1 Chapter 1 INTRODUCTION Background Narrowing the gap between theory and practice in education is at the forefront of the most current policy and efforts in education. No Child Left Behind (Yell, 2006) attempts to create an atmosphere of accountability that requires the use of best practice and intervention strategies. In an attempt to implement NCLB standards, states develop and implement curricula based on stringent, research-based criteria. Despite these efforts, the field of Early Childhood Special Education (ECSE) has often been overlooked. Early childhood special education classrooms differ dramatically from district to district, as well, as within district for several reasons. First, there is limited research on the efficacy of most commercially available preschool curriculums (Barnett, et al., 2008). Second, until recently, district operated ECSE classroom teachers have lacked specialized knowledge of early childhood development and third administrators are often equally lacking in an early childhood background. To address the need for more skilled teachers and curriculum, early childhood specific credentials and state adopted learning foundations have been developed. While these efforts have done much to increase quality and focus in preschool classrooms, there continues to be a need to implement increased use of developmentally appropriate curriculums. Given this lack of standardization in early childhood special education, there is a trend for classroom curriculums to place an importance on “pre-teaching” kindergarten 2 skills, despite the research on developmentally appropriate practice (National Association for the Education of Young Children, 2009). When teachers lose sight of developmentally appropriate practice, tools that are essential to the success of young children are left behind. Most often, this tool is play. Play is replaced with teacherdirected activities that lack meaning, substance, and motivation for the child (Barnett, et al., 2008) Teacher directed strategies often focus on a predetermined set of curricular expectations that fail to address the social emotional needs of a child, in favor of rote skill development. In her study on the use of play as an ongoing assessment tool for students with disabilities, Carol Westby (1980) addressed not only the importance of play as an assessment and intervention tool, but reported on research indicating that adult-led strategies are actually harmful to the development of children. In contrast to teacher directed strategies focused on rote skill development, play is widely accepted, in the literature, as the most important skill a child can exhibit (Widerstorm, 2005; National Association for the Education of Young Children, 2009 ). Play is considered such for multiple reasons: The first reason is that play allows for a platform and environment, which brings the ability to think symbolically (Wieder & Greenspan, 2003). Secondly, play is considered invaluable due to the amount of continual engagement children spend involved in play activities (Widerstorm, 2005), increasing daily learning opportunities. Thirdly, children learn most efficiently when they have a natural interest in the activities introduced (Baldwin, Adams, & Kelly, 2009). 3 Play creates time for children to share with their educators what their preferred interests are, as well as for ECSE teachers to build lessons around these activities. Play is the natural way in which children learn. However, for play to be used as an intentional and systematic teaching methodology, certain conditions must be met. (National Association for the Education of Young Children, 1997). In working to maintain a developmentally appropriate classroom practice, early childhood special educators must give careful consideration when choosing a curriculum to ensure that opportunities for play are not only abundant, but that play is utilized in an intentional and systematic way. Significance of Study Despite the recognized importance of curriculum, many teachers, both new and old to the field, have a limited understanding of what makes a developmentally appropriate curriculum. While many commercial curriculum products are available, most are sets of discrete activities which target a limited set of rote skills, with limited regard for the state adopted learning foundations. The importance of curriculum in ECSE programs is highly recognized in the research (Brown, Odom, & McConnell, 2008; Baldwin, Adams, & Kelly, 2009; California Department of Education, 2001). Curriculum is the foundation of any early childhood special education program. It is a multi-faceted and dynamic component that is the cornerstone of any effective early childhood program. Curriculum is not a single set of activities, rather ‘‘is a complex idea containing multiple components, such as goals, content, pedagogy, or instructional practices’’ (National Association for the Education of 4 Young Children & National Association of Early Childhood Specialists in State Departments of Education, 2003, p. 6). Statement of Purpose The purpose of this project was to provide an example of a developmentally appropriate curriculum, supported by a review of the literature, for the ECSE population. Our goal was to share a process for developing play-based curriculum activities designed to support the learning foundations. Working collaboratively allowed us to develop activities that were adaptable to a wide variety of student needs. Definition of Terms Desired Results for Children and Families “A system by which educators can document the progress made by children and families in achieving desired results and by which they can retrieve information to help practitioners improve child care and development services” (California Department of Education, 2009, Description Section, para 1). Desired Results Developmental Profile “The actual instrument or procedure used to capture or track information on indicators and standards of achievement, regarding progress towards desired results” (California Department of Education, 2009, components of Desired Results System section, para 7). Developmentally Appropriate Practice (DAP) ‘is a framework of principles and guidelines for best practice in the care and education of young children, birth through age 8. It is grounded both in the research on 5 how young children develop and learn and in what is known about education effectiveness. The principles and guidelines outline practice that promotes young children's optimal learning and development” (National Association for the Education of Young Children, 2009, Developmentally Appropriate Practice section, para 1). Learning Foundations “ research-based competencies—knowledge and skills—that we can expect most children to exhibit in a quality program as they complete their first or second year of preschool” (California Department of Education, 2008, p. xi). Symbolic Thinking “The bringing to the present…through the use of images, memories and associations…something that is not actually here” (Armstrong, 2000, p.8). Theoretical Framework The state of California has worked with early childhood specialists to determine the foundations that children should be meeting through their preschool program. The culmination of these efforts were two tools, the DRDP and the preschool Learning foundations (California Department of Education, 2008). The primary tool used for data collection, during this project, was the Desired Results Developmental Profile access (DRDP). The DRDP access has four defined program outcomes: Children are personally and socially competent, children are effective learners, children show physical and motor competence, and children are safe and healthy (California Department of Education, 2008). Each outcome is sub-divided into indicators. The indicators are then divided into standards to be measured on progress. 