NAME: _______________________________________________ DATE: ___________________________ CLASS: ______

UNIT 1 DAP: Developmentally Appropriate PracticesSTANDARD 4Students will identify and/or demonstrate Developmentally Appropriate Practices

Objective 1: Identify and/or demonstrate DAP activities for young children.

a. Define DAP. (Characteristics: age and individual appropriateness, hands-on, concrete, real, relevant, uses all areas of development, multicultural)

b. Types of learning and play: child-directed, teacher-directed, and child-initiated

c. Active vs. passive learning.

d. Effective transitions.

e. DAP materials and activities for specific ages and areas of development (cognitive, social, emotional, moral, and physical [gross and fine motor]).

f. Positive questioning techniques (open-ended questions).

Objective 2: Identify and/or demonstrate positive guidance techniques for preschoolers.

a. Review common reasons for misbehavior (normal behavior, natural curiosity, don’t know better, to get attention, for power, revenge, feeling inadequate and need to feel they belong).

b. Positive guidance: natural consequences, logical consequences, positive statements, redirection, limited choices, time out, positive reinforcement, modeling, child-directed and problem-solving.

c. Identify and/or demonstrate the ability to maintain control in a large and small group setting.

Objective 3: Incorporate observation techniques and guidelines while studying children and develop strategies to meet their needs.

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Developmentally Appropriate Practices (DAP)

Types of Learning PASSIVE ACTIVE

Direct Learning that resulted from being ______________________________.

Indirect Learning that occurs when it is ____________________________________.

______________________________________ Looking at the issue, brainstorming ideas and possibilities, experimenting and testing, taking action, and deciding on the best way to go about it. Types of Learning Styles

__________________________________ Learners: A child who depends a great deal on the sense of sight. This child will notice small visual changes in the environment.

__________________________________ Learners: A child who learn best through hearing. This child is the first to hear a fly in the classroom or a snow plow outdoors.

__________________________________ Learners: A child who learns best through doing. This child needs to be shown and allowed to do it with you. Hands on.

____________________________________ Learners: Children who are more interactive with others; volunteering, assisting, and helpful, they also try to gain attention.

__________________________________Learners: Children who are more independent and prefer to work on their own. They enjoy competition as well as individual recognition.

Adult (teacher) Directed Adult Initiated Child Directed, Child Initiated, and Teacher Supported - Summarize DAP vs DIP so far What does a DAP (Developmentally Appropriate Practices) lesson, teacher, and classroom look like?

What is a DIP (Developmentally Inappropriate Practices) lesson, teacher, and classroom look like?

27 - Active DAP Child Initiated Learning Is: -

by ____________ - Hands on experiences - using their ____________ - Seeing, touching, hearing, smelling, tasting –

through ___________ And ____________ - Actively explore and experiment - when all 5 areas of development are

_____________ - Physical, emotional, social, cognitive, language, and moral - through ______________ Reinforcement - Praise, encouragement, and recognition - when they acquire and experiment with new behaviors through ________________ and role modeling. - Show them Positive Words and actions to learn and imitate

DAP IS ALSO: 1. ________________________________________________ appropriate.

2. ________________________________________________ appropriate.

3. Based on __________________________________________________ and evaluation of each child.

4. _____________________________ and ___________________________________ in activities, materials, and equipment.

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5. Not_________________ scheduled

a. Time to ____________________________ as long as the child wants.

b. Free ____________________________________ in which the child can move freely between activities.

c. ________________________________of passive / rest time and active movement throughout the day.

6. ____________________ (Hands on, touch, manipulate, Learn by do), ____________________________ (child’s interests), ____________________ (the child’s world)

7. New Challenges or mysteries to actively experience and __________________________________ on their own using their senses.

8. Full of ______________________________. Questions, discussions, and comments.

NAME: _________________________________________________ DATE: ______________ CLASS: ____

Characteristics of a Good Teacher

From “No way, The Hundred is There” – condensed.Separate the head from the body.

