Assignment #2 (20 points) Developing a Lesson Plan Create a detailed lesson plan that links at least three of the

California Infant/Toddler Learning and Development Program Guidelines utilized in class lectures as well as pertinent infant and toddler materials from the Desired Results Training and Technical Assistance Project. The lesson plan template and more details about how to complete it can be found on the department website. Remember that lesson plans are NOT created in order to micro-manage or adult-direct all aspects of a childs play. Rather, they allow the adult to ensure that they are prepared to support the childs exploration and interests. You may want to include the following details: How the activity is to begin: how children are attracted, any direction the adult gives. How the adult provides any demonstration or description, which allows children to perceive what is expected of them. How the adult will get children to think about their perception. Include possible questions that can be asked of children. (Questions should be written as they would be asked of children and in the order they would be asked.) How adults will support children in participation in the activity. Indicate specific directions/cues to be given to children, if any are needed. How and what the adult will reinforce with the children. Indicate specific things adult should comment on about child behavior or about the activity. Remember that most adults tend to use global praise or to focus on children's inadequacies, and that this should be avoided. How activity is to end (i.e., what children are to do who complete or tire early of the project, what adult does with group of children at the end of project). Note: Children need to know the beginning, middle, and end of structured activities. Activities that end on a positive note are more likely to be those that attract attention in the future. List opportunities for extension. How does this activity relate to the other curricular areas and activity choices available to children in the classroom? Finally, write a two-page reflection paper to accompany your Lesson Plan: what you learned from creating your Lesson Plan and why you chose that particular activity. References: List in APA 6th edition format any sources you used in compiling ideas for the lesson plan. This could include books, websites, magazines, etc. Due Date: April 20

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LESSON PLAN
Student Name: Gisela Mayworm Professor: Course # and Title: Anne Hanley CHDV 106 Assignment: Lesson Plan - Child Development Age Group This Activity is Planned For: Infants (Birth to 3 months). ACTIVITY INFORMATION For each area, please see Lesson Plan Information sheet for details. Title of Activity: Listen a sound, react and recognize where comes from Curriculum Area: Sensory Motor Semester: Spring 2012

ACTIVITY GOALS/Key Concepts: 1.) Sensory Motor: Hearing Stimulation - Focus on sounds produced from 8 to 20 inches away 2.) Emotional: Self-Regulation and Interest in the World 3.) Cognitive: Attention. ACTIVITY OBJECTIVES Left Ear 4.) The infant will listen to the sound of the tool (rattle, bell, sound music box, tape recorded with the voice of the infants mother/ father) coming from the back area of the room toward the infants left ear. 5.) The infant will turn his/her head seeking the sound coming from the back area of the room toward his left ear. 6.) The infant will listen and react differently to each sound being produced by the tool of sound (rattle, bell, sound of music, tape recorded with the voice of the infants mother/ father) at his left ear and turned his head toward the direction of the sound. 7.) The infant will react in different ways with body expressions toward the different sounds. Right Ear 8.) The infant will listen to the sound of the tool (rattle, bell, sound music box, tape recorded with the voice of the infants mother/ father) coming from the back area of the room toward of the infants right ear. 9.) The infant will turn his/her head seeking the sound coming from the right side area. 10.) The infant will listen and react differently to each sound being produced by the tool of sound (rattle, bell, sound of music, tape recorded with the voice of the infants mother/ father) coming from the back area of the room toward his right ear and turned his head toward the direction of the sound. 11.) The infant will react in different ways with body expressions toward the different sounds. Infants Frontal View 12.) The infant will listen to the sound of the tool (rattle, bell, sound music box, tape recorded with the voice of his/her mother/father) when the tool is in the infants frontal sight 13.) The infant will turn his/her head seeking the sound coming from the infants frontal sight. 14.) The infant will listen and react differently to each sound being produced by the tool of sound (rattle, bell, sound of music, tape recorded with the voice of the infants mother/ father) turned his head toward the direction of the sound coming from. 15.) The infant will react in different ways with body expressions toward the different sounds.

