palabras cada mes

Utiliza algunas preguntas de una o dos palabras: Qu es? Dnde est el gatito? Chao?
Coloca dos palabras juntas: ms galleta, no jugo, mam libro
Utiliza muchas consonantes distintas en los inicios de las palabras
2 3 Aos
Tiene una palabra para casi todo
Utiliza frases de dos o tres palabras para describir o pedir cosas
Usa los sonidos c, g, f, t, d, n
Familiares le pueden entender casi siempre
A menudo pide o dirige atencin a cosas por nombrarlas
Pregunta Por qu?
Puede tartamudear en palabras o sonidos
3 4 Aos
Cuenta las actividades que hizo en escuela o en las casas de amigos
Cuenta lo que pas durante el da. Usa ms o menos 4 oraciones a la vez
Las personas que nos son familiares tpicamente entienden lo que dice el nio
Contesta preguntas simples: quin? qu? y dnde?
Pregunta cundo? y dnde?
Dice palabras que riman
Usa pronombres como, yo, mi, tu, nosotros y ellos
Usa palabras plurales, como juguetes, pjaros y buses
Usa muchas oraciones de 4 o ms palabras
Tpicamente puede hablar fcilmente sin repetir slabas o palabras
De How Does your Child Hear and Talk: Birth to Five Years Old por el American Speech-Language-Hearing Association (n.d). Reproducido con permiso
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Providence Talks!
Escuchar y Entender
Hablar
4 5 Aos
Entiende palabras ordinales como, primero,
segundo y ltimo
Entiende palabras de tiempo como, ayer, hoy,
y maana
Cumple rdenes complicadas, como ponte
tus pijamas, cepilla tus dientes y escoge un
libro
Cumple rdenes de aula, como Haz un crculo
en la cosa que puedes comer
Escucha y entiende la mayora de lo que se
dice en casa y en escuela
4 5 Aos
Dice todos los sonidos del habla en sus palabras. Puede que haga errores en sonidos que son
ms difciles, como rr, r, ch, s
Responde a la pregunta Qu dijiste?
Sabe las letras y los nmeros
Usa oraciones que tienen ms que una palabra de accin (verbo) como saltar, jugar y tener.
Puede que haga errores gramaticales
Cuenta una historia corta
Mantiene una conversacin
Habla en maneras diferentes, depende de con quien est hablando y el lugar en que est
hablando. Pude usar oraciones ms cortas con nios menores o hablar ms fuerte afuera
que adentro
De How Does your Child Hear and Talk: Birth to Five Years Old por el American Speech-Language-Hearing Association (n.d). Reproducido con permiso.
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Providence Talks!
Introduction Videos
http://youtu.be/9__TsnYxi4k
http://youtu.be/7zMkSNzqrqM
http://youtu.be/59KZPCjxJtY
Lindsay Rodriguez, M.Ed., CED
Lisa G. Lopez, M.A., LSLS Cert-AVT
Parent testimonials from Smarter, Happier, Baby Program
Parent Advisor
Parent Infant Program Director
Boulder, Colorado
Sunshine Cottage School for Deaf Children
Sunshine Cottage School for Deaf Children
San Antonio, Texas
San Antonio, Texas
http://youtu.be/_M4XvkFznjo
Parent testimonials from Smarter, Happier, Baby Program
Boulder, Colorado
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Providence Talks!
INFORMATION & INFORMED CONSENT FORM

Thank you for considering your child for enrollment in Providence Talks. Providence Talks is an early childhood literacy initiative envisioned by the Mayor and funded
by the Bloomberg Family Foundation, Inc. (Bloomberg Philanthropies). Providence Talks is designed to assist families and caretakers in developing the vocabulary
and language skills of their young children. Providence Talks consists of a combination of digital recordings, in-home coaching sessions with a Home Visitor and other
enrichment activities. Your participation in Providence Talks is strictly voluntary.
Providence Talks involves the use of technology (Technology) developed by the LENA Research Foundation, a not for profit organization located in Boulder,
Colorado (LENA), together with a curriculum specifically designed for and by Providence Talks (Curriculum).
Please read this document carefully before deciding whether to participate. If, after reading this Information & Informed Consent Form, you have any questions or
concerns about your participation in Providence Talks, please do not sign this document. Instead, please contact either your Home Visitor or Providence Talks
Program Manager: Caitlin Molina at cmolina@providenceri.com or by phone at (401) 421-2489 ext. 406.
PURPOSE
The purpose of Providence Talks and the use of the Technology and Curriculum in combination are to improve your childs language development and help you
prepare your child for lifelong educational success and opportunity.
WHAT IS REQUIRED OF YOU
You and your familys participation in Providence Talks are strictly voluntary. You may end your participation in Providence Talks at any time.
If you decide to participate in Providence Talks, you will be asked to do the following:
1. Assessments. Each month we will complete certain assessments with you regarding your childs development and language skills. Results of these
assessments will be given to you directly by your Home Visitor.
2. Recordings. You will be asked to complete recordings, during which time your child will wear clothing supplied by LENA, (typically a vest or t-shirt,) that
contains a recording device called a DLP, which stands for digital language processor. You simply turn on the DLP at the beginning of the day; put the DLP in the
clothing your child will wear, and leave the DLP and clothing on for at least 10 hours. Please speak to your Home Visitor if you have any additional questions
regarding the DLP. The DLP will record everything your child says and the sounds around them throughout the day for up to 16 hours. If your child goes to
sleep before 16 hours have been recorded, leave the DLP on and let the DLP run until it shuts off automatically. Your Home Visitor will provide everything you
need to record, including one DLP, two vests, and instructions. You may keep all materials except the DLP and clothing, which we ask that you return at the end
of your participation in Providence Talks.
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Providence Talks!

Since the purpose of the recording sessions is to collect speech samples from your childs typical day, you should proceed with your normal daily routines or
scheduled activities. You should remove the clothing containing the DLP during baths and water play, but keep the clothing dry and near your child to continue
recording your childs language environment. Children may wear the DLP during naps. Participation involves completing a minimum of 13 recordings within a 12month period. You will record every other week for the first five months, and then once per month at months 6, 9 and 12.
After each recording, your Home Visitor will pick up the DLP from you for processing. Youre Home Visitor and/or their team will transfer the recording to a
computer where it will be processed. As part of the processing, the recording shall be permanently deleted from the DLP. No record of the recording on the
DLP will be saved. Instead, a processed computer file containing only statistical information including counts of words and conversational turns will be saved.
No one will ever listen to, or hear, your recording.
3. Home Visitation Sessions. You are being asked to participate in 13 home visitation sessions over a one-year period, bi-weekly during the first five months
and then one per month during months 6, 9 and 12 of the Curriculum. You will be expected to complete 13 day long recordings (10 bi-weekly recordings during
the first five months and 3 monthly recordings at months 6, 9 and 12 thereafter during the Curriculum ). Each session will take about one hour. At the home
visitation sessions, your Home Visitor will discuss the importance of the early language environment for your childs development, review the LENA reports on
words and conversational turns and learn strategies for increasing talk and interaction through the Curriculum. Your Home Visitor will be completing
assessments with you and your child. At each session you will also be given one childrens book for every usable, daylong recording you complete (up to a total
of 13 books).
4. Parent Meetings. You may be asked to optionally attend group meetings with other parents who are participating in Providence Talks. These meetings will
occur intermittently, and will provide an opportunity for parents to share experiences and ideas for improving both the language development of their child
and Providence Talks.
5. Program Discontinuation. The Providence Talks initiative runs for one-year; therefore, it is important that parents complete all the recordings, participate
in the assessments and follow the Curriculum. If you are unable to complete the scheduled recordings, participate in the assessments or implement the
strategies taught as part of the Curriculum then your participation may be discontinued. If this happens, you will be asked to return the DLP and clothing
immediately; however, any books that have been provided to you through Providence Talks are yours to keep.
CONFIDENTIALITY AND USE OF THE DATA
Any information and data obtained in connection with this program that can be identified with you or your child will be kept confidential from anyone other
than Providence Talks, LENA and the City of Providence. Providence Talks, LENA and the City of Providence will comply with all local, state, and federal
laws regarding confidentiality.
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Providence Talks!

The digital recording within the DLP is compressed, so unlike mobile phones or other audio recorders it cannot be directly listened to. If you were to misplace
the DLP after a recording has been made prior to processing and deletion of the audio, it is possible, though very unlikely, that a third party could access your
recording. In order to do this, a third party would need to have access to other LENA software along with the knowledge of how to use it.
Reports and results from Providence Talks will be presented at conferences, public meetings and/or published in articles; however, neither your name nor the
name of your child, or any other unique identifying information about you or your family will ever be disclosed without your express consent.
CONSENT
You acknowledge and consent that your child and those around your child will be digitally recorded for the duration of the time that your child is wearing the DLP.
You acknowledge and consent that Providence Talks, LENA and the City of Providence may have access to the DLP recordings and their statistical data. Every
effort will be made to ensure that no third party has access to the DLP or any of the data contained on it other than Providence Talks, LENA and the City of
Providence and their employees and/or affiliated researchers and professionals without your consent.
By participating in Providence Talks, you agree to take any and all precautions against the involuntary recording of non-consenting adults. You are responsible to
inform other family members and any other third party that you may encounter, while your child is wearing the DLP, that the DLP is recording and making a
digital record of the sounds of your child and those around your child.
By participating in Providence Talks you agree to allow your contact information (name, telephone number and e-mail address) to be shared with Providence
Talks. By signing this form you agree that members of the Providence Talks team may reach out to you to get your feedback about the program. Your input is
entirely voluntary and your responses will be kept completely confidential. Any feedback may be shared with Providence Talks providers for training purposes in
order to assess and improve the program. This authorization to use or disclose this information shall remain in effect until 7/30/2016 unless I revoke it in writing
at any time by sending written notification to:
Program Manager, Providence Talks, Providence City Hall, 25 Dorrance Street, Providence, RI 02903.
COMPENSATION
You will receive 2 free items of clothing to borrow (either a vest or a T-shirt).
You will receive up to 13 home visits by Meeting Street.
You will receive up to 13 childrens books; one book for each usable daylong recording you complete.
At the completion of the one-year period, you will be required to return the DLP and item of clothing to Meeting Street. If your participation is discontinued prior
to one-year, you will be required to immediately return the DLP and of clothing.
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Providence Talks!

OWNERSHIP OF DATA
Providence Talks and LENA shall jointly own all data collected through your participation in Providence Talks and agree to use it solely for the purpose of
program improvement, education and research to improve the language environment and ability of children. Upon request, Providence Talks and/or LENA may
make aggregated non-individually identified data available to the City of Providence for the purpose of program design and evaluation.
POTENTIAL RISKS AND DISCOMFORTS
There is a very slight risk of bruising should your child fall directly on the DLP recorder.
The primary discomfort will be in collecting the day long recording itself, which requires that your child wear the LENA clothing with the DLP recording device.
POTENTIAL BENEFITS
It is possible that participating in this program will help enhance your childs language environment. It is possible that an enhanced language environment will
benefit your childs language development and his/her social and emotional development. It is possible that the data collected in this program will help us
learn more about child language development and the language environment of young children, and improve Providence Talks and other programs benefiting
children and their families that will help prepare children for future success.
PARTICIPATION AND WITHDRAWAL
You can choose whether you and your child will participate in Providence Talks. Even if you volunteer to participate, you and your child may withdraw at any
time. You may refuse to answer any questions you do not want to answer.
Meeting Street or Providence Talks may decide not to include you and your child in Providence Talks or to discontinue your participation if you are unable to
comply with the program requirements specified above. As an example, we may decide not to include you and your child for failure to complete recordings or
inability to implement the strategies taught through the Curriculum.
PARTICIPANTS RIGHTS
If you have any questions or concerns about your participation in Providence Talks, please contact Caitlin Molina, the Providence Talks Program Manager at City Hall,
25 Dorrance St. Rm. 205, Providence, RI 02905; Telephone 401-421-2489 ext. 406 or your Providence Talks Home Visitor at (401) _____-_______.
Any new findings that may influence participants willingness to continue participation will be provided to the participants as they become available.
The Providence Talks initiative described above has been explained to me and I believe that I understand the purpose, procedures and my rights. My questions
about Providence Talks have been answered to my satisfaction, and I agree, on behalf of myself and my child to participate subject to the conditions described
above. I agree, on behalf of myself and my child, that Meeting Street, LENA, Providence Talks and the City of Providence will have ownership of any data
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Providence Talks!

collected. This Information & Informed Consent form constitutes the entire agreement between me and my child, and Meeting Street, Providence Talks, LENA
and the City of Providence.
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Providence Talks!
Authorization and Release

AUTHORIZATION AND RELEASE
By signing below, I and my child do not give up any of our legal rights as participants in Providence Talks.
Name of Participant (Please print your childs name)
First
Middle
Last
Name of Parent or Legal Guardian (Please print your name)
First
Middle
Last
________________________________________
Signature of Parent or Legal Guardian
Date
Email Address
Phone Number
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Providence Talks!
Fomulario de Informacin y Consentimiento Informado
FORMULARIO DE INFORMACIN Y CONSENTIMIENTO INFORMADO

Gracias por considerar la inscripcin de su nio/nia en Providence Talks. Providence Talks es una iniciativa de alfabetizacin en primera infancia previsto del alcalde y
financiado por Bloomberg Family Foundation, Inc. (Bloomberg Philanthropies). Providence Talks es diseado para asistir a familias y cuidadores con el desarrollo del
vocabulario y las competencias lingsticas de sus pequeos nios/nias. Providence Talks se compone de una combinacin de grabaciones digitales, sesiones de
entrenamiento con un Visitador al Domicilio, y otras actividades de enriquecimiento. Su participacin en Providence Talks es completamente voluntaria.
Providence Talks implique el uso de tecnologa (Tecnologa) desarrollada de LENA Research Foundation, una organizacin beneficia sin fines de lucro de Boulder,
Colorado. (LENA), juntos con un currculo diseado especficamente para y por Providence Talks (Currculo).
Por favor, lea este documento cuidadosamente antes de decidir si participar o no. Si, despus de leer este documento de Informacin y Consentimiento Informado,
tiene una pregunta o inquietud sobre su participacin en Providence Talks, por favor no firme este documento. En lugar de firmar, contacte a su Visitador de Domicilio
o a la directora de Providence Talks: Caitlin Molina al cmolina@providenceri.com o por telfono al (401) 421-2489 ext. 406.
PROPSITO
El propsito de Providence Talks y la usa de la Tecnologa y el Currculo en combinacin es mejorar el desarrollo lingstico de su nio/nia y ayudarle a preparar a su
nio/nia para el xito educativo y la oportunidad en la vida.
REQUISITOS
Su participacin en Providence Talks es completamente voluntaria. Puede discontinuar su participacin en cualquier momento.
Si decide participar en Providence Talks, se le pedir que haga lo siguiente:
1. Evaluaciones: Cada mes cumpliremos evaluaciones especficos con usted sobre el desarrollo de su nio/nia y sus competencias lingsticas. Recibir los
resultados de estas evaluaciones de su Visitador al Domicilio.
2. Grabaciones de LENA: Se le pedira que haga grabaciones, durante el cual su nio/nia llevar ropa (tpicamente un chaleco o camiseta) que contiene un
aparato llamado DLP, que significa procesador digital de lengua. Simplemente hay que encender el DLP al comienzo del da, poner el DLP en la ropa que llevara
su nio/nia, y djelo encendido por todo el da (un mnimo de 10 horas). Por favor, hable con su Visitador de Domicilio si tienes preguntas adicionales sobre
el DLP. El DLP grabar todo lo que dice su nio y los sonidos alrededor de l/ella durante el da hasta 16 horas. Si su nio se queda dormido antes de cumplir
los 16 horas, djelo grabando hasta que se apague automticamente. Su Visitador al Domicilio le prestar todo lo que necesita para grabar, incluyendo un DLP,
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Providence Talks!
Fomulario De Informacin y Consentimiento Informado

dos chalecos, y instrucciones. Pueden tener regalada todas las materiales con la excepcin del DLP, que le pedimos a devolver al trmino de su participacin
en Providence Talks.
Porque el propsito de las sesiones de grabacin es recoger muestras de voz en un da tpico de su nio/nia, debe hacer sus rutinas diarias tpicas o
actividades planificadas. Debe quitar la ropa que contiene el DLP antes de jugar en agua o baarse, pero quede la ropa seca y cerca de su nio/nia para
continuar de grabar el entorno lingstico. Su nio/nia se puede seguir llevando la ropa durante siestas. La participacin se requiere que complete un
mnimo de 13 grabaciones entre un periodo de 12 meses. Completar grabaciones cada otra semana entre los primeros cinco meses, y una vez en los meses 6,
9 y 12.
Despus de cada grabacin, su Domicilio al Casa recuperar el DLP de usted para tratamiento. Su Domicilio al Casa y/o su equipo transferir la grabacin a una
computadora donde se procesar. Como parte del tratamiento, la grabacin se borrar del DLP. No se quedar ningn registro del audio. En vez de esto, un
archivo procesado que contiene slo la informacin estadstica, incluyendo el nmero de palabras y cambios de orador, se guardar y se mandar a la LENA
Research Foundation, una organizacin beneficia sin fines de lucro, donde se hacen reportes finales de los datos para Meeting Street. Si decide que no quiere
que se use una grabacin, por favor pide a su Visitador. Esta solicitud se aceptar. Nadie escuchar a su grabacin.
3. Sesiones de Providence Talks: Se le pedir participar en 13 visitas a domicilio entre un ao: bisemanales durante los primeros cinco meses, y una vez en los
meses 6, 9 y 12 del Currculo. Tambin, tendr que hacer 13 grabaciones de un da de duracin (10 grabaciones bisemanales durante los primeros cinco meses
y 3 grabaciones mensuales en los meses 6, 9, y 12 del Currculo). Cada visitacin durar mas o menos una hora. En las visitas, su Visitador al Domicilio discutir
la importancia de leer para el desarrollo de su nio, repasar los resultados de LENA sobre palabras y conversaciones y ensear estrategias de mejorar
expresin vocal y comunicacin en el Currculo. Su Visitador al Domicilio cumplir evaluaciones con usted y su nio/nia. En cada sesin, tambin se le dar un
libro de nios por cada grabacin usable que completa (hasta 13 libros en total).
4. Reuniones de Padres. Es posible que se le pedir asistir a reuniones opcionales con otros padres que estn participando en Providence Talks. Estas reuniones
se ocurrirn de intervalos, y sern una oportunidad para los padres a compartir experiencias e ideas para mejorar el desarrollo lingual de sus nios/nias y
tambin mejorar el programa Providence Talks.
5. Discontinuacin de Participacin en el Programa. El iniciativa Providence Talks dura un ano; por eso, es importante que padres cumplan todas las
grabaciones, participar en las evaluaciones, y sigan el Currculo. Si no est capaz de cumplir las grabaciones, participen en los evaluaciones, o implementar las
estrategias enseadas por el Currculo, su participacin se puede hacer discontinuada. Si pasa eso, se le pedir a devolver el DLP inmediatamente, pero puede
quedarse con los libros y ropa que ya se han prestado a usted por Providence Talks.
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Providence Talks!
CONFIDENTIALIDAD Y USO DE LOS DATOS

Toda la informacin y data obtenida en conexin de este proyecto que puede ser identificado con usted o su nio/nia se guardar confidencial de todos, con la
excepcin de Providence Talks, LENA, y la Ciudad de Providence. Providence Talks, LENA, y la Ciudad de Providence cumplirn con todas las leyes locales, estados y
federales con respeto a confidencialidad.
La grabacin digital en el DLP est comprimido, as que no se puede escucharla directamente cmo es posible con celulares u otros aparatos de grabacin. Si lo
pierde el DLP despus de terminar una grabacin pero antes de se est procesado y eliminado, es posible, pero muy improbable, que un tercero puede acceder a
su data. Para hacer eso, un tercero tendra que tener acceso a otro software de LENA y el conocimiento de utilizarlo.
Reportes y resultados de Providence Talks se presentarn en conferencias, reuniones publicas, y/o artculos publicados; pero no se revelar el nombre de usted o
de su nio/nia, ni otra informacin personal que puede identificarse sin su consentimiento explcito.
CONSENTIMIENTO
Consiente en hacer que su nio/nia y los que estn alrededor de su nio/nia estarn grabados digitalmente por la duracin de tiempo que lleva el DLP su nio.
Reconoce y consiente que Providence Talks, LENA, y la Ciudad de Providence pueden acceder a las grabaciones del DLP y sus datos estadsticos. Se har todos los
esfuerzos para asegurar que ningn tercero puede acceder al DLP o a los datos que contiene, aparte de Providence Talks, LENA, y la Ciudad de Providence y sus
empleados y/o investigadores y profesionales sin su consentimiento.
A participar en Providence Talks, consiente en tomar todas las precauciones contra la grabacin involuntaria de adultos sin sus consentimientos. Tiene la
responsabilidad de informar a otros miembros de su familia y otros terceros con que se encuentra, mientras lleva el DLP su nio/nia, que el DLP est grabando y
haciendo una grabacin digital de los sonidos de su nio/nia y los ruidos a su alrededor.
A participar en Providence Talks, consiente en compartir su informacin de contacto (nombre, nmero de telfono y correo electrnico) con Providence Talks. A
firmar este formulario, esta se compromete que miembros del Providence Talks puedan contactarse para saber sus reacciones y opiniones del programa. Su
participacin en estas conversaciones es completamente voluntaria y sus respuestas se guardarn. Cualquier reaccin se pueda compartir con proveedores de
Providence Talks para el propsito de entrenamiento para evaluar y mejorar el programa. Este autorizacin para usar o compartir este informacin permanecer
hasta el 7/30/2016 a menos que la revoque por escrito en cualquier momento por mandar notificacin escrito a: Program Manager, Providence Talks, Providence
City Hall, 25 Dorrance Street, Providence, RI 02903.
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Providence Talks!
COMPENSACIN
Recibir 2 prendas de vestir gratis (un chaleco o camiseta)
Recibir hasta13 visitas de casa por Meeting Street
Recibir hasta 13 libros de nios, recibido como premio por cada grabacin completa y utilizable que completa.
Al final del periodo de un ano, se estar obligado a devolver el DLP a Meeting Street. Si su participacin est discontinuado ntes de terminar el ao, se estar
obligado a devolver el DLP y la ropa inmediatamente.
PROPIEDAD DE LOS DATOS
Providence Talks y LENA conjuntamente tendrn propiedad de todos los datos recopilados por su participacin en Providence Talks y estarn de acuerdo de
usarlo solamente con el fin de la mejora del programa, educacin e investigaciones para mejorar el entorno lingual y habilidad lingual de nios. A peticin,
Providence Talks y/o LENA puede hacer accesible los datos que estn conjuntos y sin identificacin individual a la Ciudad de Providence con el fin de la disea y
evaluacin del programa.
RIESGAS Y MOLESTIAS POTENTCIALES
Hay un ligero riesgo de hacer moretones si se cae su nio/nia directamente en el DLP. La molestia primaria ser recopilar las grabaciones de un da de duracin,
que requiere que su nio/nia lleve la ropa designada que contiene el DLP.
BENEFICIOS POTENCIALES
Es posible que participacin en este programa se ayudar a mejorar el entorno lingstico de su nio. Es posible que un entorno lingual mejorado beneficiar al
desarrollo lingual y su desarrollo social y emocional de su nio/nia. Es posible que los datos recopilados en este programa nos ayudar aprender ms sobre el
desarrollo lingual de infancia, y el entorno lingual de infancia, y mejorar Providence Talks y otros programas que apoyan a nios y familias que ayudan a preparar
los nios para xito en el futuro.
PARTICIPACION Y RETIRADA
Puede decidir si participe su nio/nia o no en Providence Talks o discontinuar su participacin si est incapaz de cumplir los procedimientos que son escritos
anteriormente. Aun cuando elige de participarse, usted y su nio/nia se pueden retirar en cualquier momento. Puede negar contestar cualquier pregunta que no
quiera contestar.
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Providence Talks!
Meeting Street o Providence Talks puede decidir no incluir a usted y su nio/nia en Providence Talks o discontinuar su participacin si est incapaz de
cumplir las procedimientos que son escritos anteriormente. Por ejemplo, podemos decidir no incluir a usted y su nio/nia por incumplimiento de
grabaciones o incapacidad de poner en prctica las estrategias enseadas por el Currculo.
DERECHOS DE LOS PARTICIPANTES

Si tiene una pregunta o inquietud sobre su participacin en Providence Talks, por favor contacte a Caitlin Molina, la Directora de Providence Talks al Providence
City Hall, 25 Dorrance Street, Rm. 205, Providence, RI 02903; por telfono al 401-421-2489 ext. 406 o a su Visitador de Domicillio; telfono al 401_____-______.
Cualquier resultado que puede influir la voluntad de seguir participando se proveer a los participantes tan pronto como estn disponibles.
La iniciativa Providence Talks, descubierto anteriormente, me ha sido explicado y creo que entiendo el propsito, los procedimientos y mis derechos. Mis
preguntas sobre Providence Talks han sido contestadas de mi satisfaccin, y estoy de acuerdo, en nombre mo y de mi nio/nia de participarnos, sujetos a las
condiciones escritos anteriormente. Consiento, en nombre mo y de mi nio/nia, que Meeting Street, LENA, Providence Talks y la Ciudad de Providence tendrn
propiedad de los datos recopilados. Este documento de Informacin y Consentimiento Informado significa que el acuerdo entero entre yo y mi nio/nia, y
Meeting Street, LENA, Providence Talks y la Ciudad de Providence.
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Providence Talks!
Authoizacin y Liberacin
AUTORIZACIN Y LIBERACIN
A firmar debajo, yo y mi nio/nia no renunciamos a nuestras derechas legales como participantes en Providence Talks.
Nombre del Participante (Por favor escriba el nombre de su nio/nia)
Nombre
Apellido
Nombre del padre o cuidador legal (Por favor escriba el nombre de su nio/nia)
Nombre
Apellido
________________________________________
Firma del padre o cuidador legal
Fecha
Correo Electrnico
Nmero de Telfono
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Providence Talks!
The LENA Device (DLP) & Frequently Asked Questions

Providence Talks involves the use of a small recording technology device, (DLP) developed by the LENA Research Foundation, a charitable organization located in
Boulder, Colorado. The approach of the DLP device combined with the enhanced language curriculum and robust parent coaching make Providence Talks an
innovative model to developing language in young children.
Q. I pressed the top button on the LENA DLP and now the screen says Sleeping. Is this okay?
A. Yes, this is fine! To begin recording, press and hold the REC button until the screen says Recording (about 4 seconds). Let go of the button when the screen
says Recording.
Q. I turned on my LENA DLP and forgot to press the REC button right away. The LENA DLP has shut off. How do I turn it back on?
A. 1) Press the top button for about 4 seconds, until the screen says Sleeping.
2) Press and hold the REC button (for about 4 seconds) until the screen says Recording. Let go of the button when the screen says Recording.
Q. Im ready to put the LENA DLP in the LENA Clothing but it says Paused instead of Recording. What should I do?
A. It is very important that the screen says Recording before you put it in the LENA Clothing. If it says Paused, press the REC button until the screen
says Recording (about 4 seconds).
Q. When the LENA DLP turned off after 16 hours, the screen said Memory Full, but now the screen is blank. Is this okay?
A. Yes! The screen automatically goes blank 15 minutes after the recording is complete.
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Providence Talks!
El Contador LENA (DLP) y Las Preguntas Ms Frecuentes

Providence Talks implica el uso de la tecnologa en un pequeo contador de palabras (DLP), desarrollado por la Fundacin LENA Research, una organizacin de
beneficencia con sede en Boulder, Colorado. El enfoque del contador DLP combinado con el plan de estudios para la mejora del lenguaje y la importante orientacin
para los padres hacen de Providence Talks un modelo innovador para el desarrollo del lenguaje en los nios pequeos.
Q. Apret el botn de arriba del contador LENA DLP y ahora la pantalla dice Sleeping. Est todo bien?
B. S, todo est bien! Para comenzar a grabar, presione por un ratito el botn de REC hasta que la pantalla diga Recording (unos 4 segundos). Suelte el botn
cuando la pantalla diga Recording.
Q. Encend el contador LENA DLP y me olvid de presionar el botn REC. El contador LENA DLP se apag. Cmo lo puedo volver a encender?
A. 1) Presione el botn de arriba por 4 segundo, hasta que la pantalla diga Sleeping.
2) Presione y mantenga presionado el botn de REC (por 4 segundos) hasta que la pantalla diga Recording. Suelte el botn cuando la pantalla diga Recording.
Q. Estoy listo para colocar el contador LENA DLP en la ropa LENA pero dice Paused en vez de Recording. Qu debo hacer?
A. Es muy importante que la pantalla diga Recording antes de colocarlo en la ropa LENA. Si dice Paused, presione el botn REC hasta que la pantalla diga
Recording (alrededor de 4 segundos).
Q. Cuando el contador LENA DLP se apag despus de las 16 horas la pantalla deca Memory Full, pero ahora la pantalla est negra. Est bien?
A. S! La pantalla se apaga automticamente 15 minutos despus de que se termina la grabacin.
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Providence Talks!
Material List
LENA Digital Language Processor (DLP)
2 Vests
Binder (consent, activity log, parent handouts, contact information)
Hourly Activity Log
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Providence Talks!