They tell the child:To think without hands

To do without headTo listen and not speak

To understand without joyTo love and to marvel

Only at Easter and Christmas….They tell the child:That work and playReality and fantasy

Science and imaginationSky and earth

Reason and dreamAre things

That do not belong together…

The child says:NO WAY ….

By Lois Malaguzzi

How children learn3

I. Field-Sensitive: Children who are more interactive with others; volunteering, assisting, and helpful, they also try to gain attention.

II. Field-Independent: Children who are more independent and prefer to work on their own. They enjoy competition as well as individual recognition.

III. Visual Learners: A child who depends a great deal on the sense of sight. This child will notice small visual changes in the environment.

IV. Auditory Learners: A child who learn best through hearing. This child is the first to hear a fly in the classroom or a snow plow outdoors.

Awareness walk

Category Colors Size Shapes DescriptionFlower

Rocks

Trees

Bugs/Animals

Building features

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HOW CAN YOU USE THIS INFORMATION TO TEACH…

Art

Math

Science

Music

Reading

Writing

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CHILD DEVELOPMENT IS……The study of how a child grows and develops, from conception to age 185 STAGES OF CHILD DEVELOPMENT

1. Infancy – birth to 12 months2. Toddler – 12 months to 3 years3. Preschool – 3 years to 6 years4. Schoolage – 6 years to 12 years5. Adolescents – 13 years to 18 years

GROWTH and DEVELOPMENTGrowth = a child’s physical increase in size or

amount that is easily observedDevelopment = The ability of a child to do

things that are complex and difficult

LAWS of GROWTH and DEVELOPMENT1. Growth proceeds from head (cephalo) to foot

(caudal) First infant lifts head to see object, later gains muscle strength AND control to pick up an object, and later learns to move toward the object.

2. Growth proceeds from near (proximal) to far (distal)First moves whole body, then it moves outward to arms, hands, and then fingers. Waving “Hi” = First they learn to wave with arms, then wave with their hand and wrist, and then wave with fingers.

3. Growth proceeds form simple to complexSleep and eat, later babbles and eats with fingers.First wave “Hi” and then say it

AREAS of DEVELOPMENTPHYSICAL DEVELOPMENT

Developing and controlling gross and fine motor skills

The child’s physical growth in size and in proportion. Gross motor = large muscles (lift head, roll, sit up,

crawl, walk) Fine motor = small muscles (hands and fingers) Development is most rapid during the first three

years.

COGNITIVE / INTELLECTUAL DEVELOPMENT The ability of the brain to take in and process

information. The people in the child’s environment are most

important in building / creating a strong learning environment.

A child recognizing their name, recognizing their parent, language, recognizing that when he shakes a rattle it makes noise

SOCIAL DEVELOPMENT A child learning and discovering the expectations

and rules for learning to get along with and understand others.

Moving from being egocentric (self-centered) to being able to relate with others.

A child smiling at parent, child learning to share, imaginary friend

EMOTIONAL DEVELOPMENT The ability to recognize and understand feelings and

how to respond to them appropriately. Jealousy, being afraid, smile, laugh, sad, showing

empathy

MORAL DEVELOPMENT Identifying personal values and learning right from

wrong Respecting human rights, behaving accordingly,

developing principles to guide behavior, listening to their conscience

Being a good example is the best way to build a child’s conscience.

ERIK ERICKSON

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The 8 Stages of man: Studied the stages of personality development throughout the life cycle. This is always redeveloping itself. Each level defines a new social awareness and interaction possible for the individual. MEMORY JOGGER: ERICKSON = 8 letters for 8 stages of man (hold up 8 fingers)Letter E = Erickson, Eight, Emotional = Emotions

1. Trust vs. Mistrust (Infancy)The degree to which a child learns to trust or mistrust others.Determined by the type and amount of care the child receives.

