I.COGNITIVE/SOCIAL DEVELOPMENTAL DOMAINS

Cognitive/social domains develop children’s fundamental sensory-motor and perceptual abilities and foster healthy relationships.  Children acquire a familiarity with numbers and letters as recognizable symbols.  Logic, reasoning and a sense of order are developed as preschoolers learn to trust their environment and creatively and intellectually begin to express themselves. 

Sensory awareness is a major developmental achievement of preschool age children as they expand their world from home to the school environment.  A sense of wonder about the natural world develops children’s natural curiosity, while learning observation, exploration, manipulation, and interaction skills.  Through the use of scientific props, children learn about properties of objects in the earth and life sciences, as well as gain appreciation for themselves, their bodies, and their place in the world.

A. The study of cognition and intellectual creativity at the preschool level develops children’s knowledge of shapes, colors, patterns, sequencing, grouping, matching, and classifying familiar objects.  Children and teachers spend time arranging materials and organizing child-centered interest areas.

1. Organize play centers and learning zones using real objects from daily life, including computers and technology.

2. Present objects arranged by domains of development, such as housekeeping, as a social activity.

3. Create special shelves and tables for puzzles, games and activities, which children can use to learn shapes, colors, and sizes.

4. Create individual portfolios for children and save samples of their work.

5. Emphasize the importance of personal “numbers”, such as telephone numbers, house numbers, and calendar numbers, to children during their circle or gathering time.

6. Label and name objects, places, and people in the classroom orally and with word cards, pointing out individual letters, as well as whole words, such as children’s names, initials, letters, and familiar words, such as “stop”.

7. Group similar objects according to their characteristics, such as blocks, so children begin to group objects and materials that have common traits.

B. The study of shapes and colors at the preschool level develops children’s awareness that there is a way to investigate objects in their world.

1. Match numbers 1–10.

2. Form with body or variety of objects.

3. Count numbers in sets and groups.

4. Recognize numbers in sets and groups as sums.

5. Mix primary colors, explore use of color, and demonstrate color sources.

6. Design objects of different shapes.

7. Form letters and numbers using rope, shaving cream, body, pretzels, and play dough.

C. The study of the five senses at the preschool level develops children’s creative sense of personal self and heightens interest in sensory systems, such as sound and sight.  Children learn to separate from parents and family members and feel secure so that they can learn.

1. Introduce body parts, such as eyes, ears, nose, mouth, fingers, and tongue.

2. Define vision, audition, and touch, and set up experiments involving sight, sound, and tactile, small-muscle motor movements.

3. Identify musical instruments and incorporate taped sounds into experiences, such as touching, handling, and playing the instruments.

4. Arrange discovery tasks that differentiate different smells.

5. Play a variety of sensory-motor games that involve feelings and emotions as well as all the senses.

6. Demonstrate and have a conversation with children about how children who have vision loss or hearing loss “see” and “hear”.

7. Give a demonstration of Braille and a demonstration of using hearing aids.

8. Explore the sense of taste through cooking, eating, and preparing healthy foods.

9. Play with alphabet letters, which are large and small, upper and lower case, black and white, and use recall and recognition activities to introduce letters A–Z.

D. The study of animals and birds at the preschool level encourages children to appreciate the biological and natural sciences, drawing on their natural affinity toward animals.  Thus, they gain an understanding of day and night, like and different, hard and soft, and many other “opposites” that occur in nature.  The process of investigating animal and human interrelationships, and the method of scientific inquiry at a basic concrete level allows children to be sensitive to the needs of themselves and other living creatures.

1. The theme of bats incorporates body appearance, nocturnal habits, the food chain including sources and types, and books and literature about bats and insects.

2. The theme of spiders promotes awareness of body parts, different species, the beauty and utility of webs, artistic design, and originality of webs.  Music, art, and health and nutrition disciplines are interrelated in this and other multi-disciplinary themes.  Children create and illustrate BIG BOOKS, and engage in small muscle activities.

