Author: Natii

THE MY LITTLE WORLD “A DAY IN PRESCHOOL”
IMPLEMENTATION MANUAL
“YOUR HEART JUMPS TO THE BEAT”
IS A PRODUCTION OF, AND OWNED BY NATIIARTS, LLC. /
My Little World Educational Music Series Productions
All Rights Reserved
No part of this text may be reproduced in any form
or by any electronic or mechanical means,
including information storage and retrieval systems,
except in the case of indicated pages 23, 56, 57, 82 and 83.

MY LITTLE WORLD “A DAY IN PRESCHOOL” IMPLEMENTATION MANUAL
“YOUR HEART JUMPS TO THE BEAT “
© 2010
Produced and Published by NatiiArts,LLC/
My Little World Educational Series Productions
NatiiArts.com (301) 455-4265 Natii@NatiiArts.com
2nd Edition
2014
REPRODUCTION OF THIS MANUAL IS PROHIBITTED BY LAW
Visit Natii@NatiiArts.com for information regarding
the My Little World Educational Music Series and Implementation Training

Your guide to utilizing the
My Little World Educational Music Series
A Tool for Incorporating 60-minutes
of Daily Physical Activity and
Healthy Nutrition Exercises
in the daily lives of children!

MY LITTLE WORLD MUSIC SERIES
A Day In PreSchool Implementation Manual
“Your Heart Jumps To The Beat”
Table of Contents

Statement of Usage Disclaimer
Acknowledgements, Advisors, Contributors ………………………………………………………..... 6
Corporate Partnerships ………….………... ………………………………………………………… 8
About The Creator of the My Little World Music Series …………………………………………….. 13
Welcome To My Little World ~ Program Introduction ………………...…………………….……… 14
Program Overview ……..………………………………………………………………………….….. 16
Chapter One: Program Implementation ……………………….……………………………….……… 19
Notes To Directors & Program Managers….……………..……………………………………….……. 22
Documentation Chart ……………………………………………………………………………………. 23
The Manual Format ……………………………………………………………………………………... 24
Chapter Two: The Curriculum: Incorporating My Little World Into Your Daily Curriculum ……...... 29
Lesson 1: Good Morning To You
Lesson 2: Jump In the Circle
Lesson 3: Dem Bones (Them Bones)
Chapter Three: My Little World for Your Heart & Physical Skill Development …………………...… 41 Lesson 4: Your Heart Jumps To The Beat ~ With The “Healthy Hands”
Lesson 5: Show Me What You Know
Lesson 6: Walking Around The Room
Lesson 7: Numbers, Numbers, Numbers
Chapter Four: My Little World for Health, Safety, Creative Play, Brain Development & Transitions .. 57
Lesson 8: Stop Drop and Roll, Roll, Roll
Lesson 9: These Are The Animals
Lesson 10: Miss Mary Mack
Lesson 11: I Can Go To The Pot
Chapter Five: Providing Movement Opportunity Literacy Development, Nutrition and Creative Play.. 71
Lesson 12: AfroBrizillianCubano (ABC) - Literacy Lessons
Lesson 13: Veggie Boggie - Nutrition Lessons
Lesson 14: Shortnen’ Bread
Lesson 15: Very Good! No Curriculum Movements
Lesson 16: The “SOS” March
Chapter Six: A Program You Can Start Tomorrow!...................................................………………….. 93
Early Learning Standards with Common Core Alignments ………………………………….… 94
Early Education & Physical Education Standards for the District of Columbia …..…………… 98
Manual Resources ……………………………………………………………………………… 107
My Little World Materials and Supplies ……………………………………………………. 108

ACKNOWLEDGEMENTS
_________________________________________________________________________________
It is with the utmost respect that Barbara Ferguson Kamara, former Administrator of the Early Care and Education Administration of the District of Columbia, and life long champion for the
educational advancement of children worldwide, is acknowledged. Her work ethic and demand for justice in education for all children, provided a platform for the creation and development of the “My Little World” Educational Music Series.
Advisors
Barbara Ferguson Kamara, Former Administrator
District of Columbia Early Care and Education Administration
I Am Moving, I Am Learning (IMIL) Co –Creators
Linda Carson, Ed.D Amy Requa, MSN, CRNP
Executive Director, Choosy Kids Certified Pediatric Nurse Practitioner
IMIL Core Team Trainer Former National I Am Moving,
www.choosykids.com I Am Learning (IMIL) TA Project Lead
IMIL Core Team Trainer
Summit Health Institute for Research and Education, Inc. (SHIRE)
Ruth T. Perot, M.A.T, Executive Director, CEO
Canary Girardeau, M.S., R.N., Senior Program Associate
Professional Training Team
Brenda Harris, Executive Director/ Janice Edwards, Ph.D Certified Trainers,
Kids Comprehensive Services, Washington, D.C.
Dana D. Thompson, MSW, Mental Health Specialist
Creative Arts Consultant
Melvin Andrews, Director
Kelsey E. Collie Children’s Theatre Experience
Special Advisors: Kelsey E. Collie, Theatrical Consultant
Joyce B. Collie, Educational Consultant
Literary Consultant
Myrtle Lewis, Professor,
University of the District of Columbia
Nutrition Consultant
Linda Thompson, PhD, Professor, Certified Nutritionist,
Howard University
Manual Layout/ Design Consultant
Ronnie Vanderhorst
Cover Art - Photograph by Lisa Lowery

Musicians/ Producers
Ignatius Mason, Infant Eyes Studios, Producer
CHEF & WAITERS Productions Daryl Davis
Jim Levy Mamadi Nyasuma
Vincent Richardson (V. Rich) Earl Applejack Freeman
BOWIE STATE UNIVERSITY “SYMPHONY OF SOUL” MARCHING BAND
Dr. Adolph E. Wright, Director of University Bands, Bowie State University
Special thanks for the contribution of the “SOS” March!
Early Education Programs & Facilities
Development/ Pilot Site - Shiloh Child Development Center
Special thanks to the children, staff and parents of the Shiloh Child Development Center, for their success learning and implementing the “My Little World” program. The 1999 pilot program would not have been possible without the encouragement and support of Reverend Jacqueline Thompson, Former Executive Director of the Shiloh Baptist Church Family Life Center and Reverend Wallace C. Smith, Sr. Pastor of Shiloh Baptist Church, Washington, D.C.
Demonstration Sites
Five early education sites in the District of Columbia were selected to participate in a recorded documentation of the “My Little World” program. Each of the following centers graciously opened their doors and supported the filming and documentation of the “My Little World” Educational Music Series Early Education Center Implementation.
Sunshine Early Learning Center, Washington DC
Denise Rogers, Director - Pre Kindergarten
Lattice Edmonds, Director - Child Development Center
South East Children’s Fund CDC, Washington DC
Tanetta Merrit, Director
Francis Rollins, Owner/ Executive Director
Spanish Education Development Center
SED Center Child Development Center, Washington DC
Martha Egas, Director
District of Columbia Public Schools & Physical Education Programs
Heather Holaday Program Manager, Health and Physical Education District of Columbia Public Schools Office of Curriculum and Instruction
Browne Elementary School
Rashida Tyler, Principal
*Special Thanks to Mike Hawkins (PE)
*Special Thanks to Ruben Schurman (PE)
“Let’s Move” Elementary School Demonstration Video
M.V. Leckie Elementary School, Washington DC
Class Video presentation at http://www.youtube.com/watch?v=uKmTzEUl9PM
Liz Samball, 5th Grade Instructor

CORPORATE PARTNERSHIPS

Summit Health Institute for Research and Education, Inc. (SHIRE)
The “My Little World” Educational Music Series serves as a key component in the delivery of childhood obesity prevention grants and physical activity programs. Currently, the
Music Series is implemented in partnership with the Summit Health Institute for Research and Education, Inc. (SHIRE), an organization committed to combating childhood obesity among children of all ages with a focus on the very young and their families. Established in 1997, SHIRE has completed childhood obesity prevention projects in collaboration with DC and federal government agencies, as well as foundations and corporations. Through SHIRE’s overweight and obesity prevention program, “SCOOP” the physical activity
lessons of “My Little World” are implemented in over 120 early education facilities and schools in the Washington Metropolitan Area.
SHIRE has engaged impoverished communities in health policy, programs and research, as well as systems and environmental change. SHIRE initially focused on collecting and
reporting race, ethnicity and primary language data, to document health gaps and promote change and developed into a leader in the fight against obesity and related chronic diseases. SHIRE has engaged grassroots and community stakeholders, as well as government,
academic, media and faith based institutions, to form an effective 140-member Childhood Obesity Prevention Collaborative. This collaborative supported SHIRE in launching 12 obesity prevention/health promotion initiatives throughout the District of Columbia, with a focus on wards with the greatest need. Initiatives for youth include SCOOP (SHIRE Overweight and Obesity Prevention Program, the Youth Health Passport program; Farmers' Market support; and the Teen and Adult Peer Educators Programs.
SHIRE, Inc. is committed to the empowerment of the residents of the District of Columbia,
particularly the underserved areas of the city, and the provision of education and outreach
services. Eliminating health disparities and helping people of color and other underserved
attain optimal health is the core mission. Although the organization functions at national,
regional and state levels with Grants from Robert Wood Johnson Foundation and the DC Department of Health, which promote policies that benefit communities of color in local
jurisdictions, the primary focus in the District of Columbia is to promote health and
wellness. SHIRE addresses critical issues that contribute to disproportionate mortality and morbidity rates in the city, specifically childhood obesity and the chronic diseases
associated with obesity and overweight among children and adults.

My Little World & “SCOOP”
SHIRE CHILDHOOD OVERWEIGHT & OBESITY
PREVENTION PROGRAM

The SHIRE Childhood Overweight and Obesity Prevention Program (SCOOP), engaged
selected child care centers and home care facilities in a cultural implementation of the
nationally recognized program I Am Moving, I Am Learning (IMIL). The charts above
and below indicate the improvement of achieved Daily Moderate to Vigorous Physical
Activity (MVPA) with the incorporation of the “My Little World” Educational Music
Series.

My Little World Educational Music Series
& THE CULTURAL IMPLEMENTATION OF
I AM MOVING, I AM LEARNING!

In 2008, SHIRE was awarded the first of two long term grants funded by the D.C. Department
of Health. Each grant was funded to provide overweight and obesity prevention training in
selected child care centers, schools and home care facilities in Wards 1, 7 and 8 of the District
of Columbia. Implemented in more than eighty centers throughout the district, The program was
designed to achieve three specific intervention and prevention goals presented in the form of a “prescription”. First, to address the issue of obesity as it pertains to the children of the District
of Columbia; second, to address those needs through the usage of the nationally recognized physical movement and nutrition improvement program “I Am Moving, I Am Learning; and
finally, to address the issue in a culturally appropriate manner, recognizing and appealing to the diverse population of the District of Columbia.
Presented through a train-the-trainer model, in accordance with the training provided by IMIL
co-founders Dr. Linda Carson and Amy Requa, a team of certified trainers in the District of
Columbia successfully implemented SCOOP using the techniques of nationally recognized, “I Am Moving, I Am Learning”. The IMIL model provided the structure from which early care and education instructors were trained three main goals toward the prevention and reduction of
obesity; 1) Increase the quantity of time spent in moderate to vigorous physical activity (MVPA) during the daily routine in order to meet national guidelines for healthy movement and exercise, 2) Improve the quality of daily structured movement experiences, and 3) Improve healthy
nutrition choices for children every day. As a comprehensive movement program that provides a proactive approach for addressing childhood obesity through physical activity and nutrition
education, IMIL served as a cornerstone of the program foundation.
SCOOP implemented the I Am Moving, I Am Learning model through the utilization of the “My Little World” Vol. 1 – A Day In Pre-School music series to provide early care and education
educators with a creative and fun means of incorporating movement into their daily activities. The program experienced documented success training providers in early care environments and
District of Columbia Public School Physical Education programs to achieve the goals of IMIL through the utilization of “My Little World”. The music series continues to be a key component in the education and training of child care providers and children in the effort to reduce and
prevent overweight and obesity in children and adults. Children ages 2 ½ to 5 years of age achieved the recommended 60 minutes of structured play, in 10-minute bursts through-out the day, as well as 60-minutes of free-play. Younger children participated in at least 30-minutes of facilitated movement on a daily basis.
The “My Little World” Educational Music Series activities have been incorporated into the
daily curriculum of over 150 early care education environments, including early education
facilities and homes, District of Columbia Public School pre-kindergarten, elementary and
physical education classes.