2. Autonomy vs. Shame and Doubt (2-4 years)The degree to which a child is allowed and encouraged freedom and self-direction

3. Initiative vs. Guilt (4-6 years)The degree to which a child is allowed control of his/her body, choices, fantasy, motor activities, and language activities. Begins to develop social skills (cooperating, leading, following)

4. Industry vs. Inferiority (school age)The degree to which they learn that work is worthwhile and meaningful.They learn to discipline themselves and to get along with others

5. Identity vs. Role Confusion (Adolescence)The degree and ability to which the individual can bring together all the things learned about him/herself and integrate these different roles into a whole that shows continuity with the past while preparing for the future. Mature, view the world differently, establish identity, require good role models

6. Intimacy vs. Isolation (Young Adulthood)The degree to which they can share with and care about another person without fear of losing oneself in the process. Influences friendships, marriage, relationship with children, with own parents Determines self-acceptance, a level of confidence, a feeling of being worthwhile.

7. Generativity vs. self-absorption (Adulthood)The degree of concern for family and other people beyond the immediate family

8. Integrity vs. Despair (Aging) The degree to which the individual can look back on their life with satisfaction and acceptance.

JEAN PIAGET

He Researched and defined the cognitive / Intellectual skills of children and how they learn

MEMORY JOGGER: Notice his last name ends with “Get” and he taught how children GET SMART – point to head and say “Get smart”

4 Cognitive Stages

1. Sensorimotor (birth -2 years old) MEMORY JOGGER: Stick out your tongue to help you Children (babies) learn about and experience the world through their senses

(see, touch, hear, taste, and smell). This is why everything goes in their mouth.

2. Preoprational (2-7 years old) MEMORY JOGGER: The word operate is part of Preoperational and you Need smarts to OPERATE.The child begins to form concepts (wondering about the reality of people like Santa Clause) and use symbols as words. This allows the child to communicate and gain language development (police) (nike) (no smoking) (bathroom) (stop) M (McDonalds)

3. Concrete Operational (7-11 years old)Children learn to reason and use simple deductive logic to arrive at conclusions. The child is able to imagine what another person might be thinking or feeling, therefore their thinking becomes more flexible.

4. Formal Operational (11 years old - adult)Highest level of mental development-thinking abstractly.

ARNOLD GESELL

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PHYSICAL DEVELOPMENT of CHILDREN Came up with physical development age norms. (sit, stand, walk, …)These standards are used today in medical profession to monitor.

LAWRENCE KOHLBERGMoral Development of CHILDREN MEMORY JOGGER: KO MO Dude

Knock Out is not a moral thing to do

1. Pre-conventional Children begin life with no sense of right or wrong.Learn quickly the certain behaviors are punished and others rewarded Learn to avoid punishment and strive for behavior or acts rewarded

2. Conventional (about age 9)Learn to behave according to a sense of what others need or want. They follow established rules and respect authority. Begin to act in accordance with what is right and wrong.

3. Post Conventional (about age 16)Mature morally.Respect human rights and develop individual principles to guide their behavior and choices.Their motivation to act a certain way comes from within, not just to follow the rules.

ABRAHAM MASLOW Basic needs must be met at each level or there is no advancement. MEMORY JOGGER: Mas – LOW (get low in voice and in posture) Hierarchy of needs (get high in voice and in posture)1. Physiological Needs: air, food, drink, rest2. Safety and Security: stability, freedom from fear and anxiety, weather3. Love and Belonging: affection, intimacy from friends and family4. Esteem needs: self-respect, respect for others, self-acceptance.5. Self-actualization: being able to think beyond one’s self, doing what one is suited for and capable of doing. Doing one’s best.

FREUD

Three Theoretical Components of Personality:

ID – Pleasure Principle, ID wants whatever needs seem satisfying and wants it now

EGO - Reality Principle, mediator between unbridles passions of

ID and the limits imposed by the real world and the ideas of the SUPEREGO.

SUPEREGO- Right from Wrong principle. Like a conscience.

PSYCHO SEXUAL THEORYFreud believed that how a child experienced various conflicts determined their personality.