3. Science and mathematics themes stress the process of investigating, gathering information, and presenting data throughout the changing seasons and celebrations.  Children learn new information in structured and unstructured ways, by traditions and customs, such as carving a pumpkin and roasting seeds, which allows children to use some tools of science and draw simple conclusions about how the natural world behaves. 

E. The study of seasonal changes at the preschool level allows children to discover the scientific world of nature as the school year begins.

1. Develop children’s observational skills.

2. Plan, with the children, a field trip to a local fruit farm.

3. Discuss and show elements of life on a farm.

4. Make charts and graphs of types of apples, apple seeds, farm machinery, tools, etc.

5. Tell the story of Johnny Appleseed and what history has to teach us about how each person fits into society based on what has come before us.

6. Write stories of apples, dictate them, and draw the letter “A”.

F. The study of the physical life sciences at the preschool level promotes children’s understanding of themselves and their health and nutritional needs.

1. Use five senses to explore properties of apples and make an ABC Apple book.

2. Identify the unique characteristics of an apple.

3. Plant apple seeds and predict what will happen as part of the scientific method.  Study seeds as plant beginning and requirements for plant growth.

4. Cook foods made with apples, such as applesauce, and teach children the food pyramid types of food, showing examples of each.

5. Count apple seeds, cut shapes, make apple shape punch-outs, and apple stamps.

6. Introduce part-whole relationships and show fractional divisions, such as 1/2, 1/4.

7. Create opportunities for children to express themselves creatively.

8. Study the five senses as observational tools for learning to write and read.

9. Study changes in matter, such as hot and cold.

G.The study of the fall environment at the preschool leveldevelops children’s ability to explore natural habitats around the school by experiencing outdoor activities.

1. Study weather, shorter days, temperature, and the seasons.
2. Study photosynthesis by using observational skills, such as investigating that trees have different bark patterns.  
3. Study fall harvest by investigating pumpkins, gourds, vines, and a pumpkin patch.
4. Study trees by introducing deciduous vs. evergreen varieties.   
5. Study collecting and sorting as mathematical ideas that organizes nature.
6. Create a Book Center as a means of encouraging self-selection of reading materials.
7. Create an Art Center and study colors.
8. Make dramatic play activities available to children.

1. Study animals, such as squirrels, birds, raccoons, opossums, penguins, and bears.  Compare and contrast animals.
2. Study hibernation.  What happens to animals while hibernating?  
3. Study the availability of food as related to migration and hibernation.
4. Study seeds and seed protectors by examining types and sources of seeds. 
5. Introduce solid states of matter.
6. Study the definition of snowflakes as crystals and icicle formation.
7. Study clothing, such as mittens, hats, scarves, boots, and coats.
8. Make ornaments by recycling old cards and remembering friends.
9. Make costumes for Holiday Program, decorate a tree, and make other ornaments.

1. Food groups, healthy snacks, and good nutrition.
2. Children study how to pack a nutritious lunch.
3. Language – favorite food and why
4. Math – graphing

1. Study the reason for teeth and how and why teeth must be kept healthy, including hygiene – brushing and flossing.
2. Study dental equipment, such as toothbrush, toothpaste, and floss.

1. Nature Walks – nature observations
2. Weather, clothing, food, Seder meal, Easter meal – changes in weather with season change
3. New life – flowers, baby animals – reason for new growth in spring
4. Easter and Passover Holidays - dying eggs, designing baskets, designing a bunny
5. Animals – rabbits – characteristics of a rabbit, food, habitat
6. Chart signs of spring
7. Science – rain, clouds – relationship between clouds and rain
8. Arbor Day – importance of trees
9. Book Center - Easter, rabbits, Peter Rabbit
10. Letter recognition - “E”
11. Art - easel – green, yellow, grass, cotton ball bunny and Easter baskets
12. Music – Easter and Passover liturgy and songs
13. Crops and/or plants
14. Buildings
15. Equipment and tools on farms
16. Foods – plants, vegetables, fruits, and animals we eat.  Make bread and butter – humans are part of food web.
17. Sounds on the farm – children make sounds while teacher tapes them.
18. Where plants grow - vines, trees, underground – Compare and contrast plants.  What plants grow underground?  Explore plant parts and where they grow.
19. Care of plants and animals.
20. Pets – grooming, exercising, feeding
21. Art - Design an animal using clay, clothespin and cotton ball sheep, thread spool pigs
22. Language – what it would be like to live on a farm?  What kind of a farm?  
23. Different types of soil – define soil, what makes soil, what is in soil that plants need?
     

