Resources on Early Learning
Illinois Early Learning Standards
Video & Background
Several families of children in Judy Cagle’s mixed-age prekindergarten class were expecting babies. In response to this new interest, Mrs. Cagle took them to visit the maternity ward at a nearby hospital. While at the hospital, they toured a special baby room, and when they returned to school, they decided to build their own baby room.
Ayla’s family was expecting a baby brother, and they had recently decorated a room for the baby’s arrival. She told the other children that her parents had decorated the baby’s room with a moon and stars, because that would help the baby rest. So the children decided to incorporate the moon and stars into the décor of their baby room. They also decided to build a crib. The crib construction crew showed great persistence, coordination, and cooperation as they worked together to saw the bars. The Baby Project took place in the late spring, and the boys in this clip were completing their 4-year-old year before kindergarten.
Transcript
José: (Waiting.) Okay, now it’s…
James: (Draws lines on side of box.) It’s not done. Look at this side (turns box).
José: (Saws while Julian steadies box.)
James: I’m not putting my hands right there.
James: Let’s take turns!
José: (Saws another slit.)
Julian: (Steadies side of box.) Here, let me hold it.
Mrs. Cagle: (To Jose.) Watch your hands.
Conner: (Moves to José’s side and helps hold box steady with left hand and helps Jose push and pull saw.) All right, go.
Julian: Done. Done, José.
José: No, I’m not done.
Conner: It’s done. This is done.
José: This is done.
James: Let go. Let go!
Mrs. Cagle: No, he’s going to hold it so it’ll stay steady.
James: Stays (begins to saw as the other three boys hold the box steady. Julian helps him move the saw in and out).
Conner: James, you’re not out of the line. He’s not out of the line.
Julian: (Continuing to help saw.) He’s not supposed to be out of the line.
Conner: He’s done.
José: Done.
James: Done.
José: Done.
Julian: Done.
James: (Begins to saw another slit with the assistance of three other boys.) Done.
Julian: Done?
James: I just didn’t do that. I didn’t do that (shaking his head).
Conner: My turn, my turn, my turn (accepting the saw).
James: I didn’t do that (shaking his head). I can’t get it where it goes.
Conner: Julian!
Julian: I’m helping you!
José: Done!
Benchmarks
| Benchmark | Benchmark Description | How Benchmark Was Met |
|---|---|---|
Physical Development and Health |
Engage in active play using gross motor skills. |
Manipulated saw. Held box to steady it for the person who was sawing. |
Physical Development and Health |
Coordinate movements to perform complex tasks. |
Each boy could saw, although some needed more assistance than others. |
Physical Development and Health |
Follow rules and procedures when participating in group physical activities. |
Took turns. Wore goggles. Sought consensus for when they were done with a slit in the crib. Kept hands away from blade of saw. |
Social/Emotional Development |
Show empathy and caring for others. |
Julian and Conner helped other boys push and pull the saw so it would function. Julian explained that James was “not supposed to be out of the line.” |
This video clip was made possible by STARnet Regions I & III with funding from the Illinois State Board of Education.
This section of the Illinois Early Learning Web site links to activities related to the Benchmarks in the Illinois Early Learning Standards. We expect that early childhood professionals and parents will use these ideas in ways appropriate to their children and their setting. We are sure that you will find many ways to adapt these activities into themes, projects, and units in your program or at home.
An Illinois Early Learning link to a Web site does not imply an endorsement by the Illinois Early Learning Project or the Illinois State Board of Education of any product, resource, or service on that Web site.
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Esta sección del sitio Web de Illinois Early Learning tiene enlaces a actividades relacionadas con los Parámetros en las Pautas de aprendizaje infantil de Illinois. Esperamos que profesionales de la niñez temprana y padres utilicen estas ideas de maneras apropiadas a sus niños y sus situaciones. Estamos seguros de que usted hallará muchas maneras de adaptar estas actividades a los temas, proyectos o unidades de su programa o en casa.
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