1. ORAL (first 5 or 6 years)Child activities and needs are dominated by the mouth.Child learns to experience and know the world with the mouth

2. ANAL (first 5 or 6 years)The anus is the focus of pleasurable sensations. Toilet training

3. Phallic (first 5 or 6 years)Genitals are most important body part

4. Latency (ages 7-11)Sexual needs are quiet or not important. Energy and interests are put into academic learning and extra-curricular activities.

5. Genital (adolescence and adulthood)Genitals are focus of pleasurable sensation and individuals seek stimulation and satisfaction.The biological function of the genitals is for reproduction.Goal of healthy adult was to love and to work.

1. Define these terms:

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Discipline

Guidance

Punishment

2. Identify overall points of discipline:

a. The goal of discipline and guidance is to help the child learn ___________________________________

b. Self-discipline is the ability to direct one’s own ______________________________

c. Parent’s who punish rather than discipline may have children that______________________

d. Respond to aggressive behavior in a __________________________ way.

e. Adults who do not reinforce appropriate behavior, may have children who resort to ____________________

f. Children often misbehave for ______________________. Withdraw from the conflict and resolve the problem later.

g. ______________________ is a powerful reinforce-r that guides children positively or negatively.

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3. Identify and explain 8 reasons for a child’s misbehavior.

Remember that we all act in certain ways to meet our own needs. Children are no different and their behavior, or misbehavior, can be understood best if the underlying need or reason for their behavior is identified.

** A child misbehaves when one of the following behavioral needs are not being met***

Reason and Definition Reason and Definition

1. Normal behavior for the child’s age 2. Natural curiosity

3. They do not know any better 4. To get attention

5. To get power 6. For revenge

7. Feeling inadequate or incapable 8. The need to feel that they belong

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Know the following 9 positive guidance techniques.

1. REDIRECTION

a. Substitute unacceptable behavior for ____________________ behavior by helping the child to focus on or pay

attention to something else that is more ___________________________________

(Let’s run and yell outside instead of in the house)

b. Children up to 2 years old can be easily ____________________________ to change their behavior. For all ages,

adjust the ____________________________. Put items away and out of sight to avoid creating ______________.

2. NATURAL AND LOGICAL CONSEQUENCES

a. ____________________________ occur without interference, allowing the consequence to happen, not an inflicted punishment by the caregiver.

Best method of discipline, but the hardest one to do. The child can see the ________________ of his behavior or

choices. This type of consequence can’t be used if it will cause harm to self, others, or property.

(If a child does not eat = they go hungry If the child leaves their bike out = it gets stolen)

b. ____________________________ should be relevant to the misbehavior.

This type of discipline should provide opportunities for children to learn from their ____________________

It should be short in duration and not imposed in the caregivers anger.

(If the child draws on the wall = they scrub it off Child doesn’t keep their bathroom clean = can’t use it)

3. CHOICES WITHIN LIMITS

a. Give children opportunities to make choices (Do you want water or Juice? NOT What would you like to drink?)

b. When children are allowed to make choices, they get practice in __________________________________

c. Setting limits allows children to control themselves rather than feel like they are being _________________

d. Limits put on the child should have a _________________________________ and should benefit the child.

e. Limit the _________________________ when giving choices. (“either - or” choices will help to narrow it down)

f. Make sure you are ___________________________________________________ to give the choices

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4. TIME OUT

a. Use a _______________________________ place that distances the child from the problem where there are no

distractions and they can regain their composure. NOT a place to sit and think about what they have done wrong.

b. One time out minute for each year of ______________________________. ie: 2 year old should receive 2 minutes.

c. Use time out only for __________________________ misbehavior like tantrum, fighting, intentional destructiveness

d. Do not talk to the child while in ____________________________________________________________

e. Use time out _____________________________________________ after the behavior occurs

f. Once the time is up, calmly explain to the child why they were ________________________ and what behavior will

be expected in the future. If the behavior happens again, immediately repeat the process – do not give reminders.

g Make an extra effort to _____________________________________________ their good choices after time out.