EVALUATION OF PROGRAM IMPLEMENTATION

2010 Altarum Institute Report
The success of “SCOOP”, and the utilization of “My Little World” in the training of early care
educators in the District of Columbia, was acknowledged in the December 2010 Altarum Institute
Report entitled “Environmental Scan of Physical Activity Practices and Resources in Washington,
DC Child Care Centers”. Centers participating in SCOOP training reported the achievement of more than double the amount of daily structured physical activity for the preschoolers at their centers
(78 minutes), compared to centers that received physical activity training other than SCOOP (38 minutes). The report further stated that program participants utilized the phrase “loved it” as they
described the music of “My Little World”.
Educational Music Series.

During the first year of implementation, participating facilities reported an immediately recognizable change in the behavior and attitudes of children when utilizing “My Little World” in their daily
curriculum. Children participated voluntarily, moving for longer periods of time. Teachers, themselves participated with children at an increased level. The goal of 60 minutes structured movement and 60 minutes free-play was attainable, and in some cases easy to exceed. As a result of the children engaged in physical activity more frequently, resulting in increased heart rates throughout the day.
At the conclusion of the implementation of the DC Department of Health Childhood Obesity
Prevention Grant, participating early education environments were evaluated by survey, lesson plan
review, teacher interview and on site implementation monitoring. The charts below indicate the
percentage of the improvement in the achievement of physical activity on a daily basis with the usage of the My Little World program. SHIRE’s evaluation of SCOOP mirrored the success noted by the
Altarum Institute findings. The number of participating centers achieving 60 or more minutes of MVPA (moderate to vigorous physical activity) increased from 39% prior to SCOOP training to 74% following the training. The percentage of participating centers achieving 60 minutes of MVPA on a
daily basis increased from 45% prior to Preventing Overweight and Obesity training to 72%

I AM
A POEM OF GRATITUDE
A fingerprint is the true
representation of identity for a
Human Being.
This is my hand, therefore
I Am.
I am small, intelligent,
full of energy, and
bursting with ideas.
I think about everything,
every moment, of every day,
I have so much to say,
I can’t control myself.
I interrupt conversations,
and burst into laughter
when unexplainable thoughts cross my mind,
I even talk in my sleep!
And just think,
I’m only one of my kind.
I thirst for knowledge,
I giggle from the warmth of a
gentle tickle,
I hum to myself when I’m happy,
and bask in the confidence
of each new ability that I learn.
I am ready to know the colors of the world,
and the names of the shapes that I see every day,
I want to wiggle my nose and strike a fancy pose,
Count my fingers, all the flowers I see,
And then each of my ten little toes
I want to learn a nursery rhyme
And sing A,B,C
With my hand in yours, I’m well on my way
And with all gratitude, I cheerfully say,
When you talk to me, I learn to speak
When you read to me, I learn to listen
When you listen to me, I learn to think
When you support me, I succeed
Because you are,
I am

Natii
Arts
LLC

NATII WRIGHT, CEO NatiiArts,LLC
_________________________________________________________________________________________

Creator of the “My Little World” Educational Music Series
Natii Wright is the founder and CEO of NatiiArts LLC., an Arts Education corporation through
which she develops and produces music based projects, theatre arts programs for children and young adults, and educational products that support the implementation healthy living activities
in educational environments. She is the creator, voice and executive producer of the “My Little World” Educational Music Series and the composer of “Homeless Child” -Where Do You Belong? A selection featured with Vanessa Bell Armstrong in the nationally televised Coalition for the Homeless PSA Campaign. In partnership with the Summit Health Institute for Research and
Education, Inc. (SHIRE), Natii provides management for programs that educate communities, in order to enhance the health and well-being of children and families.
Natii has enjoyed a professional jazz career, yielding performances in numerous venues throughout the United States, including the Kennedy Center “Black Box” Theatre and the National Theatre of Washington DC, and she is a member of Sigma Alpha Iota, International Music Fraternity for Women. Matching her love of music, is her commitment to developing tools that support the
education and enrichment of children. Natii has dedicated over 20 years to creating educational
programs for youth, ranging from HIV/AIDS prevention to African American History.
She served as a team teacher at ROOTS Activity Learning Center and in 2000, assumed the
position of director of Shiloh Child Development Center in Washington D.C. Working with
the former Administrator of the District of Columbia Early Care and Education Administration, Barbara Ferguson Kamara, Natii developed the foundations of the “My Little World” Educational Music Series (EMS) by incorporating music into the pre-school curriculum. The objective was to capture attention with music, decrease behavioral challenges with fun constructive movements, and finally, to reinforce the traditional pre-school academic lessons with memorable verses and songs.
“My Little World” EMS was implemented as a pilot program at Shiloh CDC from 2001-2005.
The movements, timing and academic themes were deliberately structured to suit the various
developmental stages of young children.
The “My Little World” Educational Music Series is the key component of the SHIRE Childhood
Overweight and Obesity Prevention Program “SCOOP”, and has been utilized in a series of grants from the D.C. Department of Health and regional health maintenance organizations. As a result, the physical activity movements and educational lessons of “My Little World” are implemented in
hundreds of educational environments in the Washington Metropolitan area, multiple states in the U.S. and in Liberia, West Africa. The success of “My Little World” is recognized in the December 2010 Altarum Institute Report entitled, “Environmental Scan of Physical Activity Practices and
Resources in Washington, DC Child Care Centers”. The usage of “My Little World” in the SCOOP program engaged thousands of children and early educators in daily movement.
Participating centers achieving 60 or more minutes of daily MVPA (moderate to vigorous physical activity), increased from 39% prior to SCOOP training to 74% following the training!

WELCOME TO MY LITTLE WORLD

My Little World Educational Music Series Productions

PROGRAM INTRODUCTION
The “My Little World” Educational Music Series is a vibrant educational tool designed
just for you! Utilize cultural music to engage young children in Physical Movement, Early Literacy and Pre-Math concepts. These fun interactive lessons are presented in 16 songs, through which early care educators, parents and physical therapy practitioners can incorporate physical activity in the course of the day. The My Little World Music appeals to the ethnic diversity of children and families in today’s society, as pre-school lessons are presented in current styles of music over the echoes of Jazz and Blues, Ancient Historic Drum Rhythms, Boogie Woogie and Gospel, as well as Cuban, South American and Brazilian styles. Four programmatic components are available to support your daily efforts of encouraging health and well being among children, including the “My Little World” Vol 1, “A Day In PreSchool” CD, “Your Heart Jumps To The Beat” Implementation Manual, the Early Educators Implementation and Training DVD”, and The “My Little World” LIVE Theatre Production.

Start Healthy Behaviors Early!
The health of today’s children, is the health of America’s future.
Our investment in the health of today’s children is imperative, as the Centers for Disease
Control reports that obesity now affects 17% of all children and adolescents in the United States - triple the rate from just one generation ago. Nearly one in every three children in the United States is overweight or obese. Childhood obesity is indeed an epidemic, which leads to Type 2 diabetes, heart disease, high blood pressure and various forms of cancer. Without intervention many of our overweight and obese children will grow up and become overweight and obese adults, continuing to suffer from stress on the heart and body and the resulting life threatening illnesses.
The 2010 White House Task Force on Childhood Obesity Report to President Barack Obama,
Solving The Problem of Childhood Obesity Within One Generation, indicates the urgency
with which America’s children require intervention. The report outlines in detail, four
areas of priority that comprise First Lady Michelle Obama’s Nationwide “Let’s Move” campaign. Among these, is increasing physical activity. Poor diet and physical inactivity are two
definitive factors that cause childhood obesity, therefore obesity prevention must involve a
balance between the intake of calories from foods and the output of, or calories used during physical activity.
Well, here’s the good news. Together, we can work to change all of these challenges! The
My Little World Educational Music Series is an exciting educational tool that provides an
opportunity for early care educators, parents and health practitioners to incorporate 60-minutes of healthy movement in the daily routine of children. The My Little World Implementation Manual “YOUR HEART JUMPS TO THE BEAT!”, is designed to provide a clear
understanding of techniques to incorporate physical activity in your classroom environment through activities that deliver academic enrichment and cultural diversity.
The music of the “My Little World” Educational Music Series was produced to acknowledge diversity, specifically the culturally influenced musical experiences of children and families
residing in urban environments. “My Little World” captures attention and engages children. Most find the music so exciting that they begin to jump right away. If your goal is to
incorporate physical activity in the daily curriculum, “My Little World” is the tool to use!
Thanks to the thousands of children who participate in the My Little World EMS program
daily, and the hundreds of early educators and directors who provided evaluation of their implementation success. Your questions, comments and recommendations forged our ideas
and supported the development of a beneficial tool for children and adults.

PROGRAM OVERVIEW
_____________________________________________________________________________________

“My Little World” - A Tool for Developing Healthy Children
The goal of this program is to encourage providers to utilize The My Little World Educational Music Series as a tool to incorporate fun physical activity, while enhancing traditional pre-school lessons. As an early care educator, parent or health care practitioner, you are in an awesome position to
combat childhood obesity. Educational environments, homes and obesity prevention programs are perfect for achieving physical activity through the implementation of “My Little World”.
The activities of the “A Day In PreSchool” - YOUR HEART JUMPS TO THE BEAT! manual are presented throughout six chapters, which are designed to guide you through
the implementation of the 16 song program. The chapters provide step by step directions for
pre-lesson activities, multiple levels of each core activity and achievable physical activity
development skills; as well as teaching tips, hints for cognitive connections, suggested
vocabulary words and so much more! The manual is specifically designed to make your daily
experience incorporating physical activity fun and easy.
Early Education Environments - The Optimal Place
Given the number of hours per day that children are present in an educational environment,
it is an optimal place to engage children in daily healthy movement activities. Hundreds of children in early education environments, Head Start and elementary physical education
programs in the District of Columbia are now achieving 60-minutes of healthy movement
every day.
“My Little World” is incorporated directly into lesson plans. You can incorporate
physical activity in your daily routine , and its not hard at all. “My Little World” features
simple exercises that will allow you to not only incorporate physical activity, but also achieve your physical activity standards – hopping side to side, jumping forward and backward,
skipping, swinging and swaying, rolling, etc. As an early care educator, you have the opportunity to teach these skills. Here is your tool.
Facilitate - The Key To Success Is YOU!
A very important element of this program is facilitation. The key to success really is you. As a teacher, as a parent, you must spend time engaged in the movements. Facilitation means that you are actually doing it yourself. So if your children are crawling, you are crawling. If your children are rolling, you are rolling. If your children are hopping and skipping, you are hopping and skipping. Free-time play is excellent for self expression and creativity, however when you are teaching physical activity movements, it is very important that you participate in the movements with your children. In this way you are able to describe and display movements, expand vocabulary and encourage healthy physical development.

