young children’s play and group experiences” - isacs learning handouts all.pdf · young...
TRANSCRIPT
“Playful Learning in Preschool and Kindergarten: Weaving Academics into
Young Children’s Play and Group Experiences”
Gaye Gronlund, M.A.Early Childhood Education Consultant
• In this workshop, we will…
– Explore the research base from a variety of fields that supports the importance of play for young children
– Learn ways to connect play and learning so that children are supported in sustaining deep engagement and inquiry
– Consider a variety of playful learning experiences in literacy and math for play and group times
– Explore ways to involve families in seeing the connection between play and learning
© Gaye Gronlund 2014
Gaye Gronlund
• My work focuses on:– implementing learning
through play and exploration
– incorporating early learning standards
– assessing children’s progress through observation and portfolios
– and coaching teachers to implement more individualized curriculum
– www.gayegronlund.com
© Gaye Gronlund 2014
I am an early childhood education consultant who works with programs across the country and the author of eight books published by Redleaf Press as well as several articles that have been published in the NAEYC journal, Young Children. I served as the Project Manager for NAEYC for resources related to the third edition of Developmentally Appropriate Practice. I am the creator of Child-Focused Coaching™, a new system to help teachers truly individualize and differentiate curriculum for young children.
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)
• Developmentally Appropriate Play Stories Volume 1 (an interactive video program)
• Make Early Learning Standards Come Alive 2nd edition: 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 2014
What is curriculum in a
preschool or kindergarten classroom?
©Gaye Gronlund 2014
“Curriculum cannot be limited to a box, a book, or a set of materials. It’s a dynamic process of
implementing plans and observing what happens.”
(page 14)
“Curriculum is everything that goes on in a program from the moment a child arrives until she leaves. Teachers plan, implement, observe, reflect, and make adjustments based on individual children’s
needs and the needs of the group.” (page 31)
©Gaye Gronlund 2014
Planning for Play, Observation, and Learning in Preschool and Kindergarten
You focus on learning throughout the day:in daily routines,
in play and exploration,and in large and small
group times.
©Gaye Gronlund 2014
© Gaye Gronlund 2014
Support for the
importance of play
Educators
Pediatricians
Physical Health
Advocates
Mental Health Experts
Evolutionary Biologists
Brain Researchers
The Association for Childhood Education International
www.acei.org
The National Associationfor the
Education of Young Children
www.naeyc.org
ACEI statement shows that the benefits of play are cited by…
Theorists
Psychoanalysts
Psychosocialists
Constructivists
Maturationists
and
Neuroscientists
© Gaye Gronlund 2014
The Importance of Play & Academics
• “A study of children from around the world… showed that when preschool experiences at age 4 included lots of …play –these children had better cognitive (and language) performance at age 7 than their peers.”
– Developmentally Appropriate Practice, National Association for the Education of Young children (NAEYC), 2009 p. 132
© Gaye Gronlund 2014
Play Helps Children Develop Academic Skills
• “…research shows that pretend play strengthens cognitive capacities, including sustained attention, memory, logical reasoning, language and literacy skills, imagination, creativity, understanding of emotions, and the ability to reflect on one’s own thinking, inhibit impulses, control one’s behavior, and take another person’s perspective…”
– Developmentally Appropriate Practice, National Association for the Education of Young children (NAEYC), 2009 p. 132
© Gaye Gronlund 2014
© Gaye Gronlund 2014
“Rather than detracting from academic learning, play appears to support the abilities that underlie such learning and thus promote
school success.” (p. 15)
Developmentally Appropriate Practice, National Association for the Education of Young children (NAEYC), 2009
The American Academy ofPediatrics
• The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bond: Focus on Children in Poverty
– http://pediatrics.aappublications.org/content/early/2011/12/21/peds.2011-2953.abstract
© Gaye Gronlund 2014
The NFL and the American Heart Association
© Gaye Gronlund 2014
Psychiatrists and Mental Health Experts: Play and Emotions
© Gaye Gronlund 2014
• Play relieves stress & anxiety
• Play facilitates successful social interactions
• Play helps children deal with fears and trauma
Evolutionary biologists say…
All young mammals play!!!!© Gaye Gronlund 2014
© Gaye Gronlund 2014
Why emphasize learning through play-based curriculum?