CURRICULUM MAP
Topic
RIELDS
Activities
Materials/Resources
1. Review LENA Recording Report
SE 1a Social Emotional-
1. N/A
1. LENA Recording Report
2. Make a recording plan
Relationships with Others
2. Plan together what the
2. Recording Plan Worksheet parent handout
3. Review Time of Day Activity &

Notes
SS 1a Social Studies- Self,
recording sessions will look
3a. Time of Day Activity & Notes blank parent handout
Family, and Community
like
3b. Time of Day Activity & Notes sample parent
4. Administer MacArthur-Bates
CDI-Short Form and ASQSE
3. Review the time of day

activity sheet and compare
5. Note from visit
it to the first recording
6. Intake Form
report
4. Use MacArthur-Bates CDIShort Form and ASQSE
handout
4. MacArthur-Bates CDI-Short Form and ASQSE tools
check to make sure you have the appropriate age of the
child
5. Note from visit - blank leave a copy with the family
6. Intake Form
tools to get a benchmark

5. Write note from the visit
Bring book to visit:
6. Intake Form
0-1 Baby Face Board Book #2 Smile

1-2 Babys Colors
2-3 Llama Llama Red Pajama
Spanish:
Los Bebes van a todas Partes
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Providence Talks!

LESSON PLAN
OBJECTIVE: Parent/Caregiver will
Review and Analyze their first LENA Recording Report
Document their Time of Day Activity form.
Complete Intake Form
Provide parent report for developmental screenings.
Discuss routines and the importance of consistency.
Topic
Review LENA Recoding
Report from last visit.

Provide the parent/caregiver with the LENA
Recording Report. Today I have your first
LENA Recording Report for us to review.
To engage the parent/caregiver in the
process of the review, it is best to ask openended questions. For example, Is there
anything that stands out to you at first
glance? Are there any areas that concern
you? If so, how do you think you could
improve? What areas do you feel most
confident about?
Intake Form
Complete the intake form with the

parent/caregiver. The next form is the
Intake Form which will help us to better
understand your family. You will be asked
a series of questions. You can decline to
answer any question you feel
uncomfortable answering.
MacArthur-Bates CDI-Short
Form & ASQSE
Only administer if the child
Prior to visit determine if the child has a

recent screening on file. If not, select the
age appropriate screening to bring on
RIELDS
SE 1a Social
EmotionalRelationships with
Others
Timing
Prior to visit
SS 1a Social
Studies- Self,
Family, and
Community
15 minutes
Notes
5 minutes
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Providence Talks!

does not have a recent
(within 3 months)
screening, on file.
visit.
The next screenings are the MacArthurBates CDI-Short Form and ASQSE. The
MacArthur-Bates CDI-Short Form screening
will provide us with information about your
childs overall development in language
development. The ASQSE screening will
provide information about your childs social
emotional and adaptive (self-help) skills
If the ASQSE was previously completed,
review the results and talk with
parent/caregiver about any changes they
have noticed since the last screening.
Daily routines are an important learning
tool for your childs development. When the
day is predictable (meals, nap time, play,
bath time) children learn about their world
because of the repetition or pattern routines
provide. The repetition helps children
develop secure relationships as they explore
and engage in words and turns! Other
benefits of having routines are they allow
your baby to develop self-control and the
ability to cope with transitions. Routines
provide numerous learning opportunities for
your child. As an added benefit, routines can
lessen a childs confusion about what is
happening and decrease parent frustration.
We will talk more about routines next
week.

5 minutes
0-1 Baby Face Board Book #2 Smile

1-2 Babys Colors
2-3 Llama Llama Red Pajama
Spanish :
Los Bebes van a todas Partes
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Providence Talks!
Time of Day Activity &

Notes.
Note from visit
(If the family does not have a consistent

routine discuss how establishing a routine
might help with some of the challenges they
may experience throughout the day and
perhaps beginning with 2 to 3 things they
can commit to on a regular basis. Be sure to
follow up and add new routines to their
schedule).
During the next 2 weeks, think about your

routine as you go through the day. Think
about what is working well and perhaps,
something you might want to change. Next
week we will fill out the Time of Day Activity
& Notes form.
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Providence Talks!

Time of Day
Activity
Notes
40
Providence Talks!
Time of Day Activity & Notes Sample

Time of Day Activity & Notes - Sample
Time of Day
Activity
Notes
7:00 Get up
7:15 Eat breakfast
7:45 Get dressed /Brush teeth
8:00 Play
8:30 Bring brother to school
9:00 Nap
11:00 Get up
11:15 Eat lunch
11:45 Play
1:00 Nap
2:45 Pick brother up at school
3:15 Eat snack
3:30 Play
6:00 Eat dinner
6:45 Take a bath
7:00 Read books
7:30 Bedtime
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Providence Talks!
Recording Plan Worksheet

Recording Plan Worksheet
Childs Name______________________________
Week Number
1
Day of the week
Time
Who will be there?
Date________________________
Suggestions/concerns
2
3
4
5
6
7
8
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Providence Talks!
Intake Form
Intake Form
Date: _______________
Interviewer name:____________________
Agency name: _______________________
Providence Talks Service Type (check one): ______Home visitation
_________ Center-based group
RCT participation ______Y ______ N

Parent(s)/Guardian(s) Name:
Parent Birth Date: M/D/Y
Relationship to Child:
Occupation:
Does child live in a single or dual parent household?

Single parent household Dual parent household
Primary Care Giver Name:
Birth Date:
M/D/Y
Relationship to child:
Childs Name & LENA ID Number:
Childs Birth Date:

M/D/Y
Childs Gender:
Phone Number:
Emergency Phone:
Email:
Address:
City:
Zip Code:
43
Providence Talks!
Intake Form
Family Information
1. Please tell me about the members of your family or others who live with you:
How many adults (people 15 years-old or olderincluding parents) are living in your household? ______
Name (First Name only)
Relationship to child (parent,

grandparent, brother, step brother,
etc.)
Birth Date
2. Parents Education:
What is the highest degree obtained by the childs mother?
NO HIGH SCHOOL DIPLOMA (PLEASE LIST NUMBER OF YEARS OF HIGH SCHOOL COMPLETED _______)
GED
HIGH SCHOOL DIPLOMA
TRADE SCHOOL
SOME COLLEGE (NUMBER OF YEARS OF COLLEGE COMPLETED _______)
ASSOCIATES DEGREE
4-YEAR COLLEGE DEGREE
MASTERS DEGREE
DOCTORATE DEGREE
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Providence Talks!
Intake Form
What is the highest degree obtained by the childs father?
NO HIGH SCHOOL DIPLOMA (PLEASE LIST NUMBER OF YEARS OF HIGH SCHOOL COMPLETED _______)
GED
HIGH SCHOOL DIPLOMA
TRADE SCHOOL
SOME COLLEGE (NUMBER OF YEARS OF COLLEGE COMPLETED______)
ASSOCIATES DEGREE
4-YEAR COLLEGE DEGREE
MASTERS DEGREE
DOCTORATE DEGREE
3. Language
What is the primary caregivers native language? ________________________
What is the language spoken most often at home? ________________________
4. Race:
__ White
__ Native Hawaiian or Pacific Islander
__ American Indian or Alaska Native __ Unspecified

__ Asian
__ Other ________________________
__ Black or African American
5. Are you Hispanic or Latino:
__ Yes
__ No
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Providence Talks!
Intake Form
6. Do you or your child participate in a Home Visiting Program?
__ Yes
__ No
If yes, please name the program and agency:
___________________________________
Agency
___________________________________
Program
7. Does child regularly attend daycare or preschool outside your home?

If yes: __ Preschool
__ Yes
__ No
__ Daycare
8. Please indicate your childs current clothing size

__ 3-6 mo
__ 2T
__ 6-12 mo
__ 3T
__ 12-18 mo
__ 4T
__ 12-24 mo
__ 5T
__ Other:_________________
9. How did you find out about Providence Talks?

__ Newspaper Ad __ Bus Ad __ TV __ Radio __ Facebook __ Word of Mouth
__ Home Visitor
__ PT Family
__ Other:_____________________
FOR OFFICE USE ONLY

Group A ________
Group B _______ (Check only one)
46
Providence Talks!
Formulario de Admisin
Fecha: _______________
Nombre de entrevistador:____________________
Nombre de agencia:_______________________
Tipo de Servicio de Providence Talks (marque uno): ______ Visita a Domicilio
Participacin de RCT _____S
_________ Grupo en Centro
____No
Nombre(s) de Padre(s) o Cuidador(es)
Fecha de Nacimiento de
Padre/Cuidador: M/D/A
Relacin con el Nio(a)
Ocupacin:
Vive el nio/la nia en hogar de un solo padre o de dos

padres?
Hogar de un solo padre Hogar de dos padres
Nombre de Cuidador Principal:
Fecha de Nacimiento: M/D/A
Relacin con el Nio(a):
Nombre del nio(a)
Fecha de Nacimiento: M/D/A
Sexo del Nio(a):
Nmero de Telfono:
Nmero de Telfono
Secundario:
Nmero de Telfono
del Contacto de
Emergencia:
Direccin:
Ciudad:
Cdigo Postal:
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Providence Talks!
Informacin Familiar
1. Por favor, dgame sobre los miembros de la familia u otras personas que viven con usted:
Cuntos adultos (personas que tienen mas que 15 aosincluyendo padres) viven en su hogar? ___
Nombre (slo nombreomita el apellido)
Relacin con el nio(a) (padre, madre,

Fecha de
abuelo(a), hermano(a), hermanastro(a),
Nacimiento
etc.)
2. Educacin de los Padres

Cul es la titulacin ms elevada que obtuvo la madre del nio/a?
NO TIENE DIPLOMA DE SECUNDARIA (POR FAVOR ESCRIBA CUNTOS AOS COMPLET _______)
GED
DIPLOMA DE SECUNDARIA (DIPLOMA DE BACHILLERATO)
TALLER (ESCUELA TCNICA)
ALGUNA ENSEANZA SUPERIOR
TTULO ASOCIADA
TTULO UNIVERSITARIO (4 AOS)
MAESTRA
DOCTORADO
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Providence Talks!
Cul es la titulacin ms elevada que obtuvo la madre del nio/a?
NO TIENE DIPLOMA DE SECUNDARIA (POR FAVOR ESCRIBA CUNTOS AOS COMPLET _______)
GED
DIPLOMA DE SECUNDARIA (DIPLOMA DE BACHILLERATO)
TALLER (ESCUELA TCNICA)
ALGUNA ENSEANZA SUPERIOR
TTULO ASOCIADA
TTULO UNIVERSITARIO (4 AOS)
MAESTRA
DOCTORADO
3. Idioma
Cul es el idioma nativo del cuidador(a) principal? __________
Cul es el idioma que se habla ms en hogar? _____________
4. Raza
__ Blanco
__ Nativo de Hawaii o isleo del Pacfico
__ Americano nativo o nativo de Alaska
__ No especificado
__ Asitico
__ Otro:________________________
__ Afroamericano
5. Es usted hispnico o latino?
__ S
__ No
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Providence Talks!
6. Participa usted o su hijo en un programa de visita a domicilio?
__ S
__ No
Si contest s, por favor escribe el nombre del programa y de la agencia:

___________________________________
Agencia
___________________________________
Programa
7. Tpicamente, asiste su hijo a preescolar o guardera afuera de su casa? __ S

Si contest s, __ Preescolar
__ No
__ Guardera
8. Por favor, indique la talla de ropa de su hijo(a)

__ 3-6 meses
__ 2T
__ 6-12 meses
__ 3T
__ 12-18 meses __ 4T
__ 12-24 meses __ 5T
__ Otro:_________________
9. Cmo encontr Providence Talks?

__ Anuncio de Peridico __ Anuncio de Autobs __ Televisin __ Radio __ Facebook
__ Boca a Boca __ Visitador a Domicilio
__ Familia PT
__ Otro:_____________________
SLO PARA USO INTERNAL

Grupo A ______
Grupo B ______ (Marque uno)
50
Providence Talks!
Week 2: Describe What You And Your Child Are

Seeing, Hearing, Feeling & Doing
CURRICULUM MAP
Topic
1. Review LENA Recording
Report
RIELDS
SE 1 Social Emotional- Relationships
with Others
1. N/A.
2. Discuss the importance of a

childs daily routine and
emotions
SE 2 Social Emotional-Sense of Self
2. Look over schedule of day

and point out language
opportunities
3. How to use descriptive words

for the things your child is
seeing, hearing, feeling, and
doing
4. Do emotions activity and
model how to read a book
about emotions
5. Review results of the
MacArthur-Bates CDI-Short
Form and ASQSE with the
family
6. LENA Snapshot
Activities
SE 3 Social Emotional- Self Regulation

LD 1 Language Development-Receptive
Language
3a. Show the parent the list of

descriptive words they can use
with their children
Materials/Resources
2. Daily schedule review schedule parent has
made for child.
3a. Using Descriptive Words for the Things Your
Child is Seeing, Hearing, Feeling & Doingparent
handout
3b. Books About Feelings parent handout
SS 1 Social Studies- Self, Family, and

Community
3b. Show the parent the list of

books about feelings
4a. Model reading a book
about emotions
4b. Make a book with the
family
5. Explain what the scores
mean on the MacArthur-Bates
CDI-Short Form and
ASQSE.
7. Note from visit

6. N/A
4a. Book to model

4b. Pictures of babys emotions, glue,
scissors, and paper to make a book or
use parents photos if they have them
5. Developmental Milestones parent handout
6. LENA Snapshot
7. Note from visit blankleave a copy
with the family
0-1 How Does Baby Feel?
1-2 Happy Hippo Angry Duck
2-3 Pigeon Has Feelings Too
Spanish Oso Polar, Oso Polar
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Providence Talks!

LESSON PLAN
Review and Analyze their LENA Recording Report form.
Recognize the importance of using descriptive words with their child.
Understand the results of developmental screening. (MacArthur-Bates CDI-Short Form & ASQSE)
Topic
Review LENA Recording
Report from last visit.

Familiarize yourself with the LENA Recording
Report and identify areas that will serve as a
conversation starter with family.
RIELDS
LD Language
Development-Receptive
Language
Timing
Prior to visit
Notes
10 minutes
Recording Report. Today I have your LENA
Recording Report for us to review. To engage
the parent/caregiver in the process of the
review, it is best to ask open-ended questions.
For example, Is there anything that stands
out to you at first glance? Are there any
areas that concern you? If so, how do you
think you could improve? What areas do you
feel most confident about?
Importance of a daily
routine, continued from
week 1
Last week we talked about routines and its

benefits to your child and family. Now that
youve had some time to think about how the
structure of your day is working for you, Id
like us to document your routine on the form,
Time of Day Activity & Notes.
SS 1 Social StudiesSelf, Family, and

Community
SE 1a Social EmotionalRelationships with
Others
SE 2a Social Emotional
Sense of Self
SE 3a Social EmotionalSelf Regulation
10 minutes
LD Language
Language
Inform the family that as needs change and

children grow routines can change.
52
Providence Talks!

10 minutes
Use Descriptive Words for
the Things Your Child is
Seeing, Hearing, and
Feeling and Doing
Emotions Activity
Refer to the staff tool, Using Descriptive

Words for the Things Your Child is Seeing,
Hearing, Feeling, & Doing for ideas on
activities based on the childs age. Use
modeling, coaching, observation and
participation based on the parent/caregivers
level of comfort.
15 minutes
For children younger than two years, use the

book, How Does Baby Feel? By Karen Katz.
Young Infants-Point to and name items in the
book. For example, Theres the babys mouth
and here is your mouth. Baby is happy! (gently
tickle baby) You are happy!
Older Infants- Let the child explore the book.
Ask them to find things. Point to pictures and
label for the child. Expand on the childs
gestures, vocalizations or words. Ask simple
questions to help develop receptive language.
For example, The baby is yawning isnt he?
Can you yawn like the baby in the story?
For two year olds (Items needed: Emotions
handout, construction paper, glue stick, hole
puncher, yarn)
Take out the parent handout, Emotions.

Talk about the children in the pictures.
Respond to verbal and nonverbal cues.
Ask questions such as, Why is the girl
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Providence Talks!

Review MacArthur-Bates
CDI-Short Form &
ASQSE
sad? (Follow the parent/caregivers lead)

Help the child cut the pictures out
Let the child use glue stick to paste
pictures on pieces of construction paper
to make a book about emotions
When reviewing results highlight the childs

strengths. Let parent/caregiver know that the
MacArthur-Bates CDI-Short Form and ASQSE
allow us to monitor developmental milestones
and provide support for areas that may need
more practice. Describe each area in terms of
cutoff (above cutoff, below cutoff). Refer to
ASQSE Form Users Guide for guidelines for
communicating results if needed.
10 minutes
15 minutes
LENA Snapshot
5 minutes
Note from visit
Write a note from the visit

0-1 How Does Baby Feel?
1-2 Happy Hippo Angry Duck
2-3 The Pigeon Has Feelings Too
Spanish Book
Oso polar, Oso Polar
54
Providence Talks!
Books about Feelings and Emotions

Exploring Feelings
Title
Author
Age Range
Baby Faces
Oh, David!: A Diaper David Book
Margaret Miller
David Shannon
Birth to 2 years
Birth to 2 years
Oops!: A Diaper David Book
David Shannon
Birth to 2 years
If You're Happy And You Know It: My First Taggies Book

I Am Happy: A Touch and Feel Book of Feelings
My Many Colored Days Board Book
The Feelings Book
Lots of Feelings
Grumpy Bird
When I Am/Cuando Estoy
Taking a Bath With the Dog and Other Things That Make Me
Happy
The Way I Feel
Today I Feel Silly: And Other Moods That Make My Day
How Are You Peeling? Foods With Moods
Feelings
Alexander and the Terrible, Horrible, No Good, Very Bad Day
I Like Myself
I'm Gonna Like Me: Letting Off a Little Self-Esteem
Will Grace and Ken Geist, Ed.

Steve Light
Dr. Seuss
Todd Parr
Shelly Rotner
Jeremy Tankard
Gladys Rosa-Mendoza
Birth to 2 years
Birth to 3 years
Birth to 5 years
Birth to 5 years
18 months to 3 years
Scott Menchin
Janan Cain
Jamie Lee Curtis
Saxton Freymann
Aliki
Judith Viorst
Karen Beaumont
Jamie Lee Curtis
2 to 6 years
2 to 6 years
3 to 6 years
3 to 8 years
4 to 8 years
3 to 6 years
3 to 8 years
Coping With Feelings of Anger

Title
Words Are Not For Hurting
Hands Are Not For Hitting
Teeth Are Not for Biting
No Matter What
Author
Elizabeth Verdickem
Martine Agassi
Elizabeth Verdickem
Debi Gliori
Age Range
2 to 5 years
55
Providence Talks!

Finn Throws a Fit
Mouse Was Mad
Llama Llama Mad at Mama
When I Feel Angry
Alicia Has a Bad Day
Chocolate-Covered-Cookie Tantrum
Mean Soup
When Sophie Gets Angry Really, Really Angry
Sometimes Im Bombaloo
David Elliott
Linda Urban
Anna Dewdney
Cornelia Maude Spelman
Lisa Jahn-Clough
Deborah Blumenthal
Betsy Everitt
Molly Bang
Rachel Vail
Title
Author
2 to 5 years
2 to 5 years
2 to 5 years
2 to 5 years
3 to 6 years
3 to 6 years
3 to 6 years
3 to 6 years
3 to 6 years
Owl Babies
Have You Seen My Duckling?
Martin Waddell
Nancy Tafuri
Age Range
6 months to 18 months
When Mama Comes Home Tonight
Eileen Spinelli
I Love You All Day Long

Are You My Mother?
Whose Mouse Are You?
Dont Go!
The Kissing Hand
Thunder Storms
The Storm Book
Thunder Cake
Thunder and Lightning: Theyre Not So Frightening
Dark
Cant You Sleep, Little Bear
I Have a Little Problem, Said the Bear
Theres a Nightmare in My Closet
Medical Appointments
My Friend the Doctor
Franklin Goes to the Hospital
Next Please
Francesca Rusackas
P. D. Eastman
Robert Kraus
Jane Breskin Yolen
Audrey Penn
2 to 4 years
3 to 5 years
3 to 8 years
Charlotte Zolotow
Patricia Polacco
JD Schmith
3 to 6 years
4 to 6 years
4 to 8 years
Martin Waddell
Heinz Janisch
Mercer Mayer
2 to 5 years
3 to 6 years
3 to 6 years
Joanna Cole
Paulette Bourgeois
Ernst Jandel
2 to 5 years
2 to 5 years
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Providence Talks!

Monsters
Go Away, Big Green Monster!
My Monster Mama Loves Me So
I Need My Monster
Separation
Ed Emberley
Laura Leuck
Amanda Noll
2 to 5 years
2 to 5 years
3 to 8 years
Self-Control
Title
Author
Age Range
No No Yes Yes
Quiet Loud
No, David!
Dont Let the Pigeon Drive the Bus
Linda Patricellei
Linda Patricellei
David Shannon
Mo Willems
Birth to 3 years
Birth to 3 years
Please, Baby, Please

It's Hard to Be Five: Learning How to Work My Control Panel
Spike Lee and Tonya Lewis Lee

Jamie Lee Curtis
5 to 8 years
FEARS: Friendship Troubles

Title
Gossie and Gertie
Sheila Raes Peppermint Stick
My Friend and I
Being Friends
My Friend Rabbit
Chrysanthemum
Chesters Way
Big Al
Stand Tall, Molly Lou Melon
Wemberly Worried
Shark Vs. Train
Williams Doll
Dolores Meets Her Match
Author
Olivier Dunrea
Kevin Henkes
Lisa Jahn-Clough
Karen Beaumont
Eric Rohmann
Kevin Henkes
Kevin Henkes
Andrew Clements
Patty Lovell
Kevin Henkes
Chris Barton
Charlotte Zolotow
Barbara Samuels
Age Range
2 to 5 years
2 to 5 years
Birth to 3 years
3 to 6 years
3 to 6 years
3 to 6 years
3 to 6 years
3 to 6 years
3 to 8 years
4 to 8 years
4 to 8 years
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Providence Talks!

Enemy Pie
Derek Munson
4 to 8 years
Grief and Loss

Title
Losing a Favorite Comfort Object
Dogger
Explaining Death
When Dinosaurs Die: A Guide to
Understanding Death
I Miss You: A First Look at Death
Lifetimes: The Beautiful Way to Explain Death to Children
Water Bugs & Dragonflies: Explaining Death to Young Children
The Fall of Freddie the Leaf: A Story of Life for All Ages
Loss of a Pet
Goodbye Mousie
Ill Always Love You
Alfie and the Birthday Surprise
Saying Goodbye to Lulu
The Tenth Good Thing About Barney
Jasper's Day
Loss of a Loved One
Where Are You? A Childs Book About Loss
Sad Isn't Bad: A Good-Grief Guidebook for Kids Dealing With Loss
When Your Grandparent Dies: A Childs Guide to Good Grief
Nana Upstairs & Nana Downstairs
Badgers Parting Gifts
Gentle Willow: A Story for Children About
Author
Age Range
Shirley Hughes
3 to 6 years
Laurie Krasny Brown and Marc Brown
2 to 6 years
Pat Thomas
Bryan Mellonie and Robert Ingpen
Doris Stickney
Leo Buscaglia
2 to 6 years
3 to 8 years
4 to 8 years
4 to young adult
Robie Harris and Jan Ormerod

Hans Wilhelm
Shirley Hughes
Corinne Demas
Judith Viorst
Marjorie Blain Parker
2 to 5 years
3 to 6 years
3 to 6 years
3 to 6 years
2 to 6 years
3 to 6 years
Laura Olivieri
Michaelene Mundy
Victoria Ryan
Tomie dePaola
Susan Varley
Joyce C. Mills
3 to 8 years
4 to 8 years
3 to 6 years
2 to 8 years
3 to 8 years
4 to 8 years
Dying
Title
Grandmas Purple Flowers
Author
Adjoa J. Burrowes
Age Range
4 to 8 years
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Providence Talks!

Everett Anderson's Goodbye
Lucille Clifton
4 to 8 years
Saying Goodbye to Daddy
Judith Vigna
4 to 8 years
The Blue Roses
Linda Boyden
4 to 8 years
Tear Soup
Pat Schweibert
4 to young adult
Lifetimes
Warren Hanson
4 to young adult
Grief or Trauma
A Terrible Thing Happened*
Margaret M. Holmes
2 to 8 years
*The "terrible thing" mentioned in the title is not specified in the book which allows parents and caregivers to use this story to support children who have experienced the
loss of a loved one or another type of trauma (e.g., physical or sexual abuse).
Divorce
Title
Author
Age Range
Lets Talk About It: Divorce

Fred Rogers
2 to 5 years
Mama and Daddy Bears Divorce
2 to 5 years
Two Homes
Claire Masurel
2 to 5 years
Was It the Chocolate Pudding: A Story for Little Kids About Divorce Bryan Langdo
2 to 5 years
Standing on My Own Two Feet: A Child's Affirmation of Love in the
Tamara Schmitz
3 to 5 years
Midst of Divorce
Dinosaurs Divorce
Marc Brown
3 to 5 years
Its Not Your Fault Koko Bear
Vicki Lansky
3 to 5 years
My Familys Changing: A First Look at Family Break-Up
Pat Thomas
3 to 5 years
I Have Two Homes
Marian DeSmet
3 to 5 years
Where Am I Sleeping Tonight? A Story of Divorce
Carol Gordon Ekster
5+ years
From: Zero to Three
Zero to Three: National Center for Infants, Toddlers and Families (2012). Books about feelings for babies and toddlers. Retrieved from http://www.zerotothree.org/childdevelopment/social-emotional-development/books-that-support-social-emotional-skills.html
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Providence Talks!
Libros Sobre Sentimientos y Emociones

Exploramos los Sentimientos
Ttulo
Autor
Baby Faces
Oh, David!: A Diaper David Book
Margaret Miller
David Shannon
Rango de Edad
Nacimiento hasta los 2 aos
Oops!: A Diaper David Book
David Shannon
If You're Happy And You Know It: My First Taggies Book

I Am Happy: A Touch and Feel Book of Feelings
My Many Colored Days Board Book
The Feelings Book
Lots of Feelings
Grumpy Bird
When I Am/CuandoEstoy
Taking a Bath With the Dog and Other Things That Make Me
Happy
The Way I Feel
Today I Feel Silly: And Other Moods That Make My Day
How Are You Peeling? Foods With Moods
Feelings
Alexander and the Terrible, Horrible, No Good, Very Bad Day
I Like Myself
I'm Gonna Like Me: Letting Off a Little Self-Esteem
Ken Geist, Ed.

Steve Light
Dr. Seuss
Todd Parr
Shelly Rotner
Jeremy Tankard
Gladys Rosa-Mendoza

18 meses hasta 3 aos
Scott Menchin
Janan Cain
Jamie Lee Curtis
Saxton Freymann
Aliki
Judith Viorst
Karen Beaumont
Jamie Lee Curtis
2 a 6 aos
2 a 6 aos
3 a 6 aos
3 a 8 aos
4 a 8 aos
3 a 6 aos
3 a 8 aos
Cmo hacer Frente a los Sentimientos de Ira

Ttulo
Words Are Not For Hurting
Hands Are Not For Hitting
Autor
Elizabeth Verdickem
Martine Agassi
Rango de Edad
18 meses a 5 aos
18 meses a 5 aos
60
Providence Talks!