The Centers for Disease Control (CDC) and the National Association for Sport and Physical Education (NASPE), recommend that children participate in 60-minutes of healthy physical activity every day. In order to develop healthy bodies and skillfulness in movement, children from birth to 5years of age, should receive, or participate in physical activity in varied intervals throughout every day.
Infants should be encouraged to roll, crawl and explore
their environment for short periods of time throughout the
day.
Toddlers should participate in at least 30-minutes of
structured/facilitated moderate to vigorous physical
activity every day
Preschoolers should participate in at least 60-minutes
of structured/ facilitated moderate to vigorous physical
activity every day.
Ensuring that children participate in structured/ facilitated physical activity daily, supports
the development of gross motor skills; movements that use and encourage the development
of large muscles of the body and, fine motor skills; movements that use and encourage the
development of small muscles of the body.
Preparing to implement “My Little World”
Listen to the My Little World “A Day In PreSchool” CD and review the lessons in the manual prior to introducing the program to your children.
Review the format of the lesson pages and familiarize yourself with the physical
activity skills that can be achieved in the various lessons.
Become familiar with the movements that are outlined for each lesson. Take time to
ensure that you are capable of implementing the movements or can devise
alternatives that allow you to participate and/or teach the intended lesson.
Make sure that you have all of the materials needed to implement the program,
including:
A working CD player
Space for the children to move without hurting themselves or others
Any props that you may want to use (musical instruments, shakers, etc.)
(Note: The “My Little World Early Educators Implementation DVD is an excellent tool for directing staff and children in the design of programmatic movements.)

CHAPTER 1 ONE
My Little World
Vol.1
A Day In PreSchool
PROGRAM IMPLEMENTATION

1

Incorporating “My Little World”
The following schedule displays samples of various times throughout the day, during which centers in the District of Columbia have incorporated the “My Little World” Educational Music Series in their daily schedule to support an academic lesson and/or provide physical activity.
DAILY SCHEDULE
7:00am - 8:30am Arrival/ Breakfast/ Clean-up
Indoor Free Play, Small Group Games, Book Corner
Independent/Individual Play – Various Songs
8:30am - 9:00am Final Arrivals/Potty Trips/ Potty Training, - “I Can Go To The Pot”
9:00am - 9:30am Morning Opening - Welcome to Children and Staff
Opening Activities - “Good Morning to You”, “Jump in the Circle”
“Dem Bones”, Show Me What You Know”
9:30am - 10:30am Academic Class Activities (From Daily & Weekly Schedule Activities)
March to class/Imaginary Play - “The SOS March”
Literacy - “ABC”/ “Show Me What You Know”
Rhyming vocabulary (with word cards) - “Miss Mary Mack”
Mathematics – “Numbers, Numbers, Numbers”
Science - “Dem Bones”, “These Are The Animals”
Health & Safety/ Social Studies – “Stop, Drop & Roll, Roll, Roll”, “Your Heart Jumps To The Beat”
Physical Development – “Walking Around The Room”
“Miss Mary Mack” (Hand- Eye coordination) ,
“Shortnen’ Bread”
Potty Trips/ Potty Training, “I Can Go To The Pot”
10:30am – 11:30am Outdoor Play (Playground free play)/ Indoor free play Various Songs
11:30am – 11:50am Activity Clean-up – “Very Good”
11:50am - 12:30pm Lunch - “Veggie Boogie”
12:30pm – 1:00pm Nature Walk (Curriculum Color and Shape search)/ Outdoor play
Imaginary Play - “These Are The Animals” “Shortnen’ Bread”
1:00pm - 3:00pm Water break/ Potty Trip/Potty Training “I Can Go To The Pot”
NAPTIME – “Very Good” and other soft music
3:00pm - 4:00pm WAKE-UP/ Potty/Potty Training, Hand washing, Water Break
“I Can Go To The Pot”
4:00pm – 4:30pm Afternoon Snack – “Veggie Boogie”, “Very Good”
4:30pm - 5:30pm Outdoor / Indoor Free Play time / Imaginary Play – “Shortnen’ Bread”
5:00pm - 6:00pm Clean up/ Pick-up - “Very Good”

SUCCESSFUL IMPLEMENTATION
______________________________________________________________________________________

Daily
Implementation
Each day, as you incorporate physical activity into your
daily lesson plans, record the amount of time (number of minutes) that you achieve with each exercise. Starting with the movement incorporated in before care and morning circle-time exercises, to the movements with music or songs that you provide to enhance your lessons during the course of the day. Use your “Documentation” chart (page 19) to document your success!
Physical activity movements can be achieved easily
during transitions activities as well! Marching to the
water dispenser or swaying in celebration on the way to the lunch table. The goal is to have fun increasing the heart rate of your children, teach physical skills and achieve the daily recommended amounts of physical activity. By the end of each day, you will be able to show clearly how you have successfully engaged your children in healthy movement.

Quarterly
Access Physical and Academic Skill Development

As you work with your children to ensure that they develop physical activity skills, it is important
to make clear assessments at regular intervals throughout the school year. Schedule evaluations at
intervals that provide ample time for the children to practice and learn skills. Assessments in
September, December, March and June are good examples.
Start by reviewing the prescribed skill levels for the age group of children in your class. Evaluate the ability of the children to understand the physical activity movements by name and to implement the movements and document your assessment. For example, does Aubrey understand what a “jump” is and if so, can she successfully “jump”? Once you have assessed the abilities of each child to
implement different physical activities, plan your lessons to include opportunities for your children to learn and master skills. Remember, facilitation makes your job fun and easy. Be the BIG KID in the class!
“My Little World” is a tool that provides movement opportunities that will allow you to guide your children in the development of a number of physical activity skills. For example, support for teaching and practicing a jump is provided by the song “Jump In The Circle”. In chapter 6 of this manual, you will find many skills that are aligned with specific “My Little World” songs. Remember, the lyrics of the songs are designed to reinforce the standard pre-school curriculum. “Jump In The Circle” is also excellent to use as you teach colors.
Annually

Notes to Directors and Program Managers
Physical Activity and the incorporation of healthy movement experiences in early care environments are
now requirements in the District of Columbia, and many other school districts and educational programs
in the country. Your support and leadership can make the difference in successful outcomes for your
Educators as well as students. Take time to review the program and determine the ways that you can
participate in the incorporation of healthy physical activity in the daily activities of your children .
Work with your educators to identify the health challenges of the children and families with whom you work. You may want to decide collectively on a goal for the children that you serve. Then determine what steps need to be taken to achieve the goal. Become a partner with educators in their individual goals as well.
It is important that you support and monitor the incorporation of physical activity. As “My Little World”
and other programs that encourage movement are incorporated, it is imperative that you ensure the
programs are being implemented properly and effectively. These are questions to consider regularly:
Are educators incorporating physical activity daily?
Are movements being facilitated? (Directed)
Are educators calling out and identifying the physical activity movements in the songs?
Do you see a plan to incorporate physical activity written in lesson plans?
Is there evidence of multiple use of each song? (Physical Activity, Academic Reinforcement)
Is physical activity provided throughout the day. (Not all at one time)
Is adequate time provided between movement experiences?
When monitoring, check for the following:
Educators facilitating, guiding the instruction, working in the center of the group.
Children recognizing and responding to the music.
Children displaying an understanding and the ability to implement the movements.
Children showing growth in mastering the physical activity components and vocabulary.
Documentation of the physical activity achieved corresponding with the skills of the students.
Evidence of the reinforcement of the curriculum
Behavior changes in the course of the day
Children are less sedentary
More fun and laughter throughout the day
More engaging, Less fighting
Improved sleeping habits at nap-time
Improved health and attitudes of educators
Educators Self - Evaluation
Encourage educators to discuss their level of their interest, implementation and documentation. Provide
opportunities for educators to share any changes in their own personal health and daily behaviors.
Educators Student Evaluation
Educators should monitor and document the reaction to the daily physical activity, level of participation,
behavioral changes and any benefit in the retention of lessons.

COPY OF THIS PAGE PERMITTED FOR USE IN CLASS

THE MANUAL FORMAT
Using Manual Lesson Pages
________________________________________________________________________________________

MY LITTLE WORLD MUSIC SERIES
CATEGORIES FOR MLW LITERACY LESSONS

Literacy activities in My Little World support the achievement of critical skills for
successful school readiness. Exercises for emergent literacy skill development are located
between the lesson pages. My Little World provides the opportunity to achieve the
following literacy standards:
Oral Language:
Using words to speak about thoughts and ideas
To engage children in extended conversation – multiple back and forth exchanges with peers and adults.
Encouraging children to ask questions about a topic to encourage conversation
Phonological Awareness:
Discriminating sounds of language to develop auditory discrimination in rhyme, syllables and alliteration.
Singing rhyming verses, clapping the number of syllables in songs, names. words and days of the week daily
Print Awareness:
Children’s understanding of print and text features such as cover page elements, left to right
directionality, and left to right page turning
Labeling items with commercial print; utilizing traffic signs to guide classroom activities,
utilize labels to encourage reading
Alphabet Knowledge:
Naming letters, notice the difference between letters and identify letters quickly.
When reading stories and charts show children that letters make words, words make sentences, sentences make books
Vocabulary Building:
Acquiring and using rich vocabulary for a variety of purposes.
Select a daily action word to refer to throughout the day, use various words with the same meaning to increase vocabulary, Demonstrate use of children’s dictionaries. Select a new word each day
Emergent Writing:
Using agreed-upon characters or symbols to stand for something else. To identify stages of emergent writing, encourage children’s scribbling and attempts to form letters. Create writing centers throughout the classroom, start a sign-in sheets to encourage printing the name daily
Dialogic Reading/Comprehension:
An interactive form of storybook reading that engages the child in conversation about the book.
Through questioning and dialogue, children’s level of comprehension is revealed. Read the same story at least three times during the week, encourage children to ”read to themselves” and the group and can converse easily about the content.

THE MANUAL FORMAT
Literacy and Infant/Toddler Pages
________________________________________________________________________________________

MY LITTLE WORLD INFANT/ TODDLER EXERCISES

The 2014 revision of the Your Heart Jumps To The Beat Implementation Manual
provides exercises that are focused on the implementation of the My Little World
Educational Music Series with infants and toddlers!
MLW supports early educators as they introduce new concepts of development,
awareness exploration, coordination, physical activity, health, and literacy to very
young children.
Infant / Toddler exercises do not require the implementation of designed physical
activity movements of the My Little World program. The goal is to engage young
children with music to encourage participation, excitement, movement, fun, and
laughter, while developing the foundational skills and strength.
FACILITATE & COMMUNICATE WITH YOUR TODDLERS!!!

Crawling
Stretching
Rolling
Twisting
Clapping
Waving
Bending
Jumping

Smiling
Laughing
Rocking
Bouncing
Balancing
Standing
Kneeling
Running

Dancing, Playing, Sharing,

Talk and smile, talk and teach, talk and giggle, talk and move with your children!

Chapter 2
Chapter 2 contains
the implementation movements for the following
My Little World Music Series Lessons
Lesson 1: Good Morning To You!
Moderate Physical Activity/ Primary Domain: Social Emotional Skills
Physical Skills: Stretching, Bending, Swaying, Turning, Twisting, Hand Shaking
“Good Morning To You” is a great way to start your day, greeting your children and
providing them with social emotional development. Your children are encouraged to shake hands, stretch out one arm to represent the horizon, and with the other hand show you the sun rising. They show you their sleepy eyes and how they open wide. This is a great
opportunity to have your children engage with one another as well. Circle time is a good time to do this song. Start your day off with “Good Morning to You” and set the tone for the rest of your day.
Lesson 2: Jump In The Circle
Vigorous Physical Activity/ Primary Domains: Language and Literacy
Physical Development Color Recognition, Action Awareness, Emerging Mathematical Skills, Word Recognition, Jumping
“Jump in the Circle” provides an opportunity for you to incorporate color recognition, and word recognition into your physical activity. The children are encouraged to look at their clothes. What color do they have on? What color are their pants? What color is their top? When that color is called in the song, the children jump in the circle. The second level of implementation is to take an item, a colorful item. If you place the item in their hands, when they hear this color called, they jump in the circle and they shake their item. The third level of implementation of this song is to take these items, toys, stuffed animals, and pour them in the middle of the floor. When the children hear a color that is called. They walk in, pick up the color item off of the floor and jump in the circle. This particular song provides multiple levels of cognitive development.
Lesson 3: Dem Bones (Pronounced Them Bones) Moderate Physical Activity
Primary Domain: Scientific Inquiry/ Vocabulary Development Balancing, Bending,
Reaching, Walking,
With “Dem Bones” you can incorporate vocabulary development. As your children pretend to walk like a penguin, ask your children to rock back and forth or to “waddle”. It is
important to expand our children’s vocabulary. So as your children are learning all the bones in the body, encourage them to waddle all around the room. Make sure your children point directly to the specific bone that is called out in the song, so you can ensure that they
understand the lesson.