L.The study of magnets at the preschool leveldevelops children’s understanding of characteristics, effect, and uses.  Children experiment with different items and strengths while examining magnets and compasses.

1. Define what a dinosaur is and when they lived.
2. Dig and make bones – fossils as clues to dinosaurs and how fossils formed.
3. Define extinction – Language – why do you think dinosaurs disappeared?
4. Measure length - how long is a dinosaur?
5. Compare, contrast, and discuss varying sizes.
6. Predict by size and shape and type.
7. Bake tasty fossils and utensils that are tools for digging.

II.ENGLISH LANGUAGE/LITERACY DEVELOPMENTAL DOMAIN

The English language and literacy domain develops children’s interest in and curiosity about literacy, writing, and reading as they listen to stories, enjoy picture books, and repeat stories, rhymes, and other printed material on a daily basis.  Teachers read aloud to children routinely and allow children to develop oral and written communication skills through experiences with “scribbling” and pretending to read aloud as they play.

1. Use a conversational tone of voice, and vary tone and inflection when reading to children.
2. Use categorical vocabulary and short complete sentences, which contain details and specifics, so children learn to anticipate and pay attention to directions and ideas expressed.
3. Demonstrate expressive and receptive language, modeling for children how to take turns speaking and listening.

1. Use literature from several genres, such as folk tales, Mother Goose rhymes, picture books, and other literary forms to read to children.
2. Recite verse, make up poems, use rhyming words, invent words, and use humor in communicating with children.
3. Encourage “remembering” as a form of memorization.  When reading to children, read stories twice to develop this skill.               
4. Show children how to talk in front of a group and practice “show and tell” activities.
5. Make art projects innovative and original; refrain from giving children examples they must replicate.
6. Play, sing and act out songs, games, and finger plays as routine activities, which are performed during circle and group times and also during center-based learning times.
7. Print alphabet letters starting with the letter A, and show children how to make the marks and create their own versions of the letters A–Z.
8. Encourage children to draw pictures of something that begins with letters and can be made into ABC alphabet books.         
9. Introduce journals so children can scrawl or form approximations of letters, “pretending” to write a story about field trips.
10. Write stories in journal format as dictated by children, frequently.

1. Practice songs, poems, sign language, and finger plays for the Holiday Program.
2. Perform before an audience.
3. Rehearse with other PreK children.
4. Give hats, mittens, and scarves to the Salvation Army at Christmas and Hanukkah time.
5. Learn about the Christian and Jewish celebrations of the New Year.
6. Build a giant igloo out of empty plastic milk jugs; learn about Eskimos, snow, snowman, and mittens.

1. Reintroduce primary colors and add other colors specific to each special custom or tradition, such as Halloween, Valentines Day, Flag Day, Ground Hog Day, etc.
2. Read animal picture books associated with special customs and invite animal “guests”.
3. Produce artwork, museum pieces, charts, graphs, maps, and patterns, introducing numbers, letters, and other forms of print and mathematical symbols.
4. Organize multi-sensory and sensory-motor themes, which allow for literacy activities.  Pretend play themes, such as organizing a Halloween Parade, planting a tree in winter, or going on a trip to Hawaii are examples of integrating themes that benefit language and literacy learning.