Teeth Are Not for Biting
No Matter What
Finn Throws a Fit
Mouse Was Mad
Llama LlamaMad at Mama
When I Feel Angry
Alicia Has a Bad Day
Chocolate-Covered-Cookie Tantrum
Mean Soup
When Sophie Gets Angry Really, Really Angry
Sometimes Im Bombaloo
Elizabeth Verdickem
Debi Gliori
David Elliott
Linda Urban
Anna Dewdney
Lisa Jahn-Clough
Deborah Blumenthal
Betsy Everitt
Molly Bang
Rachel Vail
18 meses a 5 years
2 a 5 aos
2 a 5 aos
2 a 5 aos
2 a 5 aos
2 a 5 aos
3 a 6 aos
3 a 6 aos
3 a 6 aos
3 a 6 aos
3 a 6 aos
Separacin
Ttulo
Autor
Rango de Edad
Owl Babies
Have You Seen My Duckling?
Martin Waddell
Nancy Tafuri
6 a 18 meses
12 meses a 3 aos
When Mama Comes Home Tonight
Eileen Spinelli
18 meses a 3 aos
I Love You All Day Long

Are You My Mother?
Whose Mouse Are You?
Dont Go!
The Kissing Hand
Las Tormentas
The Storm Book
Thunder Cake
Thunder and Lightning: Theyre Not So Frightening
La Oscuridad
Cant You Sleep, Little Bear
I Have a Little Problem, Said the Bear
Theres a Nightmare in My Closet
Citas Mdicas
Francesca Rusackas
P. D. Eastman
Robert Kraus
Jane BreskinYolen
Audrey Penn
18 meses a 3 aos
18 meses a 4 aos
2 a 4 aos
3 a 5 aos
3 a 8 aos
Charlotte Zolotow
Patricia Polacco
JD Schmith
3 a 6 aos
4 a 6 aos
4 a 8 aos
Martin Waddell
Heinz Janisch
Mercer Mayer
2 a 5 aos
3 a 6 aos
3 a 6 aos
61
Providence Talks!

My Friend the Doctor
Franklin Goes to the Hospital
Next Please
Monstruos
Go Away, Big Green Monster!
My Monster Mama Loves Me So
I Need My Monster
Joanna Cole
Paulette Bourgeois
Ernst Jandel
18 meses a 3 aos
2 a 5 aos
2 a 5 aos
Ed Emberley
Laura Leuck
Amanda Noll
2 a 5 aos
2 a 5 aos
3 a 8 aos
El Autocontrol
Ttulo
Autor
Rango de Edad
No No Yes Yes
Quiet Loud
No, David!
Dont Let the Pigeon Drive the Bus
Linda Patricellei
Linda Patricellei
David Shannon
Mo Willems

18 meses a 5 aos
18 meses a 5 aos
Please, Baby, Please

It's Hard to Be Five: Learning How to Work My Control Panel
Spike Lee and Tonya Lewis Lee

Jamie Lee Curtis
18 meses a 3 aos
5 a 8 aos
MIEDOS: Problemas con los Amigos

Ttulo
Gossie and Gertie
Sheila Raes Peppermint Stick
My Friend and I
Being Friends
My Friend Rabbit
Chrysanthemum
Chesters Way
Big Al
Stand Tall, Molly Lou Melon
Wemberly Worried
Shark Vs. Train
Autor
Olivier Dunrea
Kevin Henkes
Lisa Jahn-Clough
Karen Beaumont
Eric Rohmann
Kevin Henkes
Kevin Henkes
Andrew Clements
Patty Lovell
Kevin Henkes
Chris Barton
Rango de Edad
12 meses a 3 aos
18 meses a 3 aos
2 a 5 aos
2 a 5 aos
Nacimiento a 3 aos
3 a 6 aos
3 a 6 aos
3 a 6 aos
3 a 6 aos
3 a 6 aos
3 a 8 aos
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Providence Talks!

Williams Doll
Dolores Meets Her Match
Enemy Pie
Charlotte Zolotow
Barbara Samuels
Derek Munson
4 a 8 aos
4 a 8 aos
4 a 8 aos
El Duelo y las Prdidas

Ttulo
La Prdidida de un Objeto Preciado
Dogger
Cmo Explicar la Muerte
When Dinosaurs Die: A Guide to
Understanding Death
I Miss You: A First Look at Death
Lifetimes
Water Bugs & Dragonflies: Explaining Death to Young Children
The Fall of Freddie the Leaf: A Story of Life for All Ages
La Prdida de una Mascota
Goodbye Mousie
Ill Always Love You
Alfie and the Birthday Surprise
Saying Goodbye to Lulu
The Tenth Good Thing About Barney
Jasper's Day
La Prdida de un Ser Querido
Where Are You? A Childs Book About Loss
Sad Isn't Bad: A Good-Grief Guidebook for Kids Dealing With Loss
When Your Grandparent Dies: A Childs Guide to Good Grief
Nana Upstairs & Nana Downstairs
Badgers Parting Gifts
Gentle Willow: A Story for Children About
Autor
Rango de Edad
Shirley Hughes
3 a 6 aos
Laurie Krasny Brown and Marc Brown
2 a 6 aos
Pat Thomas
Bryan Mellonie
Doris Stickney
Leo Buscaglia
2 a 6 aos
3 a 8 aos
4 a 8 aos
4 a adulto joven
Robie Harris
Hans Wilhelm
Shirley Hughes
Corinne Demas
Judith Viorst
Marjorie Blain Parker
2 a 5 aos
3 a 6 aos
3 a 6 aos
3 a 6 aos
2 a 6 aos
3 a 6 aos
Laura Olivieri
Michaelene Mundy
Victoria Ryan
TomiedePaola
Susan Varley
Joyce C. Mills
3 a 8 aos
4 a 8 aos
3 a 6 aos
2 a 8 aos
3 a 8 aos
4 a 8 aos
63
Providence Talks!

La Muerte
Ttulo
Autor
Rango de Edad
Grandmas Purple Flowers

Adjoa J. Burrowes
4 a 8 aos
Everett Anderson's Goodbye
Lucille Clifton
4 a 8 aos
Saying Goodbye to Daddy
Judith Vigna
4 a 8 aos
The Blue Roses
Linda Boyden
4 a 8 aos
Tear Soup
Pat Schweibert
4 a adulto joven
Lifetimes
Warren Hanson
4 a adulto joven
El Duelo y los Traumas
A Terrible Thing Happened*
Margaret M. Holmes
2 a 8 aos
*La cosa terrible o "terrible thing" que se menciona en el ttulo no se especifica, lo cual permite a los padres o a quienes cuidan nios usar la historia para apoyar a los
nios que han sufrido la prdida de un ser querido u otro tipo de trauma (por ejemplo, abuso sexual o fsico).
Divorcio
Ttulo
Autor
Rango de Edad
Lets Talk About It: Divorce

Fred Rogers
2 a 5 aos
Mama and Daddy Bears Divorce
2 a 5 aos
Two Homes
Claire Masurel
2 a 5 aos
Was It the Chocolate Pudding: A Story for Little Kids About Divorce Bryan Langdo
2 a 5 aos
Standing on My Own Two Feet: A Child's Affirmation of Love in the
Tamara Schmitz
3 a 5 aos
Midst of Divorce
Dinosaurs Divorce
Marc Brown
3 a 5 aos
Its Not Your Fault Koko Bear
Vicki Lansky
3 a 5 aos
My Familys Changing: A First Look at Family Break-Up
Pat Thomas
3 a 5 aos
I Have Two Homes
Marian DeSmet
3 a 5 aos
Where Am I Sleeping Tonight? A Story of Divorce
Carol Gordon Ekster
5+ aos
Desde: Cero a tres
Zero to Three: National Center for Infants, Toddlers and Families (2012). Books about feelings for babies and toddlers. Retrieved from http://www.zerotothree.org/childdevelopment/social-emotional-development/books-that-support-social-emotional-skills.
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Providence Talks!
Using Descriptive Words for the Things Your

Child is Seeing, Hearing, Feeling & Doing
Using Descriptive Words for the Things Your Child is Seeing, Hearing, Feeling & Doing
Young Infants
o As your baby coos he/she is telling you something. Engage in a conversation. Youre so excited. I love your big smile! Kick, kick, and kick your feet.
o Narrate for the baby, use facial expressions to encourage infant responses.
(Point out examples when you have seen the parent use descriptive language when responding to their baby)
Mobile Infants, 6-12 months
o Take a word walk. Carry the baby around the room or outside and point and name objects of interest to the baby. Respond to the childs sounds or
approximations.
o Use turn taking games such as sharing a toy back and forth.
o Peek-a-boo games or mirror play.
o (Use simple, grammatically correct sentences. Talk about feelings, behaviors, the activity and objects for language expansion.)
Toddlers 13-18 months
o Use the pictures to establish turns by narrating and describing what the child is pointing to. For example, What do you see? Yes, you see a blue car.
Ask questions, Where is the mommy going? If the child has no words, answer the question for him/her, The mommy is going to the store. Respond
to approximations and single words by recognizing their word by using grammatically correct words. For example, the child responds with ba,ba you
will expand by saying , The mommy is going bye, bye. She is going to the store.
o Play telephone. Use a toy phone to talk. Engage the child by narrating, expanding on their responses, and taking turns. Children with intricate
inflections in babbling should be responded to as if you understand their language to encourage the babbling to continue.
o Play with puzzles. Engage in conversation about where pieces go, what is on the puzzle pieces, colors and shapes, and count pieces. Hide a piece and
reply to childs response (words or actions) when he/she notices the piece is missing. This activity also works on developing fine motor skills!
o Sing songs that describe body parts and feelings such as If Your Happy and You Know It (make up versus using other feelings), I Look in the Mirror,
Head and Shoulders, Knees and Toes.
o Tea Party. Use childs dolls or stuffed animals, cups, plates, utensils, etc. to have a tea party. Engage in conversation about what the toys will eat, and
how they feel what they are doing. Expand on the childs language. Respond to actions or directions the child gives.
o I Spy. Identify object in the room and say to child I spy with my eye a ______. Let the child spy something for you to find. Talk about the objects and
its attributes. You can also do a game of, I hear with my ear _____.
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Providence Talks!
El Uso de Palabras Descriptivas Para Las Cosas

Que Su Nio Ve, Oye, Siente y Hace
El Uso de Palabras Descriptivas Para Las Cosas Que Su Nio Ve, Oye, Siente y Hace
Infantes pequeos
o Cuando su beb hace aj le est diciendo algo. Participe de la conversacin. Ests muy feliz. Qu hermosa sonrisa! Patea, patea, patea con tus
piernitas.
o Narre para su beb, use expresiones faciales para alentar las respuestas del beb.
(Seale los ejemplos cuando haya visto a los padres usar un lenguaje descriptivo cuando responden a su beb)
Infante en movimiento, 6-12 meses

o Salga a dar un paseo hablado. Lleve a su beb por las habitaciones y seale y nombre los objetos de inters para el beb. Responda a los sonidos de su
hijo o a las aproximaciones.
o Juegue a juegos de tomar su turno como compartir un juguete primero uno y despus otro.
o Juegue al peek-a-boo (o cuco) o el juego del espejo, que es imitar los movimientos del beb.
(Use oraciones simples gramaticalmente correctas. Hable de los sentimientos, las acciones, las actividades y los objetos para expandir el lenguaje)
Nios que gatean de 13-18 meses

o Use las imgenes para establecer turnos narrando y describiendo lo que el nio est apuntando, puede decir "Qu ves?" "S, se ve un coche azul."
Haga preguntas, Hacia dnde va la mam? Si el nio no tiene es decir, responda usted a la pregunta, la mam va a la tienda. Responda a
aproximaciones y palabras sueltas al reconocer su palabra y use palabras gramaticalmente correctas. Por ejemplo, si el nio responde con "oh, oh"
ampliar al decir: La mam dice adis, adis. Ella va a la tienda.
o Juego de telfono. Utilice un telfono de juguete para hablar. Haga participar a los nios mediante la narracin, la ampliacin de sus respuestas, y
turnarse. A los nios con inflexiones intrincadas en el balbuceo se les debe responder como si usted entendiera su lenguaje para alentar a que
contine el balbuceo.
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Providence Talks!
El Uso de Palabras Descriptivas Para Las Cosas

Que Su Nio Ve, Oye, Siente y Hace
Nios de 18-24 meses

o Juegue con rompecabezas. Haga participar al nio en una conversacin acerca de dnde van las piezas, lo que est en las piezas del rompecabezas,
colores y formas, y cuente las piezas. Oculte una pieza y responda a la respuesta del nio (en palabras o acciones) cuando se d cuenta de que la pieza
falta. Esta actividad tambin funciona para el desarrollo de la motricidad fina!
o Cante canciones que describan las partes del cuerpo y los sentimientos, por ejemplo, las canciones If Your Happy and You Know It (invente para usar
otros sentimientos), I Look in the Mirror, y Head and Shoulders, Knees and Toes.
24-36 Meses
o Juegue a tomar el t. Utilice las muecas de los nios o animales de peluche, tazas, platos, utensilios y dems para jugar a tomar el t. Haga participar al
nio en una conversacin acerca de lo que los juguetes van a comer y cmo se sienten mientras lo estn haciendo. Ample el lenguaje del nio. Responda
a las acciones o instrucciones que el nio da.
o Veo, veo. Identifique objetos en la habitacin y dgale a los nios Veo, veo con mis ojos un ______. Deje que el nio espi algo que usted deber
encontrar. Hable acerca de los objetos y sus atributos. Tambin se puede hacer un juego de Yo escucho con mi odo _______.
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Providence Talks!
List of Descriptive Words

List of Descriptive Words
Colors
Red
Orange
Yellow
Green
Blue
Purple
Brown
Black
Blue
Sizes
Big
Small
Medium
Large
Tiny
Tall
Short
Textures
Smooth
Rough
Bumpy
Scratchy
Slimy
Squishy
Hard
Soft
Location
In
On
Next to
Behind
Beside
In Front
Under
Below
Out
Over
Temperature/Weather
Cold
Warm
Hot
Humid
Cloudy
Sunny
Rainy
Windy
Snowy
Shapes
Circle
Square
Rectangle
Triangle
Star
Diamond
Pronouns
Mine
Yours
His
Hers
Theirs
Ours
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Providence Talks!
Lista de Palabras Descriptivas

Lista de Palabras Descriptivas
Colores
Rojo
Anaranjado
Amarillo
Verde
Azul
Morado
Marrn
Negro
Tamao
Grande
Pequeo
Mediano
Largo
Pequeito
Alto
Bajo
Texturas
Liso
spero
Baboso
Blando
Duro
Suave
Ubicacin
Adentro
Encima
En Lado
Detrs de
Al lado
En Frente de
Bajo
De Bajo
Debajo de
Afuera
Sobre
Temperatura/Clima
Frio
Tibio
Caliente
Hmido
Nublado
Soleado
Lluvias
Ventoso
Nieve
Formas
Circo
Cuadrado
Rectngulo
Triangulo
Estrella
Diamante
Pronombres
Mo
Tuyo
De el
De ella
Ellos
Nosotros
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Providence Talks!
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Providence Talks!
Every child learns at his/her own pace and here are some guidelines:
2 Months
4 Months
6 months
Social/Emotional/Adaptive
Begins to smile at people
Can briefly calm himself use sucking as
a means of calming
Tries to look at parent
Smiles spontaneously, especially at people
Copies some movements and facial expressions,
like smiling or frowning
Knows familiar faces and begins to know if
someone is a stranger
Likes to play with others, especially parents
Responds to other peoples emotions and often
seems happy
Likes to look at self in a mirror
Language/Communication
Coos, makes gurgling sounds
Turns head toward sounds
Cognitive
Pays attention to faces
Begins to follow things with their eyes
and recognize people at a distance
Movement/Physical Development
Can hold head up and begins to push up
when lying on tummy
Makes smoother movements with arms
and legs
Can hold up head with little support
Cries in different ways to show hunger, pain, or
being tired
Makes open vowel sounds
Cognitive
Lets you know when they are happy and sad
Responds to affection
Recognizes familiar people and things at a
distance
Movement/Physical Developmental
Reaches for toy with one hand
Uses hands and eyes together, such as seeing a
toy and reaching for it
Follows moving things with eyes from side to
side
Watches faces closely
Holds head steady, unsupported
Pushes down on legs when feet are on hard
surface
May be able to roll over from tummy to back
Can hold a toy and shake it and swing at
dangling toys
Brings hands to mouth
When lying on stomach, pushes up to elbow
Responds to sounds
Stringing vowels together when babbling (ah,
eh, oh)
Responds to own name
Makes sounds to show joy and displeasure
Begins to say consonant sounds (jabbering with
m, b)
Cognitive
Looks around at things nearby
Brings things to mouth
Shows curiosity about things and tried to get
things that are out of reach
Begins to pass objects from one hand to the
other
Rolls over in both directions
Begins to sit without support
When standing, supports weight on both legs
and might bounce
Rocks back and forth, sometimes crawling
backwards before moving forward
9 Months
May start to show anxiety towards
strangers
May be clingy to familiar adults
Start to have a preference for certain
toys/items
Makes a lot of different sounds like
dadadada and bababa
Copies sounds and gestures of others
Cognitive
Starts to look for things that are no
longer in sight
Plays games like peek-a-boo
(cause/effect)
Starts to use thumb and index finger to
pick things up and start to self-feed
Can get themselves in and out of the
sitting position
Crawls
Holds bottle
Transfers items from hand to hand
Centers for Disease Control and Prevention (2012). Developmental milestones. Retrieved from http://www.cdc.gov/ncbddd/actearly/milestones/
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Providence Talks!
12 Months
Can be shy or nervous around strangers
Cries when a familiar adult leaves them
Starts to show fear in some situations
Starts to make noises to get attention
Starts to assist with dressing by pushing arms and legs
through
Responds to simple requests/questions
Will shake head no and wave bye
Has a few single words like mama and dada and they
mean something
Tries to say words you say
Cognitive
Can look at the right picture when that item is named
Copies gestures
Starts to understand what object functions are cups are
for drinking, brushes are for your hair
Starts to take things out of a container and then put them
back in
Points to things to get your attention
Walks along furniture while holding on
Takes steps while holding your hands
Stands alone
May start to take a few steps on their own
18 Months
Likes to hands things to others
Starts to have temper tantrums
Shows affection towards familiar people
Starts to pretend may feed a doll
May cling to a familiar adult in new situations
Explores environment on their own but frequently checks
in with parent
Has a minimum of 10-15 single words
Says no
Points to show someone something that they want
Follow one step verbal command without gesture
Cognitive
Knows what every day items are like a spoon or cup
Shows interest in toys like stuffed animals and dolls
Points to a body part
Can start to scribble with a crayon
Walks alone
May walk up stairs holding on to railing
Can pull a toy behind them when they walk
Can help undress self
Drinks from a cup
Can feed self with spoon may be messy
24 Months
Likes to copy others
Gets excited when around other children
Shows more independence
Can be defiant
Plays beside other children
Points to items or pictures when named
Knows names of familiar people and body parts
Says 2 word phrases
Repeats words that are overheard
Points to items in a book
Cognitive
Begins to identify shapes and colors
Can complete rhymes in familiar stories
Can build towers of blocks
Follows 2 step directions that are related
Names and labels items
Plays simple make believe
Runs
Kicks a ball
Stands on tiptoes
Walks up and down stairs holding on
Throws a ball
Starts to climb up and down furniture
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Providence Talks!
36 Months
Shows affection for friends
Takes turns in a game
Shows empathy for others
Understands mine, his, hers
Shows a wide range of emotions
Separates more easily from familiar adults
Follows 2-3 step directions
Names most familiar items
Understands words like, in, on, under
Says first name, knows age, and gender
Can name friends
Uses pronouns and plurals appropriately I, me, you, dogs
Can be understood by strangers most of the time
Can talk in 2-3 sentences
Cognitive
Can work toys with buttons, levers, and moving parts
Can do puzzles that have at least 7 pieces
Understands number concepts like give me, two
Copies a circle with pencil or crayon
Can screw and unscrew things like the cover of a water bottle
Turns pages of a book one at a time
Runs easily
Engages in pretend play using props
Climbs well
Pedals a tricycle
Can walk up and down stairs one foot at a time
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Providence Talks!
Areas of Concern
(If you feel that your child is not doing the following)
2 Months
4 Months
6 Months
Not yet responding to loud sounds
Doesnt watch things as they move
Not yet watching things as they move
Not yet smiling at people
Hasnt begun to smile at others
Cant hold head steady
Isnt bringing hands to mouth
Isnt cooing or making sounds
Cant hold head up when pushing up on

tummy
Doesnt bring things to mouth
Doesnt cry when hungry or tired
9 Months
Doesnt try to get things that are in

reach
Doesnt bear weight on legs with

support
Shows no affection towards caregivers
Doesnt sit alone
Doesnt respond to sounds around them
Doesnt babble
Has difficulty bringing toys or hands to

mouth
Doesnt play games like peek-a-boo

Doesnt respond to own name
Doesnt push down when legs are

placed on hard surface
Has trouble moving one or both eyes in
all directions
Doesnt make open vowel sounds

Doesnt roll over in either direction
Doesnt seem to recognize familiar

people
Doesnt laugh or make squealing noises
Doesnt look where you point
Seems very stiff
Doesnt transfer toys from hand to the

other
Seems very floppy
You would want to contact your pediatrician or seek out Early Intervention services in your area .
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Providence Talks!
Areas of Concern
12 Months
18 Months
24 Months
Doesnt point to show things to others
Doesnt begin to use 2 words together
36 Months
Doesnt crawl
Doesnt pull to stand or cruise on
furniture
Cant walk
Doesnt know how to use simple things

like a cup or a brush
Doesnt know what familiar things are

Cant stand when supported
Doesnt copy actions or words

Doesnt understand simple requests
Doesnt search for things that are hidden
Doesnt follow simple instructions

Doesnt copy others
Doesnt say at least one single word
Doesnt walk steadily

Doesnt gain new words
Doesnt wave bye or shake head no
Loses skills that once had

Doesnt have at least 10 words
Doesnt point to things

Loses skills once had
Falls down a lot
Doesnt share eye contact

Doesnt mind or notice when a caregiver
leaves
Cant do a puzzle with 3 or more pieces
Loses skills he once had
Cant stack blocks
Has trouble climbing stairs

Cant do simple puzzles
Doesnt speak in sentences
Doesnt understand simple instructions
Doesnt know how to pretend or play
make-believe
Doesnt make eye contact
Loses skill once had
Cant calm down from tantrums within a
reasonable amount of time
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Providence Talks!
Acontecimientos Importantes del Desarrollo

Cada nio a prende a su propio ritmo, estas son algunas pautas:
6 Meses
2 Meses
4 Meses
Social / Emocional / Adaptativo

Comienza a sonrer a la gente
Se puede calmar brevemente a
s mismo - puede chupar algo
para calmarse
Trata de mirar a los padres

Sonre espontneamente, sobre todo a las personas
Copias algunos movimientos y expresiones faciales,
como sonrer o fruncir el ceo
Lenguaje / Comunicacin
Dice aj y hace sonidos de
gorgogeo
Voltea la cabeza hacia los
sonidos
Cognitivo
Presta atencin a las caras
Comienza a seguir las cosas con
los ojos y reconocer a las
personas a la distancia
Movimiento / Desarrollo Fsico
Puede sostener la cabeza
erguida y comienza a empujar
hacia arriba cuando est boca
abajo
Hace movimientos ms suaves
con los brazos y las piernas
Puede contener la cabeza
erguida con poco apoyo
Llora de diferentes maneras para mostrar el
hambre, el dolor o el cansancio
Hace sonidos de vocales
Cognitivo
Le hace saber cuando estn felices y tristes
Responde al afecto
Reconoce a personas familiarizadas y cosas a la
distancia
Alcanza los juguetes con una mano
Utiliza las manos y los ojos a la vez, como ver un
juguete y tomarlo
Sigue el movimiento las cosas con los ojos de lado a
lado
Observa las caras de cerca
Mantiene la cabeza erguida, sin apoyo
Empuja con las piernas cuando los pies estn en una
superficie dura
Puede ser capaz de darse la vuelta desde la panza
hacia la espalda
Puede sostener un juguete y agitarlo y hacer girar
los juguetes colgantes
Trae las manos a la boca
Cuando est acostado boca abajo, empuja hacia
arriba hasta el codo

Reconoce las caras conocidas y comienza a saber
si alguien es un extrao
Le gusta jugar con los dems, especialmente con
los padres
Responde a las emociones de otras personas y a
menudo parece feliz
Le gusta mirarse en un espejo
Responde a los sonidos emitiendo sonidos
Encadena vocales cuando balbuceando ("ah",
"eh", "oh")
Responde a su propio nombre
Hace sonidos para mostrar la alegra y la tristeza
Empieza a decir sonidos consonantes (parlotea
con "m", "b")
Cognitivo
Mira a su alrededor las cosas cercanas
Lleva las cosas a la boca
Muestra curiosidad por las cosas y trata de hacer
las cosas que estn fuera de su alcance
Comienza a pasar cosas de una mano a la otra
Se da la vuelta en ambas direcciones
Comienza a sentarse sin apoyo
Al estar de pie, apoya el peso en ambas piernas y
puede rebotar
Se mece hacia adelante y atrs, a veces
arrastrndose hacia atrs antes de seguir adelante
9 Meses
Puede comenzar a mostrar la ansiedad
con los extraos
Puede apegarse a los familiares adultos
Empieza a tener una preferencia por
determinados juguetes u objetos
Hace muchos sonidos diferentes como
"dadadada" y "bababa"
Copia los sonidos y los gestos de los
dems
Cognitivo
Empieza a buscar cosas que ya no estn a
la vista
Juega a juegos como "peek-a-boo"
(causa/efecto)
Comienza a usar el pulgar y el dedo
ndice para recoger cosas y empezar a
alimentarse por s mismo
Puede meterse y salir de la posicin de
sentado
Gatea
Sostiene el bibern
Transfiere artculos de mano en mano
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12 Meses
Social/Emocional/Adaptativo
Puede poner tmido o nervioso en presencia de
desconocidos
Llora cuando un adulto conocido se va
Comienza a mostrar miedo en algunas situaciones
Empieza a hacer ruidos para llamar la atencin
Comienza a asistir ayudar a vestirse empujando los brazos y
las piernas
Lenguaje/Comunicacin
Responde a las peticiones simples y preguntas
Sacude la cabeza ("no") y saluda con la mano (adis)
Tiene unas cuantas palabras sueltas con significado como
"mam" y "pap"
Trata de decir las palabras que usted dice
Cognitivo
Puede ver la imagen correcta, cuando se nombra el objeto
Copia los gestos
Empieza a entender las funciones de los objetos los vasos
son para beber, los cepillos son para el cabello
Empieza a sacar las cosas de un recipiente y luego los
vuelve a poner
Seala cosas para llamar su atencin
Movimiento/Desarrollo Fsico
Se sostiene de los muebles mientras camina
Hace pasos sostenido de su mano
Se para solo
Puede comenzar a dar unos pasos por su cuenta
18 Meses
Le gusta dar cosas a los dems
Empieza a tener rabietas
Muestra afecto hacia las personas conocidas
Empieza a simular - puede alimentar a una mueca
Puede aferrarse a un adulto conocido en nuevas
situaciones
Explora el entorno por su cuenta, pero observa con
frecuencia a los padres
Tiene un mnimo de 10 a 15 palabras sueltas
Dice "no"
Seala a alguien algo que ellos quieren
Sigue una orden verbal pero sin gesto
Cognitivo
Sabe lo que son los artculo cotidianos como una cuchara o
taza
Muestra inters en los juguetes como muecos de peluche
y muecas
Apunta a una parte del cuerpo
Puede empezar a hacer garabatos con un crayn
Camina solo
Puede subir escaleras aferrndose a la barandilla
Puede tirar de un juguete por detrs mientras camina
Puede ayudar a desvestirse
Bebe de una taza
Puede alimentarse con cuchara - puede ser un poco
desprolijo
24 Meses
Le gusta copiar a otros
Se entusiasma cerca de otros nios
Muestra una mayor independencia
Puede ser desafiante
Juega al lado de otros nios
Apunta hacia artculos o fotografas cuando se las nombra
Conoce los nombres de personas conocidas y partes del
cuerpo
Dice 2 palabras
Repite las palabras que oy por casualidad
Seala artculos en un libro
Cognitivo
Comienza a identificar formas y colores
Puede completar rimas en los cuentos conocidos
Puede construir torres de bloques
Sigue instrucciones de 2 pasos que se relacionan
Nombra y pone etiquetas en las cosas
Pone en prctica fantasas sencillas
Corre
Patea una pelota
Se pone de puntillas
Sube y baja escaleras aferrndose
Lanza una bola
Empieza a subir y bajar muebles
Puede alimentarse con cuchara - puede ser un poco
desprolijo
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36 Meses
Muestra afecto hacia los amigos
Espera su turno en un juego
Muestra empata por los dems
Entiende " mo", "de ella ", "de l "
Muestra una amplia gama de emociones
Se separa ms fcilmente de los adultos familiares
Sigue instrucciones de 2-3 pasos
Nombra los elementos ms familiares
Entiende palabras como , "en", "sobre", "bajo"
Dice su nombre, y sabe su edad y el gnero
Puede nombrar amigos
Usa pronombres y plurales apropiadamente " yo", " m", "t", " perros "
Se puede hacerse entender por extraos la mayor parte del tiempo
Puede hablar usando 2-3 oraciones
Cognitivo
Puede usar los juguetes con botones, palancas y partes mviles
Puede hacer rompecabezas que tienen al menos 7 piezas
Entiende conceptos numricos como dame, "dos"
Copia un crculo con un lpiz o crayn
Puede enroscar y desenroscar la tapa de una botella de agua
Pasa las pginas de un libro, de una en una
Corre fcilmente
Participa en juegos de simulacin utilizando cosas de juguete
Trepa bien
Pedalea un triciclo
Puede subir y bajar escaleras de un pie a la vez
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Areas de Preocupacin
(Si su nio muestra uno de estos comportamientos)
2 Meses
4 Meses
Todava no responde a sonidos fuertes
Todava no mira a las cosas cuando se

mueven
Todava no mira a las cosas cuando se

mueven
6 meses
No trata de tomar las cosas a su alcance
9 Meses
No sostiene su peso sobre las piernas
con ayuda
No muestra afecto a quienes cuidan de

l
No se sienta sin ayuda
No responde a sonidos de su entorno.
No balbucea
No arrulla o hace sonidos
Tiene dificultad para levantar juguetes o

llevarse las manos a la boca
No disfruta de juegos como peek-aboo
No puede mantener la cabeza erguida

cuando est boca abajo
No lleva cosas a la boca
No hace sonidos voclicos
No responde a su propio nombre
No llora cuando tiene hambre o est

cansado
No empuja hacia abajo cuando apoya

las piernas en una superficie dura.
No se puede voltear en ninguna

direccin
No reconoce personas conocidas
Tiene dificultad para mover uno o dos

ojos en todas direcciones
No se re ni hace sonidos de chirrido
Todava no sonre a otras personas
Todava no sonre a otras personas

