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Ms. Angie's Classroom Edit display name

  • Hurricane Early Childhood
  • Hurricane, UT
  • More than a third of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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My preschool students have had limited exposure to the community during the past two years (which is most of their lives!) due to the pandemic. I currently have Peppa Pig and Play Mobil dollhouses that I use to teach household vocabulary and action words. The kids request these every time! Community Helpers are part of the preschool curriculum, and an essential part of our lives. I have books that I use to introduce different places and professions in our community, but young children, especially those with language delays, require more tangible materials to engage their interest. With hands-on toys, I work on IEP goals to follow directions (put the fireman in the truck), request (I want stethoscope), answer questions (who cleans our teeth?), and make comments (I see a shopping cart!). The toys and games encourage participation and learning. Many of my young students have autism and/or anxiety disorders. I often use social stories to describe expected behavior, as this familiarizes the child with what they can expect, and what is expected of them. Role playing with action figures and realistic looking settings will help children (and their parents) when they access the community. Video clips of desirable behavior (pretending to go to the dentist) help reduce the child's fear the more they watch them. Thank you so much for considering my request!

About my class

My preschool students have had limited exposure to the community during the past two years (which is most of their lives!) due to the pandemic. I currently have Peppa Pig and Play Mobil dollhouses that I use to teach household vocabulary and action words. The kids request these every time! Community Helpers are part of the preschool curriculum, and an essential part of our lives. I have books that I use to introduce different places and professions in our community, but young children, especially those with language delays, require more tangible materials to engage their interest. With hands-on toys, I work on IEP goals to follow directions (put the fireman in the truck), request (I want stethoscope), answer questions (who cleans our teeth?), and make comments (I see a shopping cart!). The toys and games encourage participation and learning. Many of my young students have autism and/or anxiety disorders. I often use social stories to describe expected behavior, as this familiarizes the child with what they can expect, and what is expected of them. Role playing with action figures and realistic looking settings will help children (and their parents) when they access the community. Video clips of desirable behavior (pretending to go to the dentist) help reduce the child's fear the more they watch them. Thank you so much for considering my request!

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About my class

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