4 Working with Young n Children C
Creating a Safe and
Healthful Environment Part
2
Your primary
goal l as an
early
childhood teacher is to
keep
children
safe and
heallthy.
Creating a safe,
healthful
environment
requires careful
planniing and
preparation.
As you read
this
part,
p
you will
discover how to
arrange the
space in a
center to
prromote
safety as well as
learning and fun.
You
will also learn crite
eria for
choosing
toys and
equipment that will
safely
help meet
your program
goals.
This part
gives safety a
objectives to
help
you
prevent accidents
and illness.
It also
makes
k
you
aware of
your
responsibilities in
detecting and
reporting child
abuse and
neglect.
Guidelines for planning n
and serving
nutritious
meals and
snacks
are provided in n
this part.
Also,
procedures are given
for
handling
such medica
al
emergencies as
wounds,
burns, and fevers.
10
Selecting Toys, Equipment,
and Educational Materials
9 Preparing the Environment
11
Promoting Children’ssn’s
Safety
12
Planning Nutritious
Meals and Snacks
13
Guiding Children’s Health
6
Understanding Two-
and Three-Year-Oldsyourancehneee
to Know Terms to Know
language comprehension
expressive language
egocentricg
gender roles
self-concept
bjectives Objectives
After studying this chapter, you will be able to
the physical, cognitive, and social-emotional
development of two-year-olds.
explain how three-year-olds develop physically, cognitively,
socially, and emotionally.
relate how the development of two- and three-year-olds will
affect your role as a teacher.
d th h t t ti Read t he cha pter r t wo tim ess.
During the fi rst re eading , jot
down sentences y you do
not understand. D Du ring the
second reading, u us e your
notes to focus on areas youu
need to review mo ore carefu ully.
Reading
AAdvantageegatnavd A A
e
d t h h t t ti
Reading Reading e Readin g Reading R R R R
Advanta e A Ad Ad v Ad Ad Ad v A A A d g d d d d d d
a g g g d d d R R R R g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a R R e e e e e R e e R R e e e e e e e e e e R e e e e R R R R e e e e e e e e e e e R R R R e e e e e n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n i i i i i i i i i i i i i i i i i R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R i i i i
g g g g g g g g g g g g g g g g e e e e e e e e e e e e e e e e e e a a a a a a a a a a a a a a a t t t t t t t t t t t t t t a a a a v v v v v a a a a a a a a a a a d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d n n n n n n n n n n n n n n v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A
★ Two-year-olds s have
improved mot tor control a and o o
expressive lan nguag e skiills.
★ Patience is k key to workking
with two-year-olds as
they tend to b be negativve,
become frusttrated, andd
have temper tantrums.
★ Three-year-ol lds have be et ter
coordination, more matu ure
thinking skills,, and are
typically eage er to please e.
Keyye Key
Concepts
e e e
T ld h
Key Key Key Key Key Key Key Key
e Concepts Concepts cep
y y y y y y y y y y y y y y y e e y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y e e e e e e K K e e K K K e e K K e e e e e e e e e e e e K K e e e e e e e e K K K e e e e e e e e e e e e K K e e e e e e K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K
p p p p p p p p p p p p p p p p p p p p p p p p p p p p p s s s s s s s s s s s s s s s s s s s s s s s s s t t t t t t t t t t t t t t t t t t t t t t t t e e e e e e e e e e e e e e e e e e e e e e e e e e e c c c c c c c c c c c c c c c c c c c c c c c o o o o o o o o o o o o o o o o o o o o o o o o o o o CConceptsstpecno C C C C C C C C C C C C C C C C C C C C C C C C C n n n n n n n n n n n n n n n n n n n n n n n n n
T h t t t the Use a T-chart t to iill l llustr ate th h
differences in devvelopment
between two-yearr-olds and
three-year-olds.
Graphiccihpar
OrganizerrezinagganrOOrga
T h t t t t i l ll t t th h
Graphic Graphic Graphic Graphic
Organizer
p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p c c c c c c c c c c c c c c c c c c c c c c c a a a a a a a a a a a a a a a a a a a a a a a a a a a a G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G i i i i i i i i i i i i i i i h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h r r r r r r r r r r r r r r r r r r r r r r r i i i i
g g g g g g g g g g g g g e e e e e e e e e e e e e e a a a a a a a a a a a a a O O O O O O O O O O r r r r r r r r z z z z z z z z z z z z i i i i i i i i i i i i n n n n n n n n n n n n r r r r r r r r r r r r i i i i
Welcome to Working
with Young Children
Terms T
l
e
e
A
O
outline skills o
you will build
while studying
the chapter
pm
e
Env E E E En En n n n viro
n nm
Chapter titles C
introduce you to the i
topics covered in each
part of your text
Terms to Know T
appear in bold, a
highlighted type in
the text where they
are defined
R Re Re d d ad ad n in g g Re a R R R R R R e e e e d n in g g d n in g g d d d d i i in in g g e Re a ad Re a a R Re Re d d ad ad R e e a a d d i n n g g Re ad in R g g n n i d a ea R R R R R a g g g g g d d d d d R R R R R R R R R R R R R R R R R R R R R R g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g g d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a e e e e e e e e e e e e e e e e e e e e e e e e e e e e e R e e e e e e e e R R R e e e e e e e e e e e e e e R R R R R R R R R R R R e e e e e e e e e e e e e e e e e e e n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n i i i i i i i i i i i i i i i i i i i i i i i i i R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R i i i i i i
rsta s s s s s s s t t t t t t t t t a a a a a a a a a a a a a a a a a a a
R
activities help to a
reading skills
Key Concepts
are the essential a
learnings for the
chapter
Graphic Organizer G
activities guide you through a
notetaking by organizing
main chapter concepts