5. REVERSE ATTENTION

a. Ignoring the ____________________ behavior (whenever possible) and reinforcing the positive behavior.

b. Catch them doing good things rather than ____________________________ them for all of the bad things

6. CONSISTENT

a. Children feel more __________________________ when parents are consistent. Positive Guidance is dependent on

maintaining consistency. It is more important than how strict or lenient you are.

b. Children will always know what to ________________________________________ and what is expected of them.

c. It eliminates _________________________________________________ and forgetfulness on the child’s part.

d. Make threats to a child that can and will be _______________________________________________ through.

7. EXAMPLE

a. This is a very effective way to teach children a desired _________________________________________

8. ENCOURAGEMENT

a. Encouragement is the best form of positive _________________________________ . It is the best way to teach

children a positive / good behavior

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b. What is the difference between Praise and Encouragement? What are the effects of these?

Praise

1. A Type of reward based on __________________________. It is given for winning and being the ___________

2. It teaches a child that if they do something considered ___________________, they will be recognized with an

external / tangible reward like a treat.

3. Places value _______________________ on a child.

(“I’m so proud of you!” “What a good boy!” “Here’s a sticker”)

Encouragement

1. Given for __________________________ or _____________________________. It’s focus is on the child’s

strengths and positive traits.

2. A person who encourages is not interested in how the child ________________________ with others, but they

are concerned with the child accepting __________________________ and developing the courage to face

difficult tasks.

3. Encouragement helps a child to feel ________________________. It attempts to motivate children by giving

internal rewards, evaluations and contributions. This type of reward lasts _____________________________.

4. It can be given when a child is not doing well or when they are facing failure.

1. Demonstrates acceptance: (“I like the way you handled that!” “I’m glad you enjoy learning.”)2. Shows confidence: (“You’ll make it!” “Knowing you, I’m sure you’ll do fine”)3. Express appreciation: (“ Thanks, that helped a lot.” “That was thoughtful of you.”)4. Recognize effort and improvement (“It looks like you really worked hard on that project” “Look at the progress you have made!”)

9. POSITIVE STATEMENTS

a. Tell a child what to do NOT what not to do. (Don’t run in the house!!! vs. Please walk in the house)

b. When giving directions, _______________________ state in a ____________________ manner, what the child is

expected to do and talk to the child on their ________________________________ level.

c. To encourage children to do a task, tell them what needs to be done and then _____________________

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OBSERVING YOUNG CHILDREN

WHY OBSERVE?• An observation is watching children with the clear ____ of studying a __________ ____________or

ability. • Offers you the chance to see children as individuals, meeting the challenges of development in their

own ways and in their own time.

HOW TO OBSERVE• It is best to observe from a __________without the child knowing they are being observed.

1. Avoid making______________:which statement is correct?

• Annie has difficulty sharing. • Annie never shares.

2. Avoid_________:

3. Avoid __________ you are not qualified to make:

4. Don’t ___________ children: They develop at different rates.

BE OBJECTIVE!Objective statements versus personal interpretations: -Objective record is factual and leaves aside personal feelings and prejudices. The observer describes only what was actually seen or heard. -Personal interpretations: relies on person opinions and feelings, rather than facts, to judge the event. • Objective observations simply state the______.• It is important but difficult to remain objective at all time.• The first thing to record when observing is an objective list of behavior__________.

DO NOT BE SUBJECTIVE:• Subjective observations state an _________ of the observer.

CONFIDENTIALITY• All observations are confidential, should be filed and any problems should only be reported to the__________.

IDENTIFY DIVERSITY:• Observations help identify __________ children with special needs and assess ________________stages and behaviors.

TYPES OF ASSESSMENT:

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• ____________ • Child Self-reflections• Products (Individual or Group)• Individual _____________• Project Narratives

TIMED SAMPLING:• Observations taken at _____ _____________,

TALLIES:• Provides a record of how ________behavior happens over time.

EVENT SAMPLING:(Incident Records)• Documenting exactly what happens during a particular_______, daily.