Curiosity results in Exploration
Exploration results in Discovery
Discovery results in Pleasure
Pleasure results in Repetition
Repetition results in Mastery
Mastery results in New Skills
New Skills result in Confidence
Confidence results in Self Esteem
Self Esteem results in Sense of Security
Sense of Security results in More Exploration
From Curiosity: The Fuel of Development by Bruce Perry, M.D., Ph.D.http://teacher.scholastic.com/professional/bruceperry/curiosity.htm
Additional Resources about the Importance of Play
• Play: How It Shapes the Brain, Opens the Imagination, and Invigorates the Soul by Stuart Brown, M.D.
• Play = Learning: How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth by Dorothy G. Singer, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek.
• The Power of Play: How Spontaneous, Imaginative Activities Lead to Happier, Healthier Children by David Elkind, Ph.D.
• Developmentally Appropriate Play: Guiding Young Children to a Higher Level by Gaye Gronlund.
© Gaye Gronlund 2014
Let’s Start Emphasizing Playful
Learning!!!
• “Playful learning is a whole-child approach to education that includes both free play and guided play…guided play offers a new twist. It refers to play in a structured environment around a general curricular goal that is designed to stimulate children’s natural curiosity, exploration, and play with learning-oriented materials. In guided play, learning remains child-directed. This is a key point. Children learn targeted information through exploration of a well-designed and structured environment…and through the support of adults who ask open-ended questions to gently guide the child’s exploration.”
Kathy Hirsh-Pasek & Roberta Michnick Golinkoffhttp://preschoolmatters.org/2014/03/06/playful-learning-where-a-rich-curriculum-meets-
a-playful-pedagogy/© Gaye Gronlund 2014
A great resource:
A Mandate for Playful Learning in
Preschool: Presenting the
EvidenceKathy Hirsh-Pasek, Roberta Michnick Golinkoff,
Laura E. Berk, and Dorothy G. SingerOxford Press
www.oup.com/us
Lesson Plans
• In your lesson plans, identify learning goals for play areas, group times, and daily routines.
• Then share the appropriate parts of your lesson plans with families!
© Gaye Gronlund 2014
©Gaye Gronlund 2014
http://www.redleafpress.org/Planning-for-Play-Observation-and-Learning-in-Preschool-and-Kindergarten-P794.aspx
©Gaye Gronlund 2014
Carefully plan theclassroom library
Label the classroomwith the children
Read stories witha variety of goals
in mind
Provide opportunitiesto act out familiar
stories
Have their namecards everywhere and
routinely do name studies
Offer many ABCactivities
© Gaye Gronlund 2014
Playful Learning Activities to Support Children’s Emerging Language & Literacy Skills
Retell familiar storiesin many different ways
Put books & readingmaterials in various
areas of the classroom
Make meaningful &repetitive class books
Do follow-upactivities to
favorite stories
© Gaye Gronlund 2014
Make Name Cards & Do a Name Study
Using sentence strips print each of the children’s
names on them making sure that the letters are the same size as in the model provided.
Cut the strip off right after the last letter of thename and line the strips up
under one another. To do a Name Study
ask the children:How many ways can you
organize the name cards tocompare and contrast your
names?
© Gaye Gronlund 2014
Playful Learning Activities to Support Children’s Emerging Math Skills and
Understanding
Shop the RoomMeasure the
Room
Nature Walk & Graph
Sort & Classify Multiple
Collections(bottle caps, keys, shells, etc.)
Pompom Activities
#1: Organize the pompoms from smallest to largest
#2: Do the Pompom Grab – try to grab seven without looking. Then, count to see how you did!
#3: Measure a variety of different objects with pompoms.
#4: Sort the pompoms on a sorting graph.
© Gaye Gronlund 2014
The ideas above and on the following pages come from Math in Minutes: Easy Activities
For Children Ages 4-8 by Sharon MacDonald
Gryphon Housewww.ghbooks.com
© Gaye Gronlund 2014
© Gaye Gronlund 2014
© Gaye Gronlund 2014
© Gaye Gronlund 2014
© Gaye Gronlund 2014
© Gaye Gronlund 2014
Ways to involve families in seeing the connection between play and
learning
– philosophy and mission statements (which we can share through our orientation materials, brochures, publicity materials, websites, and conversations)
– announcements, lesson plans, newsletters, and bulletin boards
– play area signs
– displays of children’s work
– individualized portfolios and conferences and
– planned opportunities for family participation in the program
© Gaye Gronlund 2014
Which of these have you used at your program?
