THE WAY WE LEARN & PLAY:LESSON PLANNING FOR INFANTS AND TODDLERS

KRISTY BOGGS AND IVONNE DAVILA-BEEGLEDIVISION OF CHILD CARE

HOUSEKEEPING

Turn all phones on silent

No texting

No sidebar conversations

Actively participate

WHAT ARE YOUR STRUGGLES?

GOALSUnderstand the importance of play

Effectively plan the day around

the needs of the children

Learn how to format lesson plans

Ability to create an age

appropriate lesson plan

NO EXCUSES DAY!

YOU ARE NOT ALLOWED TO SAY….

I don’t have enough time. I’m not creative. I’m not organized.Paperwork isn’t my thing. I don’t like messes.They are just babies.

HOW DO CHILDREN LEARN?ObservationActive InvestigationPositive Role ModelsPeer InteractionSupport and Positive Guidance

CHILDREN LEARN BEST THROUGH…

PLAY!

WHY IS PLAY IMPORTANT TO INFANTS AND TODDLERS?

Group Activity!

LEARNING THROUGH PLAY

“Play is an important vehicle for developing self-regulation as well as for promoting language, cognition, and social competence.”

-Copple and Bredekamp, DAP, 3rd Ed.

LEARNING THROUGH PLAY Opportunities to

develop physical competence

Express emotion Develop problem-

solving abilities Cause and effect

-Copple and Bredekamp, DAP, 3rd Ed.

Make sense of their world

Interact with others

Control emotion Practice emerging

skills Supports abilities

to promote school success

RESEARCH Play can establish the foundation for:

Memory Language Social Skills

“With children spending more time in adult-directed activities and media use, forms of child play characterized by imagination and rich social interactions seem to be declining.”

-Copple and Bredekamp, DAP, 3rd Ed.

CHILDREN MUST BE CHALLENGED!

“In a task just beyond a child’s independent reach, adults and more-competent peers contribute significantly to the child’s development by providing the support or assistance that allows the child to succeed a that task.”

-Copple and Bredekamp, DAP, 3rd Ed.

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CHARACTERISTICS OF YOUR FAVORITE TEACHER

INTENTIONAL TEACHING"To be intentional is to act purposefully, with a goal in mind and a plan for accomplishing it…intentional teaching is not an accident. Intentional teachers use their knowledge, judgment, and expertise to organize learning experiences for children. And, when an unexpected situation arises, as it always does, intentional teachers recognize a teaching opportunity and are able to take advantage of it.“

-Dr. Ann Epstein, Highscope, 2007

CHARACTERISTICS OF AN INTENTIONAL TEACHER Observation Focuses on the how

rather than the what

Take advantage of “teachable moments”

Creative Actively participate

in continuing education and training

Probes the child’s thinking

Flexible Uses multiple

teaching strategies Makes every

moment count Critical thinkers

“An intentional teacher is a model educator, setting the standard and raising the bar for future teachers.”

What can we do to set the standard?

How do you raise the bar?

COMPONENTS OF INTENTIONAL TEACHING Planning the classroom environment and

daily routine Carrying out supportive adult-child

interactions Providing learning activities Assessing children's progress

BRAIN BREAK / QUESTIONS

HOW CAN YOU BECOME AN “INTENTIONAL PLANNER?”

INTENTIONAL PLANNING

Know which fun activities you are going to offer

Educate additional staff

Assure you are able to carry out the activities within your timeframe and routines

List your supplies and have them ready

Have a back up plan!

BECOME A LEADER Be someone who sees the “big” picture Don’t be afraid to experiment and explore Trust others to carry out your vision Enjoy the challenge Use logic

“EVERY TEACHER CAN EXPLAIN A LESSON, BUT EXTRAORDINARY EDUCATORS LEAVE AN IMPRESSION ON THE HEARTS AND MINDS OF CHILDREN THAT REMAINS FOR A LIFETIME.”

WHAT NEEDS DO YOUNG CHILDREN HAVE?