6 Indicators for the DRDP include: self-concept, social and interpersonal skills, selfregulation, language, learning, cognitive competence, math, literacy, motor skills, and safety and health. The DRDP access directly correlates with the Learning Foundations. The second tool used in this project, the Preschool Learning Foundations, identifies the skills and abilities that typical children have attained with exposure to a “high-quality preschool” (California Department of Education, 2008). The Preschool Learning Foundations cover four domains of learning each separate and interconnected. The four domains are social-emotional, language and literacy, English-language development and mathematics. The preschool Learning Foundations are considered to be a guideline and should not be used as a curriculum. These tools, the Learning Foundations and DRDP, were the foundation for the development of this project. Each element of the classroom: the placement and choice of materials, daily activities and schedule were all developed with the intended outcome of creating an environment where children accessed, through play and meaningful activities, the learning foundations, individual education plan goals (IEP), and related objectives. Collaboration This project was the end result of collaboration between the two authors, who met in the Early Childhood Special Education Program at Sacramento State University. Circumstance found the two of us working in the same district for students with similar needs. All students, in both programs, were identified as having a disability which required an intensive early intervention service. This service was provided in a selfcontained class setting. Our programs operated Monday through Thursday for three 7 hours a day, and served children age’s three to five. Both classrooms served populations that were representative of the diversity within the community, both in socio-economic status and culture. Given our shared philosophy for educating young children we came together to address the need of a curriculum that met the individual goals of our students, as well as their overall developmental needs. Through collaborative efforts we maximize our understanding of our students, their needs and available resources. When early childhood professionals work together towards common goals, and share their work, the process of collaboration enhances their delivery of intervention services (California Department of Education, 2008). Limitations Since this project was completed utilizing the authors’ classrooms the design involves limitations regarding generalizability. The limitations include: relatively small sample size of 18 students, homogenous population, and limited amount of time spent implementing the curriculum. In addition, as eligibility for our program is based on need, the sample was not randomly selected. Assumptions It is the belief of the authors’ that a developmentally appropriate curriculum is, play-based, incorporates child motivation, and is delivered systematically and intentionally. 8 Chapter 2 REVIEW OF LITERATURE Any review of literature surrounding the use of play in teaching preschool aged children with special needs, begins with the law and the rights and protections afforded to children with special needs. For this reason we will begin with a brief overview of the Individuals with Disabilities Education Act (IDEA) and its expansion from serving school aged children to include infants and toddlers, preschool aged children and young adults. This is followed up with a look at the two tools most prominent in the work of ECSE teachers, The Learning Foundations and the Desired Results Developmental Profile. The foundations of Developmentally Appropriate Practice (National Association for the Education of Young Children, 2009) are presented with a discussion regarding the discrepancy between theory and practice. The play based strategies and theories that best facilitate the outcomes of preschoolers conclude the literature review. Our discussion of play begins with two prominent theorists regarding play and child development, Vygotsky and Piaget. While the work of Vygotsky and Piaget are critical to our current understanding about child development they are included here as background information relevant to understanding how the author’s define play. This definition includes the importance of play and how it develops, and ultimately how play can be used as an instructional tool across domains. This background information was also used to inform the development of the Learning Foundations (California Department of Education, 2008), and is therefore important knowledge. For this reason Vygotsky and 9 Piaget are discussed, in the literature review, after the learning foundations and DRDP, as those tools were the framework for this project. The Law What is now known as Individuals with Disabilities Act (IDEA) was established in 1975 and came out of numerous advocacy groups and the civil rights movement. The law provided that any state receiving federal funds must provide a free and appropriate public education (FAPE) for all public school students with disabilities between the ages of three and twenty-one. Children three to five years old, are served in a preschool setting. In addition to implementation if IDEA, special education teachers must concurrently implement No Child Left Behind (NCLB) policies (Yell, 2006). The extension of the No Child Left Behind Act that reaches early childhood special education is the Good Start, Grow Smart Act. Good Start, Grow Smart was developed by the Bush Administration in 2002 (Department of Health and Human Services, 2006). The policy promotes states to develop guidelines that may align with state K-12 standards, for the preschool population. California chose to develop Learning Foundations instead of standards due to the importance to include the social-emotional domain, which does not align to K-12 standards (California Department of Education, 2008). Learning Foundations The Preschool Learning Foundations were adopted by the state of California in an effort to create accountability in preschool programs receiving federal funds. California has become part of this era of accountability with the goal of ensuring that all preschools 10 in California offer such high quality programs by collaborating with leading early childhood educators, researchers, advocates, and parents to develop these preschool learning foundations (California Department of Education, 2008). The Preschool Learning Foundations are skills and abilities that typical children have attained with exposure to a “high-quality preschool” (California Department of Education, 2008). The current Learning Foundations address the four domains: socialemotional, language and literacy, English-language development and mathematics. The areas of fine and gross motor, self-help, learning and cognition, and language/communication are not yet addressed in the learning foundations, but are accounted for in its related assessment tool, the Desired Results Developmental Profile – access (DRDP) (California Department of Education, 2009). Desired Results Developmental Profile The DRDP has four defined program outcomes: Children are personally and socially competent, children are effective learners, children show physical and motor competence, and children are safe and healthy (California Department of Education 2009). Each outcome is sub-divided into indicators. Indicators for the DRDP include: self-concept, social and interpersonal skills, self-regulation, language, learning, cognitive competence, math, literacy, motor skills, and safety and health. The indicators are then divided into standards to be measured to determine student progress (California Department of Education 2009). The purpose of the tool is to provide information on improving programs and improving teaching for individual children (California Department of Education, 2009). 