No puede mantener la cabeza erguida
sin moverla
No se lleva las manos a la boca
No mira hacia donde seala usted

No pasa juguetes de una mano a otra
Parece muy rgido
Parece muy flojo
Centro de Control y Prevencin de Enfermedades (2012).Hitos del Desarrollo. Obtenido de http://www.cdc.gov/ncbddd/actearly/milestones/

Si su nio muestra uno de estos compartimientos, contacte a su pediatra o busque servicios de Intervencin Temprana en su zona
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Providence Talks!
Areas de Preocupacin
12 Meses
18 Meses
24 Meses
36 Meses
No gatea
No seala las cosas para mostrarlas a las

personas
No trata de ponerse de pie apoyndose

en los muebles
No puede caminar
No puede estar de pie con apoyo
No reconoce cosas familiares o conocidas
No busca a cosas escondidas
No entiende solicitudes simples
No sabe decir ninguna palabra
No copia las acciones/palabras de otras

personas
No dice adis con la mano ni dice no

sacudiendo la cabeza
No seala las cosas
No aprende nuevas palabras

Conoce y dice menos que 10 palabras
diferentes
Ya no hace cosas que haca antes

No se preocupa ni se da cuenta cuando
se va la persona que lo cuida
Todava no usa dos palabras juntas

No sabe utilizar cosas simples como una
taza o un cepillo
No copia las acciones/palabras de otras

personas
No sigue indicaciones simples
No camina con pasos firmes
No mantiene contacto visual
No puede hacer un rompecabezas con
ms que tres piezas
No puede apilar bloques
Se cae mucho
Tiene dificultad para subir escaleras

No puede hacer rompecabezas simples
No habla en oraciones
No entiende instrucciones simples
No sabe simular
No mantiene contacto visual
No se tranquiliza de rabietas en un plazo
razonable
Centro de Control y Prevencin de Enfermedades (2012). Hitos del Desarrollo. Obtenido de http://www.cdc.gov/ncbddd/actearly/milestones/
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Week 3: Respond to Your Childs Lead

CURRICULUM MAP
Topic
1a. Talk at the recording
RIELDS
SE 1 Social Emotional-Relationships
with Others
2. Talk about how to respond to

verbal and nonverbal signals
that babies and toddlers use to
communicate what they want
and need. Use positive talk.
SE 2 Social Emotional- Sense of Self
3. Discuss the importance of

interactions while following
your childs lead
4. Show the video about
representing a cooking activity
with words and turns
5. Make an age appropriate toy or
recipe with the family
1.
N/A
Activities
Materials/Resources
2.
N/A
2. Positive Talk parent handout
3. N/A
3. N/A
4. Answer any questions the

family may have about the
video
4. Video: Slicing and Dicing
5. Make some toys from

homemade materials that are
appropriate for the childs age
and interest
6.
6. N/A

0-1 Dear Zoo
1-2 Welcome Spring
2-3 Knuffle Bunny
SE 3 Social Emotional- Self Regulation

LD 3 Language DevelopmentPragmatics
CD 2a Cognitive Development-Memory
and Working Memory
PH 3a Physical Health and Motor
Development-Fine Motor Development
CA 1a Creative Arts-Experimentation
and Participation in Creative Arts
7. N/A
6. Discuss effects of television

watching and how it effects
brain development
5. Recipe book parent handout

Television & Children parent handout
7. Note from visit blank leave a copy with

the family
Spanish:
Vamos al Zoologico
7. Note from visit
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Week 3: Responding To Your Childs Lead

LESSON PLAN
Review and Analyze LENA Recording Report form.
Practice, observe and articulate concepts for following their childs lead (responding, interacting)
Discuss the benefits of following their childs lead
Learn about the effects of television on brain development
Topic
Report from last visit

conversation starter with the family
RIELDS
SE 1 Social EmotionalRelationships with
Others
Timing
Prior to visit

Recording Report. Today I have your LENA
Recording Report for us to review. To engage
the parent/caregiver in the process of the
review, it is best to ask open-ended questions.
For example, Is there anything that stands
out to you at first glance? Are there any
differences you see from the last report? If so,
how does the information help you? What
areas do you feel most confident about?
SE 2 Social EmotionalSense of Self
10 minutes
Talk to families about how the recordings

usually drop down at this time. Set goals for
the next recording to keep the counts high.
Talk about how to respond
to verbal and nonverbal
signals that babies and
toddlers use to
communicate what they
Ask how the worksheet, Time of Day Activity

& Notes is working. Are there concerns?
Questions? Changes to make?
Engage the parent/caregiver in a discussion
Notes
SE 3 Social EmotionalSelf Regulation

LD 3 Language
DevelopmentPragmatics
CD 2a Cognitive
Development-Memory
and Working Memory
Others
15 minutes
SE 2 Social EmotionalSense of Self

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want and need.
Discuss the importance of

interactions while following
your childs lead. Show the
(while playing with child) about following

PH 3a Physical Health
their childs lead. Use open-ended questions to and Motor
begin the conversation. For example:
Development-Fine
Motor Development
In what ways does your child let
CA 1a Creative Artsyou know what he/she needs or
Experimentation and
wants?
Participation in Creative
What are some things you do to
Arts
respond?
When your child seems interested
in something like a book or an
object, how do you keep him/her
interested?
Points revealed/discovered from discussion
with the parent/caregiver include:
Interpret what your child is
saying/doing by imitating your
childs actions/gestures and
sounds/words
Expand the interaction-repeat
sounds, word approximations and
words in short simple questions.
Ask questions
Emphasize words and facial
expressions
Join in the childs play
Be at eye level with your child, it
shows him/her you are interested
and allows you to observe his/her
actions and interests
Use modeling, coaching,
observation and participation in
discussion based on the
parent/caregivers level of comfort
5 minutes
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video about responding to
your childs lead.
Ask the parent/caregiver, When you follow

your childs lead what do you think your child
is learning? Respond positively to their
answer and expand on their response. For
example, Yes, by following your childs lead
he/she does learn more about language
because you encourage your childs speech
and listening skills when you respond to
his/her interests. There are also other
benefits. Your child learns to explore his/her
surroundings and to be curious. What are
some things your child does to show his/her
curiosity?
Other benefits that may be elicited from the
conversation:
Allows the child to learn decision
making skills because he/she has
chosen what to do with the activity
Allows your child to hear speech
modeled to him/her
Allows you and your child the art of
listening while using word and turns
Show the video

representing words and
turns when cooking.
Show the Video: Slicing and Dicing. Engage the

parent in conversation about observations made in
the video. Ask the parent /caregiver about their
own experience. (If the parent/caregiver is hesitant,
point out an experience you have observed.
Make an age appropriate

toy or recipe with the
Prior to visit decide on an age appropriate activity

and the materials needed for this activity. (The
5 minutes
15 minutes
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Providence Talks!

family.
Discuss effects of television

watching and how it effects
brain development.
Note from visit
family may have materials at home.) Let the child

explore the materials and lead as you and the
parent/caregiver guide the activity. If the child is
more interested in the materials, it is ok. The
product is not what is important here. (You can
always leave the instructions for the parent to do
with the child later) Give the parent/caregiver the
parent handout, Recipes.
Provide the parent handout, Television & Children.
Engage in an open discussion about television and
other electronic media. Make note of the
information on the parent handout as a
recommendation from the American Academy of
Pediatrics. Ask the family about television use in
their family. Do they want to change anything?
What are some ways they can decrease the use of
the television.
Write note from the visit
5 minutes
5 minutes
Note from visit

0-2 Dear Zoo
1-2 Welcome Spring
2-3 Knuffle Bunny
Spanish:
Vamos al Zoologico
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Providence Talks!
Positive Talk
Positive Talk
What is Positive Responsive Language?
Positive Responsive Language is telling children what you want them to do instead of what you do not want them to do. It lets children know what is expected of them
without using the word no.
How do I use Positive Responsive Language?
State rules in positive terms
o Tell your child what you expect from them without using the words Stop, Dont and No
Example: Please walk. Vs. Dont run.
Please sit on the couch. Vs. Stop jumping on the couch.
Eat your food. Vs. Dont play with your food.
Make requests and provide directions in ways that respect your child
o When you finish coloring, please put away your crayons. Vs. Hurry up and clean up your crayons right now.
Validate your childs feelings

o Making your child feel important is a great way to foster the parent-child relationship
Example: I know its hard to wait your turn, but other children want a turn too.
I know you dont want to sit for circle time, but if you stand up your friends can not see.
Clarify rules, and give reasons for the limits

o Hold my hand in the parking so that you wont get hurt.
o Use a quiet voice at the doctors office so you do not disturb the doctor.
o Walk up and down the stairs so that you dont fall down.
Why is it beneficial?
Children will often forget their parents expectations for appropriate behaviors. Positive Responsive Language benefits both you and your child. It makes your message
forward, simple and clear while helping children to feel valued and respected. It is easier for children to learn appropriate expectations when adults explain the
purpose behind the rules. The more you practice it during your day the easier it will be for you to use with your child.
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Hablar en Positivo
Hablar en Positivo
Qu es Lenguaje Positivo y Receptivo?
Lenguaje Positivo y Receptivo es decir a los nios/as lo que quiere que hagan, en vez de lo que quiere que no hagan. Esta manera de hablar muestra a los nios/as lo
que espera de ellos sin usar la palabra no.
Cmo se usa Lenguaje Positivo y Receptivo?
Decir las normas en trminos positivos
o Diga a su nio/a lo que espera de el/la sin usar las palabras prate, basta, deja, y no
Ejemplo: Camina por favor. Vs. No corras
Sintate en el sof por favor. Vs. Deja de saltar en el sof
Come tu comida. Vs. no juegues con tu comida
Solicitar y dar instrucciones en una manera de respeto a su nio/a

o Cuando termines de pintar, por favor guarda los crayones. Vs. Aprate y guarda los crayones ahora.
Validar los sentidos de su nio/a

o Hacer sentirse importante su nio/a es una buena manera de promover la relacin entre padre e hijo
Ejemplo: S que es difcil esperar a su turno, pero otros nios quieren un turno tambin.
S que no quieres sentarte para la hora del crculo, pero si estas de pie, sus compaeros no pueden ver
Clarificar normas y hacer razones para los lmites

o Sostn mi mano en el estacionamiento para que no te lastimes.
o Habla con voz baja en el consultorio mdico para que no le molestes al doctor.
o Camina por las escaleras para que no se caigas.
Por qu es beneficioso?
Nios/as se olvidan con frecuencia lo que los padres esperan de ellos en comportamiento apropiado. Lenguaje Positivo y Receptivo beneficia a usted y a su hijo. Hace
su mensaje claro y conciso mientras hacer que su nio/a se sienta valorado/a y respetado/a. Para los nios/as, es ms fcil aprender expectativas apropiadas cuando
los adultos les explican sus propsitos. Cuanto ms practiques durante su da, ms fcil ser usarlo con su nio/a.
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Recipes
Recipes
UNCOOKED PLAY DOUGH:
3/4 cups flour
3/4 cup salt
3/4 to 1 cup water with preferred food coloring
1 tablespoon vegetable oil
Mix all ingredients. Knead until smooth consistency. Keep it covered and in refrigerator when not using it.
COOKED PLAY DOUGH:
1 cup flour
1/2 cup salt
2 teaspoons cream of tartar
1 cup water with preferred color food coloring
1 tablespoon oil
Mix all ingredients. Cook over medium heat, until the mixture forms into a ball and becomes "translucent", not "milky". Knead dough. Store play dough in plastic
covered bowl in refrigerator when not using it.
SNOWMAN PLAY DOUGH:
1 1/3 cups salt
1 1/3 cups flour
1 tablespoon oil
Water
Mix the salt, flour and oil together. Add a only small amount of water at a time until you have a big ball of dough. Knead the dough on a floured surface until very
smooth and elastic. If too dry, add water; if too moist, add flour to the surface. On a floured surface sculpt the dough into a snowman... to join 2 pieces of dough
together, moisten both edges of dough with water and press together.
Hardening the dough:
Let them air dry for at least 48 hours
OR, bake them in the oven at 325- 350 degrees on a foil lined sheet, allow a 1/2 hour for each 1/2 each thickness or until surfaces turn golden brown. If the
dough puffs up, turn your oven down and poke a hole in them to let the air out.
After drying, they can be painted with water colors, acrylics, enamels, or spray paints.
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Recipes
SAND PLAY DOUGH: (Textured play dough!)

1 cup sand
1/2 cup cornstarch
3/4 cup water
Mix ingredients in saucepan and cook until thick. Allow to cool, knead and allow hardening for use.
SAND MODELING DOUGH: (Textured play dough!)
1 cup sand
1/2 cup cornstarch
1 teaspoon Alum
3/4 cup hot water
Food coloring if desired
Mix sand, cornstarch and Alum in a bowl. Add hot water and stir vigorously. Add food coloring if desired. Cook over medium heat until thick. Let dough cool. Mold
into desired shapes and let dry in the sun for several days. Store any leftover dough in an airtight container in the refrigerator.
OAT PLAY DOUGH: (Textured play dough!)
Note: This play dough is for tactile stimulation. Young children love it. It has a rough texture and is great for exercising hand muscles. You should use this dough the
same day you make it, as it will get moldy within a day or two.
2 cups water
1 cup oatmeal
1 cup flour
Cinnamon (optional)
Heat water until boiling. Combine boiling water and oatmeal in a mixing bowl. Add enough flour to make it doughy. Add cinnamon for smell if desired.
EASY SALT DOUGH:
1 cup flour
3/4 cup salt
3/4 cup water
Mix all ingredients in a bowl, add more water if needed. Knead into soft ball of dough. Have fun playing with it!
FUN CLAY:
1 cup cornstarch
2 cups salt
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Providence Talks!
Recipes
1 1/3 cups cold water
Paint
Put salt and 2/3 cup water in a pot and bring to a boil. Mix cornstarch and remaining 2/3 cup water in separate bowl and stir well. Add salt mixture to cornstarch
mixture in bowl. Knead dough. Model or mold dough and let it dry for several hours. Paint when dry if desired. Keep unused clay in airtight container or a Ziploc bag in
the refrigerator.
BASIC ART DOUGH:
4 cups flour
1 cup iodized salt
1 3/4 cups warm water
Mix all ingredients in a bowl. Knead dough for 10 minutes. Model the dough as you would with any clay. Bake the sculptures at 300 degrees or until hard. Let the
dough air dry for a few days.
MODELING CLAY:
1 box baking soda (16 oz.)
1 cup cornstarch
1 1/4 cups cold water
Food coloring, if desired
Microwave
In a large mixing bowl, combine baking soda and cornstarch. In a two cup measuring cup, combine water and food coloring. Pour colored water over baking soda
mixture. Stir until smooth. Microwave on high for 4 to 8 minutes, stirring after every minute until mixture is firm. Cover with a damp towel until cool. Knead until
smooth. Store in airtight containers or Ziploc bags.
SCENTED PLAY DOUGH: (Smells awesome and kids LOVE IT!)
1 package of sugar free gelatin; .3 oz size (use any flavor you want, as the dough will have that scent when done; I believe you can replace the gelatin with a Kool-Aid
packet instead for even more scented varieties!)
2 cups flour
1 cup salt
4 tablespoons cream of tartar
2 cups boiling water
2 tablespoons cooking oil
Mix dry ingredients together in pot, add the boiling water and cooking oil. Stir over medium heat until it forms a ball. Let it cool. Keep in air tight container in
refrigerator when not playing with it.
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Recipes
GINGERBREAD PLAY DOUGH: (Scented!)
1 cup flour
1/2 cup salt
2 teaspoons cream of tartar
1 cup water
1 teaspoon vegetable oil
Lots of cinnamon, allspice, ginger, nutmeg!
Mix the flour, salt, and cream of tartar together. Play with the spices until you get the scent and color you want, and add to dry ingredients. Mix water and oil
together FIRST, then add them to the dry ingredients and stir. In a pot, cook the mixture for 2 to 3 minutes, stirring frequently. The dough will start to pull away from
the sides of the pot and clump together. Take the dough out of the pot and knead it until soft and smooth. Allow the dough to cool and store it in an airtight
container
COOKED FINGERPAINTS:
1 cup flour
2 teaspoons salt
3 cups cold water
3 cups boiling water
Food coloring
Mix the flour and salt in an electric skillet. Add the cold water and stir until smooth. Add the hot water and stir until boiling. Boil until the substance is clear. Then
add desired food coloring. Mix until smooth.
UNCOOKED FINGERPAINTS: (Textured!)
1 cup flour
1 1/2 teaspoons salt
1 cup water
Food coloring
Mix flour and salt, add water. Mixture will be "grainy".
CORNSTARCH AND WATER: (Fun!)
Mix cornstarch and water until it has a thick, watery feeling.
To play: It will feel dry when you pick it up, but turns "goopy and watery" as you squeeze it and let it drip through your fingers. It is pretty wild! Store it in a covered
container. If it dries out over time, you can revive it by adding a small amount of water.
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Recetas
Recetas
PLASTILINA QUE NO HAY QUE COCINAR:
3/4 taza de harina
taza de sal
3/4 a 1 taza de agua con su colorante de alimentos preferido
1 cucharada de aceite vegetal
Mezcle todos los ingredientes. Amase hasta obtener una consistencia suave. Mantngalo cubierto y en el refrigerador cuando no lo utilice.
PLASTILINA PARA COCINAR:
1 taza de harina
1/2 taza de sal
2 cucharaditas de cremor trtaro
1 taza de agua con su colorante de alimentos preferido
1 cucharada de aceite vegetal
Mezcle todos los ingredientes. Cocine a fuego medio, hasta que la mezcla forme una bola y se convierta en "transparente", no "lechosa". Amasar la masa. Guarde la
plastilina en un recipiente hermtico en el refrigerador cuando no la utilice.
PLASTILINA PARA MUECO DE NIEVE:
1 1/3 tazas de sal
1 1/3 tazas de harina
1 cucharada de aceite
Agua
Mezcle la sal, harina y aceite. Agregue una pequea cantidad de agua por vez hasta obtener una gran bola de masa. Amasar la masa sobre una superficie
enharinada hasta que est muy suave y elstica. Si es demasiado seca, aada agua; si es demasiado hmeda, aada harina a la superficie. En una superficie
enharinada esculpir la masa en forma de mueco de nieve. Para unir 2 piezas de masa juntos, humedezca ambos bordes de la masa con agua y presione para
juntarlos.
Cmo endurecer la masa:
Deje airear la masa por 48 horas
O tambin puede llevarla al horno a 325-350 grados en una asadera forrada en papel de aluminio, deje en el horno por 1/2 hora por cada 1/2 de espesor o
hasta que las superficies se doren. Si la masa se infla, baje la temperatura del horno y haga agujeros para dejar salir el aire.
Despus de que se seque se puede pintar con acuarelas, acrlicos, esmaltes o pinturas en aerosol.
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Recetas
PLASTILINA CON ARENA: (plastilina con textura!)
1 taza de arena
1/2 taza de maicena
3/4 taza de agua
Mezcle los ingredientes en un sartn y cocine hasta que se endurezca. Deje enfriar, amase y permita que de endurezca lo suficiente para usar.
MASA DE ARENA PARA MODELAR: (plastilina con textura!)

1 taza de arena
1/2 taza de maicena
1 cucharadita de alumbre
3/4 taza de agua caliente
Colorante de alimentos si lo desea
Mezcle la arena, la maicena y alumbre en un tazn. Aadir agua caliente y agitar vigorosamente. Agregar colorante de alimentos, si se desea. Cocine a fuego medio hasta que espese.
Deje enfriar la masa. Moldee en las formas deseadas y deje secar al sol durante varios das. Almacene la masa sobrante en un recipiente hermtico en el refrigerador.
PLASTILINA DE AVENA: (plastilina con textura!)

Nota: Este tipo de plastilina es para estimulacin tctil. Les encanta a los nios. Tiene una textura rugosa y es ideal para ejercitar los msculos de las manos. Debe usar esta masa el
mismo da que la hace, ya que se pondr mohosa en uno o dos das.
2 tazas de agua
1 taza de avena
1 taza de harina
Canela (si lo desea)
Caliente agua hasta que hierva. Combine agua hirviendo y avena en un bol. Agregue suficiente harina para formar una masa. Agregue canela para aromatizar si lo desea.
PLASTILINA DE SAL SENCILLA:

1 1/2 tazas de harina
3/4 taza de sal
3/4 taza de agua
Mezcle todos los ingredientes en un bol, agregue ms agua si es necesario. Amase hasta lograr una bola suave de masa. Divirtase con su nio!
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Television & Children

Television & Children
The American Academy of Pediatrics (AAP) recommends that children under 2 years of age do not watch any TV and that those older than 2 watch no more than 1
to 2 hours a day of quality programming. The first 2 years of life are considered a critical time for brain development. TV and other electronic media can get in the
way of exploring, playing, and interacting with parents and others. This type of play encourages learning and healthy physical and social development. As kids get
older, too much screen time can interfere with activities such as being physically active, reading, doing homework, playing with friends, and spending time with
family.
Too much TV time has been linked to:
Obesity
Sleep problems
Lower academic performance
Behavior issues
Less time to play, and violence.
Limit your childs TV time:
Be a good model
Eliminate background TV noise
Keep TV and other electronics out of the bedroom
Keep TV and other electronics off while children are doing school work
Keep TV and other electronics off during meal times
Set a schedule, and Talk to other caregivers.
Become involved:
Understand TV ratings,
Preview programs,
Watch with your child,
Plan what your child watches, and
Offer other fun activities.
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La Televisin y Los Nios

La Televisin y Los Nios
La Academia Americana de Pediatra recomienda que los nios menores de 2 aos no vean televisin y que los mayores de 2 aos no pasen ms de 1 a 2 horas al
da de programas de buena calidad. Los 2 primeros aos de vida se consideran un momento crtico para el desarrollo del cerebro. La televisin y otros medios de
comunicacin electrnicos pueden reemplazar la exploracin, el jugar y la interaccin con los padres y otras personas, lo que favorece el aprendizaje y el desarrollo.
A medida que los nios crecen, el exceso de tiempo de pantalla puede interferir con actividades tales como la actividad fsica, la lectura, hacer la tarea, jugar con
amigos y pasar tiempo con la familia.
Ver demasiada televisin se ha relacionado con:
Obesidad
Problemas para dormir
Bajo rendimiento escolar
Problemas de conducta
Menos tiempo para jugar y violencia.
Limite el tiempo de su nio frente al televisor:
De un buen ejemplo
Elimine el sonido de fondo de la televisin
Quite la televisin o otros aparatos electrnicos de la habitacin
Apague los aparatos electrnicos cuando los nios hagan la tarea
Apague los aparatos electrnicos durante las comidas
Establezca un horario y comprtalo con quienes cuiden a sus nios.
Infrmese:
Entienda la clasificacin de los programas/pelculas
Mire antes un resumen de los programas
Mire televisin con el nio
Planee lo que su nio ver
Ofrezca otras actividades divertidas.
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Week 4: Reading with Your Child Every Day

CURRICULUM MAP
Topic
Report
RIELDS
SE 1.a Social Emotional- Relationships
with Others (Adults)
2. Talk about the importance of

reading every day. Show video
about reading
SE 1.b Social Emotional-Relationships

with Others (other children)
3. Engage in story time with child

and family teach families
how to choose appropriate
books
4. How to make your own books
out of materials found in your
home
5. Opportunities for parents to
model reading throughout
their day
6. LENA Snapshot
Activities
1. N/A
2. Answer any questions from the
video
3. Read a book with the familyshow where there are
opportunities to engage the
child in the story
LD 1.a Language DevelopmentReceptive Language

PH 3.a Physical Health- Fine Motor
Development
4. Make a book about themselves

and some of their favorite
people or things
L 4.a Literacy-Comprehension and

Interest
Materials/Resources
2. Video: Read All About It
3a. Tips for Parents: Choosing Books for
Infants & Toddlers- parent handout
3b. Suggested Books by Age-parent handout
4. Magazines, clear tape and cardboard to
make books
5. N/A
5. N/A
6. LENA Snapshot
CD 3.a Cognitive DevelopmentAttention and Inhibitory Control
6. LENA Snapshot
7. Note from visit blankleave a copy with

the family
L3a Literacy- Print Knowledge
7. N/A
CA 1a Creative Arts-Experimentation
7. Note from visit

0-1 Peek-a Who
1-2 Ten Tiny Toes
2-3 Snuggle Puppy
Spanish:
El Conejito Knuffle
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Week 4: Reading with your Child Every Day

LESSON PLAN
Objective: Parent/Caregiver will
Review and Analyze LENA Recording Report form.
Articulate the importance of reading
Describe new ideas learned when reading to their child
Recognize their successes when reading to their child
Topic

conversation starter with the family.
RIELDS
SE 1.a Social EmotionalRelationships with
Others (Adults)
Timing
Prior to visit

Recording Report. Here is this weeks LENA
Recording Report for your review. To engage the
parent/caregiver in the process of the review, it is
best to ask open-ended questions. For example,
Is there anything that stands out to you at first
glance? Are there differences you see from the
last report? If so, how does this information
help you? What areas do you feel most
confident about?
SE 1.b Social EmotionalRelationships with

Others (other children)
(if other children in the
home)
10 minutes
Ask how the Time of Day Activity & Notes

worksheet is working. Are there concerns?
Questions? Changes to make?
Talk about the importance
of reading every day. Show
video on reading
Engage the parent/caregiver in a conversation

about reading with their child. Ask Are there
particular times of the day you and your child like
to read books? What are your childs favorite
books? What do you think your child is learning
when you read together? If the child is an infant
Notes
LD 1.a Language
Language
CD 3.a Cognitive
Development- Attention
and Inhibitory Control
L 4.a LiteracyComprehension and
Interest
L3a Literacy- Print
Knowledge
10 minutes
PH 3.a Physical HealthFine Motor

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talk about the importance of introducing books at
a very young age. Let the parent/caregiver know
the advantages children get when exposed to
books from a very young age. Some of these
advantages include increased social and
educational skills.
Show the Video: Read All About It. Engage the
parent in conversation about observations made
in the video. Ask the parent/caregiver if there is
anything they learned that they want to
incorporate into their reading experience with
their child.
Engage in story time with
the child and family
Development
SE 1.a Social EmotionalRelationships with
Others (Adults)
CA 1a Creative ArtsExperimentation and
Arts
If the child is old enough, offer 2 to 3 books to

choose from.
Let the parent/caregiver lead the process but do
engage in the story with the parent/caregiver and
child
Let the child turn pages and encourage their
participation.
Model the use of different voices or expressions
for different characters in the book.
Provide positive feedback to the parent/caregiver
on any observations you make.
Use modeling, coaching, observation and
participation in discussion based on the
parent/caregivers level of comfort.
Give the parent/caregiver the Tips for Parents:
Choosing Books for Infants and Toddlers and
Suggested Books by Age handouts.
15 minutes
Bring magazines, cardboard, glue stick/tape and

yarn to make a book. Let the child explore the
materials and lead as you and the
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parent/caregiver guide the activity. If the child is
more interested in the materials, it is ok. (You can
always leave the instructions for the parent to do
with the child later)
15 minutes
How to make your own
books out of materials
found in your home
Brainstorm with the parent/caregiver about other

types of items to use when making a book. For
example, items with different textures,
photographs, collage items, or even the childs
own artwork or drawings. Use a paper grocery
bag to make book pages.
Opportunities to model
reading throughout the day
Refer back to the video shown earlier. Call

attention to the dad reading the newspaper.
Brainstorm other ways the parent/caregiver can
model reading throughout the day. For example,
reading signs in the community, reading
independently while your child is engaged with
their own book and reading recipes with their
child while cooking.
LENA Snapshot
Note from visit
5 minutes
5 minutes
5 minutes
Note from visit

