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THE WAY WE LEARN & PLAY:LESSON PLANNING FOR INFANTS AND TODDLERS
KRISTY BOGGS AND IVONNE DAVILA-BEEGLEDIVISION OF CHILD CARE
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
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
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.
.
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
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
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
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
FORMATTING LESSON PLANS
Key components Additional opportunities
Family involvement Health and wellness Additional language options
Program requirements Individual vs. group
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