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Reinforce the lesson!
Tell your children what the lesson is about before you start, repeat the goals during the exercise, and after the lesson is done ask, “what did we learn?”

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The My Little World - A Day in Preschool small group classroom literacy activities are aligned with emergent literacy skills for children under five and with special needs.
They target critical domains of national early literacy development standards.
Good Morning To You!
Vocabulary Building, Oral Language
Use of Greeting
Teachers and staff demonstrate daily that greetings are a source of enjoyment by modeling
various greetings to the children and one another daily.
Greet and interact with children individually upon arrival.
Make the morning greetings a time of warmth, enjoyment, excitement,
Have children find their name on a daily list and look for a picture with words that describe their morning task (example: a picture of a book or the book shelf with the words: organize the books)
Select one child to greet the class as each students walks through the door. Encourage children to greet each other in morning circle. One child can begin by greeting the child to his left. Continue around the circle until all children are greeted.
Have fun with a variety of greetings: formal, informal and foreign languages. Greet each child, encourage children to respond to your greeting with a different style of greeting then yours.

Good Morning To You for Infants and Toddlers
Use “Good Morning To You” to set the tone for the morning with warm greetings
and chatting about the great day ahead. Address morning emotions, coax children
that may be sad or withdrawn by singing the happy lyrics and dancing with them.
Encourage children to wave to you and one another during the song.
Show the children your sleepy eyes and have the children respond by rubbing their
eyes and pretend they are sleepy and yawning.
Help children curl their fingers and make a tiny sun in their little hands.
Read stories about topics related to “mornings”, “sunshine”, happy days”.

The My Little World - A Day in Preschool small group classroom literacy activities are aligned with emergent literacy skills for children under five and with special needs.
They target critical domains of national early literacy development standards.
Jump In The Circle
Phonological Awareness, Visual Discrimination
Color Words/Recognition
Prepare color boards with the name of the color written on the board in the actual color. (Red written in large red letters, Yellow written in large yellow letters) In addition to learning the color, children also begin to identify the letters that spell each color. Prepare lesson with various colors assigned to shapes; circle, squares, rectangles and triangles. Children pick up items by shape or by color.
Color Charts - As each color is presented in the song, flip the color chart to the page displaying the appropriate color. (Flip to the color just prior to the color in the song to prompt your children and assist in the recognition of colors.
Make a large chart or wheel with color words (with a small color dot next to the word). During the song encourage children to find the correct color dot, then color the letters that spell the color. Encourage children to identify the colors by words and color.
Intentionally emphasize the beginning sound in color words. Encourage children to say the sound and the letter.
Prior to children’s activity with song . Identify a color leader for each color. Each color leader will have a special place in the circle and will hold a large shape with the color and/or color name. Children will jump in the circle and jump next to their color leader with the
music

Jump In The Circle for Infants and Toddlers
Use “Jump In The Circle” to teach and understanding of colors and jumping. Young children may not be able to jump into a circle, or move on the right color, but the song can be used to teach jumping and balancing. Jump with your toddlers to demonstrate jumping.
Sitting on the floor, rotate between toys of various colors and textures. Select a toy that is the color called in the song to begin to expand the color lesson. Encourage your
Infant/ Toddler to pick up a toy that is the same color you have in your hand and repeat the color to them. Children will remain interested when you vary object colors and
textures.
Help your toddler practice pronouncing the name of the color. Point to the toddlers pants or top if they match the color in the song.
Practice counting 1, 2, 3 or clap 1,2,3, then engage your toddler in jumping or
bouncing at the end of 1, 2, 3!

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The My Little World - A Day in Preschool small group classroom literacy activities are aligned with emergent literacy skills for children under five and with special needs.
They target critical domains of national early literacy development standards.
Dem(Them) Bones
Vocabulary Development, Oral Language, Print Awareness, Alphabet Knowledge
Skeletal System
Fun with Skeletons
Explain the function of skeletal system parts with a cardboard skeleton.
Build a fun “kid-friendly” Skeleton. Name, label and discuss skeletal parts. Write the name of the bones on cards. Have the children take the label off of the skeleton and place it on their own bone.
Encourage the children to read the name of the bone on the card.
Have fun with phonics:
Name the skeleton Ted, he sleeps in a Bed, he is happy when he is Fed, give him a hat that is Red. Now you try!
Have children locate and have extended conversations about their own skeletal parts.

Dem (Them) Bones for Infants and Toddlers
Use “Dem Bones” to create awareness in toddlers of their body and bones.
Sit on the floor in front of your toddlers and touch the bone that is called out in the song, encourage them to mimic you and touch the bone that is called out in the song.
Continue to repeat the name of the bone, “this is your knee bone!”, then ask, is this your knee bone?”
Exercise the legs and arms of infants to the rhythm of the music. Model wiggling, waddling and rocking like a penguin. Repeat the words “let’s waddle”, “lets rock”.
Encourage toddlers to try to stand, bounce or walk to the song. Feel free to move completely out of the rhythm of the song.

Chapter 3
Chapter 3 contains the implementation movements
for the following
My Little World Music Series Lessons
Lesson 4: Your Heart Jumps To The Beat - Vigorous Physical Activity
Primary Domains: Physical Development, Health, and Safety/Emerging Literacy Skill
Development/ Mathematical Thinking, Reaching, Bending, Turning, Jumping, Hopping, Freezing.
In addition to providing a very important lesson, that a child’s heart must beat
moderately to vigorously each and every day, “Your Heart Jumps to the Beat” provides an opportunity for you to teach your children multiple lessons, mathematical and physical activity, in addition to actual lessons about the heart. We have incorporated multicolored hands. You are able to teach right from left.
Lesson 5: Show Me What You Know - Moderate Physical Activity
Primary Domains: Approaches to Learning/ Language and Literacy
Balancing, Leaning, Turning, Bending, Squatting.
Eyes, neck, stomach and knees, these are just a few body parts that your children will learn when they sing “Show Me What You Know”. This is a wonderful song and a great opportunity for all of your children – particularly twos and threes – as they are learning their body parts. They’ll enjoy the opportunity to show you where their neck is, and where their hips are. The whole song provides 3 minutes of physical activity.
Lesson 6: Walking Around The Room - Moderate Physical Activity
Primary Domains: Language and Literacy/ Physical Development
Teach and Evaluate: Motor Skill Development, Walking, Marching, Skipping, Gliding, Galloping.
“Walking Around The Room” provides an opportunity for early educators, parents and health practitioners to assess a child’s ability and development. The song calls for
children to walk, march and skip. You can actually watch your children implementing these movements, as well as additional standard movements that you call out during the song. Implementation of movements is easy because the children are having fun! You can definitely use “Walking Around The Room” to assess your child’s ability to achieve
physical activity movements.
Lesson 7: Numbers, Numbers, Numbers - Vigorous Physical Activity
Primary Domain: Mathematical Thinking/ Walking, Marching, Dancing, Stepping.
“Numbers, Numbers, Numbers” is a wonderfully expressive song. It allows your children to dance and move around while they practice counting. Encourage your children to
celebrate with each new number. An exercises of this song is to count parts of the body!

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The My Little World - A Day in Preschool small group classroom literacy activities are aligned with emergent literacy skills for children under five and with special needs.
They target critical domains of national early literacy development standards.
Your Heart Jumps To The Beat!
Following Directions/ Directionality/up/down/left/right
Directionality - Help children differentiate left and right.
Assist children as they trace your hands on heavy paper and cut out the large hands.
Attach a small stick to the bottoms of each hand.
Color the right hand red and print “Right” in the center.
Color the left hand blue and print “Left” in the center.
The words right and left should be facing the child when they hold the hands. Each child should have the opportunity to learn to read the words right and left, and ensure that the model hands are in their correct hands.
Print children’s name on back of hands and place them in left and right containers
Use the hands to play games and use with songs.
As a part of a health lesson, talk with children about vital/ important/ special
organs (the heart, stomach and lungs). Encourage an understanding of eating healthy foods and physical activity to develop healthy bodies. Design a Health Station where the children can see a heart (in a model body or on the wall). Place a picture of an exercise (stick man running) next to the heart and the word heart, to teach behaviors that help the heart and other vital organs. (Children will read the word Heart next to the heart)

“Your Heart Jumps To The Beat” for Infants and Toddlers
Use “Your Heart Jumps To The Beat” to teach an understanding of directions. Lift your toddlers hands up, then down, left, then right, saying the movement as you move your toddlers hands. Clap to the song and encourage your toddler to dance with the rhythm of the music. This is a good opportunity to work on balance and stabilizing.
Use “Your Heart Jumps To The Beat” to create awareness in toddlers of their heartbeat. Place the toddlers hand on his/her chest after running around and encourage
them to try to feel the heart beating. Ask, “is your heart beating fast?” Use a real
stethoscope and allow your toddlers to listen to their heart beat.
Laugh and giggle about their heart beat, let them know it is a good thing and safe.
Encourage toddlers to try to stand and implement the movements. Allow them to move at their own pace. “Reach up above your head” , reach down to your toes”,etc.

The My Little World - A Day in Preschool small group classroom literacy activities are aligned with emergent literacy skills for children under five and with special needs.
They target critical domains of national early literacy development standards.
Show Me What You Know
Dialogic Reading, Print Knowledge
Body Parts/ Following Directions
Body Parts Game
Draw and cut out a large felt fabric body.
Cut separate body parts named in the song.
Write the name on each body part.
The large body parts,: neck, stomach, arms and legs and feet are already on the felt body.
Attach Smaller parts: left ear, right ear, left eye, right eye, nose, left hand, right hand, etc., to the body with Velcro.
Practice reading the names of each body part, then discuss the function of the body part.
Have the children identify their parts and functions. Extend the exercise to include parts of the body not included in the song, shoulders, head, elbows ( add these to the felt body)

Show Me What You Know for Infants and Toddlers
Use “Show Me What You Know” to teach toddlers about their body parts.
Dance around and touch the body parts as they are called out in the song. Touch your “nose” and encourage your toddler to do the same. Make it fun.
As you say the name of the body part, encourage your toddler to say the name as well. Work to develop an understanding of the words. Say eyes, touch your eyes, guide the toddler to touch his/her eyes.
Use a doll or chart to greater impact. Ask, “where are her eyes?” (The doll)
As infants lay on their backs, gently tickle the part of the body that is named.
Encourage them to touch where you touch.

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The My Little World - A Day in Preschool small group classroom literacy activities are aligned with emergent literacy skills for children under five and with special needs.
They target critical domains of national early literacy development standards.
Walking Around The Room
Vocabulary
Match and Move
Introduce vocabulary for locomotor movements on chart paper.
Draw stick pictures for movements on cards. (Walk, March, Skip, Jump, etc.)
Select a child to choose a movement card, place the card beside the word on the paper and demonstrate it for the group.. The whole group then does movement.
Repeat
Post signs throughout the class to guide movements (walk, jump, hop, etc.) As children
participate in the activity they read the card and
Implement the movement.

