Concentration
Toddlers observe actions coordinated with words as part of a song.
Materials Needed
*1 picture as shown
*Printables provided
Key Concepts
Sing
Move
Bus
Also Promotes
Communication / Language
Cognitive
Physical / Health
Optional Reading
Wheels on the Bus by Raffi
Be Prepared: Become familiar with the words and movements of the first two verses of the song, “Wheels on the Bus.” One resource is the book suggested in Optional Reading.
BEGIN:
H. Michael Miley/wikimedia/(CC BY-SA 2.0)
[Invite several toddlers to join you for a song about a bus. Display picture of a bus.]
This is a picture of a bus. Many children ride on a bus to go to school. This is called a school bus.
ASK:
Have you ever seen (or been on) a bus? What was it like?
EXPLAIN:
[Point to wheels in picture of bus.]
The wheels on a bus help the bus to move. The wheels go around and around when they move.
I am going to sing a song about a bus. You may know this song. Please listen to the words that I sing.
[Point to your ears.]
ACT:
[Sing the first verse (wheels) of the bus song without movements. You may wish to move your body slightly with the beat of the song. Sing words clearly and at a pace that allows children to hear each word. Smile and look at each toddler as you sing.]
EXPLAIN:
We can move parts of our body to this song! Please watch me move my arms when I sing about the wheels.
[Demonstrate the wheel motion.]
I am moving my arms around and around. The wheels on a bus go around and around when they move.
ACT:
[Sing the first verse (wheels) of the bus song, this time moving your arms.]
I sang the words and moved my arms.
ASK:
Would you like me to sing about another part of the bus?
[If one or more toddlers say “yes,” introduce the second verse (horn). Explain the movement that accompanies the horn. Sing the verse clearly with both words and movement.]
RECAP:
We listened to the words in a song about a bus. I used my arms and hand to make the movements of the wheels and to pretend I was honking the horn on the bus. This was a fun song!
Block 1
Paying Attention:
Option 2
Self-Regulation
Informal Gathering
Skill and Goal
Concentration
Toddlers practice movements coordinated with the words of a song.
Materials Needed
*1 picture as shown
*Printables provided
Key Concepts
Sing
Move
Bus
Also Promotes
Communication / Language
Cognitive
Physical / Health
Optional Reading
Wheels on the Bus by Raffi
H. Michael Miley/wikimedia/(CC BY-SA 2.0)
Be Prepared: Become familiar with the words and movements of several verses of the song “Wheels on the Bus.” One resource is the book suggested in Optional Reading.
Invite several toddlers to sing a song about a bus. Show the picture of the school bus and talk with toddlers about their experiences seeing (or riding on) a bus. Introduce the song and invite toddlers to listen to the words and sing with you when they are ready.
Sing the first verse slowly and clearly without movement. Smile and look at each toddler. After the words have been sung, introduce the accompanying movement. Example: “We can move parts of our body when we sing the song! The song tells us that wheels go around. We can make our arms go around like this when we sing about wheels. Let’s all make our arms go around like wheels!” Invite toddlers to sing the verse again, this time adding the arm movements.
Block 1
Paying Attention:
Option 3
Self-Regulation
Informal Gathering
Skill and Goal
Concentration Toddlers independently practice movements coordinated with the words of a song.
Materials Needed
*1 picture as shown
*Printables provided
Key Concepts
Sing
Move
Bus
Also Promotes
Communication / Language
Cognitive
Physical / Health
Optional Reading
Wheels on the Bus by Raffi
Be Prepared: This activity is designed for toddlers who are familiar with the words and movements for several verses of the song “Wheels on the Bus,” so they can participate with minimal prompting or demonstration. Become familiar with the words and movements of up to four verses of the song “Wheels on the Bus.” One resource is the book suggested in Optional Reading.
H. Michael Miley/wikimedia/(CC BY-SA 2.0)
Invite several toddlers to sing a song about a bus. Show the picture of the school bus and remind toddlers of parts of a bus included in the song, including wheels, horn, and doors. Introduce the song and invite toddlers to sing and do the accompanying movements with you. Sing clearly and slowly, smiling at each of the toddlers. Encourage toddlers to sing the words and move their bodies along with each verse of the song. You may wish to sing up to four verses if toddlers are enjoying the activity.
What to Look For—Options 1–3
The three options gradually increase the challenge of coordinating physical movements and words to a song. The first and second options promote skill in paying attention, and the third option adds the task of recalling both actions and movements. In the first two options, look at how children watch your actions. You may wish to describe specifics of an action if you notice puzzled faces. In the third option, look at the ease with which children engage in singing and coordinating the appropriate movement. Toddlers who are new to the song may be more successful starting with the first option. Keep in mind that many toddlers are relatively new to the task of doing an action in coordination with a word. Some may do the motion but not say the word, whereas others may say the words but not do an action. Positively acknowledge all levels of participation.
More Scaffolding Tips—Options 1–3
Extra support
Briefly mention the skill that helps children be successful in each of the three options. Examples: (for Option 1) “We know what actions to do because we paid attention to what I did with my arms and hands. We listened to the words in the song.” (for Option 3): “We are remembering what actions to do with different parts of our song.”
If toddlers seem to have difficulty focusing on a specific action, it may be helpful to invite children to “get their wiggles out.” Example: “Let’s stand up and get our wiggles out.” Lead toddlers in wiggling (in the following order) their arms, legs, feet, and their whole body. Then ask toddlers to sit again so the bus song can continue. Example: “We did a good job getting our wiggles out. Now we are ready to sit on the floor and sing our song again.”
Help toddlers understand key words and related actions when you introduce a new verse. Example: “People are ‘up’ when they are getting on or off the bus. People are ‘down’ when they sit to ride the bus. Let’s all practice ‘up’ and down’ by moving our bodies.”
Enrichment
Provide a toy bus for toddlers to touch and hold before and/or after the song. Encourage toddlers to turn the wheels and open and close the doors like the actions in the song.
Invite toddlers to select verses they would like to sing and move to. Some toddlers may enjoy making up their own verses for the group to sing.
Interest Area
Materials Needed: dollhouse, toy school bus, people figures
Invite several toddlers to play with the dollhouse and school bus. Invite toddlers to incorporate the school bus into their dollhouse play. Talk with toddlers about their experiences with seeing or riding on a bus. Encourage toddlers to explore the bus and talk with them about how the wheels go around, the doors open and close, and the people get on and off.
Family Child Care
Participating in song and movement activities is enjoyable for children of all ages. Infants will enjoy watching and being part of the group. Guide children in a song game of your choice. Add more sections or lines as children are ready. Older children may enjoy leading the song game and thinking of new verses or movements for the group to try.