CHECK LIST:• The ____________form of observation where the observer checks off listed behaviors.

NARRATIVE:• A written ___________ of the conclusions of the observations or activities of the day.

ANECDOTAL RECORDS:• Teacher records observations of child’s behavior.

– Helps test ____________about reasons for behavior.– _________conditions that reinforce behavior by noticing what happens prior to behavior.– Gain ____________about what children may have learned from a presentation.

PORTFOLIO OF CHILDA COLLECTIONS OF THE CHILD’S WORK, AND PICTURES OF THE CHILD, INCLUDING OBSERVATIONS ABOUT WHAT THE CHILD IS DOING IN THE PICTURE.PORTFOLIO PROVIDES:

• A way to _________________with parents.• A way to ________________ individual progress.• __________________for teacher accountability.

May contain teacher observations & notes.

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OBSERVATION #1:REPORT CARD CHECK LIST

KEY: E = Excellent S = Satisfactory I = Improvement needed

PERSONAL INFORMATION E S I E S I

1. Tell age

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2. Tells first and last name

3. Tells address

4. Tells Phone number

COMMUNICATION SKILLS E S I E S I

1. Majority of child's speech is intelligible

2. Child can produce sentences of 5-6 words

3. Uses action, location, descriptive words

PRE-COGNITIVE SKILLS E S I E S I

1. Can name body parts: mouth, eye, nose, feet, tongue, neck, elbow, knee, back, etc.

2. Names colors

3. Names shapes

4. Identifies differences

5. Identifies similarities

6. Categorizes

7. Can do a sequence story

8. Can seriate

PRE-READING SKILLS E S I E S I

1. Says alphabet in sequence.

2. Can identify each letter of the alphabet

3. Match upper case to lower case letters

NUMBER RECOGNITION SKILLS E S I E S I

1. Counts to 10.

Can count to ____(fall).____(spring).

2. Points to & counts objects 1-10

3. Can identify numbers in random order.

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FINE MOTOR SKILLS E S I E S I

1. Stacks 6 or more blocks

2. Strings 6 or more beads

3. Can hold scissors correctly

4. Cuts along a straight line (keep samples)

5. Cuts square, circle, triangle (Keep sample)

6. Completes: 7 piece puzzle

10 piece puzzle

15 piece puzzle

PRE-HANDWRITING SKILLS E S I E S I

1. Can hold pencil correctly

2. Draws square, triangle, circle (samples)

3. Draws a person (keep sample)

4. Traces first name (keep sample)

5. Prints first name (keep sample)

6. Traces letters of alphabet (sample)

7. Prints letters of alphabet (sample)

8. Hand preference right left

GROSS MOTOR SKILLS E S I E S I

1. Walks upstairs alternating feet on steps

2. Walks downstairs alternating feet on steps

3. Jumps in place

4. Walks on balance beam

5. Kicks ball

6. Kicks rolling ball

7. Catches thrown playground ball

8. Catches a bounced ball

9. Stands on one foot for 4-8 seconds

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10. Hops on one foot

SOCIAL SKILLS E S I E S I

1. Initiates own play activities

2. Helps put away toys

3. Follows individual directions

4. Follows group directions

5. Works independently

6. Acts appropriately in group activities

7. Understands taking turns and sharing

8. Plays well with others

9. Not too aggressive with playmates

10. Good attitude about preschool

11. Stays on task

12. Separates easily from mother

SELF HELP SKILLS E S I E S I

1. Verbalizes toilet needs

2. Uses toilet independently

3. Puts on coat

4. Zips

5. Buttons

6. Snaps

7. Ties shoe laces

LESSON PLANNING

A. IMPORTANCE OF PLANNING FOR EACH DAY:

BENEFITS TO YOU– Following the day in an ____________________________________ is easier and more fun for everyone in

the preschool (teachers, kids, parents)– Allows the teacher to ___________________________________ and be able to focus on the

_________________________________ because everything is already planned for. Knowing what to expect reduces _______________________________.