III.  SOCIAL STUDIES/ SOCIAL DEVELOPMENTAL DOMAIN

The social studies/social domain at the preschool level develops preschool children’s understanding of their heritage and their family, as well as belonging to a school group.  Activities and themes related to social studies and personal social behavior are especially significant to children as they develop friendships and become part of a social environment that promotes respect for others.  As preschoolers entering the school setting, teachers focus on recognition of each child’s unique personality, his or her strengths, and the interrelationship of self, home, and school.

The study of social studies and history at the preschool level introduces children to the development of early America, Columbus as a navigator and mapmaker, native American Indians, Pilgrims, and celebrations associated with early U.S. history. 

Social studies and history are used as reference points for celebrating traditions.  Children respond to the sharing of ethnic and personal customs, and learn the mutual benefits of altruism and kindness. 

1. Study children’s personal family life and encourage them to share personal stories.
   a. The elements of belonging to a social group.
   b. Grandparent Celebration – design a book (cutting, gluing, coloring, and writing), sing a song, and recite a poem.
   c. Making and giving a gift to grandparents – frame drawing.
   d. Serving homemade cookies to grandparents.
2. Acknowledge children as uniquely different and special in the classroom.
   a.Talk about making friends, belonging to and taking care of each other.
   b.Model how to share and take turns.
   c.Demonstrate the Golden Rule, kindness, and read story “Please”.
   d.Take children on a tour of classrooms and playground.
   e.Explore the school; provide an orientation tour to meet other teachers.
   f. Explore each area and space in the classroom as important to the school environment.
3. Arrange with the children (and routinely change) types of learning areas and centers.
4. Introduce and practice important personal safety and routine procedures.  
5. Create classroom rules with the children, post the rules, and review daily.
6. Introduce special class times with special teachers, and meet teachers, staff and other students, including a meeting with the Head of School.
7. Introduce and model what it means to be responsible at cleanup time. 
8. Inform children of procedures, which are followed, related to transportation to and from school, including family cars, buses, seat belts, traffic signs, and lights.

1. Visit fire and police stations after preparing children for each visit.
2. Provide children with the opportunity to talk to police, firemen, and other community workers.
3. Practice fire drill at school and other safety procedures, such as “Stop, drop, and roll”.
4. Make frequent field trips in order to define community workers and others that will form relationships to children.
5. Present Mother Goose and Parent’s Day Programs to encourage family participation and get parents involved in the classroom.
6. Dramatize events, trips, and pretend play situations that occur in the home, school, and community, such as dressing up like police, fireman, etc.

1. Prepare children to refer to the weather, temperature, date, time, and other procedures.
2. Participate with children in planning events of the day.
3. Involve children in the meaning of friendship and leadership by having a “Child of the Day”.
4. Explain the child holds flag, sets table, chooses grace, line leader, initiates Show and Tell, and uses magic tapper at naptime.

1. Provide table tasks and fine motor play so children learn relationships, such as size, shape, and numbers, in a social setting. 
2. Prepare the classroom so children are free to discover other properties of objects, through classification, grouping, sorting, and identification tasks.
3. Arranging play areas such as outdoor settings, blocks on shelves, and sand and water table area.
4. Arrange artistic forms of self-expression for children.
5. Present family information, such as address and telephone number.
6. Draw picture of family, including pets, and identify members.
7. Create own placemats for snacks, draw plate, cup, fork, and spoon, write name on mat, and help laminate the mats.
8. Dictate a “How-am-I Feeling?” chart for each child to keep.
9. Identify namecards and object card banks for children.

1. Celebrate Christmas, Kwanza, and Hanukkah at the preschool level.
2. Celebrate birthdays and other historical places and celebrations at the preschool level:
   a. George Washington
   b. Abraham Lincoln
   c. Dr. Martin Luther King, Jr.
   d. White House
   e. Capitol
   f. Language – If I were President, I would? – trace silhouette.
   g. Book Center – Presidents
   h. Art – cherry tree, counting
   i. Manipulatives - “Cherri-O” game
    

3.The study of Valentine’s Day at the preschool levelallows children to engage in interdisciplinary activities.

