Housekeeping

1. The Way We Learn & Play:Lesson Planning for Infants and ToddlersKristy Boggs and Ivonne Davila-BeegleDivision of Child Care

2. Housekeeping • Turn all phones on silent • No texting • No sidebar conversations • Actively participate

3. What are your struggles?

4. Goals • Understand 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

5. NO EXCUSES DAY!

6. 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.

7. How do children learn? • Observation • Active Investigation • Positive Role Models • Peer Interaction • Support and Positive Guidance

8. Children learn best through… PLAY!

9. Why is play important to infants and toddlers? Group Activity!

10. 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.

11. 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

12. 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.

13. 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. .

14. Characteristics of your favorite teacher

15. IntentionalTeaching "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

16. 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

17. “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?

18. Components of Intentional Teaching • Planning the classroom environment and daily routine • Carrying out supportive adult-child interactions • Providing learning activities • Assessing children's progress

19. Brain Break / Questions

20. How Can you become an “intentional Planner?”

21. 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!

22. 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

23. “Every teacher can explain a lesson, but extraordinary educators leave an impression on the hearts and minds of children that remains for a lifetime.”

24. What needs do young children have? • Routine care • Feeding • Diapering • Sleep • Safety • Security • Desire to play and learn

25. Terms to know

26. Let’s define… • Enrichment/fine motor • Gross motor • Cognition • Social-emotional • Dramatic play • Multi-cultural

27. 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.

28. 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.

29. 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!

30. 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.

31. 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)

32. 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.

33. Plan for the Bones What 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

34. Kentucky’s Early Childhood Standards

35. KY’s Early Childhood StandardsBirth-3 Key Components • Communication • Cognitive • Social Emotional • Motor • Creative Expression

36. 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.

37. 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.

38. 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

39. 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

40. 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

41. How observant are you? Let’s have fun!

47. Putting it all together!

48. Formatting Lesson Plans • Key components • Additional opportunities • Family involvement • Health and wellness • Additional language options • Program requirements • Individual vs. group

49. Sample Lesson Plans

50. Let’s revisit our struggles…