early childhood preschool program - grosse pointe public
TRANSCRIPT
Early Childhood Preschool Program
Back to School Night
September 24, 2015
Dorothy Heitjan, M.A., CCC/SLP, M.Ed
Welcome to the Barnes School
Family!
Direct ECP Staff
Teaching:
• Dorothy Heitjan: ECP Teacher/ SLP
• Vicki Horsley, AM & PM Teaching Assistant
Therapists
• Maria Deskins, AM/Speech-Language Pathologist (SLP)
• Elisabeth Galvin, PM/SLP
• Heather Distelrath, Occupational Therapist (OTR) sub for Lisa Newbold,
OTR on Maternity Leave due back in Early October
• Noelle Beaudry, Physical Therapist (PT)
Consulting
• Lisa Khoury, School Psychologist Staff (Psych)
• Pat Curtin: School Social Worker (SSW)
Volunteers
• Wednesday PM Volunteer: Peter Seymour
• GP North Student Volunteer: Riley Cook
Our Day
Our Day: Learning Takes Place All Day Long!
Through Incidental and Direct Teaching Experiences
Opening
Activities
• Come into room
• Separate from parent or
caregiver
• Hang up belongings in
cubby
• Follow Directions to get
name card and go to the
table and join others
• Will learn to pick
classroom jobs
Key Learning Areas
• Affective/Intrapersonal-
• Regulating Emotions
• Social/Interpersonal-
• Develop Healthy
Relationships with others
• Language/Verbal-Linguistic
Michigan Standards of Quality for
Prekindergarten
Michigan Standards of Quality for Prekindergarten-
Key Early Learning Expectations & Areas
• Approaches to Learning-AFFECTIVE
• Social/Emotional-AFFECTIVE/SOCIAL
• Intellectual Development-COGNITVE
• Language and Literacy-LANGUAGE
• Creative Expression-AESTHETIC
• Physical Development and Health-PHYSICAL
• Math, Science-COGNITIVE, NATURE
• Social Studies-SOCIAL
• Technology-SOCIAL
Table Time Exploratory Play
Activities
Each child receives a
basket or tray of items such
as… •Play dough with scissors
•Color cube blocks with bears
•Rubber Stamps/Ink Pad
•Bristle Blocks
•Puzzles
•Tag bags with fasteners
•Magnet Boards
Work on matching, sorting,
counting, etc.
Key Learning Areas
• Language/Verbal-Linguistic
• Cognitive/Logical-
Mathematical-Develop skills
of comparing and
classifying objects
• Spatial
• Interpersonal
• Naturalist
Opening Large Group Activities to Start the Day
or Week
• Who’s Here
• Song of the Week
• Calendar Lesson
• Movement Activity
• May Use the Interactive
Whiteboard
• Prepare for Centers
Key Learning Areas
• Social Studies
• Language/Verbal-Linguistic
• Cognitive/Logical-
Mathematical
• Physical Movement
Centers
Centers/Free Choice
• Provide opportunity for children to make
choices and to create his/her own plan.
• Children can work or play independently
or with peers.
• Provides many opportunities for Incidental
Learning.
• Children show increasing initiative and curiosity
about their work and play in all areas of the
curriculum.
Centers Time
Activity Centers NON Rotating
•Blocks
•Sand/Water
•Books
•Post Office
ROTATING
•Easel
•Dramatic Play
•House
•Table
•Vehicles
Key Learning Areas
• Language/Verbal-Linguistic
• Cognitive/Logical-Mathematical
Skills
• Physical-Bodily/Kinesthetic, Spatial
• Social/Interpersonal &
Intrapersonal
• Naturalist
• Aesthetic/Musical: Children show
how they feel, what they think, and what
they are learning through experiences in
the visual arts and in instrumental/vocal
music.
A Learning Opportunity During Centers
•Sand Spills out of Sand Box!
•Consequence: Close the Sand Box because the
floor will get slippery and someone could fall –
Safety
•Clean Up the Spill by getting the hand broom
and dustpan: Responsible Choice
Skills Table
•Teacher or Therapist may work at the table
during Centers or later on during Quiet Centers
time.