“RIGOROUS ACADEMICS IN PRESCHOOL AND KINDERGARTEN?
YES! LET ME TELL YOU HOW”
By Gaye Gronlund
http://www.isbe.state.il.us/earlychi/pdf/Gronlundarticle2001.pdf
© Gaye Gronlund 2014
Helping Families Understand
Teaching in a Play-based curriculum
© Gaye Gronlund 2014
http://www.redleafpress.org/Why-Children-Play-P571.aspx
Available from Redleaf Press in packs
of 25
In conclusion…
• “Every child deserves a chance to grow and learn in a play-based, experiential preschool and kindergarten. Play works.” (p. 6)
© Gaye Gronlund 2014
Miller, Edward, and Joan Almon. Summary and Recommendations of Crisis in the Kindergarten:
Why Children Need to Play in SchoolAlliance for Childhood
http://www.allianceforchildhood.org/)
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Preschool Weekly Planning and Refl ection FrameworkOBSERVATIONS, MODIFICATIONS, AND REFLECTIONS
FOCUSED OBSERVATIONS:MODIFICATIONS FOR INDIVIDUAL CHILDREN:
REFLECTIONS: What worked? What didn’t? What did you learn about individual children and group interests?
PLANS: Based on your refl ections, what will you change for next week?
Learning goal(s) Additional materials or focus Vocabulary words
LISTENING CENTER
DRAMATIC PLAY
JOURNALING CENTER
ALPHABET CENTER
FLANNEL BOARD/POCKET CHARTS
CLASS LIBRARY
TEACHER-LED LITERACY ACTIVITY
WRITING CENTER
OTHER CENTER
Kindergarten Weekly Planning and Refl ection FrameworkREADERS AND WRITERS WORKSHOP
Program/School: __________________________________________________ Date: _________________ Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Plan
4Pla
y_in
t.ind
d 2
4110
/8/1
2 3
:47
PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
DATE: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Large group
Learning goal
Activity and teacher strategy
Small group
Learning goal
Activity and teacher strategy
After-noon Story Time
Learning goal
Activity and teacher strategy
Plans for Building Community and Relationships
Plans for Outdoor Explorations Plans for Meals and Transitions
Kindergarten Weekly Planning and Refl ection Framework
Learning goal(s)Additional materials or focusVocabulary words
BLOCKS
MATH ACTIVITY
SENSORY TABLE
ART
MANIPULATIVES
SCIENCE EXPLORATION
INFORMATIONAL READING
MATH AND SCIENCE JOURNALING
OTHER CENTER
Kindergarten Weekly Planning and Refl ection FrameworkINVESTIGATION TIME
Program/School: __________________________________________________ Date: _________________ Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Plan4Play_int.indd 24210/8/12 3:47 PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
DATE:MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY
Large group
Learning goal
Activity and teacher strategy
Small group
Learning goal
Activity and teacher strategy
After-noon Story Time
Learning goal
Activity and teacher strategy
Plans for Building Community and Relationships
Plans for Outdoor ExplorationsPlans for Meals and Transitions
Kindergarten Weekly Planning and Refl ection Framework
Learning goal(s) Additional materials or focus Vocabulary words
BLOCKS
MATH ACTIVITY
SENSORY TABLE
ART
MANIPULATIVES
SCIENCE EXPLORATION
INFORMATIONAL READING
MATH AND SCIENCE JOURNALING
OTHER CENTER
Kindergarten Weekly Planning and Refl ection FrameworkINVESTIGATION TIME
Program/School: __________________________________________________ Date: _________________ Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Plan
4Pla
y_in
t.ind
d 2
4310
/8/1
2 3
:47
PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Kindergarten Weekly Planning and Refl ection FrameworkOBSERVATIONS, MODIFICATIONS, AND REFLECTIONS
FOCUSED OBSERVATIONS: MODIFICATIONS FOR INDIVIDUAL CHILDREN:
REFLECTIONS: What worked? What didn’t? What did you learn about individual children and group interests?