0-2 Peek-a Who
1-2 Ten Tiny Toes
2-3 Snuggle Puppy
Spanish:
El Conejito Knuffle
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Tips for Parents: Choosing Books for Infants and Toddlers

Infants: Birth to Six Months
Content. Choose books with large pictures or bright and bold illustrations set against a contrasting background. Look for books that have simple pictures, one
per page.
Language. Infants will enjoy looking through wordless picture books, or books that have just a single word along with a big picture. But also try books that
contain phrases or short sentences. It's important for infants to hear language. Nursery rhymes and verse books are good for this age too.
Design. Books for infants should be interesting and appealing to look at. Try stiff cardboard books, books with fold-out pages that create colorful panels, cloth
or soft vinyl books, and books with handles.
Reading Aloud. Infants want your full attention, so try reciting rhymes and songs that you remember by heart. Also, try reading to your infant while she has a
toy to hold. Reading at bedtime is always a nice way to end the day!
Infants: Seven to 12 Months
Content. Children this age will enjoy books with medium to large photos and bright, bold illustrations. Look for books that have simple drawings of familiar
things, actions and events.
Language. Children begin to focus on content and can relate pictures to their world. While they still enjoy picture books, try some books with simple stories
that have one line of text per page.
Design. Infants this age like to handle cloth and vinyl books and cardboard books with stiff, thick pages.
Reading Aloud. As your baby gets older, try this four-part interaction sequence:
1. Get your baby's attention by pointing out something in a book. ("Look!")
2. Ask a labeling question. ("What's that?")
3. Wait for your baby to respond, verbally or non-verbally. If necessary, provide the answer yourself. ("That's a monkey!")
4. Acknowledge your baby's response. ("Yes" or repeat your baby's word.) If your baby mislabels the picture, correct him in a positive manner. ("Yes, it's
brown like a dog, but it's a monkey.")
Keep in mind that you may not get through a whole book in one reading. As your child starts to explore books, support his/her progress by watching, listening and
acknowledging.
Infants: 12 to 18 months
Content. For children this age, try books with pictures of familiar characters, like animals, children, TV characters or adults in familiar roles. Look for books
that have action pictures - your baby is starting to be able to enjoy pictures with more details.
Language. This is a great age to try books with songs and repetitive verses. Books that have a simple story line that relate to your child's own experiences will
also have appeal. You might also look for theme books that show a series of related pictures and a few words. These books follow a progression of simple
activities, but avoid introducing a plot or complex storyline.
Design. Even though your baby is growing fast, he/she will still enjoy playing with books with handles and books with stiff, thick pages. In addition, he/she will
still like having these books read to him/her. Books with thinner pages that are plastic-coated are also a good choice for this age.
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Reading Aloud. Your infant will probably still enjoy reading with you as he/she sits on your lap or close to you in a comfortable chair. This helps your baby
associate reading with feeling secure. Connecting sounds with the pictures he/she sees in the books will make reading together even more fun. Make your
own sounds, and don't be surprised if your baby joins in! You may also notice your child looking through the book alone and making noises (sometimes called
"book babble").
Toddlers: 19 to 30 Months
Content. Toddlers will continue to enjoy books with familiar characters; however, they will also begin to take interest in pictures filled with information,
action and detail. Try some short stories, cause and effect stories and fictional books that describe a problem or circumstance to overcome.
Language. Try predictable books with repeated text, words that rhyme and pictures that correspond to the text. Books with songs and repetitive verses are
still a good choice for this age.
Design. Toddlers can enjoy books with paper pages; however, they will still enjoy books with a picture on every page and just a little bit of text.
Reading Aloud. Let your toddler decide if he/she wants to sit on your lap while you read, or next to you on the couch or floor. Follow his/her cues. Talk about
the characters and events in the story and relate them to your child's own experiences. Pause when you read aloud to let your child fill in a word or phrase.
This strategy works well with rhyming and repetitive books.
National Center for Family Literacy (n.d). Tips for parents: Choosing books for infants and toddlers. Retrieved fromhttp://eclkc.ohs.acf.hhs.gov/hslc/ttasystem/family/for-families/Everyday%20Parenting/Parents%20as%20Teachers/4TipsforParents.htm
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Consejos Para Padres: Cmo Elegir Libros Para Infantes y Nios

Infantes: Nacimiento hasta los Seis Meses
Contenidos. Elija libros con dibujos grandes y brillantes e lustraciones que resalten en un fondo contrastante. Busque libros con dibujos simples, uno por
pgina.
Idioma. Los bebs disfrutan al mirar libros sin palabras, o libros que tienen una sola palabra, junto con un dibujo grande. Pero tambin trate de usar libros
que contengan frases cortas. Es importante que los bebs escuchen hablar. Las rimas infantiles y los libros de versos son buenos para esta edad tambin.
Diseo. Los libros para nios debe ser interesante y atractivos a la vista. Trate de usar libros de cartn duro, libros con pginas desplegables con paneles de
colores, libros de tela o libros de vinilo blando y libros con asas.
La lectura en voz alta. Los bebs quieren su atencin, as que trate de recitar rimas y canciones que usted recuerde de memoria. Adems, trate de leer a su
beb mientras l sostiene un juguete para celebrar. La lectura a la hora de dormir es siempre una buena manera de terminar el da!
Infantes: Siete a 12 Meses
Contenido. Los nios de esta edad podrn disfrutar de los libros con fotos brillantes medianas y grandes y con ilustraciones contrastantes. Busque libros que
tengan dibujos sencillos de cosas familiares, acciones y eventos.
Idioma. Los nios comienzan a centrarse en el contenido y se pueden relacionar las imgenes de su mundo. Si bien ellos siguen disfrutando de los libros
ilustrados, pruebe algunos libros con historias simples que tengan una lnea de texto en cada pgina.
Diseo. A los bebs de esta edad les gustan sostener libros de tela y vinilo, y libros de cartn con pginas duras y gruesas.
La lectura en voz alta. A medida que su beb crece, pruebe esta secuencia de la interaccin de cuatro partes:
1. Llame la atencin de su beb sealando algo en un libro. ("Mira!")
2. Haga una pregunta. ("Qu es eso?")
3. Espere a que su beb responda de manera verbal o no verbal. Si es necesario, proporcione la respuesta usted mismo. ("Eso es un mono!")
4. Reconozca la respuesta de su beb. ("S" o repita la palabra de su beb.) Si su beb dice algo incorrecto, corrija de una manera positiva. ("S, es de
color marrn, como un perro, pero es un mono.")
Tenga en cuenta que usted quizs no termine de leer un libro completo de una sola vez. A medida que su nio comienza a explorar los libros aydelo en su progreso
mirando, escuchando y reconociendo.
Infantes: 12 a 18 meses
Contenido. Para los nios de esta edad, trate de leer libros con fotos de personajes conocidos, como los animales , nios, personajes de la televisin o los
adultos en los roles familiares. Busque libros que tengan fotos de accin - el beb est empezando a ser capaz de disfrutar de las imgenes con ms detalles.
Idioma. Esta es una muy buena poca para usar los libros con canciones y versos repetitivos. Los libros que tienen una historia sencilla que se relacionan con
las propias experiencias de su hijo tambin tendr aceptacin. Tambin podra buscar libros temticos que muestren una serie de imgenes relacionadas y
algunas palabras. Estos libros siguen una progresin de actividades simples, pero no intentan introducir un argumento o trama compleja.
Diseo. A pesar de que su beb est creciendo rpidamente, a l todava le gusta jugar con los libros con manijas y los libros con pginas duras y gruesas. Y a
l todava le gusta que le lean ese tipo de libros. Los libros con pginas ms delgadas y cubierta de plstico tambin son una buena opcin para esta edad.
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Lectura en voz alta. Su beb probablemente todava disfrute de la lectura con usted mientras l se sienta en su regazo o cerca de usted en una silla cmoda.
Esto ayuda a su beb a asociar la lectura con sentirse seguro. La conexin de los sonidos con las imgenes que l ve en los libros har que la lectura sea aun
ms divertida. Haga sonidos y no se sorprenda si su beb tambin hace sonido junto con usted. Tambin puede notar que su hijo mira un libro por s solo y
haciendo ruidos.
Nios que gatean: 19 a 30 Meses
Contenido. Los nios de esta edad todava disfrutan de los libros con personajes conocidos, sin embargo, tambin comienzan a interesarse en imgenes
llenas de informacin, accin y detalle. Pruebe algunos cuentos, historias de causa y efecto, y los libros de ficcin que describan un problema o circunstancia
que superar.
Idioma. Trate de leer libros predecibles con texto que se repita, palabras que rimen e imgenes que se corresponden con el texto. Los libros con canciones y
versos repetitivos siguen siendo una buena opcin para esta edad.
Diseo. Los nios pequeos pueden disfrutar de los libros con pginas de papel, sin embargo, todava siguen disfrutando de los libros con una imagen en cada
pgina y muy pocas palabras.
Lectura en voz alta. Deje que su nio decida si quiere sentarse en su regazo mientras usted lee, o al lado de usted en el sof o en el suelo. Haga lo que su nio
le indique. Hable acerca de los personajes y eventos de la historia, relacionndolas con las propias experiencias de su hijo. Haga pausas cuando le lee en voz
alta para que su hijo siga los pasos de una palabra o frase. Esto funciona muy bien con rimas y libros repetitivos.
National Center for Family Literacy (n.d). Tips for parents: Choosing books for infants and toddlers. Retrieved fromhttp://eclkc.ohs.acf.hhs.gov/hslc/ttasystem/family/for-families/Everyday%20Parenting/Parents%20as%20Teachers/4TipsforParents.htm
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Suggested Books by Age

0-1 year
Baby Face Board Book #2 Smile
How Does Baby Feel
Dear Zoo
Peek-a-Who
Brown Bear, Brown Bear, What Do You See?
Llama Llama Night Night
Goodnight Gorilla
Bright Baby Animals
Time for School Mouse
Goodnight Moon
Itsy Bitsy Spider
Blue Hat Green Hat
Moo Baa La La La
Roberta Grobel Intrater

Karen Katz
Rod Campbell
Nina Laden
Bill Martin Jr. Eric Carle
Anna Dewdney
Peggy Rathman
Roger Priddy
Laura Numeroff
Margaret Wise Brown
Rosemary Wells
Sandra Boynton
Sandra Boynton
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Month 6
Month 9
Month 12
Karen Katz
Sandra Boynton
Kjill Ackerman
Caroline Jayne Church
Eileen Christelow
Sandra Boynton
Karen Katz
Dr. Seuss
Eric Carle
Lucy Cousins
Helen Oxenbury and Michael Rosen
Dr. Seuss
Betty Ann Schwartz
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Month 6
Month 9
Month 12
1-2 years
Baby's Colors
Happy Hippo, Angry Duck A Book of Moods
Welcome Spring
Ten Tiny Toes
Five Little Monkeys Jumping on the Bed
The Going to Bed Book
Where is Baby's Belly Button?
The Foot Book
From Head to Toe
Maisey Goes Shopping
We're Going on a Bear Hunt
Mr. Brown Can Moo Can You?
What Makes a Rainbow
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2-3 years
Llama Llama Red Pajama
The Pigeon Has Feelings Too
Knuffle Bunny
Snuggle Puppy
Green Eggs and Ham
Chicka Chicka Boom Boom
Giraffes Can't Dance
If You Give a Mouse a Cookie
Clifford's Day with Dad
The Jacket I Wear in the Snow
Bear Snores On
Snowballs
Maisey Goes to Preschool
Anna Dewdney
Mo Willems
Mo Willems
Sandra Boynton
Dr. Seuss
Bill Martin Jr
Giles Andreae
Laura Numeroff
Norman Bridwell
Shirley Neitzel
Karma Wilson
Lois Ehlert
Lucy Cousins
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Month 6
Month 9
Month12
Susan Canizares
Elen Weiss
Mo Willems
Bill Martin Jr
Peggy Rathman
Roger Priddy
Eric Carle
Margaret Wise Brown
Eric Carle
Sandra Boynton
Sandra Boynton
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Month 6
Month 9
Month12
Spanish Book List

Los Bebes Van a todas Partes
Oso Polar, Oso Polar
Vamos al Zoologico
Conejito Knuffle
Oso Pardo, Oso Pardo
Chicka Chicka Boom Boom
Buenas Noches Gorilla
Bebe Listos Animales
De la Cabeza a los pies
Buenas Noches Luna
La Araa muy ocupada
Azul el Sombrero, Verde El Sombrero
Muu Bee Asi Fue
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Week 5: Repeating and Adding to Your Childs Words

CURRICULUM MAP
Topic
2. Repeat and add one more
how to expand your childs
language
3. Repeat correctly but do not
correct- show video on
expanding vocabulary
RIELDS
Activities
LD 1 Language Development-Receptive
Language
Materials/Resources
1. N/A
2. Model how to add vocabulary to

the childs existing vocabulary
without correcting their words
2. N/A
LD 2 Language Development-Expressive
Language
SE 1 Social Emotional- Relationships with
Others
3. Answer any questions from the

video
4. Action Book
L 1 Literacy- Phonological Awareness
4. Read book with actions and

model them
3. Video: Gab it up at the Grocery Store
5. List of Common Words parent handout

4. Demonstrate how to bring
books to life
L4a Literacy- Comprehension and Interest

5. Introduce list of common words
to families
6. Note from visit blank leave copy with

the family
5. N/A
6. N/A
6. Note from visit

0-1 Brown Bear Brown Bear
1-2 Five Little Monkeys Jumping on the Bed
2-3 Green Eggs & Ham
Spanish:
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Week 5: Repeating and Adding to Your Childs Vocabulary

LESSON PLAN
OBJECTIVE: Parent/caregiver will
Review and Analyze LENA Recording Report form
Practice, observe and articulate concepts for expanding language
Discuss ways they expand on their childs language throughout the day
Learn about the kinds of words their child needs to develop
Topic
Repeat and add one more

how to expand your childs
language
Repeat correctly but do not
correct

conversation starter with the family.
RIELDS
LD 1 Language
Language
Timing
Prior to visit
Provide parent/caregiver with LENA Recording

Report. Here is this weeks LENA Recording
Report for review. To engage
parent/caregiver in the process of the review,
it is best to ask open ended questions. For
example, Is there anything that stands out to
you at first glance? Are there differences you
see from the last report? If so how does the
information help you? What areas do you
feel most confident about?
LD 2 Language
10 minutes
Development-Expressive
Language
Engage in play with the child and

parent/caregiver. (If the activity is a daily
routine, like meal time, use the routine to
engage parent/caregiver.)
L4a LiteracyComprehension and

Interest
Notes

Others
L 1 LiteracyPhonological Awareness
15 Minutes
Respond to body language, gestures, sounds,

word approximations with words and simple
phrases. If the child has words, expand by
adding new words. For example, if the child
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brings over a toy car and says ca expand on
their language by adding words, Yes, that is a
car. A blue car. When responding to the
childs communication use object, action and
idea words by labeling and attaching words to
the experience they are engaged in.
Incorporate concepts from previous weekswords and turns, describing what the child is
doing, following the childs lead,
Use modeling, coaching, observation and
participation in discussion based on
parent/caregiver level of comfort.
Show video on expanding
vocabulary
Show the video, Gab it up at the Grocery

Store. Engage the parent/caregiver in
conversation about observations made in the
video. Ask the parent/caregiver if there is
anything they learned that they want to
incorporate into their day. Point out times
where youve observed the parent/caregiver
repeating and adding words to their childs
language.
5 minutes
Bringing books to life
Open discussion by referring to Week 4 Read

With Your Child Everyday topic. Ask parent
open-ended questions about their experiences
since the last visit. What did you enjoy most
about reading to your child? Were there any
challenges? Are there certain books your
child likes more than others? Which ones?
15 minutes
Read the book you are giving to the family or a

book the child picks. Invite the parent join in
on the reading activity.
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Demonstrate:
Involving the child by letting him/her turn
pages
Use of expression: Change your voice for
each character in the story
Use puppets, finger plays or gestures
during reading
For books with a rhythmic or sing song
pattern, let the child clap and sing
Let the child finish sentences for books with
repetitive patterns and rhymes
Substitute your childs name for a character
in the book
Reassure the parent/caregiver that it is ok if
their child doesnt sit still for an entire book.
Considerations:
Children will have preferences for certain
books or even certain pages in a book.
Focus on what the child is interested in. Its
okay if you dont finish the entire book.
Reading can occur for a few minutes at a
time but do it often. As the child grows so
will his/her attention span.
When reading the same book over and over
use the same expression and emphasis
each time.
Introduce list of common
words to families
Give the parent/caregiver the List of Common

Words handout. Explain that the list is a guide
they can use to follow their childs word
acquisition. Let them know that their child will
learn or may have words to discuss that are
not written on the handout.
10 minutes
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Nouns (names of people, places and

things) are learned first
Use of verbs or action words (sleep,
run, open, see, throw, climb, tickle
etc.)
Prepositions or location words (up,
down, on, off etc.)
Adjectives/adverbs or descriptive
words (hot, cold, loud, funny, silly,
clean, dirty, color words
Pronouns: me, mine, you, I, it
Remind the parent/caregiver that reading,

engaging in words and turns, narrating their
childs day, repeating and adding words,
following their childs lead, and reading all aid
in language development.
Note from visit
Note from visit

0-1 Brown Bear Brown Bear
1-2 Five Little Monkeys Jumping on the
Bed
2-3 Green Eggs & Ham
Spanish
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List of Common Words

Food
Apple
Banana
Bread
Butter
Cake
Candy
Cereal
Cheese
Coffee
Cookie
Crackers
Drink
Egg
Food
Grapes
Gum
Hamburger
Hot dog
Ice cream
Juice
Meat
Milk
Orange
Pizza
Pretzel
Soda
Soup
Spaghetti
Tea
Toast
Water
Toys
Ball
Balloon
Blocks
Book
Bubble
Crayons
Doll
Present
Slide
Swing
Teddy bear
Outdoors
Flower
House
Moon
Rain
Sidewalk
Snow
Star
Street
Sun
Tree
Animals
Bear
Bee
Bird
Bunny
Cat
Chicken
Cow
Dog
Duck Elephant
Fish
Frog
Horse Monkey
Pig
Puppy
Snake
Tiger
Turkey
Turtle
Body Parts
Arm
Belly
Bottom
Chin
Ear
Elbow
Eye
Face
Finger
Foot
Hair
Hand
Knee
Leg
Mouth neck
Nose
Teeth
Thumb
Toe
Tummy
Places
Church
Home
Hospital
Library
McDonalds
Park
School
Store
Zoo
Actions
Bath
Breakfast
Bring
Catch
Clap
Close
Come
Cough
Cut
Dance
Dinner
Doodoo
Eat
Feed
Finish
Fix
Get
Give
Go
Have
Help
Hit
Hug
Jump
Kick
Kiss
Knock
Look
Love
Lunch
Make
Nap
Outside
Pattycake
Peekaboo
Peepee
Push
Read
Ride
Run
See
Show
Sing
Sit
Sleep
Stop
Take
Throw
Tickle
Walk
Want
Wash
Household
Bathtub
Bed
Blanket
Bottle
Bowl
Chair
Clock
Crib
Cup
Door
Floor
Fork
Glass
Knife
Light
Mirror
Pillow
Plate
Potty
Radio
Room
Sink
Soap
Sofa
Spoon
Stairs
Table
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Household Continued
Telephone
Towel
Trash
TV
Window
Personal
Brush
Comb
Glasses
Key
Money
Paper
Pen
Pencil
Penny
Pocketbook
Tissue
Toothbrush
Umbrella
Watch
People
Aunt
Baby
Boy
Daddy
Doctor
Girl
Grandma
Grandpa
Lady
Man Mommy
Own name
Pet name
Uncle
Ernie, etc.
Others
A, B, C etc.
Away
Bye, bye
Curse word
Here
Hi, hello
In, out
Me
Meow
My myself
Night, night
No, yes
On, off
Please
Sesame St
Excuse me
Shut up
Thank you
There
Under
Welcome
What
Where
Why
Woof, woof
You
Yum, yum
1,2,3, etc.
Clothes
Belt
Boots
Coat
Diaper
Dress
Gloves
Hat jacket
Mittens
Pajamas
Pants
Shirt
Shoes
Slippers
Sneakers
Socks
Sweater
Vehicles
Bike
Boat
Bus
Car
Motorbike
Plane
Stroller
Train
Trolley
Truck
Modifiers
All gone
All right
Bad
Big
Black
Blue
Broken
Clean
Cold
Dark
Dirty
Down
Good
Happy
Heavy
Hot
Hungry
Little
Mine
More
Open
Pretty
Red
Shut
Stinky
That
This
Tired
Up
Wet
White
yellow
Yuck
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Lista de Palabras Comunes

IMPRIMIR
Alimentos
Manzana
Banana
Pan
Mantequilla
Pastel
Dulces
Cereal
Queso
Caf
Galletas
Bebida
Huevo
Comida
Uvas
Chicle
Hamburguesa
Helado
Jugo
Carne
Naranja
Soda
Sopa
Pasta
T
Tostada
Agua
Juguetes
Pelota
Globo
Bloques
Libro
Burbuja
Crayones
Mueca
Regalo
Tobogn
Columpio
Oso de Peluche
Outdoors
Flores
Casa
Luna
Lluvia
Vereda
Nieve
Estrella
Calle
Sol
rbol
Animales
Oso
Abeja
Pjaro
Conejo
Gato
Pollo
Vaca
Perro
Pato
Elefante
Pescado
Sapo
Caballo
Mono
Cerdo
Perrito
Culebra
Tigre
Pavo
Tortuga
Partes del Cuerpo
Brazo
Ombligo
Mentn
Oreja
Codo
Ojo
Cara
Dedo
Pie
Pelo
Mano
Rodilla
Pierna
Boca
Cuello
Nariz
Diente
Pulgar
Panza
Lugares
Iglesia
Casa
Hospital
Biblioteca
McDonalds
Parque
Escuela
Tienda
Zoo
Acciones
Bao
Desayuno
Traer
Atrapar
Aplaudir
Cerrar
Venir
Toser
Cortar
Bailar
Cenar
Comer
Doodoo
Alimentar
Terminar
Arreglar
Obtener
Ir
Tener
Ayudar
Golpear
Abrazar
Saltar
Patear
Besar
Tocar
Mirar
Amar
Almorzar
Afuera
Tortitas
Cuco
Pipi
Empujar
Leer
Montar
Ver
Mostrar
Cantar
Sentar
Dormir
Parar
Tomar
Lanzar
Hacer Cosquillas
Caminar
Querer
Lavar
La casa
Baadera
Cama
Frazada
Bibern
Bol
Silla
Reloj
Cuna
Taza
Puerta
Piso
Tenedor
Vaso
Luz
Espejo
Almohada
Plato
Inodoro
Radio
Habitacin
Lavabo
Jabn
Sofa
Cuchara
Escalera
Mesa
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Providence Talks!
La Casa, continuacin
Telfono
Toalla
Basura
Televisin
Ventana
Cosas Personales
Cepillo
Peine
Lentes
Llaves
Dinero
Papel
Lapicero
Penny
Cartera
Papel Tissue
Cepillo de Dientes
Paraguas
Reloj
Gente
Ta
Beb
Papi
Doctor
Nia
Abuela
Abuelo
Seora
Hombre
Mami
Nombre de mascot
To
Ernie, etc.
Otro
A, B,C etc.
Lejos
Adis
Mala Palabra
Aqu
Hola
Dentro, fuera
M
Miau
Yo
Buenas noches
No, s
Prender, apagar
Por favor
Plaza Ssamo
Permiso
Cerrar
Gracias
Hay
Bajo
Bienvenido
Qu
Donde
Por qu
Guau, guau
T
Diente
Pulgar
Dar
Clothes
Belt
Boots
Coat
Diaper
Dress
Gloves
Hat jacket
Mittens
Pajamas
Pants
Shirt
Shoes
Slippers
Sneakers
Socks
Sweater
Vehculos
Bicicleta
Barco
Autobs
Auto
Moto
Avin
Peatn
Tren
Trolebs
Camin
Bicicleta
Bote
Modifiers
No hay ms
Muy bien
Malo
Grande
Negro
Azul
Roto
Limpio
Fro
Oscuro
Sucio
Abajo
Bueno
Feliz
Pesado
Caliente
Con hambre
Poco
Mio
Ms
Abierto
Bastante
Rojo
Cerrar
Huele mal
Aquello
Esto
Cansado
Arriba
Amarillo
Feo
Hmedo
Blanco
Qu rico
1,2,3, etc
Su nombre
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Providence Talks!
Week 6: Using Songs, Rhymes & Finger-Plays

CURRICULUM MAP
Topic
2. Why do we use finger plays,
rhymes and songs throughout
the day?
RIELDS
Activities
LD1a Language DevelopmentReceptive Language

SE1a Social Emotional-Relationships
with Others
3a. Make your own instruments

3b. Make your own finger puppets
4. LENA Snapshot
5. Note from visit
C1a Creative Arts-Experimentation

CD4a Cognitive Development
Cognitive Flexibility
Materials/Resources
1. N/A
2. Explain when you might sing

songs; during transition times,
waiting at the doctors office, in line
for the grocery story, changing,
dressing, or bathing
2. Song Book parent handout
3a. Make instruments with the family

3b. Make finger puppets with materials
in the home
3b. Materials to make finger puppets &

Finger Play Book- parent handout
3a. How to Make Musical Instruments see

sheets based on age of child parent
handout
4.
LENA Snapshot
5.
Note from visit blankleave a copy

with the family
4. N/A
5. N/A
Bring books:
0-1 Llama Llama Nighty Night
1-2 The Going to Bed Book
2-3 Chicka Chicka Boom Boom
Spanish:
Chica Chica Bum Bum
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Providence Talks!

LESSON PLAN
Review and analyze the LENA Recording Report form
Learn how music is a great way to enhance language development in infants and toddlers
Engage in song, rhyme and finger play activities
Topic

Familiarize yourself with the LENA
Recording Report and identify areas
that will serve as a conversation
starter with the family.
Provide the parent/caregiver with the
LENA Recording Report. Here is this
weeks LENA Recording Report for
your review. To engage the
parent/caregiver in the process of the
review, it is best to ask open-ended
questions. For example, Is there
anything that stands out to you at first
glance? Are there differences you
see from the last report? If so how
does the information help you?
What areas do you feel most
confident about?
RI ELDC Standards
LD1a Language
Language
SE1a Social EmotionalRelationships with Others
Timing
Prior to visit
Notes
10 minutes
C1a Creative ArtsExperimentation and

Arts
CD4a Cognitive
Development Cognitive
Flexibility
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Providence Talks!

Why do we use finger-plays,
action rhymes and songs
throughout the day?
Show the Songs and Rhymes video.