11 The DRDP has been adapted to meet the needs of children with disabilities. This revised version is the DRDP-Access. The DRDP is a criterion-referenced assessment and should be implemented using naturalistic observation. These tools, The Learning Foundations and DRDP, are both derived from a theoretical understanding of how children develop and learn (California Department of Education 2009). The learning foundations have established the competencies children in “high quality” preschool programs acquire, while states and early childhood associations (California Department of Education, 2008; National Association for the Education of Young Children, 2009) have worked to define the practices and strategies that best meet these goals. Developmentally Appropriate Practice Developmentally appropriate practice has come to be accepted as a set of guidelines to be used in creating successful early learning environments (National Association for the Education of Young Children, 2009). The National Association for the Education of Young Children has developed a position on the meaning of developmentally appropriate practice in the field of early childhood special education (National Association for the Education of Young Children, 2009). They have intentionally broadened the definition to focus on the many aspects that create a healthy learning environment for young children, as stated in The Core of DAP : “1) Knowledge Must Inform Decision Making, 2) Goals Must be Challenging and Achievable and 3) Teaching Must Be Intentional to Be Effective” (National Association for the Education of Young Children, 2009, The Core of DAP section, para 1). The 12 following elaborates on these aspects, of a high quality program, which could meet the criteria of a free and appropriate public education for preschool aged children, and in doing so provide early childhood special educators a greater understanding of how to implement DAP in their own classrooms. Knowledge Must Inform Decision Making To be truly informed about the learning needs of a child including what will be taught, who and how will it be taught, where will it be taught an ECSE preschool teacher must evaluate the child within the framework of the child’s age (National Association for the Education of Young Children, 2009). This includes taking into consideration what the developmental abilities of a typical child in a preschool setting look like, what the unique needs of each individual child are (disability, English language learner, socioeconomic status), and what is the child’s cultural context? Only once all these factors, and the dynamic ways in which they interact with the child and his or her ability to learn have been taken into account, can an ECSE preschool teacher, or other member of the team, formulate goals that are meaningful for the child and their family (National Association for the Education of Young Children, 2009). Goals Must Be Challenging and Achievable Goals should always scaffold from knowledge and skills already possessed by a child. The teacher should work to recognize where the child “is” (using knowledge to inform decision making), and from there develop the next step goal that is meaningful yet challenging for the individual (National Association for the Education of Young Children, 2009). Allowing enough time for the child to engage in child-directed play is a 13 key element in helping the teacher and staff to recognize where the child is functioning developmentally (Westby, 1980). The goal should be attainable and serve as a building block from where the child is to where the child is headed. In this sense it is important to recognize both short and long term goals. Teaching Must Be Intentional to Be Effective Intentionality should be the driving force of all aspects of an ECSE preschool environment (National Association for the Education of Young Children, 2009). Every detail, from the set up of the room (clearly defined learning centers, furniture that fits, a balance of soft and hard space, availability of materials to students), the activities (materials available for child-led play time, teacher directed activities) and the routines (schedule, visual cues, signals) need to be planned relative to the needs of the classroom population as a whole and as individuals (Dodge, Colker, & Heroman, 2002). In many programs tasks are commonly created for the sake of the task itself with little thought to how that activity assists in advancing the learning or development of the child. In working to implement a high quality preschool program there are often obstacles that must be overcome. Theory to Practice (Why there is a gap?) While the definition of DAP is thorough and research based, it is not prescriptive. As a result, many aspects of these key components of a developmentally appropriate classroom are interpreted in a variety of ways, often influenced by factors other than creating a great ECSE environment. These factors include a lack of resources, a lack of administrative support and a lack of research. 14 Despite all of the attention a few areas of child education and development have been given, many key variables have been investigated only minimally or not at all (Jenkins, Dale, Mills, & Cole, 2006; Recchia & Soucacou, 2006). As a result, many early childhood special education preschool classrooms have been structured similarly to their elementary aged counterparts. This has included the use of teacher directed instruction, out of a play based context, as the primary means of intervention (Deboer, 2002). Teacher Directed Instruction Definition Teacher directed strategies often focus on a predetermined set of curricular expectations that fail to address the social emotional needs of a child, in favor of rote skill development (Deboer, 2002). In her study on the use of play as an ongoing assessment tool for students with disabilities, Carol Westby (1980) addressed not only the importance of play as an assessment and intervention tool, but reported on research indicating that adult-led strategies are actually harmful to the development of children (Nelson, 1973). Discrete trial teaching, and similar methodologies (simultaneous prompting), have been advertised as a more efficient and expedient way to teach children skills (Colozzi, Ward & Kerry, 2008). They are often implemented in a 1:1 or small group setting where the available materials are intended to be used only in teacher directed “trials” in which a system of error correction and reinforcement (often primary) is applied (Leaf & McEachin, 1999). While the procedures do produce achievement of targeted goals, they 15 do little to prepare a child to learn in a mainstream setting, often creating a great dependence on individualized support. Why it is Used? Disability specific research related to autism, ADHD, and emotional disorders has been at the forefront of most public discussion, and news coverage. From the research of autism, and the reported success of direct instruction and applied behavior analysis, the use of teacher directed strategies have become increasingly popular (Downs, Downs, Fossum & Rau, 2008). This and similar methods of instruction have gained so much attention and public favor that they are spilling over into all aspects of ECSE programming, and are no longer specific to children with autism (Downs, Downs, Fossum & Rau, 2008). Teacher directed tabletop tasks have many “positive” attributes when external program factors are taken into account (Downs, Downs, Fossum & Rau, 2008). They are often more efficient, both in opportunities to deliver instruction, as well as to assess a child’s ability to respond correctly. It is often a more simplified process to take and maintain data collection when a teacher is working with only one or two children at a time, and finally children do typically acquire target skills in that setting (Downs, Downs, Fossum & Rau, 2008) . These positive attributes about teacher-led strategies, paired with lacking resources (providing training for teachers and paraprofessionals) has resulted in a trend toward these strategies, despite what is known to be “best practice”. In focusing on teacher directed learning, students miss the opportunity to participate in a well rounded intervention program, that seeks to aide in skill development 16 as well as to strengthen a child’s ability to access their environment for learning opportunities. Ultimately these strategies fail to meet the crucial tenant of teaching to enhance learning and development with a narrow focus on skill acquisition. What they do not facilitate is the development of a sense of autonomy or creating a sense of “joy” in learning that is an essential part of becoming a lifelong learner (Brumbaugh, 2008). Recent studies have begun to look at the use of adult-led strategies in teaching play skills (Colozzi, et al., 2008). While the children in the study were successful in developing the ability to complete some discrete play skills, and some skill generalization was observed (one account), the children did not develop the skill of playing in a meaningful way, such as to interact with others, nor did they spontaneously engage in the acquired skills during natural opportunities. Instead of using play to access learning, the children were “learning to play” in a rote way (Colozzi, et al., 2008). Behavioral Outcomes of Teacher-led Strategies Most special education teachers