1. Create kindness charts.
2. Helping, sharing, listening, and playing together.
3. Send notes and cards to sick children.
4. Art – Valentine Holder – color, easel, play dough
5. Social – Party
6. Language Arts - mail notes to friends - mailboxes on lockers
7. Feelings
8. Shadows – Groundhog Day, Shadow dancing
9. Write recipe and favorite food for a friend.
10. Letter recognition -“V”
11. Book Center – Valentine books
     

4.The study of Saint Patrick’s Day at the preschool level allows children to engage in interdisciplinary activities:

1. Cognitive – numerals 1-10 numbers recognition and sense of           one-to-one correspondence
2. Cook green pasta
3. Shamrock stickers, gold coins
4. Present the letters of the alphabet
5. Art:  Leprechaun Trap
6. Sewing
7. Manners – earn gold coins for pot of gold, Golden Rule.
8. Art:  Paint giant rainbow for bulletin board, easel – green paint and green play dough.
9. Create giant story “Once Upon A Time there was a leprechaun and....”, each child adds to and illustrates.
10. Shamrock Journals - better recognition -S, shamrock potato prints, lace the cover and write wishes.
11. Creative movement - Irish dances.

1. Present information in picture language.
2. Dramatize hunting, gathering food, planting, and harvesting.
3. Tell stories of how Indians taught Pilgrims to plant and grow.
4. Discuss family life in the days of colonization, including the teepee, wigwam, and log house.
5. Demonstrate modes of transportation, such as canoes and trading practices.
6. Make coloring out of fruits and plants.
7. Illustrate and model roles of people who lived in colonial times, such as chief, squaws, and braves.
8. Create art projects out of corn, with corn as a brush.
9. Draw graphs of “what do you like best?” including popcorn, tortillas, corn flakes, corn bread, etc.
10. Tell legend stories and make up songs.
11. Read books and create totem poles, easel paint – brown and yellow, weaving.
12. Perform creative movements – Indian dances (rain, thanks, and prayers).
13. Measure corn kernels on scales.
14. Make letter “I” for Indian.

G. The study of Pilgrims at the preschool level focuses children’s attention on the voyage to America, peacemaking, and feasting.

1. Feast – invitation to Indians.  Discuss foods eaten at first Thanksgiving.  Cook own food for the feast.
2. Costumes - hats, coats, aprons, Indian headbands and vests (paper bag) - decorate with Indian symbols.
3. Voyage/Transportation/History – Mayflower, difficulty and many hardships
4. Letter recognition – Block Center – Lincoln Logs – building houses, etc.
5. Ocean and Land 
6. Turkeys as a member of the bird family – its adaptation for survival.  Art – pine cone turkey.  Bulletin Board – giant turkey, earn feathers for acts of kindness.
7. Book Center – Thanksgiving, Mayflower, Pilgrims
8. Math - counting corn kernels.
9. Dramatic play – Pilgrim costumes
10. Science – use scientific tools, microscope and magnifying glass, to examine and study structure of feathers.  Birds have feathers for flight and warmth. 

H.The study of the American presidents at the preschool level develops children’s emerging sense of time and location, such as past and present tense.

1. Washington – history
2. Lincoln - determination – history
3. Currency and coins – math
4. White House – history
5. Capitol – history
6. Language - If I were President, I would? - trace silhouette.
7. Book Center – Presidents
8. Art - cherry tree, counting
9. Manipulatives - “Cherri-O” game

• Children play in arranged spaces and use pretend strategies.

• Children rearrange materials and play creatively.

• Children give examples of learning attributes.

• Children show and name objects.

• Children help each other count.
• Children learn number facts.
• Children give examples of items, materials, and color.
• Children incorporate letters and numbers into their play.
• Children understand signs and symbols.
• Children identify elements with numbers, letters, words, and categories.
• Children examine structures, forms, and systems.

• Children mention sensory information in response to questions.

• Children perform tasks upon request.

• Children experiment with sensory equipment.