Engage the parent/caregiver in
conversation about music and
movement. For example, What songs
and rhymes does your child like? Are
you familiar with finger-plays? Which
ones do you do with your child?
When do you and your child sing and
dance together? What do you enjoy
most about these moments? If the
parent/caregiver is unfamiliar with the
term finger-plays, provide them with
some examples or refer to the video.
Engage in some songs and finger plays
with the child and parent. Make note
of observations. As children get older
follow their lead. Let the child pick the
song or rhyme. Sometimes they want
to sing it to you or make up their own
rhyme. Praise your childs efforts for
any and all attempts.
Points revealed/discovered during the
activity discussion with the
parent/caregiver may include:
Engaging in songs and rhymes can
happen during daily routines. For
example, at the grocery store
while waiting in checkout, during
diapering, or taking a walk.
Children naturally move when
they hear music. Movement helps
them learn both fine and gross
motor skills.
Children build memory and
C1a Creative ArtsExperimentation and

Arts
15 minutes
PH 3a Physical Health and

Motor Development-Fine
Motor Development
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Providence Talks!
Make your own finger puppets
sequencing by learning to do
movements in a particular order.
Music builds communication and
literacy skills. Songs, action rhymes
and finger-plays promote
awareness of sounds and builds
vocabulary. Children also learn
concepts of fast and slow, loud
and soft, and high and low.
Songs, rhymes and finger-plays
build relationships and share joy
with others.
Dont worry if you dont have a
good voice. Your child wont
notice.
Provide the parent/caregiver with
the Finger-Play Book and Song
Book parent handout.
Engage in conversation about what

makes songs, rhymes and finger-plays
fun. Inform the parent/caregiver that
another way to engage in this activity
is to have finger puppets that
represent characters in the song,
rhyme or finger play. Take out the
Finger-Play Book instructions and
materials you brought to the visit.
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Providence Talks!
Involve the child in the

activity. Let them color and
glue. Older children can begin
to snip paper with safety
scissors
Use the cutouts as a guide for
making a puppet with the
parent/caregiver
If the parent/caregiver or
child has other ideas, adapt
the project to reflect their
choices
Discuss other ideas for making
finger puppets
LENA Snapshot
Note from visit
5 minutes
Note from visit

0-2 Llama Llama Nighty Night
1-2 The Going to Bed Book
2-3 Chicka Chicka Boom Boom
Spanish:
Chica Chica Bum Bum
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Providence Talks!
Song Book
SONG BOOK
A Peanut Sat on a Railroad Track
A peanut sat
On a railroad track,
His heart was all a-flutter,
Baa, baa, black sheep,

Have you any wool?
Yes sir, yes sir,
Three bags full.
Round the bend

Came number ten.
Toot! Toot! Peanut butter!
SQUISH!
Tune: Polly, Wolly, Doodle (Unknown)
One for my master,

One for my dame,
And one for the little boy
Who lives down the lane.
Pop! Goes the Weasel

All around the mulberry bush
The monkey chased the weasel.
The monkey thought 'twas all in fun.
Pop! goes the weasel.
A penny for a spool of thread,
A penny for a needle.
That's the way the money goes.
Baa, baa, black sheep,

Have you any wool?
Yes sir, yes sir,
Three bags full.
One for my master,
One for my dame,
And one for the little boy
Who lives down the lane.
(1744) Roud Folk Song Index 4439
Up and down the City Road,

In and out of the Eagle,
That's the way the money goes.
Baby Bumblebee
I'm bringing home a baby bumblebee,
Won't my mommy be so proud of me,
(Cup hands together as if holding bee)
Half a pound of tuppenney rice,

Half a pound of treacle,
Mix it up and make it nice,
(1855) Roud Folk Song Index 5249.
I'm bringing home a baby bumblebee,

Ouch! It stung me!
(Shake hands as if just stung)
I'm squishing up the baby bumblebee,
Baa, Baa, Black Sheep

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Providence Talks!
Song Book
('Squish' bee between palms of hands)
I'm squishing up a baby bumblebee,
Ooh! It's yucky!
(Open up hands to look at 'mess')
I'm wiping off the baby bumblebee,
(Wipe hands off on shirt)
I'm wiping off the baby bumblebee,
All clean!
As adapted by Colonel Sanford C. Faulkner.
Down By the Station
Down by the station
Early in the morning
See the little pufferbellies
All in a row.
See the station master
Turn the little handle
Puff, puff, toot, toot
Off we go!
Down by the station
Early in the morning
See the little pufferbellies
All in a row.
See the station master
Turn the little handle
Puff, puff, toot, toot
Off we go!
Lee Ricks and Slim Gaillard
Five Little Ducks

Five little ducks
Went out one day
Over the hill and far away
Mother duck said,
Quack, quack, quack, quack
But only four little ducks came waddling back
Four little ducks
Went out one day
Mother duck said,
Quack, quack, quack, quack
But only three little ducks came waddling back
Three little ducks
Went out one day
Mother duck said,
Quack, quack, quack
But only two little ducks came waddling back
Two little ducks
Went out one day
Mother duck said,
Quack, quack
But only one little ducks came waddling back
One little duck
Went out one day
Mother duck said,
Quack
But none of the five little ducks came waddling back
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Providence Talks!
Song Book
Sad mother duck
Went out one day
The sad mother duck said
Quack, quack, quack, quack, quack"
And all of the five little ducks came back
Five Little Monkeys

Five little monkeys jumping on the bed
One fell off and bumped his head
So Momma called the doctor and the doctor said
No more monkeys jumping on the bed!
Four little monkeys jumping on the bed
Three little monkeys jumping on the bed
Two little monkeys jumping on the bed
One little monkey jumping on the bed
He fell off and bumped their head
No little monkeys jumping on the bed
None fell off and bumped his head

Put those monkeys back in bed!
Hurry, Hurry, Drive the Fire Truck

Hurry, hurry, drive the fire truck
(Hands on steering wheel)
Ding, ding, ding, ding, ding!
(Ring bell)
Hurry, hurry, turn the corner
(Lean to the right)
(Lean to the left)
(Lean to the right and left)
(Ring bell)
Hurry, hurry, climb the ladder
(Pretend to climb ladder)
(Ring bell)
Hurry, hurry, squirt the water
(Pretend to spray hose)
(Ring bell)
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Providence Talks!
Song Book
Slowly, slowly, back to the station
(Lean slowly to the left and right)
(Ring bell)
If you're happy and you know it,

Nod your head.
(Nod head)
If Youre Happy and You Know It

Clap your hands.
(Clap hands twice)

Then your face will surely show it
Nod your head.
(Nod head)

Clap your hands.
(Clap hands twice)

Nod your head.
(Nod head)

Clap your hands.
(Clap hands twice)

Clap your hands.
(Clap hands twice)

Clap your hands.
(Clap hands twice)

Tap your toes.
(Tap toes twice)

Clap your hands.
(Clap hands twice)

Tap your toes.
(Tap toes twice)
Tap your toes.
(Tap toes twice)

Clap your hands.
(Clap hands twice)
Latvian Folk Song as adapted by Alfred B. Smith
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Providence Talks!
Song Book
Mr. Sun
Oh, Mr. Sun, Sun,
Mr. Golden Sun,
Please shine down on me.
Oh Mr. Sun, Sun,
Mr. Golden Sun,
Hiding behind a tree
These little children
Are asking you
To please come out
So we can play with you.
Oh Mr. Sun, Sun,
Mr. Golden Sun,
Please shine down on,
Please shine down on,
Please shine down on me.
Peanut Butter and Jelly

First you take the peanuts
And you crunch 'em, you crunch em
Then you take the grapes
And you squish 'em, you squish em
Then you take the bread
And you spread it, you spread it
Then you take your sandwich
And you eat it, you eat it
'Cause its good, peanut butter
And jelly!
Old MacDonald
Old MacDonald had a farm,
Ee i ee i oh!
And on that farm he had some chickens,
Ee i ee i oh!
With a cluck-cluck here,
And a cluck-cluck there.
Here a cluck, there a cluck,
Everywhere a cluck-cluck.
Old MacDonald had a farm
Ee i ee i oh!
Old MacDonald had a farm,
Ee i ee i oh!
And on that farm he had some dogs,
Ee i ee i oh!
With a woof-woof here,
And a woof-woof there.
Here a woof, there a woof,
Everywhere a woof-woof.
Old MacDonald had a farm
Ee i ee i oh!
(Add other animals as well)
(1949) Roud Folk Song Index 745
Six Little Ducks

Six little ducks
That I once knew
Fat ones, skinny ones,
Fair ones, too
But the one little duck
With the feather on his back
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Providence Talks!
Song Book
He led the others
With a quack, quack, quack
Quack, quack, quack,
Quack, quack, quack
He led the others
Down to the river
They would go
Wibble, wobble, wibble, wobble,
To and fro
He led the others
Quack, quack, quack
He led the others
Back from the river
They would come
Wibble, wobble, wibble, wobble,
Ho, hum, hum
He led the others
Quack, quack, quack
He led the others
Skip to My Lou
Skip,skip, skip to my Lou,
Skip, skip, skip to my Lou,
Skip to my Lou, my darlin'.
Fly's in the buttermilk,
Shoo, fly, shoo,
Shoo, fly, shoo,
Shoo, fly, shoo,
Cows in the corn field,
What'll I do?
What'll I do?
What'll I do?
There's a little red wagon,
Paint it blue
Paint it blue
Paint it blue
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Providence Talks!
Song Book

Skidamarink
Skidamarink a dink a dink,
Skidamarink a doo,
I love you.
Skidamarink a dink a dink,
Skidamarink a doo,
I love you.
I love you in the morning
And in the afternoon,
I love you in the evening
And underneath the moon;
Oh, Skidamarink a dink a dink,
Skidamarink a doo,
I love you!
(1910) From The Echo
Take Me Out to The Ball Game

Take me out
To the ball game
Take me out
With the crowd
Buy me some peanuts
And Crackerjacks
I don't care if
I never ever get back
Let me root, root, root
For the home team
If they don't win
It's a shame
For it's one, two,
Three strikes you're out
At the old ball game!
Jack Norwarth and Albert Von Tilzow
Apples and Bananas

I like to eat, eat, eat apples and bananas
I like to eat, eat, eat apples and bananas
Now change the vowel sound to A:
I like to ate, ate, ate ay-ples and ba-nay-nays
I like to ate, ate, ate ay-ples and ba-nay-nays
Now change the vowel sound to E:
I like to eat, eat, eat ee-ples and bee-nee-nees
I like to eat, eat, eat ee-ples and bee-nee-nees
Now change the vowel sound to I:
I like to ite, ite, ite i-ples and bi-ni-nis
I like to ite, ite, ite i-ples and bi-ni-nis
Now change the vowel sound to O:
like to ote, ote, ote oh-ples and bo-no-nos
I like to ote, ote, ote oh-ples and bo-no-nos
American Childrens Song
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Providence Talks!
Song Book
Down by the bay
Down by the bay
where the watermelons grow.
Back to my home
I dare not go
for if I do
my mother will say:
"Did you ever see a bear
combing his hair
down by the bay?"
Down by the bay where the watermelons grow.
Back to my home
I dare not go
for if I do my mother will say:
"Did you ever see a bee
with a sunburned knee
down by the bay?"
Down by the bay
Back to my home
I dare not go
for if I do
my mother will say
"Did you ever see a moose
kissing a goose
down by the bay?"
Down by the bay
Back to my home
I dare not go
for if I do
my mother will say
"Did you ever see a whale

with a polka dot tail
down by the bay?"
Traditional Childrens Song
Twinkle, Twinkle Little Star

Twinkle, twinkle, little star,
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle, little star,
How I wonder what you are!
English Lullaby (Jane Taylor)
The More We Get Together

Oh, the more we get together,
Together, together,
The happier we'll be.
For your friends are my friends,
And my friends are your friends.
The happier we'll be!
English Folk Song
The Wheels on the Bus

The wheels on the bus go round and round, round and round.
The wheels on the bus go round and round
All through the town.
(Roll hands over each other)
The wipers on the bus go "Swish, swish, swish,
Swish, swish, swish, swish, swish, swish"
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Providence Talks!
Song Book
The wipers on the bus go "Swish, swish, swish"
(Put arms together in front of you and 'swish' like windshield wipers)
The door on the bus goes open and shut
Open and shut, open and shut
The door on the bus goes open and shut
(Cover eyes with hands on 'shut' and uncover them on 'open')
The horn on the bus goes "Beep, beep, beep
Beep, beep, beep, beep, beep, beep"
The horn on the bus goes "Beep, beep, beep"
(Pretend to honk horn)
The money on the bus goes "Clink, clink, clink,
Clink, clink, clink, clink, clink, clink"
The money on the bus goes "Clink, clink, clink"
(Pretend to put money in cash box on bus)
The baby on the bus says, "Wah, wah, wah!
Wah, wah, wah, wah, wah, wah!"
The baby on the bus says, "Wah, wah, wah!"
(Fisted hands in front of eyes and rub them like baby crying)
The people on the bus say, "Shh, shh, shh,
Shh, shh, shh, shh, shh, shh"
The people on the bus say, "Shh, shh, shh"
(Put pointer finger to mouth to 'shhh')
The mommy on the bus says, "I love you,

I love you, I love you"
The daddy on the bus says, "I love you, too" All through the town.
(Point to self on 'I', right hand over heart on 'love', and point to other on 'you'
American Folk Song
The Ants Go Marching

The ants go marching one by one, hurrah, hurrah!
The ants go marching one by one, hurrah, hurrah!
The ants go marching one by one,
the little one stops to suck his thumb
and they all go marching down into the ground, got to get out of the rain.
BOOM! BOOM! BOOM!
The ants go marching two by two, hurrah, hurrah!
The ants go marching two by two, hurrah, hurrah!
The ants go marching two by two,
the little one stops to tie his shoe
BOOM! BOOM! BOOM!
The ants go marching three by three, hurrah, hurrah!
The ants go marching three by three, hurrah, hurrah!
The ants go marching three by three,
the little one stops to climb a tree
BOOM! BOOM! BOOM!
The ants go marching four by four, hurrah, hurrah!
The ants go marching four by four, hurrah, hurrah!
The ants go marching four by four,
the little one stops to shut the door
BOOM! BOOM! BOOM!
The ants go marching five by five, hurrah, hurrah!
The ants go marching five by five, hurrah, hurrah!
128
Providence Talks!
Song Book
The ants go marching five by five,
the little one stops to take a dive
BOOM! BOOM! BOOM!
The ants go marching six by six, hurrah, hurrah!
The ants go marching six by six, hurrah, hurrah!
The ants go marching six by six,
the little one stops to pick up sticks
BOOM! BOOM! BOOM!
The ants go marching seven by seven, hurrah, hurrah!
The ants go marching seven by seven, hurrah, hurrah!
The ants go marching seven by seven,
the little one stops to look up to heaven
BOOM! BOOM! BOOM!
The ants go marching eight by eight, hurrah, hurrah!
The ants go marching eight by eight, hurrah, hurrah!
The ants go marching eight by eight,
the little one stops to shut the gate
BOOM! BOOM! BOOM!
The ants go marching nine by nine, hurrah, hurrah!
The ants go marching nine by nine, hurrah, hurrah!
The ants go marching nine by nine,
the little one stops to scratch his spine
BOOM! BOOM! BOOM!
The ants go marching ten by ten, hurrah, hurrah!

The ants go marching ten by ten,
the little one stops to say "THE END"
BOOM! BOOM! BOOM!
Adapted from the Patrick Gilmore version of When Johnny Comes Marching Home
Teasing Mr. Crocodile

Five little monkeys
Sitting in a tree
Teasing Mr. Crocodile,
"You can't catch me."
Along came Mr. Crocodile,
Quiet as can be
SNAP!
Four little monkeys
Sitting in a tree
Quiet as can be
SNAP!
Three little monkeys
Sitting in a tree
Quiet as can be
SNAP!
The ants go marching ten by ten, hurrah, hurrah!
129
Providence Talks!
Song Book
Two little monkeys
Sitting in a tree
Quiet as can be
SNAP!
One little monkey
Sitting in a tree
Quiet as can be
SNAP!
Sounds so nice.
Manners are important.
Manners are important.
Be polite!
Be polite!
We Say Thank You

(Sung to Twinkle Twinkle)
We say thank you.
We say please.
We dont interrupt, we dont tease.
We dont argue, we dont fuss.
We listen when teachers talk to us.
We share our toys, we take our turn,
Good manners are easy for us to learn!
No more little monkeys

Sitting in a tree.
I Say Thank You!

(Sung to If You are Happy and You Know it)
When my friends give me something,
I say thank you!
When my friends give me something
I say thank you!
I can see it makes them happy
When I say it so politely
Yes, good manners mean to always say:
Thank You!
Please and Thank You!
(Sung to Frere Jacques)
Please and thank you.
Please and thank you.
Sounds so nice.
Im a Little Snowman
(Sung to Twinkle Twinkle)
Im a little snowman,
Short and fat (hold arms in front of belly).
Here is my scarf, (pretend to wrap scarf around head)
and here is my hat (put hat on head).
Lumps of coal for my eyes (point to eyes)
And a carrot nose (point to nose)
And Im all ready for
When the cold wind blows! (wrap arms around self and shiver)
Five Little Hot Dogs
Five little hot dogs frying in a pan
The grease got so hot that one went bam (Clap)
4, 3, 2, 1
No little hot dogs frying in a pan
The grease got so hot that the pan went bam (Clap)
130
Providence Talks!
Song Book
Rainbow Song
(Sung to Twinkle, Twinkle)
Red and orange, green and blue,
Shiny yellow, purple too!
All the colors that you know
live inside a rainbow!
Itsy Bitsy Spider

The itsy bitsy spider went up the water spout
down came the rain and washed the spider out.
Out came the sun and dried up all the rain
And the itsy bitsy spider went up the spout again.
Roud Folk Song Index 11586
24.SONG BOOK AR 13-ST
Green Speckled Frogs

Five green and speckled frogs sat on a speckled log
eating some most delicious bugs. (Yum, yum).
One jumped into the pool where it was nice and cool,
Then there were four green speckled frogs sitting on a speckled log,
Eating some delicious bugs. (Yum, yum).
(Count down from here.)
Im a Little Pumpkin
(Sung to Im a Little Teapot)
orange and round (hold arms in front of belly).
Here is my stem, (puts hands together on top of head pointing up)
and here is the ground (point to floor).
When I get all cut up, (karate chop hands)
Dont you shout! (wag index finger back and forth)
Just open me up, (pretend to take lid off)
and scoop me out! (pretend to scoop out inside of pumpkin)
Im a little pumpkin
131
Providence Talks!
Finger Play Book

FINGER-PLAY BOOK
132
How to Make Musical Instruments

How to Make Musical Instruments
Bean Shakers
What You Will Need:
Soda Bottle (any size)
Dried peas, beans or
lentils
Glue or Duct tape
Directions:
o Clean out the bottle and allow it to dry.
o Fill the bottle about 1/4 full with the peas, beans or lentils.
o Place superglue around the threads of the bottle opening and quickly tighten the lid and allow the glue to dry before playing with
the shaker. You can also tape the top with duct tape.
Drum
What You Need:
Oatmeal or Pringles
container
Rubber bands or duct tape
Fabric (faux or real
leather, vinyl -experiment with different
types for different sounds)
Directions:
o Remove the container lid and discard.
o Cut the fabric large enough to fit over the container and overlap the edges by 1 1/2 inches.
o Cover the container and secure the fabric tightly by using many rubber bands or the duct tape.
Tambourine
What You Need:
2 paper plates
Stapler or glue
Hole punch
String
Jingle bells or Beans
Crayons
Directions:
o Staple or glue two paper plates together, facing each other
o Using a hole-punch, make holes around the plates and tie jingle bells to the holes with string.
o Decorate the tambourine with crayons.
133
Cmo Hacer Instrumentos Musicales

Cmo Hacer Instrumentos Musicales
Maracas
Se necesitar:
Botella de Soda (cualquier
tamao)
Guisantes secos, frijoles o
lentejas
Pegamento o cinta
adhesiva (Duct tape)
Instrucciones:
o Lave la botella y deje que se seque.
o Llene la botella con 1/4 de su capacidad con los guisantes, frijoles o lentejas.
o Coloque pegamento alrededor del pico de la botella y rpidamente coloque la tapa y deje que el pegamento se seque antes de
jugar con la maraca. Tambin puede pegar la parte superior con cinta adhesiva.
Tambor
Se necesitar:
Recipiente de cartn de
avena o Pringles
Bandas elsticas
Tela (cuero de fantasa o
real o vinilo. Pruebe
diferentes tipos y sonidos)
Instrucciones:
o Retire la tapa del recipiente y desechar.
o Corte la tela lo suficientemente grande como para cubrir la parte superior del recipiente superponiendo los bordes por 1
pulgadas.
o Cubra el recipiente y asegure la tela firmemente utilizando muchas bandas de goma o cinta adhesiva (duct tape).
Tamborn
Se necesitar:
2 platos de papel
Engrapadora o pegamento
Perforadora
Hilo grueso
Cascabeles o frijoles
Crayones
Instrucciones:
o Engrape o pegue dos platos de papel enfrentando el uno al otro
o Use una perforadora para hacer agujeros alrededor del plato y ate cascabeles a los agujeros con el hilo
o Decore el tamborn con los crayones.
134

CURRICULUM MAP
Topic
RIELDS
SE1a Social Emotional Relationships with

Others
2. Discuss how to ask open-ended

questions throughout the day
explain the difference between
open ended and closed ended
questions show video on
questions
LD1a Language Development-Receptive

Language
4. Explain how to use questions

throughout your daily routines
CD1 Cognitive Development-Logic and

Reasoning
5. Answer questions about the video
2a. How to Use Open-Ended Questions

parent handout
6. Model how to read a book and ask

2b. Video: Laundry
questions throughout the book
7. Demonstrate how to ask
questions through routines and
show parents how to make
choices with everyday items
8. N/A
L 4.a Literacy-Comprehension and

Interest
5. Note from visit

L3a Literacy- Print Knowledge
Materials/Resources
4. N/A
SE2a Social Emotional- Sense of Self
LD3a Language Development- Pragmatics

3. Engage in story time with child
and family
Activities
3. Book to model asking questions

4. N/A
5. Note from visit blank leave a copy
with the family
0-1 Goodnight Gorilla
1-2 Where is Babys Belly Button
2-3 Giraffes Cant Dance
Spanish:
Buenas Noches Gorila
135

LESSON PLAN
Review and Analyze LENA Recording Report form
Learn about open-ended and closed-ended questions
Practice the use of open ended questions during play, routines and story time
Topic
Review LENA Recording Report
from last visit

Familiarize yourself with the
LENA Recording Report and
identify areas that will serve
as a conversation starter with
the family.
RIELDS
SE1a Social Emotional
Provide the parent/caregiver

with the LENA Recording
Report. Here is this weeks
LENA Recording Report for
review. To engage the
parent/caregiver in the
process of the review, it is
best to ask open-ended
questions. For example, Is
there anything that stands out
to you at first glance? Are
there differences you see
from the last report? If so
how does the information
help you? What areas do
you feel most confident
about?
LD1a Language DevelopmentReceptive Language
Timing
Prior to visit
Notes
SE2a Social Emotional- Sense of

Self
10 minutes
LD3a Language DevelopmentPragmatics

CD1 Cognitive DevelopmentLogic and Reasoning
SE1a Social Emotional
20 minutes
Discuss how to ask open-ended
Provide the parent/caregiver

136

questions throughout the day
explain the difference between
open-ended and closed-ended
questions show video on
questions
with the How to Use OpenEnded Questions with

Children handout. Discuss
how closed-ended questions
require a one word answer.
Brainstorm examples of
closed-ended questions with
the parent/ caregiver. For
example: Did you eat your
cheerios? Was that a good
story? Both of the questions
elicit the answer yes. Ask
the parent/caregiver if there
are other ways to ask the
question so their child can use
or hear more language. They
may say, for example, What
did you do with all your
cheerios? You ate them!
Where did they all go?
Thats right! In your tummy!
Discuss how the use of openended questions allows the
child to share their thoughts
and ideas as well as build
their language and cognitive
skills. Open-ended questions
can be used during play,
routines, stories, and art
activities.
137

If the child is an infant, the
parent can still use and then
answer their open ended
questions during daily
routines, songs, and story
time. Respond to the babys
movements and vocalizations
because that is their answer.
While engaged in play, model
the use of open-ended
questions with the child
(remember to follow the
childs lead).
If the family is engaged in a
daily routine, use that
opportunity to practice openended questions.
Provide positive feedback to
the parent/caregiver on the
observations you make.
observation and participation
in discussion based on
parent/caregiver level of
comfort.
Engage in story time with child
and family
Show the Laundry video.

Engage the parent/caregiver
in discussion about the video.
138

Did they notice the use of
open-ended questions? Were
there times in the video
where the parent used closed
ended questions? What could
the parent in the video have
done instead?
Using the below concepts
from Lesson 4, engage the
family in story time. If the
child is old enough, offer 2 to
3 books to choose from.
Let the parent/caregiver lead
the process but do engage in
the story with the
parent/caregiver and child.
Let the child turn pages and
encourage the childs
participation.
Model the use of different
voices or expressions for
different characters in the
book.
Use open-ended questions
during the story: What will
the bear do next?
Provide positive feedback to
139

the parent/caregiver on an
observation you made.
observation and participation
in discussion based on the
parents/caregivers level of
comfort.
Note from visit

Note from visit

0-2 Goodnight Gorilla
1-2 Where is Babys Belly Button
2-3 Giraffes Cant Dance
Spanish:
Buenas Noches Gorila
140
How to Use Open Ended Questions with Children
Asking open-ended questions when reading or playing with your child is one of the most powerful
tools for learning. Using open ended questions expands your childs curiosity, creativity, reasoning
ability, and independence.
What is an open-ended question? Glad you asked!
There are two kinds of questions:
Open-ended questions
Closed-ended questions
Open-ended questions cannot be answered with one word answers such as yes or no. They are
questions with no single right or wrong answer. Open ended questions offer children the opportunity
to freely express feelings, motives and ideas. Open ended questions allow you and your child to build
knowledge together.
Example:
Why do you think the bear is feeling grumpy?
How did the frog end up on top of the mans head?
Tell me about your picture.
What do you think would happen if...?
Open-ended questions often begin with:
What
How
Who
Why
Closed-ended questions can be answered with one or two word answers such as yes or no. A
closed-ended questions like, "What color is that block?" evokes a one-word answer. But an openended question such as, "Tell me about the blocks you are using," encourages a child to describe the
blocks or explain what he or she is doing. There is no right or wrong answer.
Example:
Do you like ice-cream? Answer: Yes/No
Do you want an apple? Answer: Yes/No
Closed-ended questions often begin with:
Did you ?
When ?
Do you want to ?
Will you ?
Have you ?
Closed-ended questions dont allow for extra information, opinions, thoughts, or expansion of ideas
and concepts. Closed-ended questions do not require that the child actively engage in the
conversation and denies a child the opportunity to give an opinion, explain thoughts, or offer ideas.
141

Why Are Open-Ended Questions Better Than Closed-Ended Questions?
Open-ended questions encourage children to:
Expand their vocabulary. Instead of asking yes or no questions, give your child the opportunity to provide responses that draw on a wider range of
vocabulary. Hint: encourage children to communicate more interactively by following up with how, what, where, why or when questions
Think about their answers before providing details that reasonably answers the question
Elaborate with details, express thoughts or offer an opinion
Be creative
Think of new ideas
Use imagination
Give more information
Problem-solve and use cognitive (intellectual) skills. Children must search for vocabulary and form sentences which convey thoughts, opinions, and ideas,
rather than simply answering yes or no.
Build relationships. Children become more invested in the conversation when they have to actively engage in it with full sentences. They are able to relate
something of meaning and respond to the person/people with whom they are communicating. In this way, open-ended questions are used to positively build
and deepen relationships.
Open-Ended Questions & Childrens Self-Esteem
When children are asked open-ended questions, it shows them that their opinions, ideas, thoughts, and feelings matter. After all, if you didnt want to know, you
wouldnt ask.
When you ask open-ended questions, it tells a child that their contribution matters; its a sign of respect. You want to know what they think. You value their opinion.
You are genuinely interested in their ideas. Attentive listening and responding strengthens your childs positive self-esteem and self-image, as well as strengthening
the relationship between you and your child.
Using Open-Ended Questions Together With Books
Starting with the cover, ask What do you think this story will be about? Clues can be drawn from the illustration on the cover along with the title. This
question involves the intellectual skill of prediction
As you read through the book, ask questions
Sometimes it may be more productive to use open-ended questions on the second reading of the book especially if its a book that has captured your childs
imagination. A child can sometimes become frustrated with the stopping and starting as all she/he wants to do is find out what happens next. How will the problem be
solved? What will happen to the character? Will he make it out of this looming disaster okay?
142

Once the first reading of the picture book has been completed, the urgency has passed as the questions have been resolved. However, this is where the opportunity
arises to revisit and relook at the story, expanding on ideas, thoughts, opinions and reasoning.
Great questions to ask on the second reading may include:
Why do you think .?
What is happening .?
Why is the ?
Ask questions which help your child relate the story to their own life and experiences. For example:
What would happen if ______ came to your house?
What would happen if the fly landed on your birthday cake?
Using Open-Ended Questions with Closed-Ended Questions
Sometimes, its helpful to combine open end questions and closed questions together. For example, if youre reading a book about a boy at the zoo, you could ask:
Closed-ended question: Have you ever been to the zoo?
Open-ended question: What happened when you went there? Or What did you like the most about going to the zoo?
Closed-ended question: Which animal did you like the most?
Open-ended question: Why did you like the (giraffes) the most? What did they do when you were watching them?
In these examples, the closed-ended questions are used to establish facts upon which the open-ended questions can be used to expand the conversation with more
information, details, thoughts, and opinions. In certain situations, closed-ended questions may be appropriate. The adult needs to gauge when to use each type of
question in order to guide the conversations with a mix of open-ended and closed-ended questions.
Syddall, S. (n.d) How to use open-ended questions with children. Retrieved from http://storiesandchildren.com/open-ended-questions/
143
Cmo Hacer Preguntas de Repuesta Abierto con Nios

