| one-to-one correspondence�putting pegs in pegboard holes or passing one apple to each child at the table; counting�counting the pennies from the penny bank or the number of straws needed for every child at the table; classifying�placing square shapes in one pile and round shapes in another or putting cars in one garage and trucks in another; and measuring�pouring sand, water, rice, or other materials from one container to another |
| Toddlers sort things. They put them in piles�of the same color, the same size, the same shape, or with the same use. Young children pour sand and water into containers of different sizes. They pile blocks into tall structures and see them fall and become small parts again. The free exploring and experimentation of a child�s first two years help to develop muscle coordination and the senses of taste, smell, sight, and hearing�skills and senses that serve as a basis for future learning |
| . These experiences are the major mode of learning for children during the sensorimotor period. Naturalistic experiences can also be a valuable mode of learning for older children. With naturalistic experiences, the adult�s role is to provide an interesting and rich environment for the child. That is, adults should offer many things for the child to look at, touch, taste, smell, and hear. The adult should observe the child�s activity, note how it is progressing, and then respond with a glance, a nod, a smile, or a word of praise to encourage the child. The child needs to know when he or she is doing the appropriate things. Below are some examples of naturalistic experiences. Tamara takes a spoon from the drawer and says, �This is big.� Mom says, �Yes.� Cindy (age 4) sits on the rug sorting colored rings into plastic cups. Sam (age 5) is painting. He puts down a dab of yellow. Then he dabs some blue on top. �Hey! I�ve got green now,� he exclaims. Informal Learning Experiences The adult initiates informal learning experiences as the child is engaged in naturalistic experiences. These experiences are not pre-planned: They occur when the adult�s experience or intuition or both indicate that it is time to act. For example, the child might be on the right track in solving a problem but needs a cue or encouragement. In another situation, the adult might take advantage of a teachable moment to reinforce certain concepts. Some examples of informal experiences follow. �I�m six years old,� says three-year-old Kate while holding up three fingers. Dad says, �Let�s count those fingers. One, two, three fingers. You are three years old.� Juanita (age 4) has a bag of cookies. Mrs. Ramirez asks, �Do you have enough for everyone?� Juanita replies, �I don�t know.� Mrs. R. asks, �How can you find out?� Juanita says, �I don�t know.� Mrs. R. replies, �I�ll help you. We�ll count them.� Structured Learning Experiences Structured experiences are preplanned lessons or activities that can occur in many different ways. For example, Cindy is four years old. Her teacher decides that she needs to practice counting. She says, �Cindy, I have some blocks here for you to count. How many are in this pile?� Teachers can also offer structured experiences in the following situations: With a small group at a specific time. For example, a teacher shows the children balls of different sizes and asks them to examine the balls and discuss their characteristics. The teacher picks up a ball and says, �Find a ball that is smaller.� At any opportune time. Mrs. Flores, knowing that Tanya needs help with the concept of shape, suggests a game to play and gives her directions to play the game. With a large group at a specific time. Ms. Hebert realizes that classification is an important concept that should be applied throughout the primary grades. It is extremely important in organizing science data. For example, when it was time to study skeletons, Ms. Hebert had students bring bones from home so they could classify them. |