• Children understand how people and animals differ.
• Children play out experiments and creative explorations of facts.
• Children learn facts through information presented and ask questions.
• Children recognize aspects of anatomy by drawing, cutting, making letters, etc.
• Children learn to recognize and repeat terms, numbers, facts, etc.
• Children practice using tools that magnify, illuminate, etc.

• Children use scientific tools to examine objects found in nature.

• Children plan trips and acts out how environments, like a farm, operate.

• Children explain the story and tell what they observed.
• Children repeat, retell, and draw what they see and hear, including the letters of the alphabet beginning with “A”.

• Children count, measure, and estimate.

• Children express ideas in different artistic forms, such as counting, making up stories, reading, and sewing.

• Children experiment with natural properties, such as heat.

• Children identify changes in the outdoors.
• Children write, “read”, and draw aspects of life in the fall season.
• Children plan experiences and give results orally.
• Children prepare for trips and evaluate them, by drawing, writing, and talking about them.
• Children make a quilt of fall colors.
• Children recognize terms and facts.
• Children investigate patterns and colors.
• Children repeat steps associated with numbering, counting, and reading letters associated with sounds.

• Children cut, measure, estimate, and show understanding of one-to-one correspondence.
• Children role-play, draw, and tell about their experiences with animals.
• Children produce creative items that show their knowledge of winter, hibernation, etc.
• Children match, sort, and help each other recognize facts related to living conditions in winter.
• Children describe scientific facts of winter survival.
• Children practice sequencing and repeat facts and display them.
• Children create artistic forms, such as wreaths, structures, and spaces by folding and manipulating paper.
• Children understand cultural and religious celebrations in winter.

• Children measure, cut, pour, count, and create snacks.
• Children make food to take on a lunch outing.
   
• Children talk about, describe, and tell a story about food.

• Children know terms, methods, and procedures associated with good health.

• Children give examples of farm life.

• Children draw pictures.

• Children work with equipment as they play.

• Children measure, count, etc.

• Children create forms by drawing, molding, etc.

• Children answer questions about structures and types.

• Children tell stories and use words that help them follow directions.

• Children imitate taking turns talking.

• Children make up story endings.

• Children memorize short poems.

• Children repeat stories.

• Children draw about stories they hear.

• Children make ABC Books.

• Children “write” in journals daily and draw to illustrate their writing.

• Children engage in multi-disciplinary, museum-like activities.

• Children set up environments to simulate pretend play.

• Children demonstrate turn taking and helping in the classroom.

• Children use simple manners such as, “please” and “thank you”.

• Children explain and demonstrate safety rules and drills.

• Children prepare for visits.
• Children explain their visits to others.
• Children observe and talk to community workers.
• Children practice safety drills.
• Children explain what workers do as a profession, in the community.
• Children invite family into the classroom.
• Children role-play and pretend they are workers who help other people.

• Children talk about weather and begin to identify days, weeks, etc.

• Children hold flags, set tables, choose grace, initiate Show and Tell, and use magic tapper at naptime.

• Children draw and write daily.
• Children speak and share freely.
• Children arrange play theme areas, such as housekeeping.
• Children engage in multi-sensory social activities.
• Children make “me” posters.
• Children draw outlines of themselves.
• Children make family maps.
• Children dictate likes and dislikes.
• Children identify their address and telephone number.

• Children make books and write about birthdays.
• Children participate in customs of different religions and cultures.
• Children make models of the White House and the Capitol Building.

• Children make social contacts.
• Children communicate socially.

• Children practice counting beans, etc. and writing numerals.

• Children write letters of the alphabet.

• Children draw designs of rainbows and other “green” designs.
• Children paint and draw footprints.

• Children dance, sing, and perform Irish traditional dances.

• Children simulate growing corn.

• Children explain life in the colonies.

• Children draw Indian houses, etc.

• Children dramatize events.

• Children read and act out stories.

• Children make art projects from food, such as corn.

• Children examine concrete objects that symbolize the Pilgrims’ life.

From the teacher: 

Send home D’Nealian alphabet to model printing style of kindergarten.

