“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

“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

[email protected]

© 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.


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.


Reflective teachers integrate observation with curriculum planning.

The Planning/Observation/Individualization Cycle


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


Let’s look at the planning/observation and individualization cycle

In play

In daily routines

In small and large groups


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:


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


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


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


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

http://www.redleafpress.org/



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


Date: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Large

Group Gathering

Learning Goal:

Activity & Teacher Strategy:

Learning Goal:


Learning Goal:


Learning Goal:


Learning Goal:


Small

Group

(if done during play, done as a choice for

Learning Goal:


Learning Goal:


Learning Goal:


Learning Goal:


Learning Goal:



Preschool Small Group Activity Ideas


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



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:


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?




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


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


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.


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

http://www.redleafpress.org/

Documents

“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