Walking Around The Room for Infants and Toddlers
Use “Walking Around The Room” to teach toddlers to move in various ways.
Encourage them to explore their environment with this song. Sing, “crawling around the room”, “rolling around the room”, etc.
Demonstrate the movements that you are calling out. Start a train and allow the
children to follow you as you demonstrate the movements.
Allow your toddler to walk, dance, stomp, and tippy toe around the room. Demonstrate various movements for them, move with them.
Hold the hands of young children as they walk around the room, balance the very young as they stand against a chair or soft stool.

The My Little World - A Day in Preschool small group classroom literacy activities are aligned with emergent literacy skills for children under five and with special needs.
They target critical domains of national early literacy development standards.
Numbers, Numbers, Numbers
Print Concepts, Oral Language
Cut out numbers (1—10) on large poster boards and cover each with different fun fabrics. Place the large numbers in the center of a circle and assign each child a number. As the number is called in the song, allow the child to run to the center and pick their number out of the pile.
Number Baggie Books
Engage children in constructing number baggie books for numbers 1-10.
Children insert corresponding number of cut paper chips or items in each bag. The children can use shapes and animals to make the book as a story book. Ask each child to stand and tell a story with the items in the Number Baggie Book.
1 cat in the baggie - I saw 1 cat today
2 squares in the next baggie - my friend has 2 squares
3 crayons in the next baggie - I like 3 crayons
4 small balls in the next baggie - I can play with 4 balls

Numbers, Numbers, Numbers for Infants and Toddlers
Use “Numbers, Numbers, Numbers” for fun way to teach toddlers to count.
Cut out numbers (1—10) on large poster boards and cover each with different fun fabrics. Place the large numbers around the room and allow the children to crawl and walk to the numbers as you call them out. This exercise is not at the pace of the song. Allow the children to enjoy playing with the numbers.
Use the song as intended and guide the toddlers to count the head, ears, clap and stomp to the song. Demonstrate the movements and encourage participation.
Use the rhythm to count in patterns of 3 (1,2,3….1,2,3..) gradually increasing until you reach 1– 10.
Dance and move to the beat, encourage toddlers to steady themselves and move to the beat.

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“YOUR HEART JUMPS TO THE BEAT”

These oversized hands are for your children to use as they practice the movements of “Your Heart Jumps To The Beat”.

This is the back of the left hand.

My Little World Educational
Music Series Productions

Either copy the left hands and right hands on two different color card stock sheets or make sure that the children color all of the left hands one color and right hands a different color. (coloring). Allow each student to cut out the hands (cutting), and make sure your students turn the words towards themselves and practice reading the words “left” and “right” printed on each hand (word
recognition). The different color of the left and right hand will reinforce the left and right lesson.

HEALTHY HANDS FOR YOUR HEART

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This is the back of the right hand. Chi

My Little World Educational
Music Series Productions

COPY OF THIS PAGE PERMITTED FOR USE IN CLASS COPY OF THIS PAGE PERMITTED FOR USE IN CLASS

Practice the movements designed for “Your Heart Jumps To The Beat”, and then allow the
children to incorporate the hands as a part of the movements. Guide your class as they hold the hands by the wrist, and make sure that each child is swinging to the right with the right hand and to the left with the left hand. Encourage your children to count using the numbers on each
fingertip (number recognition). Many children have a wonderful time working with the Healthy Hands. Enjoy the many lessons that come along with these fun
exercises!

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The My Little World - A Day in Preschool small group classroom literacy activities are aligned with emergent literacy skills for children under five and with special needs.
They target critical domains of national early literacy development standards.
STOP DROP & ROLL, ROLL, ROLL!
Print Concepts, Dialogic Reading
Safety, Following directions, Numeral recognition
Ensure that children gain a complete understanding of the items and activities that can cause a fire.
Provide the children with photos of items that catch fire (candles, matches, etc.) and equipment that should be avoided (stoves, heaters, etc.) as you teach the
lesson. Print the names of the items next to the photos and encourage the children to learn the words.
As the children listen to the song, the children should point to the items as they are mentioned in the song.
Set up 3 practice stations. Label the stations STOP, DROP, ROLL. Encourage each child to read the station label as they arrive and prepare to implement the movement.
Spend time in the play kitchen, ask the children to identify the items that are
dangerous if misused.

Stop, Drop and Roll, Roll, Roll for Infants and Toddlers
Use “Stop, Drop & Roll, Roll, Roll” to teach toddlers to roll, crawl, stand, bend and kneel.
Encourage a positive understanding of the word “STOP”, make it fun with the word “freeze”. As the toddlers get older, provide an understanding of the word STOP as it relates to fire safety.
Gently roll infants to the music. Help them gain strength and roll and crawl on their own. As they begin to crawl, say “I see you crawling , very good”. Ask, “are you crawling?”, “do you know how to crawl?”
Introduce the concepts of warm and cold with water. Say cold, when you use a cool wipe and the child responds, ask, “is that cold?”. Prepare the lesson for HOT by teaching warm when they wash their hands. Talk, talk and talk to your toddlers!

The My Little World - A Day in Preschool small group classroom literacy activities are aligned with emergent literacy skills for children under five and with special needs.
They target critical domains of national early literacy development standards.
These Are The Animals
Dialogic Reading
Classroom Zoo
Engage children in a conversation about animals that are found in various places (the desert, rain forest, jungle and the local zoo).
Explain the reason that different animals live in different environments.
Gather old magazines and pictures, ask children to cut out photos of the animals and build a classroom zoo. Encourage the children to add items that they think their animals will like.
This is an opportunity to discuss the differences between animals and human
being. How are we different. How are we the same?
As each child names the animals and the items in their zoo, write the name of each on a small card. As each child presents to other children, teachers or family members, the words representing each item can be read.

These Are The Animals for Infants and Toddlers
Use “These Are The Animals” to introduce toddlers to animals, the animal
kingdom and animal movements and sounds.
Encourage them to explore their environment moving like an animal they may have at home, a cat, dog, bird or rabbit.
Demonstrate the movements of the animals named in the song, and encourage the children to work on the floor with you as you move and make the sounds of each animal.
Ask the children to tell you something in animal language, (A multi-syllable roar for “follow me”) Lay down with the children the way lions lay together.
Support your lessons with books on related topics.

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The My Little World - A Day in Preschool small group classroom literacy activities are aligned with emergent literacy skills for children under five and with special needs.
They target critical domains of national early literacy development standards.
Miss Mary Mack!
Phonological Awareness, Rhyming Words
Rhyming Word Activities
Draw children’s attention to the rhyming words in the song. Recite the word from the end of the first line in each verse, (Mack) and ask the children to call out the word in the song that rhymes (Black) and so on.
Write the words to the song on chart paper. Write the words that rhyme in the same color .Help children identify all rhyming words.
Identify the words on the chart as they are presented in the song.
Ask children to add other words that rhyme with the words in the song, list the words and create a phonetic reading list.

Miss Mary Mack for Infants and Toddlers
Use “Miss Mary Mack” to engage toddlers in hand games, group activities and hand eye coordination.
Hold a child’s hands in your own and implement the movements for “Patty Cake” with another child or teacher. (Patty Cake has easier movements)
Play with toddlers, engaging them in the rhythmic fun of Miss Mary Mack,
eventually as toddlers mature, teach the Miss Mary Mack movements.
Encourage toddlers to watch their hands and meet your hands in the same space over and over.
Repeat the lyrics to the song and encourage toddlers to say the rhyming words.

The My Little World - A Day in Preschool small group classroom literacy activities are aligned with emergent literacy skills for children under five and with special needs.
They target critical domains of national early literacy development standards.
I Can Go To The Pot
Dialogic Reading/Oral Language
Health/Hygiene
Engage children in a discussion about using the bathroom. Why we use the bathroom (cleanliness, health) How to use it (recognizing the feeling/ need to go the bathroom, willingness to stop playing when its time to go, sitting on the
commode).
Read “Potty” books then allow children to tell the story to you.
Discuss specific order and routines in the stories.
Expand vocabulary by introducing new words for the bathroom (potty, bathroom, toilet, commode, little girls room, little boys room, washroom, restroom) Use different words and phrases all day on different days . Every Monday call the bathroom, the little girls room, on Tuesdays call it the restroom, post a sign the
coincides with the title of the day.

I Can Go To The Pot for Infants and Toddlers
Use “I Can Go To The Pot” to prepare toddlers for potty training with movements and celebration.
The movements of the song engage children in standing, squatting and pretending to use the bathroom.
In addition to the physical activity movements, which can be achieved throughout the day, the benefit of “I Can Go To The Pot” the success in using it as a signal for bathroom activities. Use the song to signal the time to gather bathroom items (pull-ups, wipes, etc.) Many providers play the song in the bathroom while the toddlers
actually use the bathroom to create a supportive and engaging environment.
Toddlers enjoy potty time and tend to stay on the potty until they have used it when the music is playing

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The My Little World - A Day in Preschool small group classroom literacy activities are aligned with emergent literacy skills for children under five and with special needs.
They target critical domains of national early literacy development standards.
African Brazilian Cubiano (ABC)
Alphabet Knowledge, Phonological Awareness/Print Awareness
Alphabet Parade - Draw large letters on medium/large boards, encourage the
children to select a letter and prepare to march in a parade. As the music plays, have the children dance and sing the ABC song. The children may call out the
letters that they are carrying.
Post large letters on the wall and allow the children to take turns visiting the wall to identify a letter then say a word that begins with the letter. (there may be a
picture)
Word Wall - Post action words on the wall. Select a new word of focus each day. During the day return to the word and encourage the children to call out the word and perform the action of the word.
Begin to identify A,E,I, O, U as special letters, vowels. Relate them to the phonetic reading list..

African Brazilian Cubiano for Infants and Toddlers
Use “African Brazilian Cubiano ” A,B, C’s!!!!
Engage toddlers in dance and movement to the rhythms from around the world. Ancient African and Afro Cuban rhythms are heard under a wonderful version of ABC.
Sing, dance, and play with A, B, C’s throughout the day.
Give your toddlers musical instruments and shakers to celebrate their A, B, C’s. Lead the line as everyone dances around the room to the music.
Play with the alphabet blocks with your infants and sing while the song is playing focus on a few letter at a time, and encourage the infants to respond to you.

The My Little World - A Day in Preschool small group classroom literacy activities are aligned with emergent literacy skills for children under five and with special needs.
They target critical domains of national early literacy development standards.
Veggie Boogie
Vocabulary
Vegetable Bowl
Construct a bowl , use a paper plate or the base provided on page 83 containing pictures of favorite vegetables
Fruit Bowl
Construct a bowl containing pictures of favorite fruits
Shopping Trip
Accompany children on a shopping trip for vegetables and fruit at a local grocery store. Encourage children to read the signs above the produce.

Veggie Boogie for Infants and Toddlers
Use “Veggie Boggie” to teach toddlers how wonderful food taste, especially fresh fruits and vegetables. Ask toddlers if they like certain fruits and veggies.
During breakfast, lunch and snack time, encourage children to eat healthy foods. As infants begin to eat solids, tell them what they are eating. Help them develop vocabulary by saying the names of foods and encouraging them to repeat the words.
Clap with the children when they eat a spoonful, celebrate trying a new foods.
Allow the children to play with plush toy fruits and vegetables while the song is playing. Start early building excitement about healthy foods.