•Children come to table to work on specific skills.
•This is how we complete our Alphabet Sound
Journals in the PM Class.
Bathroom Break!
Bathroom Break!
Routine Components
• Interruption from centers
activity
• Self Care
• Hygiene and safety
• Manipulating Clothing
• Hallway Behavior
• Blowing nose and
disposing of tissue
Key Learning Areas
• Affective/Intrapersonal
• Language/Verbal-
Linguistic
• Physical/Bodily-
Kinesthetic-Make age
appropriate healthy
choices in daily life.
• Social/Interpersonal
Hallway Transitions
Routine/Expectations
• Learn appropriate social
behaviors for school.
• Self Control
• Learn about the school
environment.
• Learn about who works at
our school.
• Learn about the other
classrooms.
Key Learning Areas
• Social/Interpersonal: Children learn the
responsibilities of being a
member of a classroom and
school.
• Affective/Intrapersonal
• Social/Spatial, Naturalist
• Social/Verbal-Linguistic
Purpose of Clean Up Time
• Learn responsible behavior-picking up
toys
• One Minute Warning is always given
• Take care of materials
• Clean up the room!
Clean Up Time!
Expectations
• Pick up and put toys
away
• Listen and follow
directions
• Take care of toys and
other items
• Work as a team with
peers
Key Learning Areas
• Language/Verbal-
Linguistic Children grow in
capacity to use effective listening
skills and understand what is said
to them.
• Social/Interpersonal
• Affective/Intrapersonal
Snack Time
Routine
• Wash Hands
• Find Seat
• Open Napkin
• Read Snack Schedule*
• Nutritional Awareness
• Practice Polite Language
• Practice eating Safely
• Conversation
• Clean up
Key Learning Areas
• Language/Verbal-Linguistic
• Cognitive/Logical-
Mathematical *Recognize
patterns in everyday life.
• Physical/Naturalist: Children
become aware of and begin to
develop nutritional habits that
contribute to good health.
Snack Schedule
Monday Tuesday Wednesday Thursday Friday
Quiet Centers Time
Routine/Expectations
• Work quietly at selected
areas while peers finish
snack.
• Self control
• Take toys and books out
and put them away when
finished.
• Interact/share with peers.
• Problem Solve.
• Optional iPad time.
Key Learning Areas
• Affective/Intrapersonal
• Language/Spatial Children
build visual thinking skills through
explorations with shape.
• Social/Interpersonal
• Cognitive/Logical-
Mathematical
Large Group Content Activity
Large Group Direct Teaching
Activities
• Listen to a story
• Watch a demonstration
• Interactive Whiteboard
• Science/Discovery/Math
experiences
• Art projects
• Alphabet Sound Journal
• Specific Skill Instruction
• Interactive Whiteboard
Key Learning Areas
• Language/Verbal-Linguistic Children begin to understand written
language read to them from a variety
of materials. Children develop
positive attitudes about themselves
as literate beings—as readers,
writers, speakers, viewers, &
listeners.
• Cognitive/Logical-
Mathematical
• Aesthetic/Spatial
Specific Learning Targets
Academics
• Name recognition, spelling
• Identify basic shapes and colors
• Letters and numbers
• Days of the week
• Counting and Math
• Rhyming Words
Alphabet Sound Instruction
• First Steps Program, precursor to the F.A.S.T. Program
• Emphasis on learning Sounds NOT letter names;
Phonemic Awareness!
• Alphabet Sound Journals are done at School.
• Learning progression: Most frequent sounds taught first.
• Learn Lowercase letters first.
Drawing/Writing Skills
Instruction
•Crayon/Marker Grip
•Strokes
•Shapes
•Self Portrait/Mat Man
•Tracing/Writing Name
•Specific Letter Instruction
Common Themes:
Self, Others, World Around Us
• All About School
• All About Me
• Pumpkins
• Apples
• Seasons and Weather
• Family
• Lights
• Gingerbread
• Peace, Diversity, and Love
• Nutrition
• Health
• Transportation
• Earth Day
• Plants
• Insects
• Animals
A word about Holidays…
• Commonly celebrated holidays are only
presented in an Informational Factual
Manner
• Never assumed that everyone celebrates
or believes in any particular way
• Always open to those who would like to
share a holiday or tradition
A word about art…emphasis on process! Learn do rather than making it look a certain way
Process vs. Product
…and yes, it can and does get
messy. We always wear
freshly laundered Art Shirts.
