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Transcript of “Planning for Play, Observation, and Learning: How on Earth Do You Do it All?” Gaye Gronlund,...
“Planning for Play, Observation, and Learning: How on Earth Do You Do it All?”
Gaye Gronlund, M.A.Early Childhood Education
Consultant
Tucson, AZ & Traverse City, MI
© Gaye Gronlund 2013
It is rocket science!!!!!!!
Your work is not haphazard or random - it is thoughtful and planned. You base what you do on: ● what you learn from your observations of children in action● your knowledge of child development ● and your magical way of weaving learning into play and exploratory experiences.
© Gaye Gronlund 2013
Today we will focus on tips and strategies for planning a program that incorporates the best practices for young children including:
●play-based activities and exploratory experiences with learning at the core●authentic, observational assessment that helps you know each child well and better understand developmental pathways●working in partnership with families so that you can communicate effectively with each other about learning through play, and together see the development and progress of their child
The focus on learning happens in play and exploration,
in large and small group times, and in daily routines (like hand washing,
snacks and meals, and transitions).
Curriculum is imbedded in every minute that children are in attendance.
© Gaye Gronlund 2013
Reflective teachers integrate observation with curriculum planning.
The Planning/Observation/Individualization Cycle
© Gaye Gronlund 2013
Age-Appropriate GOALS
Integrated in All
Activities
Implementation
Observation
Reflection
Individualization, Adjustments &
Accommodations
Planning
From Planning for Play, Observation, and Learning in Preschool and Kindergarten
Gronlund 2012
© Gaye Gronlund 2013
Let’s look at the planning/observation and individualization cycle
In play
In daily routines
In small and large groups
© Gaye Gronlund 2013
Is their play productive or chaotic?
What do you see in their behavior that helps you to determine that?
What is beneficial about this play for them?
What would you do to support and enrich what they are doing?
Watch 3 boys at play at the water table:
© Gaye Gronlund 2013
Being intentional in planning for play & daily routines
Play Daily Routines
Plan for play with learning goals in mind
Organize the environment and change materials as needed
Be a play facilitator, stepping in and out of the action
Plan for daily routines with learning goals in mind
Facilitate routines with those goals in mind
Use familiar and fun transition songs and chants
© Gaye Gronlund 2013
Identify possible learning goals
For play and exploration with mirrors, mobiles, stacking rings and/or shape boxes for infants and toddlers
For play and exploration with playdough or clay and/or constructive manipulatives like Legos or puzzles for preschoolers
© Gaye Gronlund 2013
For diapering infants or toileting toddlers
For feeding for infants or snacks and meals for toddlers
For snacks or meals for preschoolers
For outdoor time for preschoolers
Identify possible learning goals
© Gaye Gronlund 2013
Write goals for play and daily routines on your lesson plans.
The following frameworks are from Planning for Play, Observation, and
Learning in Preschool and Kindergarten by Gaye GronlundRedleaf Press 2012
You can download these forms at www.redleafpress.orgLocate the book, click on it, and
click on Web Components to access the forms
© Gaye Gronlund 2013
© Gaye Gronlund 2013
Planning for Small Group Times
If done during play or choice time, children choose whether to participate or not◦ Science experiments, cooking activities, or art
activities that require adult supervision◦ Skill work that has many levels of participation
If scheduled as a separate time of the daily schedule, children are divided into two or three groups◦ Teacher and educational assistant each supervise one
group◦ Additional group could do independent work
© Gaye Gronlund 2013
Date: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Large
Group Gathering
Learning Goal:
Activity & Teacher Strategy:
Learning Goal:
Activity & Teacher Strategy:
Learning Goal:
Activity & Teacher Strategy:
Learning Goal:
Activity & Teacher Strategy:
Learning Goal:
Activity & Teacher Strategy:
Small
Group
(if done during play, done as a choice for
Learning Goal:
Activity & Teacher Strategy:
Learning Goal:
Activity & Teacher Strategy:
Learning Goal:
Activity & Teacher Strategy:
Learning Goal:
Activity & Teacher Strategy:
Learning Goal:
Activity & Teacher Strategy:
© Gaye Gronlund 2013
Preschool Small Group Activity Ideas
© Gaye Gronlund 2013
Name Study
Shop the Room
Measure the Room
Label the Room/Read the Room
Nature Walk & Graph
Explore Tastes,
Textures & Smells
Read a Story Write & Draw
Sort & Classify Multiple
Collections(bottle caps, keys,
shells, etc.)