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MATERIALS Tape recorded with the voice of the infants mother/ father Rattle Bell Music box Playpen Cradle

ACTIVITY SET-UP A quiet and cozy room, a cradle, a play pen, baby caregiver, and an assistant to cause sound within the distance 8 to 20 inches away from the infant. Different tools as a tape recorded with the voice of the infants mother/ father, a rattle, bell, sound music box. The timing for the activity per sound will be 10 seconds. An assistant or a caregiver producing a sound coming from a predetermined of 8 inches; 12 inches and 20 inches distance away. Observing his facial expressions, and body reaction and body expression. As in the Connection between emotions and our sensory systems, Stanley Greenspan stated our sensory system and emotions are: the basis of all learning responsible for our thoughts direct our actions control our behaviors solve problems store, organize, and give meaning to our experiences construct new experiences Sensory reactivity: the way we take in information through the senses Sensory processing: how we make sense of the information we take in Muscle tone, motor planning and sequencing: the way we use our bodies and emotions to plan and execute a response to the information we have taken in Connection between emotions and our sensory systems, Stanley Greenspan. Power Point Presentation, Anne Hanley, Palomar College. Spring 2012.

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ACTIVITY PROCEDURE In a comfortable room, the activity will start. The caregiver will prepare the settings and demonstrate in how will be the activity to the assistant. The assistant/caregiver will demonstrate the activity to the baby in front of his front sight. The baby is hold by the caregiver or placed in a cradle or in a play pen. The assistant will produce a sound using a tape recorded with the voice of the infants mother (rattle, bell, sound music box, tape recorded with the voice of the infants mother/ father.) at a distance previously predetermined of 8 inches or 12 inches or 20 inches. 1.) The infant will listen to the sound of the tool (rattle, bell, sound music box, tape recorded with the voice of the infants mother/ father) The caregiver will observe the reaction of the infant toward the sound. If the infant will turn his/her head seeking the sound coming from either back area of the room toward his left ear, and or right ear; and or frontal sight. The caregiver will observe in how the infant will listen and react differently to each sound being produced by the tool of sound (rattle, bell, sound of music, tape recorded with the voice of the infants mother/ father) at his left/right ear and or if he turned his head toward the direction of the sound. The caregiver will observe if the infant will react with body expressions, toward the different sounds produced in different ways at the room. Observe what the behaviors are for example: kicking more fast, opening and closing his/her fist, opening and closing his mouth, opening more wide his eyes, or closing his eyes, turning his head toward the sound. Left Side A.- The infant will listen the tape recorded with the voice of the infants mother/ father in his back left ear and will turn his head seeking where is coming from the sound: 8 inches; 12 inches and 20 inches distance away. Right Side B. The infant will listen the tape recorded with the voice of the infants mother/ father in his back right ear and will turn his head seeking where is coming from the sound either 8 inches; 12 inches and 20 inches distance away. Frontal View C. The infant will listen the tape recorded with the voice of the infants

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mother/ father in his front of him and will seek to find by his head body seeking where is coming from the sound: 8 inches; 12 inches and 20 inches distance away.

Infant learns by using their senses. Infants explore and discover by touching and mouthing objects, hearing voices and music, and seeing the color, and all around them. Based that the most important is the caregiver, the Lesson plan is implemented. Based that the interactions and experiences developed attachments with trusted adults, babies discover the world and make sense of that for them. For example: The caregiver holding the baby during the performance of the activity and an assistant helping during the performance of the activity. We will explore the options using different tools as the voices previously recorded of the father/mother/caregiver. Based that by the end of their first month, most babies: Make jerky, quivering arm movements Bring hands near face Keep hands in tight fists Move head from side to side while lying on stomach Focus on objects 8 to 12 inches away Prefer human faces over other shapes Prefer black-and-white or high-contrast patterns Hear very well Recognize some sounds, including parents' voices By the end of their third month, most babies: Raise head and chest when lying on stomach Support upper body with arms when lying on stomach Stretch legs out and kick when lying on stomach or back Push down on legs when feet are placed on a firm surface Open and shut hands Bring hands to mouth Grab and shake hand toys Follow moving object with eyes Watch faces closely Recognize familiar objects and people at a distance Start using hands and eyes in coordination Begin to babble and to imitate some sounds Smile at the sound of parents' voices Enjoy playing with other people May cry when playing stops

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Developmental milestones for baby, Caring for Your Baby and Young Child: Birth to Age 5, American Academy of Pediatrics.

