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Child-focused Activities: Lesson Plans That Matter

Posted by on in Early Childhood
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Is it that time of the month? No, I mean is it time to think about lesson plans and activities for the upcoming weeks? How is this accomplished with YOUR staff?

For many, it’s a matter of going to the file cabinet and thumbing through folders until the appropriate month is found. Ah-ha… October! Fall. Leaves. Pumpkins. Shape templates. Pumpkin muffin recipe. Two storybooks. Done! No real thought or effort involved here. It’s what is always done every October, year after year, with each successive group of children. Sure, maybe a few things are tweaked… a new pumpkin idea found on Pinterest or maybe someone donated a box of plastic containers that can surely be worked in somehow– but it will basically be the same thing again this year, since who knows when.

file cabinet  It can be passed off as “tradition,” but how can anyone possibly get motivated or excited by this? More importantly, how is this appropriate for young children?

“Oh, but everyone in the program does this. It makes for an organized, predictable, and season-focused year!”

These are some dangerous statements. Just because “everyone's doing it” doesn’t make it acceptable (OK, I sound like your mother here!). “Organized," and “predictable” are just other words for “no effort,” “lazy,” “lack of creativity,” and “stale.” And, when did “season-focused” become a substitute for “child-focused”?

Let’s step away from that file cabinet for a moment and think about how to decide on topics and create really good lesson plans that matter to… children.

 

Too often, planning activities is done backwards. The teacher finds a cute or fun activity on the Internet, from a friend, or at a workshop and then figures out how her group of children will use it and what they will learn. Don’t be THAT teacher.

Instead, start out by reflecting on something you should be doing every day… observing and listening. Paying attention and taking good notes on what children are doing and saying will provide insight into their interests, developmental needs, and what they have a burning desire to learn about.

OK, so you’ve noticed that ever since Marcus brought in his Hot Wheels collection for Show & Tell, the children have been talking non-stop about cars and trucks or just about anything with wheels.

blocksThere’s been a new interest in making ramps out of unit blocks and making things roll with wooden cylinders. Yesterday, chairs were lined up and roles were assigned… bus driver and passengers. Did you recognize the potential of these teachable moments?

 

Or, were these activities simply passed off as random play or “just what kids do when left to their own devices”? Or, maybe you stepped in and redirected them back to the art table for the leaf rubbing activity you had set up and reminded them that “we don’t move chairs away from the table where they belong.”

girls with bus

Then, several children decided they needed some “money” to pay the bus driver. They got some paper and scissors and cut out “dollar bills.” You noticed the differences in cutting ability among the children. Some cut out the shapes effortlessly, while others struggled– some having trouble just gripping the scissors properly.

girl scissors  boy scissors   Hmmm… what could you do with THIS information?

So, from a few minutes of observing, some interests and ability differences have emerged. This is the place to begin thinking about the individual children in your group. What areas of development do you want to target? If your state has Pre-K learning guidelines, foundations, or standards, which ones would you utilize?

Now, you can formulate some goals and behavioral objectives. Based on the children's interests and ability levels, what would you like them to learn or be able to do? Think about how you might be able to determine if they were successful. Be sure the behavioral objectives are specific and observable ("child can cut on a straight line using a proper scissor grip without assistance"), not vague or subjective ("child enjoys cutting and can cut a piece of paper").

Next, brainstorm a number of activities that would become the vehicle for these goals and objectives. Try to be as open-ended as possible– think project approach. You might gather the children together and let them flesh out some of your preliminary ideas. Agree on the starting point for an activity, but leave it open to changing, shifting, and metamorphosis– as the children get into it.

teacher reading to group Create a list of materials needed to get started. Again, focus on oopen-ended, child-directed items. Often, the best materials are recycled and repurposed. A variety of cardboard boxes can become just about anything for children. Provide them with lots of items they can use to "accessorize," decorate, and personalize. Preschoolers, especially, will totally engage in this process. They are just now learning about all the possibilities that symbolic representation has to offer.

So, give them a box of paper towel tubes, popsicle sticks, bubble wrap, excelsior, straws, paper (different textures, sizes, weights, and colors), fabric scraps, pipe cleaners, paper plates, coffee filters, feathers, tape, glue, and??? And, their imaginations will take off.

Don't forget to add literacy items, like chubby pencils, markers, and spiral notebooks, so they can "write stuff down," make lists, treasure maps, or signage.

Child with pencil

Be sure to choose an area in the room where the children have plenty of room to work on the activity, but can stop for the day and it will wait for them until tomorrow, like a favorite playmate.
Get them started and then just stand back. Be prepared to document all that happens and to be amazed at the learning that takes place in every domain.

As you observe, you'll be able to see if and how goals and objectives are being met and where you need to take them next. Those subsequent lesson plans will practically write themselves and there won't be any need to visit that file cabinet.

The children may very well want to explore something about Fall this year, but it will be driven by their own ideas, interests, and abilities. Don't limit them to rubbing leaves, when they can construct a life-size tree in your room!

cardboard tree

Childhood only happens once. Children deserve a teacher who provides the tools, time, and support for exploration and learning... a teacher who trusts them to take an idea and make it their own.

Be THAT teacher.

 

 

 

 

 

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Debra Pierce is professor of Early Childhood Education at Ivy Tech Community College of Indiana. Ivy Tech is the nation's largest singly accredited statewide community college systems, serving nearly 200,000 students annually.

Her professional background has always involved children, over the past 40 years, having been a primary grades teacher in the Chicago Public School system, a teacher of 3 and 4 year-olds in a NAEYC accredited preschool for 15 years, and a certified Parent Educator for the National Parents as Teachers Program.

Debra is a certified Professional Development Specialist for the Council for Professional Recognition. She has taught CDA courses to high school career/tech dual credit juniors and seniors in preparation for earning their CDA credentials. She also conducts CDA train-the-trainer events across the country and develops and teaches online CDA courses for several states, is a frequent presenter at national and state early childhood conferences, and is a Master Trainer for the states of Minnesota and Arizona. She was also awarded the NISOD Teaching Excellence Award by the University of Texas.

Debra is active in her community, supporting children's literacy and is on the board of directors of First Book in Indianapolis. Debra is a contributing author for Hamilton County Family Magazine and Indy's Child in Indianapolis.
She loves spending time with her two grandsons, Indy, who is 6 and Radley, almost 3.

Debra has spent the last 16 years dedicated to the success of those pursuing the CDA credential and is the author of The CDA Prep Guide: The Complete Review Manual for the Child Development Associate Credential, now in its third edition (Redleaf Press), the only publication of its kind. She hosts a website providing help and support to CDA candidates and those who train them at http://www.easycda.com
The comments and views expressed are not in collaboration or affiliation with The Council for Professional Recognition or Ivy Tech Community College.
Follow me on Twitter at /easycda

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Guest Tuesday, 06 December 2016