Planning for Play, Observation, and Learning: How on Earth Do You Do it All?

Planning for Play, Observation, and Learning: How on Earth Do You Do it All?

Gaye Gronlund, M.A.Early Childhood Education Consultant

Tucson, AZ & Traverse City, MI

gayegronlund@yahoo.com

1It is rocket science!!!!!!!

Your work is not haphazard or random - it is thoughtful and planned. You base what you do on: what you learn from your observations of children in action your knowledge of child development and your magical way of weaving learning into play and exploratory experiences.

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Today we will focus on tips and strategies for planning a program that incorporates the best practices for young children including:play-based activities and exploratory experiences with learning at the coreauthentic, observational assessment that helps you know each child well and better understand developmental pathwaysworking in partnership with families so that you can communicate effectively with each other about learning through play, and together see the development and progress of their child

Gaye Gronlund 2013The focus on learning happens in play and exploration, in large and small group times, and in daily routines (like hand washing, snacks and meals, and transitions).

Curriculum is imbedded in every minute that children are in attendance. Gaye Gronlund 2013Reflective teachers integrate observation with curriculum planning.4The Planning/Observation/Individualization Cycle Gaye Gronlund 2013Age-Appropriate GOALS Integrated in All ActivitiesFrom Planning for Play, Observation, and Learning in Preschool and Kindergarten Gronlund 2012Lets look at the planning/observation and individualization cycle In play

In daily routines

In small and large groups Gaye Gronlund 2013Is their play productive or chaotic?

What do you see in their behavior that helps you to determine that?

What is beneficial about this play for them?

What would you do to support and enrich what they are doing?Watch 3 boys at play at the water table: Gaye Gronlund 2013Being intentional in planning for play & daily routinesPlayDaily RoutinesPlan for play with learning goals in mindOrganize the environment and change materials as neededBe a play facilitator, stepping in and out of the actionPlan for daily routines with learning goals in mindFacilitate routines with those goals in mindUse familiar and fun transition songs and chants Gaye Gronlund 2013Identify possible learning goalsFor play and exploration with mirrors, mobiles, stacking rings and/or shape boxes for infants and toddlersFor play and exploration with playdough or clay and/or constructive manipulatives like Legos or puzzles for preschoolers Gaye Gronlund 2013For diapering infants or toileting toddlers

For feeding for infants or snacks and meals for toddlers

For snacks or meals for preschoolers

For outdoor time for preschoolers Gaye Gronlund 2013Identify possible learning goals Gaye Gronlund 2013Write goals for play and daily routines on your lesson plans.

The following frameworks are from Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye GronlundRedleaf Press 2012

You can download these forms at www.redleafpress.orgLocate the book, click on it, and click on Web Components to access the forms Gaye Gronlund 2013

Gaye Gronlund 2013Planning for Small Group TimesIf done during play or choice time, children choose whether to participate or notScience experiments, cooking activities, or art activities that require adult supervisionSkill work that has many levels of participationIf scheduled as a separate time of the daily schedule, children are divided into two or three groupsTeacher and educational assistant each supervise one groupAdditional group could do independent work Gaye Gronlund 2013

Gaye Gronlund 2013Preschool Small Group Activity Ideas Gaye Gronlund 2013Name StudyShop the RoomMeasure the RoomLabel the Room/Read the RoomNature Walk & GraphExplore Tastes, Textures & SmellsRead a StoryWrite & DrawSort & Classify Multiple Collections(bottle caps, keys, shells, etc.) Call children together through ritual and routine.

Move from more active to more passive activities.Start with dancing, movement, standing songs or chantsMove to sitting down and fingerplays, fine motor activities, and quietIf children settle down, choose from the following:Take attendanceRead or act out a storyDemonstrate something Introduce plans for the day and dismiss children as as they make choices

Keep the group time going as long as childrenare interested and engagedHave a routine for dismissing to the next activity.Planning Effective Large Group Times for Preschoolers Gaye Gronlund 201317Tying It All Together: Observing Children and Planning Curriculum that Meets Their Needs

Gaye Gronlund 2013To assess childrens learning and developmental progressTo reflect on how well your curriculumis working for individual children and for the whole groupYou use observations for two purposes:18Play Story: Rocks, Water & BrushesFour children are gathered around the water table. In the water are rocks and toothbrushes. The children scrub the rocks vigorously with the brushes and talk among themselves about getting them clean. Shortly, the childrens attention begins to wander and each one looks around the room even as they continue to scrub the rocks. Soon, they lose interest altogether, remove their plastic smocks and choose another area in which to play.

What are some strategies that you would try to enhance the experience of these children so that it is more engaging and moves to a higher level of play? Gaye Gronlund 2013Being a Reflective PractitionerIn order to plan for the next week, teachers and care providers need to reflect on all that has happened this week. Formalizing the reflection process makes the planning process more meaningful.

They reflect about how things went for the whole group.

They consider what they observed happening for individual children.

Consider the following reflective questions:What worked well?What did not work well?What did you learn about individual children?What will you do differently next week?

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Ways to Make Learning Evident to OthersThrough classroom area labels and bulletin boards

Through displays of childrens work

Through documented observations and assessment portfolios

Through parent newsletters

Through parent workshops Gaye Gronlund 201323Host a Play Night for FamiliesCome and Play! Invite family members to join their child at school (either during the day or in the evening) and set up play areas with clear directions for ways to work together in that area.

Read books together in the class libraryPaint pictures together at the easelMake things together at the playdough tableBuild something together with blocks or LegosMeasure water or sand together at the sensory tableCook dinner together in the play kitchen Listen to a story together at the listening centerEnjoy snack together at the snack table

Gaye Gronlund 2013A Literacy Night for FamiliesHave all family members (children, too), sign in as they arrive.

Make letters out of playdough.

Make a My Family book with a page for each family member.

Read stories together at the class library.

Put together puzzles made by cutting up childrens name cards. Let them take those home.

Follow directions by making snack from recipe cards with pictures and words on them.

Tiptoe, hop, jump and walk the ABCs on the floor.

Put together ABC puzzles.

Read the Room using special glasses and pointers.

Gaye Gronlund 2013 Gaye Gronlund 2013Remember, with all that you are balancingas you teach young children.

To teach is to touch a life forever!!!!

Resources by Gaye Gronlund available from www.redleafpress.org or www.naeyc.orgPlanning for Play, Observation, and Learning in Preschool and Kindergarten

Developmentally Appropriate Play: Guiding Young Children to Higher Levels (with parent brochure, Why Children Play, and CD-Rom program, Developmentally Appropriate Play Stories)

Make Early Learning Standards Come Alive: 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

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