Sit with your Program Plan group members Submit ... · • Group members – worked as a group to come up with different strategies to complete the sensory program plan assignment

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Sit with your Program

Plan group members

Submit observation

assignment (red tray)

Curriculum and

Program Planning I

Session 9

Cindy Kwan

Mothercraft College

AGENDA

Sensory Program Plan

and Learning

Opportunities:

• skills, flow, and

scaffolding

• Group work on

sensory program plan


Infant and Toddler Program

Plans: sensory programming


Let’s recap...last week:

• Group members – worked as a group to come

up with different strategies to complete the

sensory program plan assignment

• By now, groups should have:

– decided to do infant OR toddler program plan

– Carefully read all components of the assignment:

1) 5 brainstorm sheets; 2) program plan itself

– come up with some ideas for the brainstorm sheets Image from: www.clearhorizon.com.au

http://www.google.ca/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCPO_r5_yrMgCFQINPgod4AsCXw&url=http://www.clearhorizon.com.au/discussion/program-planning-for-evaluators/&bvm=bv.104317490,d.cWw&psig=AFQjCNFMXLl2QczMdoPuUktT_DkfGyo8yw&ust=1444188127096518

http://www.clearhorizon.com.au/discussion/program-planning-for-evaluators/


Some FAQs Q: how much detail do I put on the brainstorm sheets for each LO idea?

A:

• Meet assignment criteria: each LO idea should include enough information to address the “focus of the week” + the domain it is in + be sensory

• E.g. idea: roll a ball

– Maybe gross motor but does not explain if the child is doing by him/herself. Also doesn’t address how it can be sensory

• E.g. idea: roll a sticky ball with a peer


Some FAQs Q: how much detail do I put on the program plan?

A:

• Meet assignment criteria: refer to assignment sheet, make sure to follow EACH instruction

• The amount of information will be less than that on the brainstorm sheets due to lack of space. This is why it is very important to make sure information on the program plan is consistent with information on the brainstorm sheet


About skills, flow, and scaffolding

Today:

• Continue to think of ideas for your brainstorm

• Begin adding it to your program plan. As you do this, think of how you will connect one LO to the next LO (flow). Remember: familiar to unfamiliar (scaffolding)

• When you are satisfied with the flow of the LOs, begin to think of the skills. Start the week with ‘easier’ skills and progress to more complex skills by the end of the week.


DVPT’L

AREA Monday Tuesday Wednesday

S/E Roll a Ball ... Picture books of

infants

Pretend food and

utensils

SPECIFIC

SKILL To master peer interest To promote sense of self To practice positive peer

interactions

Sensory Floating toys in water

table Laminated photo cards Playdough

SPECIFIC

SKILL

To encourage tactile

awareness

To support visual

differentiation

To promote olfactory

discrimination

Language Shapes on felt board Book: Brown Bear Singing songs

SPECIFIC

SKILL

To promote 2 word

sentences

To introduce new

vocabulary

To practice using words

related to food

Cognitive Shape sorters.. Sorting toys Surprise Box

SPECIFIC

SKILL To master cause and effect

To become aware of spatial

relations To foster object permanence

Motor

F/M, G/M) Block Play... Stacking toys Crawling Tunnel

SPECIFIC

SKILL To practice palmer grasp To support sharing To build leg muscle

strength Anti-Bias

(*) Culture Race Culture


DEV. AREA Monday Tuesday Wednesday

S/E Roll a Ball to peer Picture blocks of infants Containers, pretend food and

utensils SPECIFIC

SKILL To support peer interest To promote sense of self To practice positive peer interactions

Sensory Floating sport balls in

the water table

*Laminated photo cards of

infants in the sand bin

(shovels, buckets)

*2 types of playdough: curry and

vanilla added to containers and

pretend food SPECIFIC

SKILL To encourage tactile awareness To support visual differentiation To promote olfactory discrimination

Language Circles on the felt board

(ball, sun, apple, cookie…..)

Book: Spot Goes to the

Beach

Song: “ I Like to Eat Apples and

Bananas” during snack time

(routine)

SPECIFIC

SKILL To encourage labelling

To introduce new vocabulary

related to beach items To practice using words related to food

Cognitive Shape sorters (circle,

square, triangle)

Sorting shells in

containers

Surprise Box

(banana, bean bag, rattle)

SKILL

SPECIFIC To support simple matching To become aware of spatial

relations To master object permanence

Motor

(F/M, G/M)

* Block Play (blocks wrapped in scarves)

Stacking containers Crawling in Boxes

SKILL

SPECIFIC To practice palmer grasp

To support coordination of hand

and wrist To build leg muscle strength

Anti-Bias in

Daily

Schedule (*)

Culture (scarves with patterns from

various cultures)

Race (photo cards depict infants

with various skin colour)

Culture (flavour of food is from another

culture) Language (large Chinese

characters mactac’d to playdough table)


To do: • Assign roles to each group member: time keeper, chair,

note taker (try assigning roles to different people,

especially the ‘chair’ position.)