Routine care Feeding Diapering Sleep

Safety Security

Desire to play and learn

TERMS TO KNOW

LET’S DEFINE…

Enrichment/fine motor

Gross motor

Cognition

Social-emotional

Dramatic play

Multi-cultural

ENRICHMENT/FINE MOTOR

Small motor actions/movements in hands, wrists, fingers, feet, toes, lips, tongue.

Children can: grasp with hand, pincer grasp, use lips and tongue to taste, draw shapes, writing, cutting with scissors, and use eating utensils.

Control and precision are necessary.

GROSS MOTOR Large motor movements in the body: arms,

legs, feet or entire body. Children can: crawl, run, jump, swing arms,

walk, kick, and climb.

Both motor skills typical develop together.

COGNITION Thought process, cause and effect, quality

interactions, decision making, remembering, and problem solving.

Children can: do almost anything!

Concrete experiences and positive teacher-child interaction is imperative!

SOCIAL-EMOTIONAL Emotions, sense of self, empathy, social

interactions with those around them. Children can: feel and see the world around

them!

Children can only react to situations based on their experience or interpretation.

DRAMATIC PLAY Symbolic play, acting out roles, should be

child initiated, fantasy play. Children can: act out roles, mimic behavior,

express individualism

Dramatic play contributes strongly to the intellectual development of children. (Piaget, 1962)

MULTI-CULTURAL Reflecting children in your care as well as

awareness for those in their world. Children can: learn about their world and

develop acceptance and tolerance.

Multiculturalism should be evident through books, pictures, materials, lesson planning, and experiences.

PLAN FOR THE BONESWhat are the bones of your classroom?

The bones include your centers such as reading, writing, easels, manipulatives, and sensory. No matter what you do make sure that everyday you have the bones open and available for children to engage in. Modify the bones as you go along but always have the bones!  When the bones are something that you have available everyday then you can say…

“My mood does not dictate whether it is open or not – it is always out!”

www.teachpreschool.org

Kentucky’s Early Childhood Standards

KY’S EARLY CHILDHOOD STANDARDSBIRTH-3 KEY COMPONENTS

Communication Cognitive Social Emotional Motor Creative Expression

GUIDING PRINCIPLESKY’S EARLY CHILDHOOD STANDARDS

Social-emotional experiences and relationships are the foundation for child development. First step to school readiness! Families being supportive teachers for their

young children.

GUIDING PRINCIPLESKY’S EARLY CHILDHOOD STANDARDS

Early care and education programs must use research-based, recommended practices. Match the skill level, yet keep it challenging! General predictions about experiences that will

be interesting and achievable. Young children learn by doing.

GUIDING PRINCIPLESKY’S EARLY CHILDHOOD STANDARDS

The interaction and influence among developmental domains must be considered in addressing program and child needs and outcomes. Development in one domain can limit or facilitate

development in another area

GUIDING PRINCIPLESKY’S EARLY CHILDHOOD STANDARDS

The individual developmental needs of children must be addressed. General development, different path and amount

of time Variability is normal Strengths are staring points for planning

LET’S BEGIN TO PLAN!

Generic vs. Intentional lesson plan Keep learning active Build trust Safe, challenging, and interesting

environment Tap into prior knowledge Nurture curiosity

How observant are you?Let’s have fun!

PUTTING IT ALL TOGETHER!

FORMATTING LESSON PLANS

Key components Additional opportunities

Family involvement Health and wellness Additional language options

Program requirements Individual vs. group

Sample Lesson Plans

LET’S REVISIT OUR STRUGGLES…

QUESTIONS?

THANK YOU FOR ATTENDING!

Resources

http://www.highscope.org/Content.asp?ContentId=279

http://work.chron.com/characteristics-intentional-teachers-10173.htm

http://www.earlylearningcoalitionsarasota.org/forms/2011/intentionalteaching/Beginnings%20Intentional%20Teaching.pdf

http://www.teachpreschool.org/2012/08/toddler-lesson-plan-tidbits/

http://www.teachpreschool.org/2011/04/what-i-learned-from-the-ooey-gooey-lady/#ixzz2XpJsdnHD

http://www.stanford.edu/dept/bingschool/aboutbing_philosophy_learn.html