We learn about all the steps in
set up and clean up.
Technology
• Several days per week we do Smart Board or
iPAD Activities right after books and puzzles.
• Explore/use various types of technology tools.
• Learn the mechanics of usage.
• Learn responsible handling of tech equipment.
• Learn concepts through interactive experiences
such as sorting and graphing.
Sample Theme Unit—My Body
•Songs
•Literature Selection
•Movement Activity
•Art Project
•Listen and Do Activity Information about Weekly Themes will be in the Weekly Newsletter.
Closing Time Purpose
Gather as a group to bring closure to the day!
Closing Time
Routine/Activities
• Gather as a group
• Sit and attend
• Recall daily activities
• Sing goodbye
• Get belongings
• Put on coat/outerwear*
• Wait to be called
Key Learning Areas
• Social/Interpersonal
• Language/Verbal-Linguistic
• Aesthetic/Musical
• Physical/Bodily-Kinesthetic
*Use small muscles to improve a variety
of fine motor skills.
• Affective/Intrapersonal
Magic Coat Trick
Hallway Transition
Children learn about safety when exiting the
classroom at dismissal
Dismissal-Go Home
Other Opportunities for Students
Recess Options
--Outside Playground, Sensory Motor Room
• AM Class: Starts as small group rotation depending
upon our schedule
• PM Class: Whole Group Rotation, learn about safety
and rules prior to experience.
Specials Classes: Inclusive Opportunities
• Ms. Paula’s Music, Ms. TJ’s Yoga, Once Monthly AM
Library
Special “All School” Assemblies
• Assemblies: Animal
Presentations, Puppet
Shows, Movies,
Halloween Parade
• Can be interactive or
sit/watch
• Different Routine
• Strategies developed to
help all children
participate!
AM Weekly Specials Classes and Therapies *Subject to Change
Monday Tuesday 1st Wed. of
the Month Thursday Friday
PM Weekly Schedule Specials Classes and Therapies *Subject to Change
Monday Tuesday Wednesday Thursday Friday
PM Class Generalizations Expectation: Preparation for Kindergarten
• Expectation: More development with knowledge of routine, classroom jobs, self care,
independence with belongings
• More Maturity in all domain areas
• Walk down the hall in a line/whole group transitions
• Play expectations: Cooperative group/socio-dramatic
• Functional Emotional Developmental Capacities: Social Problem Solving, Creating
Ideas and Logical thinking
• Quicker pace of activities relative to morning
• Reintroduction of Academic Concepts
• Academics-Language Arts/Math/Science/Discovery/Handwriting
• Repeat familiar activities with higher level questions “when”, “why”, “how”
(Intuitive/Understanding Skills)
• Longer group times with complex material
• Teacher role differences at group times
• Whole group recess outside or in sensory motor room
• Alphabet Sound Cutting journal
BEHAVIOR MANAGEMENT
Behavior Management Barnes School Wide Positive Behavior Matrix
• Barnes School Behavior Matrix
• Categories of Behavioral Expectations, Be
Safe, Be Kind, Be Responsible
• Corresponding Behaviors
• Derived from the Positive Behavioral
Supports Philosophy used at the
Elementary Level
Connection
• Relate consequences of child’s actions
directly to the Barnes School behavior
matrix
• You….that was…!
• Helpful Choices vs. Hurting Choices
Choice Pockets-Be Safe, Kind, Responsible!
From Barnes School Matrix
Choice pockets
• Catching children in the act of making
“good choices” ACKNOWLEDGEMENT!
• Child earns ticket to put in “safe,” “kind,” or
responsible pockets. Safety-Children recognize
that they have a role in preventing accidents or potential
emergencies.