have witnessed young children in the throws of relatively extreme tantrums. Young children are often communicating basic wants and needs through their actions (Butterfield, Martin, & Prairie, 2004). The need to feel well regulated in any environment is a basic drive for children. In addition, children also want a sense of autonomy, the ability to complete a task independently. When a child exhibits maladaptive or disruptive behavior, and the teacher chooses to view the behavior as an attempt to meet a basic need, this presents a crucial 17 opportunity for a teacher to evaluate how the current circumstances may or may not be contributing to the sense of dysregulation felt by the child (Conroy & Davis, 2000). The teacher may ask him or herself what about the environment may be creating a negative experience for the child (too much noise, visual distractions, and temperature etc.) what the expectations are and how meaningful/functional they are to the child and whether or not the child is being allowed opportunities to explore and work independently (Conroy & Davis, 2000). Adult-led methodologies often disregard the meaningfulness and intrinsic motivation of a skill for an individual child, and the instructional practice becomes an antecedent to behavior (Conroy & Davis, 2000). The goal then shifts from teaching to extinguishing behavior and opportunities for learning are minimized. The research of child development and child education has led to a great understanding of how typically developing children develop and learn, and how to recognize when development is occurring outside of this trajectory. It has assisted us in understanding the importance of the multiple variables that influence development and learning and led to the generally accepted tenant that play is the work of children. Vygotsky Vygotsky theorized that children develop with support and direction from adults and peers (1978). A child is said to have three levels of function for each skill. At each skill, there is a level at which the child can complete the task independently, the child can complete the task with an adult’s assistance, and a point at which the child is not ready to learn the next level of the skill. This is called the zone of proximal development. 18 In order to reach the higher level of functioning, the adult begins by understanding where the child is independent. Then the adult supports the child to reach the next level in the skill. In this way the adult is providing a positive social interaction, in play. The positive social interaction is supporting the child’s development based on where the child’s skill level is located (Bodrova, 1997). This process is repeated as the child moves up through each of the levels, and increases his or her independent play abilities. This method allows not only for further skill development, but this teaching tool also utilizes the child’s natural and most motivating form of work, play (Widerstorm, 2005). Piaget Piaget addressed the development of play in four main stages: practice play, symbolic play, games with rules play, and constructions (1951). Although Piaget does not consider construction as a play stage, occasionally the stages is incorporated. This is because the stage is defined as the stage between play and work. Each stage of play addresses a new skill set acquired by the child. Additionally, each stage is separated into smaller achievements in play. Each child must complete each stage, in the sequenced order, to have completed the stages of play. To complete the four stages of play, a child must begin with practice play (Casby, 2003). Practice play is defined to last from two to eighteen months, in typical development, and characterized by a child receiving simple pleasure from a sensorimotor activity. The child then continues to repeat that activity. By the end of the stage, the child is completing the activity with an object, rather than with ones self. The child then 19 moves into the symbolic stage. This stage lasts from 18 months to four years of age. By the end of this stage, the child is demonstrating the ability to substitute an item or pretend an item is something other than the objects defined function (Chaille & Silvern 1996). The third stage of play is games with rules. In the stage, games with rules, children impose a socially accepted rule on themselves in order to participate and work toward an end. The culmination of play and transition to work is the construction stage. In this stage, children are engaged and enjoying the ability to produce an item that is in imitation of an item in the real world. In these developmental stages, children develop skill sets that corresponded with the child’s age. These skill sets extend beyond play into all areas of development (Chaille & Silvern 1996). Play: Why is it important? Play is widely accepted, in the early childhood field, as the most important skill a child can use and exhibit (Widerstorm, 2005). Play is considered such for multiple reasons. The first of which is that play allows for a platform and environment, which brings the ability to think symbolically (Wieder & Greenspan, 2003). Concurrently, play is considered invaluable due to the amount of continual engagement children spend involved in play activities (Widerstorm, 2005). Since children choose to engage in such activities, play is intrinsically motivating. Play: What is it? Formal Definitions Play appears to be a simple concept, but in the eyes of early childhood play becomes a teaching strategy, a tool, and a curriculum. Play has evolved and become 20 more valuable. From the outside, of early childhood, play is still simply defined. Merriam Webster Online dictionary defines play as “a recreational activity: especially the spontaneous act of children” (Definition section, para 3a). This definition does not encompass the full value of play and implies play is a random act, which offers limited meaning and learning opportunities. Additionally, the Accurate and Reliable dictionary, found online, offers seventy-six definitions for the word play, with not one definition relating to the prevalence of play in curriculum or a teaching strategy necessary for children’s learning. One study by Vickerius and Sandberg found that definitions for play deferred for children and parents. In their study, they found parents defined play as “fun and fantasy” (Vickerius & Sandberg, 2004, p. 212). When the children would define play, they would provide descriptions of the “type” of play. Overall, there is an agreement that play must be fun. Informal Definition Play is widely acknowledged to not only provide a vehicle for learning, but also one that is more generalizable then traditional teaching styles (Widerstorm, 2005; Deboer, 2002). Therefore, an accurate definition of play should include the following terms: learning, motivation, and above all, fun. Although play has been provided with limited acknowledgement for learning, research regarding the development of play has taken place for the last century. Development of Play Children are considered active learners in their environment (National Research Council, 2001). From infancy, children are beginning to explore their environments and 21 attempting to control their environments. Children ages birth to five have an enormous capacity to grow and learn. Children’s brains are considered to be the most influenced and moldable, during this portion of their lives (Frost, 1998). In fact, an intelligence score is said to be effected as much as 20-40 points by environmental factors, during the infant and early childhood time period (Frost, 1998). With understanding that children have great potential to learn and develop from birth to five, it is important that all developmental domains be addressed during this period, to fully maximize educational benefit. What Can Be Taught Play is the most meaningful way for children to learn and the most motivating. Play can be implemented to teach any of the developmental domains (Widerstorm, 2005). Additionally, when children play, the play often works on more than one developmental domain at a time, due to the interrelatedness of the domains during this age span (National Association for the Education of Young Children, 1997). For example, even though an activity, such as setting a table with a plate and a cup for each student, might be designed to target one to one correspondence, the child