Call children together through ritual and routine.
Move from more active to more passive activities.Start with dancing, movement, standing songs or chantsMove to sitting down and fingerplays, fine motor activities, and quietIf children settle down, choose from the following:
Take attendanceRead or act out a storyDemonstrate something Introduce plans for the day and dismiss children as as they make choices
Keep the group time going as long as childrenare interested and engaged
Have a routine for dismissing to the next activity.
Planning Effective Large Group Times for Preschoolers
© Gaye Gronlund 2013
© Gaye Gronlund 2013
Tying It All Together: Observing Children and Planning Curriculum that Meets Their Needs
To assess children’s learning and developmental progress
To reflect on how well your curriculumis working for individual children and
for the whole group
You use observations for two purposes:
© Gaye Gronlund 2013
Play Story: Rocks, Water & Brushes
Four children are gathered around the water table. In the water are rocks and toothbrushes. The children scrub the rocks vigorously with the brushes and talk among themselves about getting them clean. Shortly, the children’s attention begins to wander and each one looks around the room even as they continue to scrub the rocks. Soon, they lose interest altogether, remove their plastic smocks and choose another area in which to play.
What are some strategies that you would try to enhance the experience of these children so that it is more engaging and
moves to a higher level of play?
Being a Reflective Practitioner In order to plan for the next week, teachers and care providers need to
reflect on all that has happened this week. Formalizing the reflection process makes the planning process more meaningful.
They reflect about how things went for the whole group.
They consider what they observed happening for individual children.
Consider the following reflective questions:◦ What worked well?◦ What did not work well?◦ What did you learn about individual children?◦ What will you do differently next week?
© Gaye Gronlund 2011
© Gaye Gronlund 2013
© Gaye Gronlund 2013
Ways to Make Learning Evident to OthersThrough classroom area labels and
bulletin boards
Through displays of children’s work
Through documented observations and assessment portfolios
Through parent newsletters
Through parent workshops
© Gaye Gronlund 2013
Host a Play Night for Families
Come and Play! Invite family members to join their child at school (either during the day or in the evening) and set up play areas with clear directions for ways to work together in that area.
Read books together in the class library Paint pictures together at the easel Make things together at the playdough table Build something together with blocks or Legos Measure water or sand together at the
sensory table “Cook” dinner together in the play kitchen Listen to a story together at the listening
center Enjoy snack together at the snack table
© Gaye Gronlund 2013
A Literacy Night for Families
Have all family members (children, too), sign in as they arrive.
Make letters out of playdough.
Make a “My Family” book with a page for each family member.
Read stories together at the class library.
Put together puzzles made by cutting up children’s name cards. Let them take those home.
Follow directions by making snack from recipe cards with pictures and words on them.
Tiptoe, hop, jump and walk the ABC’s on the floor.
Put together ABC puzzles.
“Read the Room” using special glasses and pointers.
© Gaye Gronlund 2013
Remember, with all that you are balancingas you teach young children….
To teach is to touch a life forever!!!!
Resources by Gaye Gronlund available from www.redleafpress.org or www.naeyc.org
Planning for Play, Observation, and Learning in Preschool and Kindergarten
Developmentally Appropriate Play: Guiding Young Children to Higher Levels (with parent brochure, Why Children Play, and CD-Rom program, Developmentally Appropriate Play Stories)
Make Early Learning Standards Come Alive: Connecting Your Practice and Curriculum to State Guidelines
Focused Observations 2nd edition: How to Observe Young Children for Assessment and Curriculum Planning (coauthor, Marlyn James)
Focused Portfolios: A Complete Assessment for the Young Child (coauthor, Bev Engel)
Early Learning Standards and Staff Development: Best Practices in the Face of Change (coauthor, Marlyn James)
Produced the CD-Rom accompanying Developmentally Appropriate Practice in Early Childhood Programs, 3rd Edition, NAEYC and the DVDs, “The New Developmentally Appropriate Practice”, “DAP and Intentionality” and “DAP and Play”
©Gaye Gronlund 2013