PLANS: Based on your refl ections, what will you change for next week?
Learning goal(s)Additional materials or focusVocabulary words
Weekly Planning and Refl ection Framework
Program/School: __________________________________________________ Date: _________________ Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Plan4Play_int.indd 24410/8/12 3:47 PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Preschool Weekly Planning and Refl ection FrameworkOBSERVATIONS, MODIFICATIONS, AND REFLECTIONS
FOCUSED OBSERVATIONS:MODIFICATIONS FOR INDIVIDUAL CHILDREN:
REFLECTIONS: What worked? What didn’t? What did you learn about individual children and group interests?
PLANS: Based on your refl ections, what will you change for next week?
Learning goal(s) Additional materials or focus Vocabulary words
LISTENING CENTER
DRAMATIC PLAY
JOURNALING CENTER
ALPHABET CENTER
FLANNEL BOARD/POCKET CHARTS
CLASS LIBRARY
TEACHER-LED LITERACY ACTIVITY
WRITING CENTER
OTHER CENTER
Kindergarten Weekly Planning and Refl ection FrameworkREADERS AND WRITERS WORKSHOP
Program/School: __________________________________________________ Date: _________________ Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Plan
4Pla
y_in
t.ind
d 2
4110
/8/1
2 3
:47
PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
DATE: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Large group
Learning goal
Activity and teacher strategy
Small group
Learning goal
Activity and teacher strategy
After-noon Story Time
Learning goal
Activity and teacher strategy
Plans for Building Community and Relationships
Plans for Outdoor Explorations Plans for Meals and Transitions
Kindergarten Weekly Planning and Refl ection Framework
Learning goal(s)Additional materials or focusVocabulary words
BLOCKS
MATH ACTIVITY
SENSORY TABLE
ART
MANIPULATIVES
SCIENCE EXPLORATION
INFORMATIONAL READING
MATH AND SCIENCE JOURNALING
OTHER CENTER
Kindergarten Weekly Planning and Refl ection FrameworkINVESTIGATION TIME
Program/School: __________________________________________________ Date: _________________ Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Plan4Play_int.indd 24210/8/12 3:47 PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
DATE:MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY
Large group
Learning goal
Activity and teacher strategy
Small group
Learning goal
Activity and teacher strategy
After-noon Story Time
Learning goal
Activity and teacher strategy
Plans for Building Community and Relationships
Plans for Outdoor ExplorationsPlans for Meals and Transitions
Kindergarten Weekly Planning and Refl ection Framework
Learning goal(s) Additional materials or focus Vocabulary words
BLOCKS
MATH ACTIVITY
SENSORY TABLE
ART
MANIPULATIVES
SCIENCE EXPLORATION
INFORMATIONAL READING
MATH AND SCIENCE JOURNALING
OTHER CENTER
Kindergarten Weekly Planning and Refl ection FrameworkINVESTIGATION TIME
Program/School: __________________________________________________ Date: _________________ Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Plan
4Pla
y_in
t.ind
d 2
4310
/8/1
2 3
:47
PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Kindergarten Weekly Planning and Refl ection FrameworkOBSERVATIONS, MODIFICATIONS, AND REFLECTIONS
FOCUSED OBSERVATIONS: MODIFICATIONS FOR INDIVIDUAL CHILDREN:
REFLECTIONS: What worked? What didn’t? What did you learn about individual children and group interests?
PLANS: Based on your refl ections, what will you change for next week?
Learning goal(s)Additional materials or focusVocabulary words
Weekly Planning and Refl ection Framework
Program/School: __________________________________________________ Date: _________________ Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Plan4Play_int.indd 24410/8/12 3:47 PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Preschool Weekly Planning and Refl ection FrameworkOBSERVATIONS, MODIFICATIONS, AND REFLECTIONS
FOCUSED OBSERVATIONS:MODIFICATIONS FOR INDIVIDUAL CHILDREN:
REFLECTIONS: What worked? What didn’t? What did you learn about individual children and group interests?
PLANS: Based on your refl ections, what will you change for next week?