will also be practicing labeling objects, naming peers and self help skills. Often, a teacher may choose to develop an activity based on just one developmental domain. Math Understanding Math understanding and beginning math skills begin developing when children manipulate the materials in their play based on the characteristics of the items (Kamii & DeVries, 1978). When children manipulate items in play they learn to sort, categorize, 22 and understand the concepts of more and less (Widerstorm, 2005). Children’s beginning math skills are naturally embedded in the activities they find most motivating. Fine Motor When children play with small items, the fine motor skills required to manipulate those items are enhanced (Widerstorm, 2005). Children often play with small items, which require precise manipulation, that include the ability to pick small items up and place small items in exact locations. Additionally, children chose to play with items of different shapes and weights requiring them to generalize their fine motor skills and make the manipulation of such items more precise. Children develop the fine motor required for the play, while developing the early skills necessary for later fine motor tasks. Symbolic Behavior Play is completed in a world composed of symbols that merely represent reality. This fine distinction between play and reality allows for children to develop a safe place, for the practice of everyday skills (Wieder & Greenspan, 2003). The setting allows for the children to problem solve and expand their range of emotions in an environment the child feels safe to express themselves in. Simultaneously, when children engage in pretend play, they give the early childhood educator insight into what they are learning. Language and Communication Language and communication are enhanced by two mechanisms in play. The first way play enhances language is by providing a situation in which children can manipulate and explore their language without having fear of being criticized (Chaille & Silvern, 1996). This occurs most often in dramatic play, due to a child being required to take on a 23 role that has a different communication style then their own. For instance, when a child is playing house and is required to take on the role of the mother, father, or dog. The child is not only required to think like the assigned role, but they are also required to take on the voice or character of the assigned role (Chaille & Silvern, 1996). Language and communication also takes place when children are engaged in other types of play. The second increase of practice in language and communication comes from children narrating their play. When children are at play, the child is creating a dialogue or narrative of what they are doing and what they are attempting to do (National Research Council, 2001). Additionally, this narrative can be enhanced by a knowledgeable teacher who is providing feedback and questions to the existing language (Samuels son & Johansson, 2004). Gross Motor Skills Children learn gross motor skills when engaged in outdoor play opportunities (Widerstorm, 2005). During this context, children are able to use their peers as scaffolders (National Research Council, 2001). Furthermore, children find the social context of rough and tumble play, required to gain gross motor skills, motivating (Widerstorm, 2005). When children are motivated by an activity they will engage in it more often, creating more opportunities for learning and developing new skills. Social-Emotional Play is the first means children identify with, in order to communicate their ideas (National Research Council, 2001). Children are also required, in their play, to perceive others ideas and emotions and expand the understanding of their own emotions and 24 feelings (Wieder & Greenspan, 2003). Widerstrom (2005) found that when a conflict arises between the ideas of the child and their peer, play is the format in which children problem solve. Children love to play. At all ages and all developmental levels children engage in various aspects of play. For infants it is present in the form of playing with new sounds, repetitively moving a body part, or mouthing an object. As children become mobile, they engage in cause and effect types of play, and simple imitation with realistic objects (stirring a spoon in a bowl, pretending to talk in a real phone), and later still they begin to act out “roles” (pretending to be a lion) and acting out the roles of adults, “cleaning house” or “cooking dinner”. As children engage in these types of activities, they are demonstrating their knowledge about the world, the role of community helpers, functions of objects, understanding of symbolic thinking, and their own unique family systems. By building on these types of activities and allowing children to explore and engage with their environment all areas of skill development can be assessed and scaffolded to the next level. Play for Children with Disabilities When teaching children with disabilities one must understand and implement teaching styles that are effective and necessary for children with disabilities to learn. Children with disabilities do not differ on the effectiveness of established teaching methods (National Research Council, 2001). Although, teachers are required to become more deliberate and focused on their teaching. In the case of play, as a curriculum and teaching style, children with disabilities require play more than their typically developing 25 peers (Wieder & Greenspan, 2003). This is due to the need of flexibility for students with disabilities. Students with disabilities require a teaching style that allows for differences in sensory processing and regulatory processing, as well as individualization based on skill level and motivation. In Recchia & Soucacou’s (2006) review of three special day classes, two self contained, and one inclusive, they found there were five main themes regarding how teachers responded socially to their children. These included making adaptations to support a positive social experience, positive emotional connections between teachers and students, negative interactions between teachers and students, how positive social interactions with peers were promoted in the class setting, and how teachers helped with conflict resolution. These strategies and styles of interactions were important to these researchers as social skill deficits often continue, for children with disabilities, into the later years, and develop into negative cycles of exclusion and isolation (Recchia & Soucacou, 2006). These social skills are key to a child’s ability to fit in with his or her peers, and are closely linked to academic success and achievement. One finding from these interaction themes, was that teachers are often so focused on what they have planned, or what they view as appropriate behavior within that context, that multiple opportunities for social interactions among peers go not only unrecognized, but are often stopped or punished. In their study on ECSE and dramatic play, Mendoza & Katz (2008) noted with concern that while it is widely accepted that 26 play is vital to the development of children, opportunities for play are gradually decreasing, in part due to a stronger focus on academics. Intentional play based instruction, in which the environment is set up with space and materials to facilitate play, and goals are embedded within the activity, is often more meaningful and therefore more likely to generalize to other settings. In addition playbased instruction often creates less behavior thus maximizing learning opportunity. Teacher directed strategies do succeed in skill acquisition, and can be used to address most areas of child development and learning, however when compared with systematic play based instruction through the filter of developmentally appropriate practice they do not match up. Play is the most valuable learning tool for children. Play allows children to explore their language and to practice beginning math skills (Chaille & Silvern, 1996). In addition, social and emotional skills are practiced and explored through pretend play. When children play, they are experiencing and practicing collective intentionality for the first time (Rakoczyk, 2007). A teacher can also embed, scaffold, and use direct and indirect teaching with play (National Research Council, 2001). Additionally, play can be