sit with your program plan group members submit ... · • group members – worked as a group to...
TRANSCRIPT
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
Infant and Toddler Program
Plans: sensory programming
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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.
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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)
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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.
® Registered trade-mark of the Canadian Mothercraft Society
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).
® Registered trade-mark of the Canadian Mothercraft Society
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)
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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.
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
What happens
after I
brainstorm?
Image from: www.francescolejones.com
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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)
® Registered trade-mark of the Canadian Mothercraft Society
http://www.exampler.com/propaganda/
Consider the following example of a program
plan – read it carefully. How could you make it
better?
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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)
® Registered trade-mark of the Canadian Mothercraft Society
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