– Allows the teacher to be able to ______________________________________ with the kids.19

– Allows you to have the required materials and be __________________________________.– Gives more _____________________ to say that plan #1 is not working so move on to plan #2.– Conveys ________________________________ to parents. They trust you with their children.– Provides a sense of ________________________________ & well-being when the day is over.

BENEFITS TO CHILDREN– Children know what to ___________________________________– Reduces tension thus reducing _____________________________________________– Sense of __________________________________________________________ is developed– Children learn the skill of ___________________________, which helps with problem solving

BENEFITS TO PARENTS– Parents feel more _______________________ when they know something about daily plans.– Encourages them to ________________________with their child what is going on at school.– Helps ___________ parents on appropriate growth and development activities for their child.

NO PLANNING: Creates aimlessness and __________________________________

B. WHO DOES THE PLANNING? 2 basic roles in a preschool:

– Lead / Head Teacher • Plan what __________________________________________ will take place during the day.• Responsible for the _____________________________________________ of the activities.• ____________________________________________ of the children by thinking about and getting

organized for what is coming next.• Organizing, planning, and __________________________________ the preschool program.

– Support Teacher • To make the lead teacher “look like a star” by doing their ___________________________.

– Offering suggestions in planning activities, helping with activity preparations, fulfilling assignments, cleaning up their assignments

• Works directly with the _______________________________________ and assists them in finding places and getting involved.

• Monitors student’s _______________________________ so the lead teacher does not have to stop a story or discussion to quiet a child down.

• Knows the finger plays and songs so that they can ______________________________, assist the lead teacher and help the children.

• Both teachers ____________________________ and ____________________ the day’s activities.

C. PLANNING THE LESSON

1. PICK A THEME:

• Brainstorm what a ______________________________________________________ would like to study?• Choose a theme that has _________________________________________ for 1 big topic and 4 subtopics

• How long will it take to teach it? • Enough variety to not bore you or the kids?

• Decide ________________________________________ you want to teach it?• Meet the _________________________________________ of the children.

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• What are the children interested in?• What are you interested in?

• Choose a theme that allows a child to learn through the use of all of their __________________________. This is always the easiest and most enjoyable method of teaching.

• Keep the unit of study close to the child's __________________________________________________, but still _______________________________________________ their cognitive state.

2. MAP EVERYTHING TO LEARN ABOUT THE THEME

3. IMPORTANT TOPICS TO TEACH

• Choose a theme broad enough for ____________________________________________ – Must be able to elaborate and build on it. Generally 1 big topic and _______________________

• What do the children ___________________________________________ about this topic?• Are there any __________________________________________________________ to introduce?• What will ________________________________________________________ to teach this theme?• Are there enough creative ________________________________ that will teach children about the topic?

4. WHAT ARE THE CONCEPTS?

• Concepts are ________________________________ that you want to teach the children about the theme.• Write these in _________________________________________________________________________. One

word concepts are not ________________________________ and are usually more like mini-themes.5. DECIDE ON OBJECTIVES

• Overall goals for _____________________________________________________________ the concepts.• What you want the children to have ________________________________________________ by the end of

the lesson.• _________________________________________________________________ list of verbs• 3 parts to the objectives.

• (1) The children will ___________• (2) Add your __________________ from Bloom’s Taxonomy that explains how the children will learn.

• Never use “___________________________________________________________”. • If the verb is not on Bloom’s list, __________________________________________.

• (3)Write your idea of what the children will ____________________________________________.• You will be able to evaluate or test a child’s _______________________________ based on the objectives.

6. DETERMINE THE BEST WAYS TO TEACH THE CONCEPTS.

• ________________________ – children are divided into groups of 4 or 5 and each group does the same activity• ______________________________________- children are divided into groups of four or five. Each group does

something different and the groups rotate to different activities.• ________________________ – The children all meet together; perhaps for circle time or a large group activity.• ___________________ – the children are allowed to choose any activity and may change at any time they want.• ____________________ – take the children to an actual site and let them see firsthand what you are discussing.• ________________________________________________ – bring in a person who knows about your topic.