utilized by a teacher to incorporate and work on all of the developmental domains (Widerstorm, 2005). Children naturally play and learn from their engagement, which can be maximized by teachers. Conclusion As recognized in the literature (Jenkins, Dale, Mills, & Cole, 2006; Recchia & Soucacou, 2006) many facets of child education have been addressed in numerous 27 studies, while others have received very little attention. There is a good deal of literature regarding teacher directed strategies and their usefulness in skill acquisition, but little regarding their effectiveness in providing a well rounded early intervention program, and even less research directly comparing teacher-led to play-based strategies. Research does exist, however, supporting child development and the use of play as the primary tool of early childhood interventionist (National Research Council, 2001). The development of the state adopted Learning Foundations and the related DRDP; support the need for high-quality preschool programs to foster development in a variety of areas, as opposed to focusing on rote skill instruction. Play has been demonstrated to be an effective methodology for instruction across all learning domains (Widerstorm, 2005), as well as the more generalizeable of traditional teaching styles (Widerstrom, 2005; Deboer, 2002). As for teaching children with disabilities, while they require more focused and deliberate learning opportunities than their peers, the way they learn does not differ from proven teaching methodologies (National Research Council, 2001). In addition children with disabilities often need more play opportunities than their neuro-typical peers to make similar gains (Wieder & Greenspan, 2003). It is with this knowledge base that the author’s chose to develop and implement a curriculum that is primarily play-based and adheres to the guidelines of DAP. 28 Chapter 3 METHODOLOGY The development this curriculum followed is a reflection of the process we engaged in as we worked with our students to meet their goals and develop foundational skills. This project was developed as a one group design study utilizing our existing classrooms. This chapter begins with a brief history and background regarding our previous professional and educational experiences, and how we came together to collaborate on this project. This is followed up with an explanation of the projects design, including establishing our learning environment, planning themes, individualizing activities and describing our separate classrooms and children demographics. Assessment and data collection procedures are explained as is the process of developing our daily schedule, and finally the process of activity development is discussed. Collaboration Amber’s Background Amber’s work with children with special needs began seventeen years ago. Amber started by working as an in home tutor for an agency that provided in home behavioral and educational support to children with autism and their families. During the next seven years Amber worked in various roles with children with autism spectrum disorders. This included working as a classroom aide for a local school district, an in 29 home tutor and behavior consultant for a variety of families. The children Amber worked with were typically six to seven years old. Amber began work in an infant toddler program which served children from birth to three years of age. The program was more developmentally based (than the behaviorally based autism programs) and her philosophy as an intervention provider took on more of a developmental approach, though Amber maintained a strong behavioral filter. While engaging in these different practices, Amber was simultaneously going to college. Amber completed her B.A. in psychology, with a minor in special education, from San Jose State University in 2002, and completed her credential in Early Childhood Special Education in 2008, and immediately began work to complete her M.A. in special education. This curriculum represents who Amber is currently as a teacher, based on her time working with children and their families, learning from and collaborating with colleagues, and her formal educational experiences. Heidi’s Background Heidi began her education in the field of psychology. During her final year of her bachelors, she was employed at a non-public agency. The non-public agency served children with autism. While employed at the non-public agency, Heidi’s teaching was limited to discrete trial and applied behavioral analysis. She continued to work at the agency for three years. She worked in-home and as a 1:1 in the school setting. Throughout the time spent at the non-public agency, she took classes at Sacramento State 30 University. The coursework began to change her way of teaching and thinking about teaching. Once Heidi had made significant progress toward her credential, she began to feel uncomfortable with the practice in place at the non-public agency. She realized the teaching did not incorporate developmentally appropriate practice or the use of play. At this point, Heidi began to change her career path. She then became a teacher in a special day class preschool. Working Together As our backgrounds led us to the ECSE program we found ourselves in the same cohort at Sacramento State University. Through classroom projects and discussion we developed similar philosophies and practices. Living and going to school in the same region has led our professional paths to cross at previous districts. As we continued to work and go to school together our professional collaboration continued to grow. We now viewed each other as resources of support and knowledge. In the summer of 2009, we were hired on at the same district. While we recognized there is typically variance in the ways districts operate their preschool programs, preschool teachers typically have a good deal of autonomy in operating their individual classrooms. In an attempt to create continuity, our current district had developed a program where each classroom was identical. Not only was each classroom identical, the program did not match our expectation of an ECSE setting. We realized immediately, to be successful in this district while maintaining our understanding of best practice, we were going to need to collaborate. 31 This collaboration began as soon as we were given the keys to our rooms. This collaboration included: rearranging furniture, shopping for supplies, meeting with administration, planning themes and activities, discussing behaviors, and offering general support. As we decided to work on this project together more formalized, bi-weekly meetings were scheduled. The first component of our collaboration was to identify the individual steps involved in creating our classroom and curriculum. Design of Curriculum Project Environment In August, before teaching begins we work to recall the many necessary aspects of an early childhood classroom setting. There are several well recognized components of any ECSE setting. The learning needs of children can be met through core classroom areas including sand and water play, pretend play, blocks and manipulatives, a library/quiet area, and an Art section (Dodge, Cloker & Heroman, 2002). Once the basic classroom structure has been mapped out and materials organized we take stock of what is immediately available as well as what will be needed. The first step is to think about the environment and determine what materials are available for use. Themes At this point, we began to develop a list of themes from which we would work throughout the rest of the year. Thematic lessons are typical across many early childhood settings, and are developed with both the environment and daily activities related to the child taken into account. Child interest is also a primary consideration, as we strive to motivate the child through intrinsically rewarding activities. 