• Time keeper: keeps track of time available

• Chair: oversees the group, ensures everyone has a say,

keeps group focused on task at hand, mediates

• Note taker: takes notes

• With your group members, continue working on the

program plan assignment

• Refer to notes and assignment


Resource material: notes from

session 5

The following slides are from

session 5, included in today’s

session as resource material for

the program plan assignment


Resource material: notes from

session 5

The following slides are from

session 5, included in today’s

session as resource material for

the program plan assignment


The Program Plan: Sensory Programming

• REALITY: your observations, relationships with children, knowledge of child development are key to program planning

• Different centres = different program plans

• For the purpose of this course, the program plan has 5 areas of development. LOs are planned with a specific focus in mind. It is a general plan for all children. (However, each child will also have an individualized plan.)

*Moving from familiar to unfamiliar: a key strategy when program planning. There should be a ‘link’ from LO to LO throughout each day.

• This supports brain development for infants and toddlers and helps them build on earlier skills essential for new skill development.


Program Plan: Sensory Programming cont’d

• LOs should be sensory based for optimal learning

• LOs in an infant and toddler room take place throughout the day, especially during routine times.

• As the week progresses, the skill identified for each area of development should become more complex. This helps us plan for development with the understanding that children learn more complex skills over time (scaffolding).


Assign:

Infant or Toddler Sensory Program

Plan

group assignment worth 25%

Due: November 24 by 9:00am to

Cindy in class. Submit with group

evaluations

(earlier submission accepted)


Assign: Infant or Toddler Program Plan

• group assignment: 3 - 5 students

• Due: November 24 by 9:00am to Cindy in class

• Worth 25%

• Complete group contract for next week (session 5)

• Refer to assignment for full details

• See next slides for support


Assignment: Infant or Toddler Program Plan

For this assignment, IMAGINE you work in an Infant or

Toddler room:

• Pretend you are observing the children in your room

and you are now working with colleagues to do the

program plan based on those observations

• For this assignment, the focus for your program plan

has already been generated. The focus includes the

developmental domain AND a specific objective

associated with that domain

• The ‘reason for focus’ has also been identified for you.


If you choose to do Infant Program Plan:

Focus: Socio-emotional - to promote sense of security

and trust

Reason for Focus: 3 new infants have transitioned in to

the Infant room

Remember: 4 Foundations from How Does Learning Happen?

This focus directly connects to: Belonging

Belonging: “refers to a sense of connectedness to others,

an individual’s experiences of being valued, of forming

relationships with others and making contributions as part

of a group, a community, the natural world.” (p.7) https://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf


If you do Toddler Program Plan: Focus: Socio-emotional - to promote to promote sense of

group belonging

Reason for Focus: 4 new toddlers have transitioned to

the Toddler room

Remember: 4 Foundations from How Does Learning Happen?

This focus directly connects to: Belonging

Belonging: “refers to a sense of connectedness to others,

an individual’s experiences of being valued, of forming

relationships with others and making contributions as part

of a group, a community, the natural world.” (p.7) https://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf


Assignment: Infant or Toddler Program Plan

Assignment has 2 main components:

• Brainstorm Section: provide 5 sheets (1

sheet for each developmental domain).

Each sheet with 10 ideas for learning

opportunities for that area of development.

NO REPEATS

• Sensory Program Plan: a 5 day (Monday

– Friday) program plan


An example...

Focus: Socio-emotional: to practice/promote

awareness of peers

Reason for Focus: infants observed making

periodic gazes at other infants in the room


e.g. Brainstorming for Infant Program Plan Socioemotional Sensory Language Cognitive Motor

(Fine/Gross)

10 S/E ideas for

learning

opportunities

No repeats

across domains

10 sensory

ideas for

learning

opportunities

No repeats

across

domains

10 language

ideas for

learning

opportunities

No repeats

across

domains

10 cognitive

ideas for

learning

opportunities

No repeats

across

domains

10 motor

ideas for

learning

opportunities

No repeats

across

domains

Note: infant program plan includes ‘Sensory’ as a

developmental domain but all your ideas should be

sensory based


NOTE: for Toddler Program Plan Socioemotional Fine Motor Language Gross Motor Cognitive

10 S/E ideas for

learning

opportunities

No repeats

across domains

10 fine

motor ideas

for learning

opportunities

No repeats

across

domains

10 language

ideas for

learning

opportunities

No repeats

across

domains

10 gross

motor ideas

for learning

opportunities

No repeats

across

domains

10 cognitive

ideas for

learning

opportunities

No repeats

across

domains

Note: toddler program plan does not include

‘Sensory’ as a developmental domain but all

your ideas should be sensory based


Brainstorming: an example Socioemotional ideas (+ meets your week’s focus+ sensory)

Roll a Ball with texture to another infant

Picture blocks with different sounds and textures of infants in

the room – use with other infants

Containers, pretend food and utensils - use with other infants

Caring for dolls in shoe boxes – use with other infants

Stepping on bubble wrap with other infants

Eating snack (taste) with other infants

Painting with pudding (taste, touch) on table with other infants

Peekaboo with other infant and cultural scarves (textures)

Picture book with real photos of infants in room

3 piece puzzles (textures) with other infants


Brainstorming cont’d Motor ideas (+ meets your week’s focus+sensory)

Big fabric blocks for infants to move together

Stacking plastic containers with peers

Crawling through tunnel/boxes with peers

Following textured footprints with peers to the lunch table

Pressing buttons telephones, keyboards, flashlights w/ peers

Opening and closing surprise sensory boxes/containers/bins

Opening and closing hard cover books (enough for infants)

Large sensory board display on wall, infants can use together

Exploring whip cream in big bins w/ peers

Climbing on large pillows with peers


Brainstorming: Why?

