Handout1TwoWaystoPlan

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Handout 1: Two Ways to Plan1. The Plan

The Plan is a simple our-step process or supporting and encouraging childrens investigations.

It is circular in nature and oten evolves or spins o into new investigations (see diagram below).

Children, teachers, and perhaps amily members take part. The Plan consists o

1. A spark/provocationTeachers identiy emerging ideas, look at childrens interests, hold conver-

sations with children, and provide experiences that might lead to a spark. A spark can come rom

anywhere or anything. For example, a teacher overhears children talking about the lawn mower

in the park. A group o children then sits down and devises a plan to learn more about lawn

mowers. The adults oer guidance and help to document the childrens interests.

2. ConversationsInterested participants (teachers, children, and parents as classroom volunteers

or at home) ask questions and document conversations. The group asks, What do we already

know? What do we wonder about? How can we learn more? What is the plan?

3. Opportunities and experiencesTeachers provide materials, opportunities, and experiences to

oster urther investigation, and they document childrens experiences.

4. More questions and more theoriesDuring this step, everyone thinks urther about the process

and documents questions or theories that might become sparks or new plans.

To summarize, during this investigation process, teachers, parents, and children identiy some-

thing o interest; discuss what they know about it or what they want to know about it; experience

it or have opportunities to learn about the idea; and then discuss what they did and what they

learned. They then either ask more questions or make new theories that spark a new investigation.

All Children Need Friends

NEXT: The Teaching Young Children Staff Development Guide Vol 2 No 3 TYC.NAEYC.ORG 1

Excerpted and adapted rom H.J. Roskos, The Plan: Building on Childrens Interests, Young Children 61 (March 2006): 3641.

Available at http://journal.naeyc.org/btj/200603/SeitzBTJ.pd.

The Spark/Proocatio(more sparks/proocatios)

More QuestionsMore Theories

Opportunities andExperiences

Conversations


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2. Child-Centered Webs

This approach to planning places the child, rather

than a thematic topic, at the center o a planning

web. Each childs web ocuses on that childs interests

and opportunities or growth.

The steps in child-centered webbing include the

ollowing:

1. Write the childs name in the webs center.

2. Record the childs current interests in outer circles

on the right.

3. Note in additional outer circles on the let thechilds needsthe developmental areas in which

the child needs support and encouragement.

4. Work in teacher teams to develop activities that

support the childs interests and needs.

The examples here (see Individualized Childrens

Webs) show how this process works or dierent chil-

dren. Abners web shows an interest in dramatic play,

dancing and singing, and other dress-up activities.

Abner needs support in participating in parallel play

and in initiating play with his peers.

Ater completing an individualized web or each

child, teachers as a team review all the webs and

use them to generate ideas or activities and mate-

rials. They note overlapping interests and needs

and, where it makes sense, weave them together to

provide materials and develop activities to oer all

the children in the class. Reviewing Individualized

Childrens Webs to Plan Activities or the Group

(next page) details this process.

NEXT: The Teaching Young Children Staff Development Guide Vol 2 No 3 TYC.NAEYC.ORG 2

Individualized Childrens WebsNote: The child is at the center, with individual devel-opmental needs on the let and interests to the right.

Excerpted and adapted rom M.J. Buell & T.M. Sutton, Weaving a Web with Children at the Center: A New Approach to Emergent

Curriculum Planning or Young Preschoolers, Young Children 63 (July 2008): 10005. Available at tyc.naeyc.org/articles.

verbalizing

needs and wants

painting

dress-ups

play with

teachers

house play

dancing,

singing

parallel

play

initiate play

verbally

Aber

playing with

peers

throwing

trucks, cars

music and

instruments

pretend

play

following

limits

turn taking

sensory

play

Esma

verbalizing

needs and wants

music

reading

house play

sensory play

cutting

initiating

play

play with

peers

Cairo

sensory

play

reading

booksfre trucks,

trucks, cars

water play

counting

parallel

play

turn taking

using words to

resolve problems

Ji

Handout 1: Two Ways to Plan (contd.)


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Reiewig Iiiualize Chilres Webs to Pla Actiities for the Group

re trucks

pretend play

small re trucks and reghtersin the block area

hats and hoses for dramatic play

re safety brochures from

the rehouse

using words toresolve problems

engaging in parallel play

cars and trucks

painting

re trucks, cars, and peoplein the manipulatives area

next to the doll house

truck painting usingred and yellow paint

following limits

playing with peers

music

movement

musical triangles

Stop, Drop, and Roll

dance and song

playing with peers

initiating play

verbalizing needsand wants

dress-up

animals

engaging in parallel play

verbalizing needsand wants

reghter vests and bootsfor dramatic play

phone and message pad forwriting emergency messages

stuffed Dalmatian dogs

The process continues as the teachers add activities and

materials based on each childs web. Not every interest is

included in each case, nor does every activity address each

need. However, this process allows teachers to plan activities to

encourage childrens developing skills and to specifcally target

their interests.

Teachers update classroom activities and materials once

a week, usually adding six or seven new activities at a time.

Some activities and materials meet the needs o several chil-

dren; however, every child has at least two or three activities

or materials that respond to his or her individualized web.

Handout 1: Two Ways to Plan (contd.)

nEEdSACTIvITIESInTERESTS

Jin

Esma

Cairo

Abner

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Handout1TwoWaystoPlan