Learning goal(s) Additional materials or focus Vocabulary words
LISTENING CENTER
DRAMATIC PLAY
JOURNALING CENTER
ALPHABET CENTER
FLANNEL BOARD/POCKET CHARTS
CLASS LIBRARY
TEACHER-LED LITERACY ACTIVITY
WRITING CENTER
OTHER CENTER
Kindergarten Weekly Planning and Refl ection FrameworkREADERS AND WRITERS WORKSHOP
Program/School: __________________________________________________ Date: _________________ Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Plan
4Pla
y_in
t.ind
d 2
4110
/8/1
2 3
:47
PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
DATE: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Large group
Learning goal
Activity and teacher strategy
Small group
Learning goal
Activity and teacher strategy
After-noon Story Time
Learning goal
Activity and teacher strategy
Plans for Building Community and Relationships
Plans for Outdoor Explorations Plans for Meals and Transitions
Kindergarten Weekly Planning and Refl ection Framework
Learning goal(s)Additional materials or focusVocabulary words
BLOCKS
MATH ACTIVITY
SENSORY TABLE
ART
MANIPULATIVES
SCIENCE EXPLORATION
INFORMATIONAL READING
MATH AND SCIENCE JOURNALING
OTHER CENTER
Kindergarten Weekly Planning and Refl ection FrameworkINVESTIGATION TIME
Program/School: __________________________________________________ Date: _________________ Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Plan4Play_int.indd 24210/8/12 3:47 PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
DATE:MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY
Large group
Learning goal
Activity and teacher strategy
Small group
Learning goal
Activity and teacher strategy
After-noon Story Time
Learning goal
Activity and teacher strategy
Plans for Building Community and Relationships
Plans for Outdoor ExplorationsPlans for Meals and Transitions
Kindergarten Weekly Planning and Refl ection Framework
Learning goal(s) Additional materials or focus Vocabulary words
BLOCKS
MATH ACTIVITY
SENSORY TABLE
ART
MANIPULATIVES
SCIENCE EXPLORATION
INFORMATIONAL READING
MATH AND SCIENCE JOURNALING
OTHER CENTER
Kindergarten Weekly Planning and Refl ection FrameworkINVESTIGATION TIME
Program/School: __________________________________________________ Date: _________________ Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Plan
4Pla
y_in
t.ind
d 2
4310
/8/1
2 3
:47
PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Kindergarten Weekly Planning and Refl ection FrameworkOBSERVATIONS, MODIFICATIONS, AND REFLECTIONS
FOCUSED OBSERVATIONS: MODIFICATIONS FOR INDIVIDUAL CHILDREN:
REFLECTIONS: What worked? What didn’t? What did you learn about individual children and group interests?
PLANS: Based on your refl ections, what will you change for next week?
Learning goal(s)Additional materials or focusVocabulary words
Weekly Planning and Refl ection Framework
Program/School: __________________________________________________ Date: _________________ Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Plan4Play_int.indd 24410/8/12 3:47 PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Preschool Weekly Planning and Refl ection FrameworkOBSERVATIONS, MODIFICATIONS, AND REFLECTIONS
FOCUSED OBSERVATIONS:MODIFICATIONS FOR INDIVIDUAL CHILDREN:
REFLECTIONS: What worked? What didn’t? What did you learn about individual children and group interests?
PLANS: Based on your refl ections, what will you change for next week?