• It’s important to learn how to generate ideas

that might become LOs: they should connect

to the area of development + focus of the

week(observation) + sensory based

• Your ideas also demonstrate respect for how

infants and toddlers learn (sensory motor

stage of development)

• Builds on earlier practice from the Popcorn

LO assignment


What happens

after I

brainstorm?

Image from: www.francescolejones.com

http://www.francescolejones.com/2010/11/no-idea-means-i-have-one/


What happens after I brainstorm?

• From each brainstorming page, transfer 5 LOs to your program plan

• As you start to fill your program plan, you may think of new ideas that would be a better fit for your program plan: use them!

• NOTE: just make sure you include those new ideas back on to your brainstorming sheets. New LOs on your program plan and NOT on your brainstorming sheets: you will lose marks


How to fill the Program Plan Arrange your LOs with these in mind:

• Familiar to unfamiliar:

– How will you connect from LO to LO within each day?

– Continuity of flow throughout week (ie. connection of LO from Monday afternoon to Tuesday morning; Tuesday afternoon to Wednesday morning, etc., until Friday afternoon)

• Skill progression within each developmental domain (ie. from simple to complex) over the course of the week

Also remember to:

• include routines – remember: caregiving as curriculum!

• include Anti-Bias: must identify with an asterisk (*) for 5 different areas of bias (no * will result in deductions)


http://www.exampler.com/propaganda/

Consider the following example of a program

plan – read it carefully. How could you make it

better?


DVPT’L

AREA Monday Tuesday Wednesday

S/E Roll a Ball ... Picture books of

infants

Pretend food and

utensils

SPECIFIC

SKILL To master peer interest To promote sense of self To practice positive peer

interactions

Sensory Floating toys in water

table Laminated photo cards Playdough

SPECIFIC

SKILL

To encourage tactile

awareness

To support visual

differentiation

To promote olfactory

discrimination

Language Shapes on felt board Book: Brown Bear Singing songs

SPECIFIC

SKILL

To promote 2 word

sentences

To introduce new

vocabulary

To practice using words

related to food

Cognitive Shape sorters.. Sorting toys Surprise Box

SPECIFIC

SKILL To master cause and effect

To become aware of spatial

relations To foster object permanence

Motor

F/M, G/M) Block Play... Stacking toys Crawling Tunnel

SPECIFIC

SKILL To practice palmer grasp To support sharing To build leg muscle

strength Anti-Bias

(*) Culture Race Culture


DEV. AREA Monday Tuesday Wednesday

S/E Roll a Ball to peer Picture blocks of infants Containers, pretend food and

utensils SPECIFIC

SKILL To support peer interest To introduce sense of self To practice positive peer interactions

Sensory Floating sport balls in

the water table

*Laminated photo cards of

infants in the sand bin

(shovels, buckets)

*2 types of playdough: curry and

vanilla added to containers and

pretend food SPECIFIC

SKILL To encourage tactile awareness To support visual differentiation To promote olfactory discrimination

Language Circles on the felt board

(ball, sun, apple, cookie…..)

Book: Spot Goes to the

Beach

Song: “ I Like to Eat Apples and

Bananas” during snack time

(routine)

SPECIFIC

SKILL To encourage labelling

To introduce new vocabulary

related to beach items To practice using words related to food

Cognitive Shape sorters (circle,

square, triangle)

Sorting shells in

containers

Surprise Box

(banana, bean bag, rattle)

SKILL

SPECIFIC To promote simple matching To become aware of spatial

relations To master object permanence

Motor

(F/M, G/M)

* Block Play (blocks wrapped in scarves)

Stacking containers Crawling in Boxes

SKILL

SPECIFIC To practice palmer grasp

To support coordination of hand

and wrist To build large muscle control

Anti-Bias in

Daily

Schedule (*)

Culture (scarves with patterns from

various cultures)

Race (photo cards depict infants

with various skin colour)

Culture (flavour of food is from another

culture) Language (large Chinese

characters mactac’d to playdough table)


Resources for Sensory Program Plan Assignment

Go to Pepper:

• Infant program plan example

• Emotional Skills – different age groups

• Physical Skills – Infants

• Sample verbs to generate objectives

• Blank templates: infant or toddler program plan

Documents

Sit with your Program Plan group members Submit ... · • Group members – worked as a group to come up with different strategies to complete the sensory program plan assignment