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Nutrition
Lessons

Lets Talk About Fruits and Vegetables!
What’s a Fruit? What’s a Vegetable?
Why Fruits and Vegetables are good for you?
Where do Fruits and Vegetables grow?
How do Fruits and Vegetables grow?
These are additional exercises that you can implement with your children over
the course of a week or several months if your children are younger.
Teach your children the difference between a fruit and a vegetable. Talk to your
children about what they eat at home. Bring in samples of pears, apples and
cherries (fruits with seeds) and samples of broccoli, cabbage and a sweet potato
(vegetables without seeds) to explain the difference. Most fruits have seeds and
most vegetables don’t.
Ask your children to draw their favorite fruit and then draw their favorite
vegetable. You can take your child’s drawing and turn it into a laminated
placemat. Your children will be constantly reminded of the effort to eat fresh
fruits and vegetables every day.
Collect a basket of fruits and vegetables for the children to talk about and taste.
Allow your children to select their favorite color crayon, then ask them to select a
vegetable or fruit that matches the crayon and then taste it and draw it.
Encourage your children to eat healthy by explaining the ways that fresh fruits
and vegetables are good for them. Fresh fruits and Vegetables taste good, they
are great for building strong bones and teeth, ensuring healthy eye sight, they
strengthen the heart for pumping, legs for running and arms for hugging, your
brain for thinking and lungs for breathing! Whew, that’s a lot!
Finally, it is very important that children understand where fruits and vegetables
come from. A lot of children do not know that peas do not come from a can.
They may not know that an apple grows on a tree before it gets to the grocery store.
Enjoy these exercises that provide your children with and understanding of what
a fruit or a vegetable is, what they can do for the body and where they come from.

Fruits and Veggies - Match Them, Eat Them, Love Them!
Encourage discovery of fruits and vegetables with a game of Mix & Match
Match foods in groups of fruits , groups of vegetables
Match fruits in groups by color, size and shape
Match vegetables in groups by color, size and shape
Match foods by consistency (hard, soft, mushy, wet dry
5. Match foods by sweet, tart, likes and dislikes
Nutrition Lesson for: Lesson 14: Shortnen’ Bread
(Lesson on the next page)
SHORTNEN’ BREAD HEALTHY EATING SONG
Momma’s gonna make a little healthy snack, healthy snack
Momma’s gonna make a healthy snack for me - Repeat
Here’s a strawberry, cherries too, add a slice of apple
That’s good for you!
Used rolled Oats, and add some dates now you’ve made granola
too
Momma’s gonna make a little healthy snack, healthy snack
Momma’s gonna make a healthy snack for me - Repeat
(Create your own healthy recipes to the Shotnen’ Bread melody)

Nutrition
Lessons

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5 A Day, That’s the Way!
Draw 5 favorite Fruits and Vegetables

PAINT YOUR PLATE!
With foods that build a healthy body and a strong thumping heart.
Leafy greens, rich reds, plump purples, ripe yellows, awesome oranges, nutty browns and blasting blues!

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The My Little World - A Day in Preschool small group classroom literacy activities are aligned with emergent literacy skills for children under five and with special needs.
They target critical domains of national early literacy development standards.
Shortnen’ Bread
Print Awareness. Oral Langugage
Cooking Activity with recipe- Create a picture recipe.
List all of the ingredients of shortnen’ bread by photo with the words printed next to the photo. Expand the lesson by listing the measurements, (1 cup of flour), (4 shakes of salt), (6 chops of butter), (3 eggs), etc.
As the children participate in the exercise, engage them in acting out the lesson, setting down the bowl, pouring the flour, shaking the salt, cutting the butter off the stick, pouring the milk.
Create a quick recipe and have engage the children in calling out the ingredients
as they act out the song. Each item that is added should have a corresponding movement. Develop an understanding of how each item is added. If you add eggs in your recipe, then as the children call out eggs, pretend to hold a small round egg, crack it and dump it into the bowl. Salt should be shaken in.
Randomly assign an ingredient to each child on an index card (with a photo).
Encourage the children to read the ingredient and then announce it to the class.

Shortnen’ Bread for Infants and Toddlers
Use “Shortnen’ Bread” to encourage imaginary play.
Guide toddlers in an exploration of the class kitchen and use the play utensils while the song is playing.
Ask toddlers, “what are you cooking?”, “ how does it taste?”, “are you cooking a vegetable?”, “some fruit?” “What do you like to eat?”
Allow infants to hold a large safe spoon, bang the spoon and push items around with the spoon.

The My Little World - A Day in Preschool small group classroom literacy activities are aligned with emergent literacy skills for children under five and with special needs.
They target critical domains of national early literacy development standards.
VERY GOOD
Vocabulary Building, Print Awareness
As often as you feel it, think of it and can remember, tell your children how
wonderful they are. “Very Good” is great at the end of a class or during clean up at the end of the day. Children are uplifted as the conclude the day with you. Even a child that may have had a rough day can be encouraged by the positive
expressions in “Very Good”.
Print the words of the songs on cards and post various cards at work stations throughout the class to encourage positive behavior. Read the words to the
children to ensure that they know the words. Write Very Good on papers, find Very Good stickers and give them to the students.
Ensure that your students are able to recognize your praise.

Very Good for Infants and Toddlers
Use the gentle positive melody of “Very Good” to calm the class down and
prepare for nap time. The song is a good signal to start clean-up and feel good about it.
Check in with each child and remind them of what a great morning they had.
Remind them that the work they did during the morning was Very Good.

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There are no specific physical activity movements
that accompany
“Very Good”
It is simply a wonderful social emotional development song.
The children can do any exercise.
The song can be used at nap time or
the end of the day.
Maybe during a project that requires their concentration.
The message is great for children to hear
as they are cleaning up.
Children need to hear from you
that you approve of them and their work.
You can hum along with the song,
your children will know that you are sending a message to them.
So,
make sure to tell your children
“Very Good”.
You did a great job.
I love the work you did,
you are a wonderful person.
This is so important when educating children.
We have to support them so much.
Take the time
every day,
to say,
you are wonderful,
Very Good!

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The My Little World - A Day in Preschool small group classroom literacy activities are aligned with emergent literacy skills for children under five and with special needs.
They target critical domains of national early literacy development standards.
The SOS March
Print Awareness
Create posters with children of Instruments, Cheerleaders, Marching Bands and
Themed Parades.
Guide the children around the room in a parade of A,B,Cs, words, and numbers.
Allow the children to color and cut out and label pictures of instruments and march around the room pretending to play them.
Children can also play small instruments and march around counting in groups of 2’s, 4’s, and 8’s.

The SOS March for Infants and Toddlers
Use “The SOS March” to engage toddlers in fun play throughout the class.
Encourage infants to roll, crawl and work on walking/marching.
Hold a child’s hands and assist with moving in the rhythm of the song.
Play with toddlers, using soft instruments and toys.
Introduce counting in groups of 2’s as you walk with the children .
ENJOY!!

Early Learning Standards with
Common Core Alignment

Through music and literacy activities, “My Little World” support the District of Columbia
Early Learning Standards Common Core Alignment requirements. The standards are
composed of nine areas of development and learning: • Approaches to Learning/Logic and
Reasoning• Communication and Language• Literacy• Mathematics• Scientific Inquiry•
Social Studies• The Arts• Social–Emotional Development• Physical Development/Health and Safety ~
There are thirty-four standards:

Approaches to Learning/Logic and Reasoning
1. Attends and engages with curiosity
Jump In The Circle
Children explore toys of various size and textures while learning
colors as they are called in the song
2. Shows persistence
Veggie Boogie –(Literacy)
Children cut materials to make a vegetable or fruit
bowl
3. Approaches tasks flexibly
My Little World Educational Music Series
Play different songs in the MLW collection and model
designed movements and alternate movements
4. Uses symbols and takes on pretend roles
These Are The Animals
Children crawl on the ground pretending to be animals
The SOS March
Children march with real or pretend instruments
pretending to be members of a band

Communication and Language
5. Demonstrates understanding of spoken language
Show Me What You Know
Children touch parts of the body as presented in the
song with or without teacher demonstration
Dem (Them) Bones
Introduce names of bones
Children touch various bones as presented in the song
Children move around the room following directions
Avoid bumping into one another
Walk like a penguin (waddle, rock side to side, etc.)
Your Heart Jumps To The Beat
Children learn and practice directionality
Walking Around The Room
Children are guided through the techniques of walking,
marching, skipping and other movements as directed by instructors

6. Uses language to express self
Good Morning To You
Children explore morning emotions
Discuss being sleepy, hungry, happy, feeling welcome
7. Uses conventional grammar and syntax
8. Uses conventional conversational and other social
communication skills
Good Morning To You
Children practice greeting , hand shaking, welcome
Jump In The Circle
Children are asked to identify the color clothes they have on in anticipation
of the start of the exercises. Children may discuss their favorite color, or
favorite toy used in the exercise.
Literacy
9. Demonstrates understanding of print concepts
Jump In The Circle (Literacy)
Children identify colors and the spelling
Dem Bones (Literacy)
Children identify the bones by pictures and label on a mounted skeleton
Show Me What You Know (Literacy)
Children identify the parts of the body by picture and label on a wall mounted body
Stop Drop and Roll, Roll, Roll (Literacy)
Children identify items that are dangerous/ cause fire by picture and label
10. Demonstrates comprehension of printed materials read aloud
Stop, Drop and Roll, Roll, Roll (Literacy)
Children learn from safety lessons reinforced with guiding signs at stations
Signs instruct children to STOP / DROP / ROLL
11. Hears and discriminates the sounds of language
Miss Mary Mack (Literacy)
Children enjoy singing the rhyming words of the song
Children practice phonetic reading by identifying the written words of the song
Written on a word chart
12. Writes letters and words
Veggie Boogie (Literacy)
Children draw or color a picture of their
favorite fruits and vegetables,
then write the name of each item,
copying the writing printed on the sheet.
13. Understands the purpose of writing and drawing
Veggie Boogie (Literacy)
Children draw favorite meal, fruits and vegetables and label to remember the names.

Mathematics
14. Matches, groups, and classifies objects
Veggie Boogie (Literacy)
Match foods in groups of fruits , groups of vegetables
Match fruits/ vegetables in groups by color, size and shape
Match foods by consistency (hard, soft, mushy, wet dry)
Match foods by sweet, tart, likes and dislikes
15. Demonstrates knowledge of numbers and counting
Numbers, Numbers, Numbers
Children count numbers of body parts/ objects to ten
Children count in rhythm with the music
Can you count your ears? 1,2………..1, 2.
Children count hands to know how many gloves they should have
16. Demonstrates knowledge of volume, height, weight,
and length
Numbers, Numbers, Numbers
Children learn short, med, tall by lining up in a conga line in order of height
These Are The Animals
Children become aware of the concept of height, weight, and mass by pretending to be
animals in the song. (Rhinos have short wide bodies, elephants are heavy, giraffes have
very long necks making them very tall!
Engage children in a discussion about the differences and similarities between
various animals that they portray during the song
17. Identifies and labels shapes
Jump In The Circle
Instead of jumping in according to the colors of their clothes, children collect items in
the room by color as they are called in the song. Blue circles, yellow squares, red
triangles, green rectangles. Ask the children to pick up the shapes by colors or by shape.
18. Demonstrates understanding of positional words
Your Heart Jumps To The Beat
Children learn and practice movements that include up, down, left, forward backward
and side to side as they follow the directions of the song.
Scientific Inquiry
19. Observes and describes the characteristics of living things
These Are The Animals
Children imitate the characteristics of animals throughout the song
20. Observes and describes the properties of physical objects
21. Observes and describes characteristics of Earth and space
Good Morning To You
As children mimic the rising sun in the movements of the song, the concept
of the sun, sky and earth can be discussed and reinforced.
22. Demonstrates scientific thinking
Dem (Them) Bones
Children engage in scientific thinking as they explore the skeletal structure of
their bodies, touching the bones that are featured in the song.