32 Individualization Once we had completed our list of themes we went through the individualized education plans (IEP) of students on our caseload and identified child specific goals, and needed accommodations and modifications. With this increased understanding of the incoming student population, needed classroom supports were created and moved into the environment. This included such supports as symbols and icons to be used for transitions, visual indicators of where to stand when lining up, as well as written and visual labeling of student cubby space (see appendix A). Assessment Since we were required to administer the DRDP to all students twice a year, we chose that as a tool for measuring student progress while we implemented our curriculum. The assessment was given in November and March. For purposes of this project we used these dates as the data collection points for measuring child outcomes. Evidence of mastery on a particular indicator was collected through classroom based observation and data collection. Desired Results Developmental Profile The DRDP access utilizes a numeric coding system for each of the indicators assessed. For example, the indicator of ‘self concept’ (which supports the desired result that children are personally and socially competent) is measured by giving the child a rating between 1 (Attends to adult) and 8 (Accurately compares self to others). 33 Averages were determined by using these ratings, as point values. If a child was considered ‘emerging’ on a measurement, the value of a half point was given in addition to the previously assigned value. Each desired result is divided by indicator and subdivided into ‘measures’. Desired result number one (Children are personally and socially competent) and desired result number two (Children are effective learners) are each comprised of nineteen individual measures. Desired result number three (Children show physical and motor competence) is determined by four measures, and desired result number four (Children are safe and healthy) is made up of five measures (see appendix B). The scores of each indicator were obtained, by summing the measures for each student. The individual scores were compiled and a mean average was calculated from the total student sum. The classroom averages from March were compared to the November averages to determine student progress. In addition to the DRDP results, each teacher was concurrently tracking progress on individual goals and reporting on the benchmarks related to the goals (also in November and March). Individualized Educational Goals Each child in Heidi and Amber’s class had individualized educational goals. These goals were designed to help measure progress on each child’s specific area(s) of need. Goals and area of need were determined by the IEP team prior to placement in the classroom. These individualized goals were made measurable over the year by dividing them into benchmarks. Benchmarks were measured twice during this project (typically 34 three times a year), in November and in March. The success of the curriculum was also measured by the percentage of benchmarks met in the time period from November to March. Each benchmark was scored as met, partially met, or not met. If a benchmark was met, the student was able to complete the benchmark as written. The benchmark was considered partially met if the child required some type of modification or assistance in order to demonstrate benchmark, and benchmark was scored not met when the child was unable to demonstrate skill in benchmark with modifications. Data Sheets Data sheets were created for each child and contained the entirety of the child’s IEP goals. These data sheets were utilized during center time and teacher-directed time (see appendices C and D). Specific goals were targeted each day, and embedded into the activity. The goals were embedded to ensure increased student motivation and generalization. For example, if a student was working on identifying colors, an activity using pictures of bears and pom-poms was used (see appendix T, bears lesson) as opposed to drilling the concept with flash cards. Data was taken as the teacher monitored the child engaging with the materials by marking a plus (+) if the skill was observed or a minus (-) if the skill was not observed. For tracking purposes and clarity, the targeted goals worked on each day were highlighted on the data sheet. This ensured that whoever was working with the students and that particular activity, knew which concept to target in their interaction with each child. 35 In addition, there was a master set of goals which were continually addressed during child-directed portions of the day (see appendix E). The teacher and classroom staff used this data sheet to guide their play interactions with the children during child-led activities. Similar to data collection during teacher led activities, certain goals were targeted during this time. Teachers and staff would know by looking at the sheet what skills to observe and score during student led times. To the maximum extent possible goals were targeted during times in the day, in which opportunities to practice the goal, were likely to occur naturally. During weekly meetings staff discussed data collection procedures, the goals, and any concerns to ensure consistency in how data was scored. Development of Schedule In relying on our definition of curriculum as including the environment, materials and activities, the methodology involved in creating and implementing this project was, at its simplest, a constant work in progress. This ‘work’ has evolved from the beginning of the year and changed for a variety of reasons including, the constant addition of students to the classroom, accommodating the schedules of other service providers, other class schedules, and even the hunger level of the students. When creating a schedule there are necessary components considered important aspects of the curriculum. These include: time for facilitated free play, small group activities, whole group/circle time opportunities, snack, outside recess, music and movement and art/sensory exploration. These opportunities provide many different learning opportunities. Children are allowed time to work and play independently as well as with teacher guidance, sharing and turn taking, using language to request, and 36 improving motor coordination are just a few of the skills addressed during these scheduled times. It is with the intention of maximizing these and other learning opportunities that the classroom schedule is developed. In keeping with our core belief that children learn best through play and engagement with materials the classroom themes and schedules are considered fluid, and in fact while engaged in this project, we both altered the set up of our room, schedule and themes to best meet the needs of our students. For example we both made changes in when our scheduled ‘music and movement’ times occurred. Heidi shifted a time identified as her ‘literacy circle’ to ‘music and movement’ when it became apparent that her children were too restless to access the materials. In Amber’s classroom, a fifteen minute session in the motor lab was added to the schedule as the students entering the program had more significant motor needs. As the year progressed and the children grew and changed, there were some notable differences between our two programs, as a result of the unique needs of each classroom. Amber’s Class Population Amber’s class consisted of children that were three years old. The Children in Amber’s class were eligible for services under the categories of Speech and Language Impairment (4), Autistic-like (1), Established Medical Disability (3), and orthopedic impairment (1). Identified disabilities included Down Syndrome, William’s Syndrome, and failure to thrive. All students had speech and language, social/emotional, and motor skill goals. Three students had pre-academic goals. 