Alphabet displayed in all grade levels.

Handwriting emphasized presentation/neatness.

Send home kindergarten readiness list.

Screen infants / toddlers before entering Preschool.

Probationary period of 30 school days for children in question.  Meeting with teachers, parents, and administration.

End of year visitation to next grade level

“Reading Buddies” Give EC/K weekly newsletter

Children’s Book of Virtues

Field trips and special programs:

September – Patterson Fruit Farm

October – Painesville Fire Department

November – Thanksgiving Feast with EC children

December – Holiday Boutique, Holiday Program, Tree Farm

April - Grandparents Day

May - Lake Farmpark, Mother Goose- Parents Day

June - Class Picnic

Parties:

October – Halloween

December – Christmas

February - Valentine’s Day

From the teacher – Music:

The Orchestra

Explore variety of instruments

Creative movement – marching

Books – instruments

Musical Life of Gustiv Mule

The body - head, shoulders, knees, and toes

Music - Wiggle in My Toe

Books - Giant Body Book

Draw Self

Medical play – stethoscope, etc.

Baby beluga. (tape) (1980). Raffi Troubadour Records, Ltd.  Universal City, CA.

Bean bag activities and coordination skills (record).  (1977).  Gallina, J.  Kimbo Educational.

Community helpers (record).  (1989) Goin, Kenn. Producer MacMillan Book Clubs.

Everybody has a body.  (1992).  Rockwell, R. E., and Williams, R. A.  Gryphon House, Inc.  Mt. Rainer, MD.

Farm animals (tape).  (1995).  Thompson, Hilderbrand.  Twin Sisters Productions. Canton, OH.

Feelings (record).  (1989) Goin, Kenn.  Producer MacMillan Educational Co.

Helping young children grow “I never knew parents did so much”.   (1987).  Furman, Erna. International Universities Press, Inc.  Madison, CT

Fostering children’s social competence: the teacher’s role.  volume 8 research into practice series.   (1997).   Katz, L. G., McClellan, D. E. National Association for the Education of Young Children.  Washington D.C.

Hands-on minds-on science weather.  (1994). Flagg, Ann.  Teacher Created Materials, Inc. Huntington Beach, CA.

Grandpa art insect songs (tape).  (1992).  Custer, Arthur.   Sun Group.  New York, NY.

Great big themes – farm.  (1991).  Warren, Jean. Warren Publishing House.  Everett, WA.

Kids sing America (tape).  Brentwood Kids Co. Brentwood, TN.

Ladybugs.  (1993).  Echols, Jean.  GEMS. Revisions Berkeley, CA.

Language arts and crafts holidays. (1987). Ingram, Victoria.  Monday Morning.  Palo Alto, CA.

Late last night (record).  (1984).  Scruggs, Joe. Educational Graphics Press.  Austin, TX.

Learning basic skills through music.  Vol. 2 (record).   Activity Records, Inc.

Pre-K hooray! (tape).  (1993).  Stewart, Georgiana.   Kimbo Educational.  Long Branch, NJ.

Preschool action time (tape).  (1988).  Hammett, Carol.   Kimbo Educational.  Long Branch, NJ.

Preschool action time (record).  (1988).  Hammett, Carol.  Kimbo Educational.  Long Branch, NJ.

Raffi singable songs for the very young (tape). (1976).   Whiteley, R, & Whiteley, K.  Troubadour Records, Ltd.  Universal City, CA.

The world is our neighborhood.  (1996).  Norris, Jill.  Evan-Abor Corp.  Monterey, CA.

What’s in the sea? (record)  (1990).  Skiera-Zucek, Lois.  Long Branch, NJ

1001 rhymes and fingerplays. (1994).  Totline Staff Warren Publishing House.  Torrance, CA.

Time Permitting:

International Unit - Mexico, France, interests of children

Musical Instruments - musicians, parade

Artist - artists, media, medium

The Ocean - salty water, fish, whales, etc.  Rainbow fish, starfish, octopus, shells