Learning goal(s) Additional materials or focus Vocabulary words
LISTENING CENTER
DRAMATIC PLAY
JOURNALING CENTER
ALPHABET CENTER
FLANNEL BOARD/POCKET CHARTS
CLASS LIBRARY
TEACHER-LED LITERACY ACTIVITY
WRITING CENTER
OTHER CENTER
Kindergarten Weekly Planning and Refl ection FrameworkREADERS AND WRITERS WORKSHOP
Program/School: __________________________________________________ Date: _________________ Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Plan
4Pla
y_in
t.ind
d 2
4110
/8/1
2 3
:47
PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
DATE: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Large group
Learning goal
Activity and teacher strategy
Small group
Learning goal
Activity and teacher strategy
After-noon Story Time
Learning goal
Activity and teacher strategy
Plans for Building Community and Relationships
Plans for Outdoor Explorations Plans for Meals and Transitions
Kindergarten Weekly Planning and Refl ection Framework
Learning goal(s)Additional materials or focusVocabulary words
BLOCKS
MATH ACTIVITY
SENSORY TABLE
ART
MANIPULATIVES
SCIENCE EXPLORATION
INFORMATIONAL READING
MATH AND SCIENCE JOURNALING
OTHER CENTER
Kindergarten Weekly Planning and Refl ection FrameworkINVESTIGATION TIME
Program/School: __________________________________________________ Date: _________________ Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Plan4Play_int.indd 24210/8/12 3:47 PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
DATE:MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY
Large group
Learning goal
Activity and teacher strategy
Small group
Learning goal
Activity and teacher strategy
After-noon Story Time
Learning goal
Activity and teacher strategy
Plans for Building Community and Relationships
Plans for Outdoor ExplorationsPlans for Meals and Transitions
Kindergarten Weekly Planning and Refl ection Framework
Learning goal(s) Additional materials or focus Vocabulary words
BLOCKS
MATH ACTIVITY
SENSORY TABLE
ART
MANIPULATIVES
SCIENCE EXPLORATION
INFORMATIONAL READING
MATH AND SCIENCE JOURNALING
OTHER CENTER
Kindergarten Weekly Planning and Refl ection FrameworkINVESTIGATION TIME
Program/School: __________________________________________________ Date: _________________ Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Plan
4Pla
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/8/1
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:47
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From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Kindergarten Weekly Planning and Refl ection FrameworkOBSERVATIONS, MODIFICATIONS, AND REFLECTIONS
FOCUSED OBSERVATIONS: MODIFICATIONS FOR INDIVIDUAL CHILDREN:
REFLECTIONS: What worked? What didn’t? What did you learn about individual children and group interests?
PLANS: Based on your refl ections, what will you change for next week?
Learning goal(s)Additional materials or focusVocabulary words
Weekly Planning and Refl ection Framework
Program/School: __________________________________________________ Date: _________________ Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Plan4Play_int.indd 24410/8/12 3:47 PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Learning goal(s) Additional materials or focus Vocabulary words
BLOCKS
DRAMATIC PLAY
SENSORY TABLE
ART
MANIPULATIVES
CLASS LIBRARY
WRITING CENTER
OTHER CENTER
Preschool Weekly Planning and Refl ection Framework
Program/School: __________________________________________________ Date: _________________ Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
DATE:MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY
Large group
Learning goal
Activity and teacher strategy
Small group
Learning goal
Activity and teacher strategy
Plans for Building Community and Relationships
Plans for Outdoor ExplorationsPlans for Meals and Transitions
Preschool Weekly Planning and Refl ection Framework
Plan4Play_int.indd 23810/8/12 3:47 PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Learning goal(s)Additional materials or focusVocabulary words
BLOCKS
DRAMATIC PLAY
SENSORY TABLE
ART
MANIPULATIVES
CLASS LIBRARY
WRITING CENTER
OTHER CENTER
Preschool Weekly Planning and Refl ection Framework
Program/School: __________________________________________________ Date: _________________ Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
DATE: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Large group
Learning goal
Activity and teacher strategy
Small group
Learning goal
Activity and teacher strategy
Plans for Building Community and Relationships
Plans for Outdoor Explorations Plans for Meals and Transitions
Preschool Weekly Planning and Refl ection Framework
Plan
4Pla
y_in
t.ind
d 2
3910
/8/1
2 3
:47
PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Preschool Weekly Planning and Refl ection FrameworkOBSERVATIONS, MODIFICATIONS, AND REFLECTIONS
FOCUSED OBSERVATIONS: MODIFICATIONS FOR INDIVIDUAL CHILDREN:
REFLECTIONS: What worked? What didn’t? What did you learn about individual children and group interests?
PLANS: Based on your refl ections, what will you change for next week?
Learning goal(s)Additional materials or focusVocabulary words
LISTENING CENTER
DRAMATIC PLAY
JOURNALING CENTER
ALPHABET CENTER
FLANNEL BOARD/POCKET CHARTS
CLASS LIBRARY
TEACHER-LED LITERACY ACTIVITY
WRITING CENTER
OTHER CENTER
Kindergarten Weekly Planning and Refl ection FrameworkREADERS AND WRITERS WORKSHOP
Program/School: __________________________________________________ Date: _________________ Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Plan4Play_int.indd 24010/8/12 3:47 PM