Based in the Self Regulation and Interest in the World (Birth to 3 months) Charting Your Babys Emotional Milestones by Greenspan, S. (1985) First Feelings. Penguin Books. Self-Regulation and Interest in the World (Birth to 3 months) Increasingly (but only sometimes): Able to calm self-down Sleeps regularly Brightens to sights and to sounds (by alerting and focusing on objects) Enjoys touch and movement in space (up and down; side to side) Falling in Love (2 to 7 months) When wooed, increasingly (but still only sometimes): Looks at you with a special, joyful smile Gazes at you with great interest Joyfully smiles at you in response to your talking and to your interesting facial expressions Vocalizes back as you vocalize Developing Intentional Communication (3 to 10 months) Increasingly (but only sometimes) responds to: Your vocalizations with vocalizations Your emotional expressions with an emotional response (a smile begets a smile) Pleasure or joy with pleasure Encouragement to explore with curiosity (reaches for interesting toy) Based on the Connection between emotions and our sensory systems, Stanley Greenspan said that: Our sensory system and emotions are: the basis of all learning responsible for our thoughts direct our actions control our behaviors solve problems store, organize, and give meaning to our experiences construct new experiences Sensory reactivity: The way we take in information through the senses Page1

Sensory processing: How we make sense of the information we take in Muscle tone, motor planning and sequencing: The way we use our bodies and emotions to plan and execute a response to the information we have taken in. The emotional accumulation of experiences guides our learning capability. Based in Spitz and Wolfe (1946) observed that newborns exhibit three distinct reactions to internal and external stimuli: Quiescence (a calm state) Undifferentiated excitement (a general response to pleasurable stimuli) Unpleasure By the end of the first month the unpleasure differentiates or branches out into signs of displeasure when they dislike an experience and signs of distress when they experience discomfort or pain. By the second or third month, undifferentiated excitement also differentiates or branches out into two types of distinct responses: (1) clear signs of pleasure and (2) positive social responses to people, including the abovementioned smiling, increased vocalizations, and bodily activity. By the three months of age, pathways of hearing and sight are actively shaping in the brain. The developing brain adapts to the messages it receives from the eyes and the ears by either pruning (weakening) or making robust synaptic connections for future functioning. Pruning of some synaptic connections and strengthening of others can be seen in early language development. Newborns are responsive to the sound of all human languages. By the age of three to four months, babies are increasingly sensitive and alert to the sounds of the language (s) spoken by adults who care for them and become less attuned to the sounds of other languages. California Infant/Toddler Learning & Development Foundations. California Department of Education and WestEd Center for Child and Family Studies, Sacramento, 2009, page 2, 3.

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CONCLUSION In conclusion this activity brings opportunities to encourage the baby to explore the world seeking for new opportunities in mastering his/her current skills acquired to a new ones in his or her domains SocialEmotional Development, Language Development, Cognitive development, and Perceptual and motor development. . Developing the curiosity when the infant: Looks at where the sound comes from when a rattle, soft bell, a music box, and the voice recorded of his/her mother; presented in the left side of his ear; and or the right side of his ear; and front side of the baby. How the baby reacts when is presented each of those sounds in different distance away from him at 8 inches; 12 inches and 20 inches. Observing the infant if he turns his/her head to find out where the sound comes from. Observing his facial expressions, muscle tone and body reaction and body expression. Learning the babes interests as they develop their abilities in all domains and by creating more complex ways of relating to people and things,, will help the babes to achieve master their skills as much we learned that and to help them to master . As in the Connection between emotions and our sensory systems, Stanley Greenspan stated our sensory system and emotions are: the basis of all learning responsible for our thoughts direct our actions control our behaviors solve problems store, organize, and give meaning to our experiences construct new experiences Sensory reactivity:

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the way we take in information through the senses Sensory processing, Muscle tone, the way we use our bodies and emotions to plan and execute a response to the information we have taken in Connection between emotions and our sensory systems, Stanley Greenspan. Power Point Presentation, Anne Hanley, Palomar College. Spring 2012. As Spitz and Wolfe (1946) observed that newborns exhibit three distinct reactions to internal and external stimuli: Quiescence (a calm state), Undifferentiated excitement (a general response to pleasurable stimuli); Unpleasure Pruning of some synaptic connections and strengthening of others can be seen in early language development. California Infant/Toddler Learning & Development Foundations. California Department of Education and WestEd Center for Child and Family Studies, Sacramento, 2009, page 2, 3.

Referrals

Greenspan, Stanley. Charting Your Babys Emotional Milestones. (1985) First Feelings. Penguin Books. California Infant/Toddler Learning & Development Foundations. California Department of Education and WestEd Center for Child and Family Studies, Sacramento, 2009, page 2, 3. Hanley, Anne. Greenspan, Stanley. Connection between emotions and our sensory systems. Power Point Presentation (Spring 2012) Palomar College, CHDV 106. Developmental milestones for baby, Caring for Your Baby and Young Child: Birth to Age 5, American Academy of Pediatrics, (Bantam Books, 2005). January 2007 (R 10-08) Hanley, Anne. Jean Piaget, Intellectual Development (Spring 2012) Power Point Presentation. Palomar College. Child Development 106.

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