Cmo Hacer Preguntas de Respuesta Abierta con Nios
Hacer preguntas de final abierto cuando uno le lee a un nio es una de las herramientas ms
poderosas para ensear. El uso de las preguntas de final abierto aumenta la curiosidad de su hijo, la
creatividad, la habilidad de razonar y la independencia. Qu es una pregunta de final abierto? Qu
bueno que lo pregunta!
Existen dos tipos de preguntas:
Preguntas de final abierto
Preguntas de final cerrado
Las preguntas abiertas no se pueden contestar con respuestas de una palabra, como "s" o "no". Son
preguntas que no tienen una sola respuesta correcta o incorrecta. Las preguntas abiertas ofrecen a
los nios la oportunidad de expresar libremente los sentimientos, las motivaciones y las ideas. Las
preguntas abiertas le permiten a usted y a su hijo construir el conocimiento juntos.
Ejemplo:
Por qu crees que el oso est enojado?
Cmo lleg el oso hasta la cabeza del hombre?
Cuntame qu hay en tu dibujo
Qu piensas que pasara si?
Las preguntas de final abierto a menudo comienzan con:
Qu
Cmo
Cundo
Quin
Por qu
Las preguntas de final cerrado se pueden contestar con una o dos respuestas de una palabra, como
"s" o "no". Las preguntas cerradas como: "De qu color es ese bloque?" evocan una respuesta de
una sola palabra. Sin embargo, una pregunta abierta como: "Hbleme de los bloques utilizados por
usted," anima al nio a describir los bloques o explicar lo que l est haciendo. No existe una
respuesta correcta o incorrecta.
Ejemplo:
Te gusta el helado? Respuesta: S/No.
Quieres una manzana? Respuesta: S/No.
Las preguntas de final cerrado a menudo comienzan con:
Qu t?
Cundo?
Quieres ?
Qu piensas t?
Las preguntas de final cerrado-no permiten agregar informacin adicional, opiniones, pensamientos,
o la expansin de las ideas y conceptos. Las preguntas cerradas no requieren que el nio participe
activamente en la conversacin y le niegan al nio la oportunidad de dar su opinin, explicar sus
pensamientos, u ofrecer ideas.
144
Por qu son mejores las preguntas de final abierto que las de final cerrado?
Las preguntas abiertas motivan a los nios a:
Ampliar su vocabulario. En lugar de hacer preguntas del tipo "si" o "no", dele a su hijo la oportunidad de dar respuestas que se basan en una amplia gama de
vocabulario. Sugerencia: anime a los nios a comunicarse de manera ms interactiva haciendo un seguimiento a la pregunta con "cmo", " qu", " dnde",
"por qu" o "cundo".
Piense en sus respuestas antes de dar detalles, que razonablemente respondan a la pregunta.
Elabore con los detalles, exprese pensamientos o brinde una opinin.
Sea creativo.
Piense en nuevas ideas.
Use la imaginacin.
D ms informacin.
Resuelva problemas y utilice las habilidades cognitivas (intelectuales). Los nios tienen que buscar el vocabulario y formar frases que transmitan
pensamientos, opiniones, ideas, etc. en lugar de simplemente responder "s" o "no".
Construya relaciones. Los nios cada vez ms se sienten partcipes de una conversacin cuando tienen que participar activamente en ella con frases
completas. Son capaces de relacionar algo con sentido y de responder a la persona/personas con las que se comunican. De esta manera, las preguntas abiertas
se utilizan para construir positivamente y profundizar las relaciones.
Preguntas Abiertas y la Autoestima de los Nios
Cuando a los nios se les hace preguntas abiertas, se les muestra que sus opiniones, ideas, pensamientos, sentimientos, etc. Importan. Despus de todo, si usted no
hubiera querido saber, no hubiera preguntado.
Cuando se hacen preguntas abiertas, se le dice a un nio que le importa su contribucin... es una seal de respeto. Usted quiere saber lo que piensa. Usted valora su
opinin. Usted est realmente interesado en sus ideas. La escucha atenta y la respuesta refuerzan la autoestima y la autoimagen de de su hijo de manera positiva, as
como el fortalecimiento de la relacin entre usted y su hijo.
Cmo Usar Preguntas de Final Abierto Juntos con los Libros
Comience con la portada.
Pregunte, De qu piensas que se trata esta historia? Se pueden recoger claves desde la ilustracin de la portada y del ttulo. Esta pregunta requiere la
habilidad intelectual de la prediccin.
Mientras lee el libro, haga preguntas.
145
A veces puede ser ms productivo hacerr preguntas abiertas la segunda vez que lea el libro - sobre todo si se trata de un libro que realmente ha capturado la
imaginacin de su hijo. El nio a veces se puede frustrar si se interrumpe el relato ya que todo lo que l quiere hacer es averiguar qu sucede despus. Cmo
se resolver el problema? Qu pasar con el personaje? Lo har salir de este desastre que se avecina para que todo salga bien?
Una vez que la primera lectura del libro de imgenes se ha completado, la urgencia ha pasado ya que las preguntas han sido resueltas. Sin embargo, aqu es
donde surge la oportunidad de revisar y volver a analizar la historia, la expansin de las ideas, pensamientos, opiniones y razonamiento.
Algunas de las preguntas que se pueden hacer sobre la segunda lectura pueden incluir:
Por qu crees que....?
Qu est pasando?
Por qu ocurri tal cosa?
Haga preguntas que ayuden al nio a relacionar la historia con su propia vida y sus experiencias. Por ejemplo,
Qu pasara si _____ viniera a casa?
Qu pasara si _____ volara y se posara sobre tu pastel de cumpleaos?
Cmo Usar las Preguntas de Final Abierto y Final Cerrado
A veces, es til combinar preguntas finales abiertas y preguntas cerradas juntos. Por ejemplo, si usted est leyendo un libro sobre un nio en el zoolgico, que se
puede pedir:
Pregunta de final cerrado: Alguna vez has estado en el zoolgico?
Pregunta abierta: "Qu pas cuando fuiste all?" O "Qu es lo que ms te gusta de tu visita al zoolgico?"
Pregunta cerrada: "Qu animal te gusta ms?"
Pregunta abierta: "Por qu te gustan las ... (jirafas) ... ms que cualquier otro animal"? "Qu hacan cuando las mirabas?"
En estos ejemplos, las preguntas cerradas se utilizan para establecer los hechos sobre los que las preguntas abiertas se pueden usar para ampliar la conversacin con
ms informacin, detalles, pensamientos, opiniones, etc.
En ciertas situaciones, preguntas de final cerrado pueden ser apropiadas. El adulto tiene que medir cundo utilizar cada tipo de pregunta a fin de orientar las
conversaciones con una mezcla de preguntas de final abierto o cerrado.
Syddall, S. (n.d) How to use open-ended questions with children. Retrieved from http://storiesandchildren.com/open-ended-questions/
146
Week 8: Daily Play

CURRICULUM MAP
Topic
Report
2. Talk about a variety of play
opportunities:
a. Spend uninterrupted play
time with your child
b. Give your child opportunity
for independent play
c. Give your child opportunities
to interact with other familiar
children and adults -watch
video on play
3. Play
a. Age appropriate toys
b. Discuss toy safety
4. LENA Snapshot
RIELDS
PH1.a Physical Health- Health and Safety
Practices (structured and unstructured
physical activity)
PH2.a Physical Health- Gross Motor
Development
SE1.a Social Emotional- Relationships
with Others (Adults)
SE1.bSocial Emotional- Relationships
with Others (Other Children)
SE2.a Social Emotional-Sense of Self
(awareness)
SE2.b Social Emotional- Sense of Self
(confidence)
LD1.a Language Development-Receptive
Language
Activities
1. N/A
2. Answer questions from the video
3a. Work with parents on age
appropriate turn taking games and
activities peek a-boo, red light,
green light, patty cake, pretend to
be animals
3b. N/A
3c. Make a book about favorite
activities
2a. The Importance of Play parent

handout
2b. Benefits of Play parent handout
2c. Video Great Outdoors
3a. Play Materials for Young Children &
Household Objects that Encourage
Creativity parent handout
3b. Toy Safety Tips-parent handout
4. LENA Snapshot
Show parents examples of different

kinds of toys such as cause and
effect toys, blocks, coloring, in and
out play
4. LENA Snapshot
5. Note from Visit

CD1.a Cognitive Development-Logic and
Reasoning
Materials/Resources
1. LENA recording report
5. N/A
5. Note from visit blank leave a copy

with the family
0-1 Bright Animals
1-2 The Foot Book
2-3 If You Give A Mouse A Cookie
Spanish:
Bebe Listo Animales
147
Week 8: Daily Play

LESSON PLAN
Review and analyze the LENA Recording Report form
Discuss the importance of play for their developing child
Learn about toy safety and age appropriate toy selection
Topic

Familiarize yourself with the LENA Recording Report and
identify areas that will serve as a conversation starter
with the family.
Provide the parent/caregiver with the LENA Recording
Report. Here is this weeks LENA Recording Report for
review. To engage the parent/caregiver in the process of
the review, it is best to ask open-ended questions. For
example, Is there anything that stands out to you at first
glance? Are there differences you see from the last
report? If so how does the information help you?
What areas do you feel most confident about?
Talk about a variety of play

opportunities:
a. Uninterrupted play with
your child
b. Independent play
a. Provide the parent with the handouts The Importance of

Play and Benefits of Play. Engage the parent/caregiver in
conversation about play. Use open-ended questions to
begin the conversation about play with their child. For
example, What are your favorite things to play with your
child? Is your child able to play for short periods on
his/her own? If so, what does he/she play? In what
ways does your child show you he/she enjoys play?
b. Points revealed/discovered from discussion with
parent/caregiver include:
RIELDS
PH1.a Physical
Health- Health and
Safety Practices
(structured and
unstructured
physical activity)
Timing
Prior to visit
Notes
10 minutes
PH2.a Physical
Health- Gross Motor
Development
SE1.a Social
Others (Adults)
15 minutes
SE1.b Social
Others (Other
Children)
SE2.a Social
Emotional-Sense of
148
Week 8: Daily Play
c. Opportunities to interact
with familiar children and
adults. Watch video on play
Play
a. Play Materials for
young children
Play encourages physical skills by letting children use

their bodies to explore.
Play encourages children to learn about their world by
exploring with different toys and objects.
Play allows children to express emotions and develop
communication skills.
Play builds relationships and nurtures self-esteem and
confidence.
Children learn best when they experiment and
discover themselves rather than being shown by
adults.
Toys can be used in many different ways. Nesting
blocks can be used for filling, dumping, stacking, and
sorting. In addition, they can be used to make
buildings or to pretend they are garages for cars or
homes for animals.
Play that engage a childs senses: touch, smell, sight
and sound include a variety of textures, singing and
dancing, sand and water play, finger painting.
Toys that support healthy play are toys that allow
children to use their imagination. For example, A
simple car or doll can do whatever the child imagines,
while a battery operated doll or care that does things
at a press of a button limits what a child might pretend
Self (awareness)
SE2.b Social
Emotional- Sense of
Self (confidence)
LD1.a Language
DevelopmentReceptive Language
CD1.a Cognitive
Development-Logic
and Reasoning
c. Show Play video. Engage the parent/caregiver in

discussion about the video and how they use outdoor
experiences when playing with their child.
Engage in play with the child and parent/caregiver.
Use the Play Materials for Young Children as a guide
when discussing age appropriate toys.
149
Week 8: Daily Play

Incorporate concepts from previous weekswords and
turns, describing what the child is doing, following the
childs lead etc.
Use modeling, coaching, observation and participation in

discussion based on the parent/caregivers level of
comfort.
b. Discuss toy safety
15 minutes
Provide the Toy Safety Tips parent handout and discuss

points identified on handout.
5 minutes
Note from visit
Note from visit
Write the note from the visit

0-2 Bright Animals
1-2 The Foot Book
2-3 If You Give A Mouse A Cookie
Spanish:
Bebe Listo Animales
150
Importance of Play to the Development of Your Child
Child development play is a very important part of your child growing up. Play helps him/her...
Have a sense of well-being and good self-esteem
Deal with tragedies and setbacks
Have a sense of control
Make good relationships with you and his/her peers
Understand and care about others
Be creative and imaginative, think and have ideas, develop concentration
Be physically coordinated
Your child wants you to be involved in his/her play. There must be a concerted effort on your part to set aside time to play with him/her. You need to learn how to
play with him/her though some play may be silly. These are the reasons for the importance of your childs play. Play is a very important part of your childs life. When
playing, his/her brain is at work. His/her brain is progressively influenced by the environment and what he/shes being exposed to, which will have a long term impact
on him/her.
When you play regularly with your child you impart your family values and influence his/her behavior and attitude at home and at school. As soon as he/she enters
this world he's primed to learn. You will see this very distinctively when observing his/her imitation and learning process in his/her early years. His/her mind is like
empty memory cache; whatever you feed his/her mind with will be stored in his/her memory. It is important you provide the stimulation he/she needs. Toys you
provide serve as an attraction and stimulant for him/her to develop through his/her play during his/her early stages of development. Play with him/her in an
entertaining way that is more fun, to help him/her learn. Playing with him/her should be fun for you both. A simple play can be swinging him/her from right to left like
a swing or stacking blocks of wooden bricks together.
Playing with him/her contributes to his/her physical, emotional and intellectual development. Through play he/she learns to communicate with you and others and
count and solve problems. He/she also learns to respect you and to get along with others like his/her peers, siblings, and teachers. This is especially important for
his/her social development.
Play provides an invaluable window to his/her personality. By observing how he/she plays, you can learn how he/she reacts to obstacles, victory and failures. The
manner of playing with him/her will provide you with insights of his/her emotions, aptitudes and preferred learning styles. Responding to instructions through visual
images, hands-on and boldness to try something unknown can be checked. Use words of encouragement and praises to motivate him/her during play and always use
positive words. Playing with his/her also serves as a bonding process. The eagerness to be involved with you in his/her play is very obvious when he/she is younger.
151
Importance of Play to the Development of Your Child

You need to spend time to focus on playing with him/her instead of trying to multi-task on mundane chores. He/she will detect your willingness and enthusiasm easily;
so do not create negativity or no response to his/her request. Bonding through play needs consistent efforts. The results of such are a special closeness between you
and him/her as he/she grows.
Thus, play is a very essential and important part of your child's life. Playing helps him/her to develop physically, emotionally, mentally and also creates bonding
between the two of you. It is through child development play that his aptitude and personality can be fully explored. Through play, his/her social skills are also
developed to help him/her be aware of other people around him/her and learn how to respect and interact with them.
Child-Development-Guide (2014). Why play is important to your developing child. Retrieved from http://www.child-development-guide.com/child-developmentplay.html
152
La Importancia del Juego en el Desarollo de Su Nio
El desarrollo del juego en el nio es una parte muy importante de su crecimiento. El juego le ayuda a...
Tener un sentido de bienestar y una buena autoestima.
Hacer frente a las tragedias y fracasos.
Tener un sentido de control.
Tener una buena relacin con usted y sus compaeros.
Comprender y preocuparse por los dems.
Ser creativo e imaginativo, pensar y tener ideas, desarrollar la concentracin.
Ser coordinado fsicamente.
Su hijo quiere que usted se involucre en su juego. Tiene que hacer el esfuerzo de reservar un tiempo para jugar con el nio. Usted necesita aprender cmo jugar con
l, aunque algunos juegos puedan resultar aburridos. Por estas razones es importante jugar con su hijo. El juego es una parte muy importante de la vida de su hijo. Al
jugar, su cerebro trabaja. Su cerebro tiene la influencia del medio ambiente y a lo que est expuesto, lo que tendr un impacto a largo plazo sobre l.
Cuando usted juega regularmente con l usted imparte sus valores familiares y la influencia que su comportamiento y actitud en el hogar y en la escuela. Tan pronto
como l entre en este mundo est preparado para aprender. Usted ver esto muy claramente al observar su proceso de imitacin y el aprendizaje en sus primeros
aos. Su mente es como un disco con memoria vaca; lo que alimenta a su mente es lo que se almacenar en su memoria. Es importante que usted proporcione el
estmulo que necesita. Los juguetes que usted le brinde sirven como un atractivo y estimulante para que se desarrolle a travs del juego durante sus primeras etapas
de desarrollo. Juegue con l de una manera entretenida que sea divertida, para ayudarle a aprender. El juego debe ser divertido para usted y para el nio. Un juego
simple puede ser mover al nio de derecha a izquierda como un columpio o apilar bloques de ladrillos de madera juntos.
El juego contribuye a su desarrollo fsico, emocional e intelectual. A travs del juego aprenden a comunicarse con usted y los dems y a resolver problemas. Tambin
aprende a respetarlo y a llevarse bien con sus compaeros, hermanos y maestros. Esto es especialmente importante para su desarrollo social.
El juego ofrece una ventana a su personalidad. Al observar cmo juega, puede aprender como el nio reacciona a los obstculos, la victoria o el fracaso. Su manera de
jugar le ofrecer una clave para develar sus emociones, aptitudes y la preferencia en el estilo de aprendizaje. Se puede analizar cmo responde a las instrucciones a
travs de imgenes visuales, con manos y la audacia de intentar algo desconocido. Utilice palabras de aliento y elogio para motivarlo durante el juego y use siempre
palabras positivas. Juga tambin sirve para mantenerse unidos. El afn de participar con usted en su juego es muy obvio cuando el nio es pequeo.
153
La Importancia del Juego en el Desarollo de Su Nio

Usted tiene que invertir tiempo para centrarse en jugar con el nio en vez de tratar de realizar las tareas cotidianas. El nio detectar su disposicin y entusiasmo con
facilidad; as que no cree negatividad ni se niegue ante su solicitud. La unin a travs del juego necesita esfuerzos constantes. Los resultados de este tipo son una
cercana especial entre usted y l mientras crece.
Por lo tanto, el juego es una parte muy esencial e importante de la vida de su hijo. Jugar le ayuda a desarrollarse de manera fsica, emocional, mental y tambin crea la
unin entre ustedes dos. Es a travs del juego que el desarrollo del nio, su aptitud y personalidad se pueden explorar totalmente. A travs del juego, sus habilidades
sociales tambin desarrollan para ayudarlo a ser consciente de las otras personas a su alrededor y aprender a respetar e interactuar con ellas.
Child-Development-Guide (2014). Why play is important to your developing child. Retrieved from http://www.child-development-guide.com/child-developmentplay.html
154
Benefits of Play
Benefits of Play
o
o
o
o
o
o
o
o
o
o
o
Play enables your child to interact and respond to you and others.
The most important play for your child is when you play with him/her. Make time for play every day. You are your child's favorite playmate!
From the early days of your child's life, he/she engages in play with you. Playing with him/her is not only enjoyable but is one of the most important ways
you can nurture his/her development.
There are many fun activities your child can take part in to support social skills, creativity and intellectual development. Role play is a very important part
of a childs education. The imagination is a powerful tool which allows your child to take on the role of others. For example, playing house allows your
child to act out everyday family roles. Imaginative play comes naturally for some children but needs encouraging in others.
Imaginative play also supports emotional development. The display of a range of emotions within the play allows your child to practice sharing, selfcontrol, and problem solving skills.
Play is also a major contributor to your child's physical development. There are many activities which can benefit her physical development. He/she uses
her hands and fingers (fine motor skills) for drawing and painting, pushing buttons and turning the pages of a book.
Running, climbing, lifting, carrying, stretching and balancing supports large muscle (gross motor) development.
Various types of play your child participates in everyday will help him/her to grow in all areas of development.
Play is an ideal opportunity for your child to continually learn new skills. Play is an important part in his/her life.
All areas of your child's development are enhanced through his/her play activities. From infancy, preschool and school age years, he/she develops social,
emotional, language, and physical skills through play.
The most beneficial play is initiated by your child. Most learning takes place during free play. When your child begins playing with blocks he/she will
explore them, bang them, and eventually begin to stack them. The earliest form of play in early childhood is called functional play.
Child-Development-Guide (2014). Benefits of play. Retrieved from http://www.child-development-guide.com/child-development-play.html
155
Beneficios del Juego

Beneficios del Juego
o
o
o
o
o
o
o
o
o
o
o
El juego permite a su hijo interactuar y responder frente a usted y otros.

El juego ms importante para su hijo es cuando usted juega con l. Tmese un tiempo para jugar todos los das. Usted es el compaero de juegos
favorito de su hijo!
A partir de los primeros das de vida de su hijo, l se dedica a jugar con usted. Jugar con no solo es agradable, sino que es una de las maneras ms
importantes que puede nutrir su desarrollo.
Hay muchas actividades divertidas de las que su hijo puede participar para apoyar las habilidades sociales, la creatividad y el desarrollo intelectual. El
juego de cambiar de roles es una parte muy importante de la educacin de un nio. La imaginacin es una poderosa herramienta que permite a su hijo
ponerse en el lugar del otro. Por ejemplo, jugar a la casita le permite a su hijo llevar a cabo los roles familiares cotidianos. El juego imaginativo es algo
natural para algunos nios, pero necesita fomentarse en otros.
El juego imaginativo tambin apoya el desarrollo emocional. La visualizacin de una serie de emociones dentro del juego permite al nio practicar cmo
compartir, el autocontrol y habilidades para resolver problemas.
El juego es tambin un factor importante para el desarrollo fsico de su hijo. Hay muchas actividades que pueden beneficiar su desarrollo fsico. El nio
usa sus manos y dedos (destrezas motoras finas) para dibujar y pintar, apretar botones y pasar las pginas de un libro.
Correr, subir, levantar, llevar, as como tambin el estiramiento y el equilibrio apoya los msculos grandes (motrices gruesas) de desarrollo.
Los diferentes tipos de juego en los cuales su hijo participa todos los das le ayudarn para crecer en todas las reas del desarrollo.
El juego es una oportunidad ideal para que su hijo aprenda continuamente nuevas habilidades. El juego es una parte importante en su vida.
Todas las reas de desarrollo de su hijo se han mejorado a travs de sus actividades de juego. Desde los aos de la infancia, la edad preescolar y la edad
escolar ha desarrollado habilidades sociales, emocionales, lingsticas y fsicas a travs del juego.
El juego ms beneficioso es el iniciado por su hijo. La mayor parte del aprendizaje tiene lugar durante el juego libre. Cuando el nio empieza a jugar con
bloques, l va a explorarlos, golpearlos y finalmente, comenzar a apilarlos. La primera forma de juego en la primera infancia se llama el juego funcional.
Child-Development-Guide (2014). Benefits of play. Retrieved from http://www.child-development-guide.com/child-development-play.html
156
Play Materials for Young Children - Adapted from:

The Creative Curriculum for Infants, Toddlers & Twos 2nd Edition
Play Materials for Young Children
Adapted from: The Creative Curriculum for Infants, Toddlers & Twos- 2nd Edition
Young Infants- Provide toys that appeal to the senses

o Mobiles and Pictures
Babies love the sight and sounds of them
Mobiles or pictures that have patterns and high contrast
Babies love to focus on toys and objects that resemble a face
Babies see best if mobile or pictures are about 14 inches from their eyes
(Once baby begins to reach for mobile, be sure it is high enough to avoid baby knocking it down.)
o Mirrors
Babies love mirrors (4-6 months)
Use an unbreakable mirror in play spaces so your baby can enjoy looking at images.
o Soft Toys
Soft, washable stuffed animals, dolls
o Grasping and Mouthing toys
Rattles
Teething toys
Plastic Key Rings
Grasping balls
Cloth toys
Mobile Infants, 6-12 months

o Balls
o Balls of different sizes and textures.
o Balls that make sound when rolled
o Manipulative toys
Nesting cups
Ring stacker
Shape sorter
o Blocks
157

Foam, cloth-covered and small plastic best for this age

Push and pull toys
Toddlers
o Push and pull toys that encourage pretend play (doll carriage, wagon)
o Animal figures
o Puzzles (4-5 piece, knob) made of durable materials
o Manipulative toys
Peg boards
Snap beads
o Transportation toys
Cars
Trucks
Trains
o Gross motor
Ride on toys
Spaces to crawl through
Climb
Age 2-3
o Puzzles and matching games (shapes, colors and pictures)
o Manipulative toys
Stringing beads
Items to fit together and take apart
Toys with snaps buttons
Toys with knobs, levers
o Transportation toys
o Blocks
A variety of sturdy blocks for building structures
o Props
Toy animals and people to enhance block play
Dolls
Items to play house
Dress up items
o Gross motor
158

Ride on toys
Tricycles (near age 3)
Balls for kicking, throwing, and catching
159
Materiales de Juego Para Nios Pequeos - Adaptado de:

The Creative Curriculum for Infants, Toddlers & Twos 2na Edicin
Materiales de Juego Para Nios Pequeos
Adaptado de: The Creative Curriculum for Infants, Toddlers & Twos- 2na Edicin
Primera infancia ofrezca juguetes que estimulen los sentidos

o Mbiles e ilustraciones
A los bebs les encanta verlos y or sus sonidos
Mviles o imgenes que tengan patrones y mucho contraste
A los bebs les encanta concentrarse en juguetes y objetos que se asemejan a una cara.
Los bebs ven mejor si los mviles o las fotos estn a unos 14 centmetros de sus ojos.
(Una vez que el beb comienza a tratar de alcanzar el mvil, asegrese de que est lo suficientemente alto como para que el beb no lo
alcance y lo haga caer.)
o Espejos
A los bebs les encantan los espejos (4-6 Meses)
Use un espejo irrompible en las areas de juego para que el beb disfrute viendo las imgenes.
o Juguetes suaves
Animales de peluche lavables y suaves, muecas
o Juguetes para agarrar y mordisquear
Sonajeros
Juguetes para morder
Llaveros de plstico
Bolas para tomar con las manos
Juguetes de tela
Infantes mviles, 6-12 Meses

o Pelotas
o Pelotas de diferentes tamaos y texturas.
o Pelotas que hacen sonidos cuando ruedan
o Juguetes para manipular
Tazas para guardar una dentro de otra
Set para apilar anillos
Set para colocar formas
160
Materiales de Juego para Nios Pequeos - Adaptado de:

o
Bloques
De gomaespuma, cubiertos de tela y los pequeos de plsticos son ideales para esta edad
Juguetes para empujar y jalar
Nios que gatean

o Juguetes para jalar y empujar que estimulan los juegos de simulacin (carriola para muecas, carrito tipo wagon)
o Figuras de animales
o Rompecabezas (4-5 piezas) elaborados de materiales durables
o Juguetes para manipular
Tableros para colocar clavijas
Cuentas que se encajan unas a otras
o Juguetes de transportes
Autos
Camiones
Trenes
o Motor grueso
Carritos para montar
Espacios por donde gatear
Trepar
Los dos aos

o Rompecabezas y juegos para combinar pares (formas, colores e imgenes)
o Juguetes de manipulacin
Cuentas de encordar
Elementos que encajan entre s y se pueden desencajar
Juguetes con broches, botones, etc.
Los juguetes con botones, palancas, etc.
Juguetes de transporte
o Bloques
Una variedad de bloques firmes para construir estructuras
o Accesorios de utilera
Animales y personas de juguete como accesorios para jugar con bloques
Muecos
161
Materiales de Juego para Nios Pequeos - Adaptado de:

Objetos para jugar "a la casita"

Artculos para disfrazarse
Motor grueso
Juguetes para montar
Triciclos (cerca de 3 aos)
Bolas para patear, lanzar, atrapar, etc.
162
Household Objects that Encourage Creativity

Objetos de La Casa Que Alientan la Creatividad
o
o
o
o
o
o
o
Small pots and pans

Wooden spoons
Clean laundry detergent tops
Cardboard boxes (fun to decorate too)
Paper towel rolls
Measuring spoons, cups
Plastic tubs with lids (yogurt or margarine containers)
o
o
o
o
o
o
o
Pequeas ollas y sartenes

Cucharas de madera
Tapas limpias de detergente de la ropa
Cajas de cartn (es divertido decorarlas tambin)
Rollos de toallas de papel
Cucharas o tazas medidoras
Contenedores de plstico con tapas (yogur o envases de margarina)
163
Toy Safety Tips

Toy Safety Tips
1. Find the perfect toy for your childs age:
Make sure you check the recommended age on the toy.
Be sure that children under 3 are not around small pieces they can put in their mouths.
Inspect toys before you give them to your child to make sure there are no loose pieces or sharp edges.
2. Toy Storage
Use a bin or box that is easy to store the items in when play is done.
Before putting toys away make sure the toys have been cleaned if needed.
Never put toys away wet, they will get moldy.
3. Sign up for recalled toy items:
Go to www.recalls.gov to find the latest updates on toys that have been recalled.
Be sure to follow any directions that you are given from this website.
164
Consejos Para la Seguridad de los Juguetes
1. Encuentre el juguete perfecto para la edad de su hijo:

Asegrese de verificar la edad recomendada en el juguete.
Asegrese de que los nios menores de 3 aos no estn alrededor piezas pequeas que puedan llevarse a la boca.
Inspeccione los juguetes antes de drselos a su hijo para asegurarse de que no haya piezas flojas o bordes filosos.
2. Almacenamiento de los juguetes
Utilice un recipiente o caja para que sea fcil almacenar los artculos cuando se termine el juego.
Antes de guardar los juguetes asegrese de que los juguetes se han limpiado si es necesario.
Nunca guarde juguetes mojado, se ponen mohosos.
3. Inscrbase para que le avisen si los juguetes se quitan de la venta:
Visite www.recalls.gov para encontrar las ltimas novedades de juguetes que se han quitado del mercado
Asegrese de seguir las instrucciones que se ofrecen en este sitio web
165
What Does My Child Learn from Pretend Play?