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7. DAILY SCHEDULE

• Schedule needs to be _________________________________ so children can finish projects and activities.• Activities are designed to develop ______________________________________________ about learning.• Gives children a feeling of ____________________________________ because thy know what is going on• Gives a feeling of _________________________________ because they can predict what will happen next.• Children feel more _________________________________________________________ and teachers feel

_________________________________________ because kids are independent.• If there is resistance, then the schedule needs to be ___________________________________________.

RESPONSES TO: “What would you like to do?”

• “I don’t know.” ______________________________________________• No answer. ______________________________________________• Same every day. ______________________________________________

8. TRANSITIONS:

• How you get a child from one activity to another in an ________________________________________________________________________________ manner.

• Reduces ________________________________________________________ behavior between activities.• If well _______________________________________________________, more gets done because it keeps

activities moving. Expect ______________________________________ to get settled.• Clearly _________________________________________ end of times.

– Give a _________________________________ though.– Those ______________________________ can hear and see what is going on and will come soon.

• “We’ll start after you are all quiet, sit still and listen” is better replaced with ________________________.– Capture it within 30-40 seconds or they will be lost.–

9. EVALUATE THE DAY:

• How _______________________________________________________________?• What went _____________________________________________________________________?• How would I do things __________________________________________________________________?• Were the children allowed to _________________________________ and pursue them in their own ways?• Was _______________________________________________________________ encouraged?• Were there ________________________________________________________________?

REVIEW1. Components of curriculum planning:

A. Program goals, themes, topics, calendaring:

Program Goals: broad statements of purpose that state the desired end results—what is to be achieved.

Themes: one main topic or concept around which the classroom activities are planned.

Topics: activities in which ideas are based around.

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Calendaring: helps keep children and workers focused on different things that are to be learned on a day to day basis.

B. Components of a lesson plan

Goals: what is it that you hope for the children to learn or take from the lessons and activities.

Objectives/purpose: describes the expected outcome of an activity. There are three parts to the objective which include conditions of performance, the behavior, and the level of performance.

Procedures: what is going to be done and how you are going to do it. The actual activity itself. Make sure to include all the supplies and materials that you will need to complete the activities.

Concepts: states the minimum standard of achievement. It should note how well you wan the child to do and at what level and what you want them to learn or grasp from the activities.

Transitions: refers to the movement from one activity to another. It should be smooth and simple and not waste time.

# Level Student Cognitive Process

Action Verbs

1 Knowledge The student can recall, define, recognize, or identify specific information presented during instruction. The information may be in the form of a fact, a rule, a diagram, a sound, and so on.

Define Write Underline

State List Recognize

Select Name Reproduce

Label Recall Measure

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2 Comprehension The student can demonstrate understanding of information by translating it into a different form or by recognizing an example, etc.

Identify Illustrate ExplainJustify Represent JudgeSelect Name Contrast

Indicate Formulate Classify

3 Application The student can apply the information in performing concrete actions. These Actions may involve figuring, writing, reading, handling equipment, etc.

Predict Choose ConstructSelect Find ComputeAssess Show UseExplain Demonstrate Perform

4 Analysis The student can recognize the organization and structure of a body of information, can break this information down into its constituent parts, and can specify the relationships between these parts.

Analyze Select JustifyIdentify Separate Resolve

Conclude Compare Break DownDifferentiate Criticize Contrast

5 Synthesis The student can bring to bear information from various sources to create a product uniquely his or her own. The product can take a variety of forms – written, oral, pictorial, etc.

Combine Argue SelectRestate Discuss Relate

Summarize Organize GeneralizePredict Derive ConcludeCreate Suggest Solutions

6 Evaluation The student can apply a standard in making a judgment on the worth of something, a concerto, and essay, an action, an architectural design, etc.

Judge Support Identify RecognizeEvaluate Defend Avoid DetermineAttack Select Defend Criticize

Choose Refute Affirm Appreciate

Bloom’s Taxonomy

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