Your Heart Jumps To The Beat
Children monitor and access the increase in the heart rate as they go through the song.
Social Studies
23. Demonstrates understanding of people and how they live
The My Little World Music Series provides music genres that represent various cultures
which can be discussed.
The Arts
24. Engages in music, movement, and drama activities
The My Little World Music Series features 16 songs that allow early educators to engage
children in 60 minutes of music, physical activity and opportunities for imaginary dramatic play.
25. Explores the visual arts
Social–Emotional Development
26. Expresses a variety of feelings and learns to manage them
27. Recognizes the feelings and rights of others, and responds appropriately
The My Little World Music Series (specifically Dem Bones) provides opportunities for children to learn spatial awareness through movement exercises, directions and adult interaction
28. Manages own behavior
The My Little World Music Series (Specifically Jump In The Circle) provides opportunities
for children to learn patience, anticipation, yielding, cooperation.
29. Develops positive relationships with adults
Very Good
Children is acknowledged and encouraged by the words of praise in the song
MLW encourages facilitation by educators developing relationships between children and adults
30. Engages and plays with peers
The My Little World Music Series physical activity and literacy exercises provide opportunities for children to cooperate, partner, share, work in groups and communicate
31. Resolves conflicts with others
**** Physical Development/Health and Safety ****
The My Little World Music Series is specifically designed and used to incorporate
Physical Activity, Health, Safety and Nutrition lessons in the daily curriculum of
Children. The following standards are the primary goals of the My Little World program.
32. Demonstrates strength and coordination of large muscles
MLW activities include stretching, swaying, swinging, bending, jumping, hopping, marching, walking, waddling, kneeling, squatting, sitting, standing, crawling, leaning, rolling, galloping, twisting, turning, balancing, and skipping for large muscle development.
33. Demonstrates strength and coordination of small muscles
MLW activities include waving, curling, stirring, cutting, pointing, shaking hands, grabbing, squeezing, coloring, and writing for small muscles development.
34. Demonstrates behaviors that promote health and safety
MLW activities include Physical Activity, Heart Health, Fire Safety, Toiletry, Healthy Nutrition Behavior.

PHYSICAL EDUCATION STANDARDS
As outlined by the Office of the State Superintendent of Education (OSSE) District of Columbia (DC) Infant and
Toddler and Pre-Kindergarten Early Learning Standards Manual.
All standards and that are supported by the “My Little World” Vol. 1 – A Day In Pre-School music series are
highlighted in the color Blue.
STRAND 1: Competency in Physical Skills
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
PRE - KINDERGARTEN
Locomotor Movement
PK.1.1 Jump side to side without hesitating. Your Heart Jumps To The Beat
PK.1.2 Demonstrate rolling using various shapes. Stop, Drop and Roll
PK.1.4 Throw a ball toward an object.
PK.1.5 Kick a stationary ball from a standstill.
Rhythmic Skills
PK.1.6 Exercise using different musical beats. African Brazilian Cubiano (ABC)
PK.1.7 Change movement pattern in response to Walking Around The Room
changes in music.
KINDERGARTEN
Locomotor Movement
K.1.4 Travel in straight, curved, and zigzag pathways. These Are The Animals
K.1.5 Travel forward and sideways while changing
direction quickly in response to a signal. Your Heart Jumps To The Beat
K.1.6 Identify and perform the locomotor skills of walk, Walking Around The Room
jog, run, hop, jump, slide, and gallop.
K.1.7 Perform a continuous log roll in a controlled Stop Drop and Roll
manner as interpreted by a teacher.*
K.1.8 Jump over a stationary object (i.e., rope, hoops, Jump In The Circle
blocks) several times in succession, using forward-and back
and side-to-side movement patterns.
Throwing and Catching Skills
K.1.11 Use eyes to track objects when catching a ball
that has been rolled or tossed. (Use eyes to track hands) Miss Mary Mack
Rhythmic Skills
K.1.15 Clap and move in time to a simple, rhythmic Miss Mary Mack
beat.

STRAND 2: Movement Concepts and Principles
Students demonstrate knowledge of movement concepts, principles, and skills that apply to the learning
and performance of a variety of physical activities.
PRE - KINDERGARTEN
Movement Concepts & Body Management
PK.2.1 Perform activities that use large-muscle Walking Around The Room
movements (running, hopping, jumping, and galloping) Jump In The Circle
and combine large-muscle movements with equipment I Can Go To The Pot
(kicking, throwing, catching, and riding a tricycle).
PK.2.2 Combine, coordinate, and demonstrate balance Dem Bones
with large-muscle movement.
PK.2.3 Travel, stop, and balance. Your Heart Jumps To The Beat
PK.2.4 Use senses to plan and carry out movements. Jump In The Circle
PK.2.5 Identify selected body parts such as the head, Show Me What You Know
arms, legs, and feet.
KINDERGARTEN
Movement Concepts & Body Management
K.2.1 Travel within a large group, without bumping into Walking Around The Room
others or falling. “SOS” March
K.2.3 Demonstrate contrasts between slow and fast
speeds while moving.
K.2.4 Identify and describe parts of the body: the head, Show Me What You Know
shoulders, neck, back, chest, waist, hips, arms, elbows, Dem Bones
wrists, hands, fingers, legs, knees, ankles, feet, and
toes.
K.2.5 Demonstrate the relationship of under/over, Your Heart Jumps To The Beat
behind/in front of/next to, right/left, up/down,
forward/ backward by using the body and an object.
K.2.6 Create shapes at high, medium, and low levels These Are The Animals
by using hands, arms, torso, feet, and legs in a variety
of combinations.
STRAND 3: Promotion of a Physically Active Life Style
Students assess and maintain a level of physical fitness to improve health and performance through a
physically active lifestyle.
PRE - KINDERGARTEN
Fitness Concepts/Body Composition
PK.3.1 Describe changes in breathing and heart rate Your Heart Jumps To The Beat
after participating in vigorous physical activity.
PK.3.2 Explain benefits of vigorous physical activity.
Aerobic Capacity
PK.3.3 Participate in sustained moderate physical
activity for a period of time specified by the teacher.

PK.3.4 Perform aerobic activity and discuss changes.
Muscular Strength/Endurance
Flexibility
PK.3.6 Stretch shoulders, legs, arms, and back without Good Morning To You,
bouncing Dem Bones
KINDERGARTEN
Fitness Concepts/Body Composition
K.3.1 Participate in physical activities that are enjoyable and challenging.
Aerobic Capacity
K.3.2 Sustain moderate to vigorous physical activity for I Can Go To The Pot
a short period of time.
K.3.3 Recognize change in heart rate during physical Your Heart Jumps To The Beat
activity.
Assessment
K.3.7 Identify indicators of increased capacity to Walking Around the Room
participate in vigorous physical activity.
STRAND 4: Health-Enhancing Level of Fitness
Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
PRE – KINDERGARTEN
Concept
PK.4.1 Performs aerobic activity and discusses changes. Your Heart Jumps To The Beat
Strategy
PK.4.2 Show awareness for proper health and fitness habits
KINDERGARTEN
Concept
K.4.1 Differentiate between healthful and unhealthful Veggie Boogie
habits for eating and exercising.
Strategy
K.4.2 List ways to increase time for physical activity
outside of school.
STRAND 5: Safe and Responsible Personal and Social Behavior
Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
PRE – KINDERGARTEN
Social Interaction
PK.5.2 Work with a partner to master movement pattern Miss Mary Mack
challenges.
Group Dynamic
PK.5.3 Help members of a group while engaged in Jump In The Circle
physical activity.

KINDERGARTEN
Self-Responsibility
K.5.1 Participate willingly in physical activities. “My Little World”
K.5.2 Identify the feelings that results from participation “My Little World”
in physical activity.
Social Interaction
K.5.3 Participate as a leader and a follower in a variety Numbers, Numbers, Numbers
of physical games and activities reflecting diverse heritages. “SOS” March
African, Brazilian, Cubiano (ABC)
Group Dynamics
K.5.4 Solve simple tasks in groups when engaged in
cooperative physical activity.
EARLY LEARNING STANDARDS
Domain 1: Approaches to Learning
Standard 1.0: Children exhibit curiosity, the ability to engage in and complete task, flexibility in
problems, engaging in purposeful play, following direction, and both independence and interdependence.
AL.1.2 Children engage in and complete tasks.
AL.1.2.2 Participate in group activities for longer periods of time.
AL.1.3 Children demonstrate problem solving skills.
AL.1.3.2 Apply knowledge and past experience to new situations or tasks.
AL.1.4 Children engage in purposeful play
AL.1.4.1 Take on pretend roles and situations for a sustained period of time.
AL.1.4.2 Use objects to represent real items in pretend play.
Domain 2: Social and Emotional Development
Standard 2.0: Children become confident and competent with a sense of self and can take
responsibility for self and others.
SED.2.1 Children demonstrate a strong, positive self-concept.
SED.2.1.2 Recognize abilities and accomplishments of self and others; talks
about how people can be helpful/hurtful to one another.
SED.2.3 Children engage in positive interactions with others.
SED.2.3.2 Play cooperatively with other children.
SED.2.3.4 Observe and use appropriate ways of interacting in a group: Taking
turns in talking; listening to peers; waiting until someone is finished; asking
questions and waiting for an answer; gaining the floor in appropriate ways.
SED.2.3.5 Participate in group activities.
-sings along with the group at circle time
SED.2.4 Children demonstrate resiliency skills.
SED.2.4.2 Adjust to new situations.
-demonstrates eagerness and enthusiasm when teacher introduces a new
activity

SED.2.4.3 Demonstrate appropriate trust in adults; discuss roles and
responsibilities of family or community members who promote the welfare
and safety of children and adults.
Domain 3: Language and Literacy
Standard 3.0: Children communicate ideas and feelings, establish and maintain relationships with adults and other children through literacy skills involved in I-Listening and Speaking, II-Reading, and III-Writing.
LISTENING AND SPEAKING (I.)
LL.3.I.1 Children comprehend oral directions and explanations.
LL.3.I.1.1 Follow directions for two or more steps.
LL.3.I.1.2 Demonstrate understanding of explanations.
LL3.I.2 Children hear and discriminate the various sounds of language to develop
Auditory discrimination and phonemic awareness.
LL3.I.2.1 Hear syllables in words.
-clap hands three times for the three syllables in a word
-stomps feet rhythmically
LL3.I.2.2 Identify words that rhyme in songs, nursery rhymes, poems and
Stories.
LL3.I.2.3 Produce (make up) rhymes.
LL3.I.2.4 Discriminate sounds as being the same or different.
LL3.I.4 Children acquire and use increasingly rich vocabulary and language for a variety of purposes (receptive and expressive vocabulary).
LL3.I.4.2 Integrate new vocabulary into conversations with peers and
adults.
LL3.I.5 Children participate in conversations.
LL3.I.5.1 Engage in back and forth discussion about a topic with peers and
adults.
READING (II.)
LL.3.II.3 Children demonstrate understanding of print concepts
LL.3.II.3.1 Know that spoken words can be written and read, and written
words can be read aloud.
LL.3.II.4 Children develop familiarity with the forms of alphabet letters, awareness of print and letter forms.
LL.3.II.4.1 Identify 10 or more letters.
LL.3.II.4.2 Name letters in own name and in familiar words.
LL.3.II.4.3 Find specific words in words in the environment.
WRITING (III.)
LL.3.III.2 Children use emergent writing skills to make letters and words in many settings
and for many purposes.
LL.3.III.2.3 Begin to make letter-sound connections