What Does My Child Learn from Pretend Play?
Young children learn by imagining and doing. They like to pretend to be animals, or make you food with empty bowls and wooden spoons. Have you ever wondered
what they are learning when they are pretending? Lets look at the different areas:
Social and Emotional:
When your child engages in pretend (or dramatic) play, he is actively experimenting with the social and emotional roles of life. Through cooperative play, he learns
how to take turns, share responsibility, and creatively problem-solve. When your child pretends to be someone else, he has the experience of "walking in someone
else's shoes," which helps teach children what it feels like to be someone else. They can learn how to empathize with others by doing this. It is normal for young
children to see the world from their own point of view, but through cooperative play, your child will begin to understand the feelings of others. Your child also builds
self-esteem when he discovers he can be anything just by pretending!
Language
If you have ever listened to your child when they are pretend playing then you have probably heard them use words and phrases you didnt even know they had. You
will often hear our own words reflected in the play of children. Kids can do a perfect imitation of mom, dad, and their teachers. Pretend play helps your child
understand the power of language. They understand that words create stories and they can be acted out. This helps with reading skills later on.
Thinking
Pretend play provides your child with a variety of problems to solve. Whether it's two children wanting to play the same role or searching for the just right material to
make a roof for the playhouse, your child calls upon important cognitive thinking skills that he needs. Some researchers in early brain development believe that
pretend play helps develop the part of the brain that regulates behavior.
How to encourage pretend play
Not enough pretend play at your house? Consider creating a prop box or corner filled with objects to spark your preschooler's fantasy world. You might include:
a. Large plastic crates, cardboard blocks, or a large, empty box for creating a "home"
b. Old clothes, shoes, backpacks, hats
c. Old telephones, phone books, magazines
d. Cooking utensils, dishes, plastic food containers, table napkins, silk flowers
e. Stuffed animals and dolls of all sizes
f. Fabric pieces, blankets, or old sheets for making costumes or a fort
g. Theme-appropriate materials such as postcards, used plane tickets, foreign coins, and photos for a pretend vacation trip
166
Qu Aprende Mi Nio en Los Juegos de Roles?
Los nios aprenden cuando imaginan o hacen algo. Les gusta simular que son animales, o que hacen comida para usted con tazones vacos y cucharas de
madera. Se ha preguntado alguna vez lo que estn aprendiendo cuando estn simulando? Observemos las diferentes reas:
Social y emocional
Cuando su nio hace juegos de roles, est experimentando con los roles sociales y emocionales de la vida. Al jugar cooperativamente, su nio aprende a
turnarse, compartir responsabilidad y solucionar problemas con creatividad. Cuando su nio simula que es otra persona, tiene la experiencia de ponerse en el
lugar del otro, de esa forma aprenden cmo se siente si fuera otra persona. Pueden aprender a tener empata con los dems por hacer esto. Es normal que los
nios vean al mundo desde su propio punto de vista, pero por medio de los juegos cooperativos, su nio comienza a entender a las dems personas. Su nio
tambin fomenta la autoestima cuando descubre que puede ser cualquier cosa con tan solo ponerse a simular.
Lenguaje
Si ha escuchado alguna vez a su nio cuando estaba haciendo una dramatizacin, probablemente le ha escuchado utilizando palabras o frases que ni siquiera
saba que supiera. A menudo escuchar sus propias palabras reflejadas en los juegos de los nios. Los nios pueden imitar perfectamente a mam, pap y sus
maestros. Los juegos de roles ayudan a su nio a entender el poder del lenguaje. Entienden que las palabras pueden crear cuentos y los cuentos se pueden
poner en escena. Esto los ayudar mucho a aprender a leer en el futuro.
Pensar
Los juegos de roles presentan a su nio una variedad de problemas para solucionar. Si hay dos nios esperando ser el mismo personaje, o buscando la tela
exacta para hacer el techo de la casa artificial, el nio utiliza sus habilidades de pensar. Algunos investigadores del desarrollo del cerebro creen que los juegos
de roles ayudan a desarrollar la parte del cerebro que regula el comportamiento.
Cmo promover los juegos de roles
No hay juegos de roles suficientes en su casa? Llene una caja con objetos para inspirar el mundo de fantasa de su nio. Incluya:
a. Cajas de plstico grandes, bloques de cartn, o una caja grande y vaca para crear una casita
b. Ropa vieja, zapatos, mochilas, gorras
c. Celulares viejos, guas telefnicas y revistas
d. Utensilios de cocina, platos, envases plsticos, servilletas, flores de seda
e. Peluches y muecas de tamaos diferentes
f. Tela, sbanas o ropas viejas para hacer disfraces o un fuerte
g. Materiales de temas apropiados como tarjetas postales, boletos usados, moneda extranjera y fotos para un viaje ficticio
167

CURRICULUM MAP
Topic
Report
RIELDS
CD3a Cognitive Development
Attention and Inhibitory control
2. Explain to families about

choice making
LD1a Language Development

Receptive Language
3. Demonstrate choice making

in everyday routines

Expressive Language
4. Explain how to let the child

make choices while still
letting the parent be in
control of the activity
SE2a Social Emotional Sense of

Self
5. MacArthur-Bates CDI-Short
Form & ASQSE
6. Note from visit
SE3a Social Emotional Self

Regulation
Activities
1. N/A
2. Read with family the benefits of
allowing children to make
choices
3. While playing, getting dressed,
eating a meal, can offer choices
to children that will help them
add words to their vocabulary.
Pick an activity such as playing a
game or having a meal and show
where choices can be made by
the child
4. Help the parent understand that
they still control the choices
their child makes. Give them
examples by showing them how
to use choice making while
getting dressed or picking a
snack
5. Administer ASQ3 and ASQSE
review results with family
6. N/A
Materials/Resources
2. Small Choices Big Changes parent
Handout
2a. Benefits of Allowing Children to Make
Choices parent handout
3. Activities That Encourage Choice Making parent handout
4. How To Control Choice Making parent
handout
5. MacArthur-Bates CDI-Short Form and
ASQSE
the family
0-1 -Time for School Mouse
1-2 From Head to Toe
2-3 Cliffords Day with Dad
Spanish
De la Cabeza a los Pies
168

LESSON PLAN
Help parents understand the importance of allowing children to make simple choices
Parents can still be in control of choice making while allowing independence for the child
Understand how vocabulary can be built through choice making
Will learn appropriate choice making opportunities
Topic

that you want to highlight with the
family.
RIELDS
CD3a Cognitive
Development
Attention and
Inhibitory control
Once at the home review the reports

with the family. See if they have any
questions or concerns about report.
LD1a Language
Development
Receptive
Language
Timing
Prior to visit
Notes
0-1 Time for School Mouse
1-2 From Head to Toe
2-3 Cliffords Day with Dad
10 minutes
Explain to the families

about choice making
Explain to the families how having

children make choices not only helps
foster independence but helps build
vocabulary.
Read with families the Small Choices
BIG Changes! parent handout. Model
for them during play how you can have
children make choices to learn new
vocabulary. When doing a puzzle or
reading a book give options of 2 items
and have them choose one. For
younger children they will choose by
Spanish book:
De la Cabeza a los pies
15 minutes
LD2a Language
Development
Expressive
Language
SE2a Social
Emotional Sense
of Self
SE3a Social
Emotional Self
Regulation
169

pointing to an object or using eye gaze.
Repeat the words back to them after
they have chosen.
Example Do you want the dog book or
the car book? Child will choose with
either eye gaze or pointing or repeating
the words. Parent then says, You
picked the dog book. Lets read the dog
book.
Children will feel like they have made a
choice but are learning vocabulary at
the same time.
10 minutes
Demonstrate choice
making in every day
routines
Give parents examples of times to give

choices. Pick an activity such as a game,
activity, dressing, or meal and find an
opportunity to give choices in that
activity.
Read Activities that Encourage Choice
Making parent handout with the
family.
Explain how to let the child

make choices while still
letting the child be in
control of the activity
5 minutes
Parents sometimes feel like they will

lose control if they allow their child to
make choices. Explain to parent that
they need to offer two choices that they
are comfortable with in order to still
have control over the situation. For
example, at mealtime offer milk and
water. If you do not want the child to
170

pick juice then do not offer it as a
choice.
Read with parent, How to Control
Choice making parent handout.
Administer MacArthurBates CDI-Short Form &
ASQSE
15 minutes
Administer MacArthur-Bates CDI-Short

Form and ASQSE.
Review the results with the family.
Compare the results over the time the
child has been in the program. Discuss
with the family if they have any
concerns. Ask them if the results are
what they expected.
5 minutes
Write the note from the visit.

Note from visit
171
Small Choice BIG Changes!

Small Choices BIG Changes!
Allowing children to make small choices throughout the day is an effective way to encourage communicative and cognitive development. It is also a great way to foster
independence and encourage problem solving skills. Parents who allow children to make small choices throughout the day are priming their children to be decisive
adults.
When allowing children to make choices throughout the day it is important acknowledge the choice your toddler made. When a childs choice is acknowledged the
child is more likely to have an easier time making choices for the next time. It is also important to not criticize the child if the choice they made leads to a consequence.
Using language such as making a better choice next time or its okay, mistakes happen and then helping the child rectify the situation will help the child learn to
make better future choices. It will also allow the child feel as if he/she is in control of their decisions, while becoming aware that their choices may lead to
consequences.
172
Descisiones Pequenas, Cambios GRANDES!

Descisiones Pequenas, Cambios GRANDES!
Permitir que los nios tomen decisiones pequeas durante el da es una manera de fomentar el desarrollo comunitario y cognitivo. Tambin es una buena manera de
promover la independencia y fomentar sus habilidades de solucin de problemas.
Los padres que permiten que sus hijos tomen decisiones pequeas durante el da estn preparndoles para que sean adultos con decisin.
Cuando permite que su hijo tome decisiones es importante reconocer la decisin que el nio ha tomado. Cuando reconoce la decisin, lo har ms fcilmente la
prxima vez. Tambin es importante que no critique a su nio si la decisin que toma conduce a una consecuencia. Para ayudar a que el nio tome una decisin mejor
en el futuro, utilice frases como la prxima vez, trata de tomar una mejor decisin o no pasa nada, todos nos equivocamos y entonces ayude a su nio a corregir la
situacin. Esto tambin le har sentir que tiene el control de sus propias decisiones, mientras que tambin se dar cuenta de que las decisiones conducen a
consecuencias.
173
Benefits of Allowing Children to Make Choices

Benefits of Allowing Children to Make Choices
Fosters independence
Improves decision making skills
Builds self esteem
Encourages language
Teaches responsibility
Helps reduce parent-child power struggles
Strengthens the parent-child relationship
Helps improve focus and attention
174
Beneficios de Dar Al Nio Oportunidades de Hacer Elecciones
Promover independencia
Mejorar las habilidades para tomar decisiones
Fortalecer la autoestima
Estimular el aprendizaje del lenguaje
Ensear a hacerse responsable
Ayudar a reducir luchas por el poder entre padre e hijo/a
Fortalecer la relacin entre padre e hijo/a
Ayudar a mejorar el enfoque y atencin
175
How to Control Choice Making
Suggestions to follow when allowing choice making:
Only offer choice between two items

Make sure both of the options are agreeable to you
Only offer a choice, if the child has a choice
Only offer a choice when you have time
Label both options for the child
Acknowledge the childs choice
Help child through situation where they do not have a choice ( i.e. safety)
Warnemuende, C. Giving toddlers choice (2009). Retrieved from http://informedparent.com/articles/view/giving-toddlers-choice
176
Como Controlar la Toma de Decisiones

Como Controlar la Toma de Decisiones
Sugerencias para seguir cuando permita a su nio/a elegir una opcin
Solo dar la oportunidad de elegir entre dos cosas

Asegurarse que las dos opciones son positivas para usted
Solo ofrecer una eleccin si su nio/a realmente puede elegir
Solo ofrecer una eleccin cuando hay suficiente tiempo
Nombrar las dos opciones para su nio/a
Reconocer la decisin de su nio/a
Apoyar a su nio/a en situaciones cuando no tiene la oportunidad de elegir (ejemplo: seguridad)
Warnemuende, C. Giving toddlers choice (2009). Retrieved from http://informedparent.com/articles/view/giving-toddlers-choice
177
Activities That Encourage Choice Making

Activities That Encourage Choice Making
Coloring (Would you like the yellow crayon or the green crayon?)
Painting (Would you like the sponges or the paintbrushes?)
Mealtime (Would you like milk or juice?)
Dressing (Would you like the blue shirt or the red shirt?)
Pretend play (Should we pretend to be an animal or a person?)
Bathing (Would you like to wash your hair first or last?)
Cooking (Would you like to pour your cereal or your milk?)
Shopping (Should we buy blue jello or green jello?)
Reading (Do you want book A or book B?)
Indoor Playtime (Do you want blocks or play dough?)
Playground (Do you want the swings or the slide?)
178
Actividades Que Alientan La Toma De Decisiones

Actividades Que Alientan La Toma De Decisiones
Pintar con Crayones (Quieres el crayn amarrillo o el verde?)
Pintar con Pinturas (Quieres las esponjas o los pinceles?)
Comer (Deseas leche o jugo?)
Vestirse (Prefieres la camiseta azul o la roja?)
Juegos de Roles (Quieres simular que eres un animal o un personaje?)
Baarse (Quieres lavar tu pelo al principio o al final?)
Cocinar (Prefieres verter el cereal o la leche?)
Comprar (Debemos comprar la gelatina azul o la verde?)
Leer (Prefieres leer el libro A o el libro B?)
Jugar en casa (Deseas bloques o Play-do?)
Parque infantil (Quieres jugar en los columpios o en el tobogn?)\
179

CURRICULUM MAP
Topic
Report
RIELDS
LD1a Language development
Receptive Language
2. How to Build vocabulary

while out having fun

Expressive Language
3. Talk about different activities

parents can do when they go
shopping, or to other places
like the laundromat or the
zoo
SE2a Social Emotional Sense of Self
4. Area Libraries
SE3a Social Emotional Self

Regulation
Activities
Materials/Resources
LENA Recording Reports
1. N/A
2. Go over the Places to Play in

Providence handout. Talk
about how to make language
fun by going to places in the
community and teaching
new vocabulary through play
Places to Play in Providence parent

handout
Games to play with children parent

handout
3. Help parents find language

games to play with their
children when they are out in
the community or in the
home
5. Note from visit

4. Provide community library
resource list, library card
application
5. N/A
4a. List of Libraries in the area parent

Handout
4b. Blank library card application
the family
0-1 Goodnight Moon
1-2 Maisy Goes Shopping
2-3 The Jacket I Wear in the Snow
Spanish Book:
Buenas Noches Luna
180

LESSON PLAN
Learn about area places that they can go with their child for free
Learn new games to play out in the community to build vocabulary
Learn about getting a library card at their area library
Topic

that you want to highlight with the
family.
RIELDS
LD1a Language
development
Receptive
Language
Timing
Prior to visit
Once at the home review the LENA

Recording Report with the family. See if
they have any questions or concerns
about report.
LD2a Language
Development
Expressive
Language
10 minutes
Notes
0-1 Goodnight Moon
1-2 Maisy Goes Shopping
2-3 The Jacket I Wear in the Snow
Spanish Book:
Buenas Noches Luna
10 minutes
Building vocabulary while
out having fun
Go over the handout Places to Play in

Providence with the family. This
document lists free places that families
can visit with their children. Remind
families that experiencing new things is
great for building vocabulary. They can
point out and label all the new things
they see and can narrate all of the
things their child is doing. For example,
on the playground you could say, You
are going up the stairs, up, up, up. or
for babies you can say, Do you hear the
birds? Chirp, chirp, chirp. This is a
SE2a Social
Emotional Sense
of Self
SE3a Social
Emotional Self
Regulation
181

great way to add in words that you may
not have thought of at home.
Community activities
Area Libraries
Note from visit
Go over the Games to Play with

Children handout. Demonstrate with
parents some of the games they can
play. For older children you can also do
things like give them a grocery list with
just a few pictures on it and have them
pick up those items for you at the store.
At the Laundromat you can give them a
job to count all of the socks and label all
of the colors.
Go over list of area libraries with the

family. Help them find the one that is
closest to them. Let them know that
libraries often have childrens classes
and see if they are interested in
researching some of those classes. Give
them the application for a library card.
Help the family fill out the form if they
need assistance. For some families,
they may not understand how the
library rules work so explain the rules.
Also, remind them of the handout that
was given to them about picking out
appropriate books for their childs age.
15 minutes
15 minutes
5 minutes
182
Places to Play In Providence

Places to Play In Providence
Roger Williams Park Zoo Free admission to Providence residents on the first Saturday of every month - www.rwpzoo.org.
Fargnoli Park Playground Smith Street, Providence. Two great playgrounds, one for older kids, and one for the little guys. Plus basketball courts, a baseball
field, T-ball field and picnic area (concessions).
India Point Park India Ct., Providence. Handicapped accessible - Waterfront park - picnic tables, in-line skating, sledding, bike paths, community boating.
Providence Childrens Museum Free on Metlife Family Fridays at 5. Please consult calendar www.childrenmuseum.org.
Roger Williams Park - www.rogerwilliamspark.com.
Cabral Memorial Park Wickenden Street, Providence. Handicapped accessible - picnic tables, basketball courts, baseball fields, playground, water play
fountains. - See more at: Columbia Park Vermont Avenue, Providence. Handicapped accessible - picnic tables, basketball, walking track, playground
Websites for more activities in Providence
www.kidoinfo.com For free events in RI

www.rifamilyguide.com/outdoorfun.html#parks For more parks and playgrounds in RI
www.provcomlib.org Providence Community Libraries
183
Lugares Para Jugar en Providence
Roger Williams Park Zoo (Zoolgico del parque Roger Williams) Entrada gratuita para residentes de Providence en el primer sbado de cada
mes. www.rwpzoo.org.
Providence Childrens Museum (Museo de los Nios de Providence) Admisin gratuita en los Metlife Family Fridays (Metlife, das viernes de
familia) a las 5:00. Por favor consulte el calendario www.childrenmuseum.org.
Roger Williams Park (Parque Roger Williams) www.rogerwilliamspark.com.
Cabral Memorial Park (Parque Cabral Memorial) Wickenden Street, Providence. Accesible para sillas de ruedas. Hay mesas de picnic, canchas
de bisbol y baloncesto, patio de juegos y fuentes de agua en las que se puede jugar.
Columbia Park (Parque Colombia) Vermont Street, Providence. Accesible para sillas de ruedas. Hay mesas de picnic, canchas de baloncesto,
sendero para caminata, y un patio de recreo.
Fargnoli Park Playground (Patio de Recreo Fargnoli) Smith Street, Providence. Dos patios de recreo geniales, uno para nios mayores y uno para
infantes. Tambin hay canchas de baloncesto, T-ball, un rea de picnic y puesto de comidas.
India Point Park (Parque India Point) India Ct., Providence. Accesible para sillas de ruedas. Frente del parque, mesas de picnic, rea para patinar,
trineos, caminos para bicicletas y barcas.
Sitios Web para ms actividades en Providence
www.kidoinfo.com Para eventos gratis en RI

www.rifamilyguide.com/outdoorfun.html#parks Para ms parques y patios de recreo en RI
www.provcomlib.org Bibliotecas Pblicas de Providence
184
List of Providence Public Libraries
List of Providence Public Libraries
Fox Point Library
90 Ives St., Providence, RI 02906
(401) 331-0390
Knight Memorial Library
275 Elmwood Ave., Providence, RI 02907
(401) 467-2625
Mount Pleasant Library
315 Academy Ave., Providence, RI 02908
(401) 272-0106
Olneyville Library
1 Olneyville Square, Providence, RI 02909
(401) 421-4084
Providence Public Library
150 Empire Street, Providence RI 02903
(401) 455-8000
Rochambeau Library
708 Hope Street, Providence, RI 02906
(401) 272-3780
Smith Hill Library
31 Candace Street, Providence, RI 02908
(401) 272-4140
South Providence Library
441 Prairie Avenue, Providence, RI 02905
(401) 467-2619
Wanskuck Library
233 Veazie Street, Providence, RI 02904
(401) 274-4145
Washington Park Library
1316 Broad Street, Providence, RI 02905
(401) 781-3136
185
Games to Play in the Community

Games to Play in the Community
-
I spy:
o Take a walk around your neighborhood. Practice labeling and identifying objects by taking turns spying them.
For ex., Parent will start by saying I spy a brown dog; Child then has to look around and find the dog. Childs turn I spy car. Parent will encourage and
model language for child by repeating I spy a green car! while pointing to the car the child was referring to.
Plant a garden:
o Gardening with your toddler is a nice way to foster independence as well as model responsibility. Allow your child to plant the seeds and take care of the
plant. Your child will enjoy observing the plant and watching it grow.
Caterpillar hopscotch:
o Using sidewalk chalk, draw 5-10 large colorful circles on the ground. Take turns pretending to be different animals and hopping from circle to circle. As
your child hops through the circles, talk about what color the circles are. You can even make a race out of it by timing your child as he/she makes it to
the top of the caterpillar.
Bubbles:
Mix one cup of dish soap with one gallon of water in a large pan. Bend a wire hanger into a loop, and practice picking it up with your child to see who
can make the biggest bubbles. Your toddler will like experimenting with different objects to see all the different sized bubbles he/she could make.
186
Juegos Para Jugar en la Comunidad

Juegos Para Jugar en la Comunidad
-
Veo, veo:
o Camine por su comunidad. Practique identificar los objetos y tunarse para hacerlo, puede decir Veo un/a _____
Por ejemplo, usted comienza con Veo un perro caf. Entonces su nio tiene que buscar y encontrar al mismo perro. Cuando lo encuentre, le toca a su
nio. El nio dir Veo un coche. Usted le puede dar el ejemplo para su nio y puede repetir Veo un coche verde, mientras apuntar el mismo coche
que identific su nio.
-
Plantar un jardn:
o Cultivar un jardn con su nio es una manera buena de promover independencia y modelar responsabilidad. Invite a su nio a plantar las semillas y
cuidar a la planta. Su nio disfrutar al observar la planta y mirarla crecer.
Rayuela de Oruga
o Utilizando tiza, dibuje 5-10 crculos grandes y brillantes en el piso. Podrn turnarse simulando que son animales diferentes y saltando de un crculo al
prximo. Mientras su nio salte en los crculos, hable con l sobre los colores de los crculos. Tambin puede correr una carrera y tomar el tiempo que
tarda desde el inicio al fin de la oruga.
Burbujas:
Combine una taza de detergente suave con un galln de agua en una sartn grande. Haga un lazo con una percha de alambre y trate de
levantarlo para ver quin puede hacer las burbujas ms grandes.
187
APPENDIX
MacArthur-Bates Forma Corta

Lista de Vocabulario: Nivel I
Copyright 1993 Reservados todos los derechos*
*Para ms informacin o copias por favor contacte al Cognitive Development Laboratory en San Diego State University
(619) 594-6614 o www.sciences.sdsu.edu/cdi
Por favor indique la persona que complet este formulario:
madre
padre
otro (indique su relacin con el nio:) ________________

_____________________________________________
Nombre de su nio/a ______________________________________________________ Sexo_________________________

Fecha de nacimiento _____________________________________ Fecha de hoy __________________________________________
LISTA DE VOCABULARIO
F Para las palabras que su nio entiende pero no dice, marque el circulo de la primera columna (Entiende). Para las
palabras que su nio entiende y dice, marque la segunda columna (Entiende y Dice). Si su nio/a pronuncia la
palabra en otra manera, mrquela de todos modos.
Entiende
chu chu
miau
Ay!
oh oh
pio pio
pipi
pato
gato
len
ratn
coche/carro
tut
bola
libro
nena
pan
dulce
cereal
galleta
jugo
pan
gorro
pantalones
zapato
calcetn/media
ojo
boca
pierna
nariz
diente
Entiende y
Dice
Entiende
silla
silln/ sof
cocina
mesa
televisin
manta/cobija
botella
taza
plato
lmpara
radio
cuchara
flores
hogar
luna
afuera
planta
lluvia
piedra
agua
nana
chica
abuelo
mam
bao
no haga
hola
buenas noche
torta
por favor
Entiende y
Dice
Entiende
espera
romper
comer
no ms
ayuda
saltar
patear
beso
empuja
cantar
sonre
noche
hoy
termin
grande
roto
oscuro
rpido
bubu
bonito
suave
yo
mi
como
quien
lejos
afuera
otra
algunos
Entiende y
Dice
MacArthur-Bates Forma Corta

Lista de Vocabulario: Nivel II (Forma A)
Copyright 1993 Reservados todos los derechos*
*Para ms informacin o copias por favor contacte al Cognitive Development Laboratory en San Diego State University
(619) 594-6614 o www.sciences.sdsu.edu/cdi
Por favor indique la persona que complet este formulario:
madre
padre
otro (indique su relacin con el nio:) ________________

_____________________________________________
Nombre de su nio/a ______________________________________________________ Sexo_________________________

Fecha de nacimiento _____________________________________ Fecha de hoy __________________________________________
LISTA DE VOCABULARIO
F Los nios entienden muchas ms palabras que las que pueden decir. Tenemos inters especficamente en las
palabras que DICE su nio. Por favor marque las palabras que le ha escuchado decir. Si su nio pronuncia la palabra
en otra manera, mrquela de todos modos.
ba ba
miau
ay
oh oh
guau guau
oso
pipi
gato
leche
pato
ico
avin
barco
coche/ carro
bola
libro
jugo
papa
mama
agua
pan
dulce
carne
gaga
guiso
gorro
coco
zapato
ojo
boca
oreja
mano
pierna
escoba
pelo
dedo
plato
caca
silla
toalla
cama
cuna
banco
horno
escaleras
bandera
lluvia
luna
parque
escuela
cielo
fiesta
amigo
mam
papi
adis
hola
no
comprar
gracias
llevar
pap
cargar
no ms
caber
beso
escucha
gustar
jugar
ac
agitar
sabe
suave
pensar
nia
termin
frio
rpido
feliz
calor
ms
chico
mojado
bubu
da
noche
nuestro
ellos
esto
nosotros
donde
al lado
abajo
debajo
todos
mucho
poder
beb
hara
si

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ADDENDUM: Professional Tools

2. What are the benefits of

LD 2a Language DevelopmentExpressive Language

3. Show the introduction

4. Show Introduction Video with parent

4. Explain the importance of

6a. How to Use LENA: Explaining to Parents parent

5. Review the Information &

6b. DLP FAQ parent handout

6a. Using the LENA device

6c. Your LENA Recording Day Step-by-Step

6b. DLP information

6c. Review recording plan

6e. Materials List staffing guide

6e. Material list

8. Note from visit blank - leave a copy with the

Details and Handouts

LD 2a Language DevelopmentExpressive Language

This is a brief video to provide you

Providing a language rich

important especially if their baby is

Now that weve gone through this

Today we are going to learn to use

Note from visit

Write a note from the visit.

Today I have one screening that will

Bienvenidos a Providence Talks

Benefits of Providence Talks

Beneficios de Providence Talks

Language Development Charts Talks

Hearing and Understanding

Startles to loud sounds

Moves eyes in direction of sounds

Enjoys games like peek-a-boo and pat-a-cake

Makes pleasure sounds (cooing, gooing)

Language Development Charts Talks

Hearing and Understanding

Understands differences in meaning ("go-stop," "in-on," "big-little," "updown").

Has a word for almost everything.

Language Development Chart Talks

Hearing and Understanding

a. Understands words for order, like first, next,

Tablas Sobre el Desarrollo del Lenguaje

Tablas Sobre el Desarrollo del Lenguaje

Dice ms palabras cada mes

Tablas Sobre el Desarrollo del Lenguaje

Lindsay Rodriguez, M.Ed., CED

Lisa G. Lopez, M.A., LSLS Cert-AVT

Parent testimonials from Smarter, Happier, Baby Program

Parent Infant Program Director

Sunshine Cottage School for Deaf Children

Sunshine Cottage School for Deaf Children

San Antonio, Texas

San Antonio, Texas

Information & Informed Consent Form

INFORMATION & INFORMED CONSENT FORM

Information & Informed Consent Form

Information & Informed Consent Form

Information & Informed Consent Form

Information & Informed Consent Form

Authorization and Release

Name of Parent or Legal Guardian (Please print your name)

Fomulario de Informacin y Consentimiento Informado

RCT participation Y N

American Indian or Alaska Native Unspecified