• Natural reinforcement-Children love to put
their ticket in the pocket.
• We count tickets when the pockets get full!
Specific Strategies
• Add visual and auditory supports to teach understanding of limits
• Visual-Sand Timer for Transitions and turn taking
• Auditory-Kitchen Timer Bell
• Verbal: “First A Then B” • The rule is… • Contextual: We are at
School.
The Time Out Consequence
• ALWAYS IMPLEMENTED WITH THE INTENT TO TEACH!!!
• Unsafe and disruptive behaviors
• Settle body down, breathe
• Teaching time to problem solve, rehearse solution
• Scripting: “You may not….. …… hurts. When you want….. Say……”
• End on a positive note
Reminder… Stress for a
preschooler is… • Not getting the wanted
toy!
• Someone taking something away!
• Change in a routine
• Sensory Overload
• Fatigue
• Remember, children use the skills they possess and under stress, they often access their lowest skills!
Underlying Philosophy
• Conscious Discipline
• Brain Based Classroom Management
Program
• By Becky Bailey, Ph.D.
• Used as a foundation for teaching these
skills
Conscious Discipline 7 Components Emphasis on Safety
• Composure
• Encouragement
• Assertiveness
• Choices
• Positive Intent
• Empathy
• Consequences
Composure
• No one can make you
angry without your
permission
• Understanding of Child’s
Temperament/Individual
Differences
• Adult Self Control and
Understanding
• “My job is to keep you
safe and your job is to
help me.”
Being the person you want others
to become
Encouragement
• We all are in this
together
• We are a school family
• Everyone has a job
• Effective Praise “You___
so____. That was___ .”
• “You picked up the toy so John
could have a turn. That was kind.”
Building the School
Family
Assertiveness
• What you focus on, you
get more of
• Clearly communicating to
children
• Commands vs. Requests
“Time to do…” instead of
“Do you want to…”
• Children must be taught
the exact words to use
Saying no and being hear: Setting
Limits respectfully
Choices
• The only person you can
make change is yourself
• You can _________ or
_________.
• “Time to clean up. You can
start with blocks or cars.”
• Adult gives choice between
two positive or acceptable
options
Build Self Esteem and Willpower
Positive Intent
• See the best in others
• Assume a positive intent
• You wanted the car, so
you grabbed it from
Susie. You may not
grab. Grabbing hurts.
When you want… say…
Creating Teaching Moments
Empathy
• The moment is as it is
• You seem…
• Understand “Brain
Smart” Discipline
• “When children are
upset, your task is to act
like a mirror.”
Handling the fussing and fits
Consequences
• Mistakes are
opportunities to learn
• Conflict can be an
opportunity to learn
• Natural Consequences
• Imposed Consequences-
The rule is…. If you do
x, then y happens…
Help children learn from their
mistakes
Home-School Communication
Home School Folder
Home-School Folder: Begins in late
September, does not go home during
conference weeks, short weeks, vacation
weeks, etc. Vehicle for teacher/parent
communication.
Please see Weekly Newsletter!
Helpful App!
WEBSITE
www. http://gpschools.schoolwires.net/Domain/1049
Parent Lending Library
• Coming Soon!
• Books on various informational topics
• Please sign out and return!
2015-16 Please see Barnes Calendar for all Important Dates!
• Field Trip Friday Oct. 23-Please return forms by Wednesday Oct.
21.
• Costume Day and Parade Thursday Oct.29
• FYI Tips for Getting Ready for Kindergarten! Wednesday Nov. 4
7pm at Miller Hall in Christ Church, 61 Grosse Pte. Blvd.
• November Conferences: Wednesday Evening Nov. 12 and
Thursday Nov. 13, All Day and Evening
• Holiday Gathering-Friday Dec. 18 All Students attend in the A.M.
• Spring Conferences-April 13 in the evening and all day/evening on
April 14, 2016
• Funapalooza-Thursday June 9, 2016
Reminder: No School Tomorrow
Friday Sept. 25, 2015
Staff PLC Day
Questions???
Thank you for coming tonight!
Let’s have a great year!