Domain 4: Mathematical Thinking
Standard 4.0: Children make sense of the world around them and understand the physical
world through mathematics experiences involving number concepts, patterns, functions, and algebra,
measurement, geometry and spatial sense, and data analysis and probability.
NUMBER CONCEPTS
MT.4.1 Children demonstrate a beginning understanding of numbers and operations and how they
relate to one another.
MT.4.1.1 Use one-to-one correspondence.
MT.4.1.2 Count with understanding to at least 10.
MT.4.1.3. Use numbers to tell how many (number quantity)
MT.4.1.6 Quickly recognizes quantity of small groups of objects up to 4.
MT.4.1.7 Construct sets of a given number using concrete objects
(e.g., fingers, counters)
PATTERNS, FUNCTIONS, AND ALGEBRA
MT.4.2 Children demonstrate a beginning understanding of patterns and use mathematical
representations to describe patterns.
MT.4.2.2 Recognize, describe, and copy simple patterns
-joins the teacher in a clapping pattern (slap the knees, slap the knees
clap the hands, slap the knees, slap the knees, clap the hands)
-use a stomp to repeat a pattern
GEOMETRY AND SPATIAL SENSE
MT.4.4 Children begin to demonstrate an understanding of shape, size, position, direction,
and movement, and they describe and classify real objects by shape.
Domain 5: Scientific Inquiry
Standard 5.0: Children learn science by exploring the world around them as they try out things to
see how they work, experiment, manipulate objects, use their senses and their scientific tools
to observe, collect and interpret data, and draw conclusions
LIFE SCIENCE
SI.5.3 Children will develop and understanding of living things (plants and animals) and what
they need to survive.
SI.5.3.2 Observe, describe, compare and categorize plants and animals.
SI.5.3.3 Observe and identify the characteristics and needs of living things:
humans, animals and plants

Domain 6: Social Studies
Standard 6.0: Children learn social studies by forming relationships. learning to communicate, and exploring the world around them through the study of people, jobs landmarks and cultures of the surrounding community.
SS.6.3 Children begin to notice and acknowledge diversity
SS.6.3.1 Begin to identify similarities and differences among people
(e.g., gender, race, culture, language, abilities)
SS.6.3.2 Demonstrate an emerging respect for culture and ethnicity
-Will learn some words of another language
Domain 7: Creative Arts
Standard 7.0: Children demonstrate imagination, creativity, and invention through the study of the arts in ways that reflect their unique learning styles and views of the world.
MOVEMENT
CA.7.1 Children move their bodies with increasing skill to express emotions and rhythms.
CA.7.1.1 Move their bodies spontaneously to different musical tempos and
styles
CA.7.1.2 Participate in guided movement activities
-Stamps feet in time with a marching song
-Moves scarf slowly and then quickly through the air, in time with the
Music
-Joins in “These Are The Animals” watching the teacher to repeat the
actions
-Walks slowly and swings arms to show how an elephant walks, then
tiptoes quickly to imitate a bird.
DRAMATIC PLAY
CA.7.2 Children use imaginative play as a vehicle to express life experiences and familiar
Stories.
CA.7.2.1 Use dramatic play, costumes, and props to pretend to be someone
else; create characters through physical movement, gestures, sound, speech,
and facial expressions.
MUSIC
CA.7.4 Children express themselves through music and develop an appreciation for different forms of music
CA.7.4.1 Listen to and enjoy a variety of music
CA.7.4.2 Sing a variety of songs within children’s vocal range, independently
and with others.
CA.7.4.3 Use a variety of instruments to create musical sounds.
-Asks the teacher to play a marching song.
-Selects a favorite CD, puts the CD in the player, and listens using
headphones.
-Listens to, imitates and improvises sounds, patterns or songs
-Sings songs with clear, easy melodies, using loud and soft voices
appropriately.
-Bangs cymbals together at regular intervals in a song
-Experiment with drumsticks, hands and fist to produce different
sounds on a drum

Domain 8: Physical Development, Health, and Safety
Standard 8.0: Children develop gross motor coordination, fine motor control and master increasingly
sophisticated tasks and gain personal responsibility for their own physical needs.
GROSS MOTOR
PHS.8.1 Children move their bodies in ways that demonstrate increasing stamina, endurance, control,
balance, and coordination.
PHS.8.1.1 Demonstrate balance and coordination in large-muscle movement:
running, hopping, jumping, and galloping.
PHS.8.1.2 Perform activities that combine large-muscle movements with
equipment: kicking, throwing, catching, riding a tricycle, climbing a ladder
PHS8.1.3 Combine and coordinate large muscle movements
FINE MOTOR
PHS.8.2. Children apply hand, finger, and wrist movements in ways that demonstrate increasing
eye-hand coordination, strength, and control.
PHS.8.2.1 Perform fine motor tasks that require small-muscle strength and
Control.
PHS.8.2.2 Use eye-hand coordination to perform fine motor tasks.
SENSORIMOTOR
PHS.8.3 Children use sensory information to guide motion.
PHS.8.3.2 Use their senses to plan and carry out movements.
-Plays movements and “freeze” games.
HEALTH AND SAFETY
PHS.8.4 Children practice behaviors that promote their health and safety
PHS.8.4.2 Be aware of and follow health and safety rules.
PHS 8.4.3 Be aware of and follow safety procedures.
-Flushes toilet and washes hands after toileting
-Stops activity on fire drill signal, listens for directions, and walks down
stairs
-Indicates that he or she needs fruits and vegetables to be healthy

Additional educational strategies offered by the Office of the State Superintendent of Education (OSSE) District of Columbia (DC) Infant and Toddler and Pre-Kindergarten Early Learning Standards.
The Role of Curriculum
The Early Learning Standards do not take the place of a curriculum. Rather, they are intended to be used by programs to select an appropriate curriculum and to measure how well it is being implemented. To achieve the desired outcomes for children, the curriculum, classroom practices, and instructional approaches must be carefully planned, developmentally appropriate, culturally and linguistically responsive, and comprehensive. The National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) (2003) have defined indicators of effective curriculum:
• Children are active and engaged.
• Goals are clear and shared by all.
• Curriculum is evidenced-based.
• Valued content is learned through investigation and focused, intentional teaching.
• Curriculum builds on prior learning and experiences.
• Curriculum is comprehensive.
• Professional standards validate the curriculum’s subject-matter content.
• The curriculum is likely to benefit children
The Role of Assessment
The Early Learning Standards are not meant to be used as an assessment tool. Rather, programs should use an assessment system that links to their curriculum and that will provide data on children’s progress in meeting the Standards.
Assessment is an ongoing process of gathering information about children in order to support children’s learning. The primary purposes of assessment are:
• To get to know each child—what he/she knows and can do in relation to the learning objectives
• To plan activities and instruction for individual children and for groups of children
• To track children’s progress and ensure that every child is progressing in all areas
• To prepare reports—to families, to funders, and other interested parties
Assessment
Assessment methods should be “developmentally appropriate, culturally and linguistically responsive, tied to children’s daily activities, supported by professional development, inclusive of families, and connected to specific, beneficial purposes.” Those purposes include “(1) making decisions about teaching and learning, (2) identifying significant concerns that may require focused intervention for individual children, and (3) helping programs improve their educational and developmental interventions.” (NAEYC and NAECS/SDS 2003)
PTL

Educational and Physical Activity Resources
American Diabetes Association
Shaping America’s Health
www.shapingamericashealth.org
CareFirst - BlueCross BlueShield
My Care First
www.carefirst.com/weight
District of Columbia Office of the State Superintendent of Education
State Board of Education
Early Learning Standards: Infants, Toddlers and Pre-Kindergarten
http://www.osse.dc.gov/seo/frames.asp?doc=/seo/lib/seo/earlylearningstandards.pdf
District of Columbia Office of the State Superintendent of Education
State Board of Education
Physical Education Standards
http://www.osse.dc.gov/seo/frames.asp?doc=/seo/lib/seo/earlylearningstandards.pdf
District of Columbia Fire and Emergency Medical Services
Fit Kids Book –Nemours Foundation and KidsHealth
A Practical Guide to Raising Healthy and Active Children-
From Birth to Teens
http://kidshealth.org/misc/popup/Fit_Kids/index.html
Georgetown University
The National Center for Education in Maternal and Child Health
“Bright Futures in Practice: Physical Activity”
http://www.brightfutures.org
(NASPE) National Association for Sport and Physical Education
In Alignment with the National Standards for Physical Education
Appropriate Practices in Movement Programs for Children Ages 3 – 5
http://www.aahperd.org/naspe/
National Association for Sport and Physical Education
“Active Start”
A Statement of Physical Activity Guidelines For Children
From Birth to Five Years
http://www.aahperd.org/naspe/
Obesity Action Coalition
Understanding Childhood Obesity
An Educational Resource
www.obesityaction.org
“Solving the Problem of Childhood Obesity Within One Generation”
White House Task Force on Childhood Obesity Report to the President
May 2010
U.S. Department of Health and Human Services
Administration for Children and Families
Office of Head Start
“I Am Moving, I Am Learning”
A Proactive Approach for Addressing Childhood Obesity in Head Start Children

VISIT…
Www.MyLittleWorldCD.COM
(www.mylittleworldcd.com)
“My Little World”
Materials & Training

The “I Am” A Poem of Gratitude Poster is a wonderful poem of gratitude to early educators and care givers, featuring an
authentic hand print and a very warm and touching
message.

The “Tic Toc” physical Activity Poster features a catchy chant identifying various exercises that help youth and adults achieve 60 minutes of daily physical. activity.

Our “Healthy Hands” are sturdy replicas of the hands in the manual, they are great for repeated use while participating in many of the program songs. Great for enhancing lessons designed to teach children right and left.

COMING SOON !!!!!!!!!
The My Little World Children’s Activity DVD

America’s children are moving with “My Little World”!
The “My Little World” Educational Music Series
PRODUCTS AND SERVICES
The My Little World Educational Music Series is a vibrant interactive tool. It is designed to be incorporated into the curricula of early educators, as they engage children, by providing lessons that teach physical movement, early literacy and pre-math concepts, while promoting 60-minutes of healthy physical activity and healthy eating habits. The music series has proven tremendously beneficial in the education and training of multi-cultural children and children with special needs. More importantly, it encourages healthy movement experiences that combat the ever rising epidemic of overweight and obesity among all children. “My Little World” is aligned with First Lady Michelle Obama’s “Let’s Move” Campaign, by promoting physical activity among parents, children and care givers, because starting healthy behaviors early is a great way to develop lifelong healthy habits!

The My Little World Volume 1 - A Day In PreSchool Movement CD provides 16 songs through which early care educators, parents and physical therapy practitioners can incorporate physical activity in the course of the day. The Music appeals to the ethnic diversity of children and families in today’s society, as pre-school lessons are presented in current styles of music over the echoes of Ancient Historic Drum Rhythms, Jazz and Blues, Boogie Woogie and Gospel, as well as Cuban, South American and Brazilian styles.

My Little World Implementation Manual - Your Heart Jumps To The Beat. The manual provides step by step guidance and technical assistance, for the implementation of the physical activity and nutrition exercises, as well as daily recording and monitoring of the “My Little World” Music Series. Early care educators, parents and physical therapy practitioners find creative and fun methods of incorporating movement into the daily activities of children and patients, while providing academic reinforcement.

My Little World
A Day In
PreSchool
Educator DVD

My Little World Early Educators Implementation DVD is a 6- segment implementation training tool that provides a visual presentation of detailed implementation exercises. The DVD displays the specific steps that accompany the “My Little World” program. Through interactive “Circle-time” presentations, viewers gain a practical understanding of various stages to incorporate the program into the traditional preschool curriculum, and achieve the nationally recommended standards for daily moderate to vigorous physical activity.

My Little
World
Educational
Music Series
Productions

My Little World Early Educators Implementation DVD is a 6- segment implementation training tool that provides a visual presentation of detailed implementation exercises. The DVD displays the specific steps that accompany the “My Little World” program. Through interactive “Circle-time” presentations, viewers gain a practical understanding of various stages to incorporate the program into the traditional preschool curriculum, and achieve the nationally recommended standards for daily moderate to vigorous physical activity.
(Training fee based on staff requirements, materials and travel)

Natii
Arts
LLC

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