37 Services A speech therapist pulled each student for fifteen minutes of speech a day, and pushed in for group activities once or twice a day. The speech therapist and teacher met once a week to collaborate on student progress. An occupational therapist served three of the students once a week for thirty minutes individually, and worked with the whole group for thirty minutes each week. Amber and the occupational therapist met, as needed, to discuss the fine motor needs of the students in the classroom. Two students received physical therapy from an independent provider contracted with the district. Time was also scheduled for regular collaboration between the physical therapist and Amber. Information from these collaborations was shared with classroom assistants during our Friday meetings. Amber’s Schedule Change The original schedule (see appendix F) designed during this project was a best guess, based on the previously mentioned process, student reports and goals and home visits made before the beginning of the school year. This schedule saw four revisions during this school year. One change involved our delivery of speech services. The district used set center times as a means of providing speech. All of the classrooms held centers for an hour and fifteen minutes. Each child worked through five stations in fifteen minute intervals. One center was run by the speech therapist. Amber did not believe this was an appropriate amount of teacher directed time and worked with her administrator to decrease this time to forty-five minutes. This resulted in speech becoming a pull out service in the classroom. Since 38 there was no longer a solid hour and fifteen minutes for the speech therapist to work with the students an alternate model for delivery, pull-out, was developed. In addition the morning circle stretched from twenty minutes to thirty as the students began to request one song or activity after another. This time change was reflected in a schedule revision. Art/sensory time was also moved to the end of the day and shortened as the student’s demonstrated limited interest and attention to these activities. Sensory activities were embedded more evenly throughout the day in smaller increments. One consistent part of the schedule was the forty-five minutes allotted for facilitated play. This time was open to parents to come and work collaboratively with their children and classroom staff, and provided great opportunities to follow the students lead while targeting specific goals and activities. During this time all the adults in the classroom were focused on engaging with the children by joining them in their play, and adding next step ideas to the play scheme or simply narrating the activity. The current schedule (see appendix G) developed over time, with adjustments being made, as needed, to best support student progress. Classroom Based Curriculum The first piece to address in any curriculum is the arrival process. Transition symbols provide students with a visual and tactile cue regarding the classroom routine. The students in Amber’s class were unfamiliar with the use of transition icons and it took practice to learn to use them. An animal was created for each child and his or her name 39 was written on it. The animal was placed in their cubby space. When a child came into the classroom he or she was instructed to put their backpack and coat in their cubby area. Students were then given half an hour to explore and engage in play. Table top activities were set out as well as access to all play materials. Classroom teachers were on the floor or at the table with the children during this time. Our goal was to observe what each child was doing and join them, increasing social reciprocity and language during the play activity. A two minute warning was given prior to moving to circle time. At the beginning of the year this verbal cue was paired with a visual timer that was shown individually to each student. When the time was up, “clean up” was announced and all the teachers sang the clean up song while facilitating the process of cleaning up. As clean up neared its end each child was given his or her animal symbol and told to go to circle. The same animal was on the wall in the circle area and the child matched his or her symbol, and took a seat. Initially all children sat in cube chairs, but as the year progressed some transitioned to carpet squares. Circle was a time to practice numerous concepts. We began by singing a name song and practiced answering the question “what is your name?” The students also improved their turn taking skills by choosing songs (by picking a card with the songs name and a picture on it) one at a time. Once introduced, a song choice was available all year and new songs (and their icons) were added over time; this allowed the children to really become familiar with the lyrics and increased the singing and participation of the 40 students (in addition to simple vocalizations by non-verbal students). Gestures and pictures were paired with the songs to increase comprehension. Circle was also a time when the story for the unit was read. The ability to sit and attend to a story being read is often challenging for young students with disabilities. We began this year reading simple infant board books and have now worked up to age appropriate children’s literature. Stories are also repeated multiple times to aide in understanding. Movement activities are also incorporated. From circle the students were transitioned to center time. Centers were set up at three tables set up along one side of the classroom. A child was given a shape (triangle, square or circle) with Velcro on the back, and each table had a corresponding shape. The child found his or her table, matched the shape, and sat in a chair. From this point on children rotated centers in a clockwise motion. Initially centers consisted of three activities for fifteen minutes each. While not always table top activities, the centers were typically structured and occurred at or near the table. As more students entered my program there became a need to incorporate more motor activities. To meet this need the yellow circle table activity was moved into the motor lab adjacent to my room. Centers now consisted of two table top activities and a trip to the motor lab where individual sensory needs or motor skills could be addressed. After each child completed three rotations we moved to snack time. The children were given a verbal cue to wash hands for snack. There were colored feet taped to the floor to guide the kids in lining up at the sink (see appendix A). A teacher was there to assist the children in washing their hands while another prepared 41 the snacks. Each child had a placemat, that he or she made, and these were put out. At the beginning of the year the teacher put them out. At the end, one of the students started getting them out and passed them out. The students were then asked to find their own and go sit down. Snack was a key time to work on requesting. A variety of preferred snacks were offered and children were prompted to request at their level of ability. For some students this was handing a picture card to the person at the head of the snack table, for others it was forming a complete sentence such as “I want…..” or appropriately gaining attention by calling teacher by name before requesting. One of my students was tube fed and the goal for her was to try to eat, put food she doesn’t want in a “no thank you” box or to sign “all done” as opposed to using tantrum behavior to leave the table. After snack the children were told to get their coats and line up for recess. There were feet marking where to line up here as well. After snack we went to the playground where we joined with other classrooms. There were bikes available as well as balls and bats, a climbing structure with a slide and cars and sand toys. Children were able to work on taking turns with the bikes, engaging in play with other children, or practicing gross motor skills. The children were given a verbal two minute warning before recess was over. When recess was completed, the children were handed a circle icon and asked to go inside and match the icon. This was a time for sensory or art/exploratory activities. 42 Amount of time in these activities was child driven and as a child finished he or she was given the opportunity to “go find a book”. A teacher joined the students who were looking at books in the circle time area. As all the children finished with the art/sensory activity, we moved to closing circle. This circle created a routine way of ending our day and, depending on time, included a song or two and a short story. At the conclusion of circle, each child was called up one by one, given a high five, a hug and a sticker and sent to his or her cubby to collect their belongings. Heidi’s Class Population Heidi’s classroom served children in what is considered the older preschool population. The children in this class were between the ages of four and five. Each child in Heidi’s class had unique needs. The population in the classroom qualified for services through three categories: speech and language impaired autism, and mental retardation. All of the students had identified areas of need in pre-academics, speech and language, and social-emotional skills. Two students had identified needs in the area of motor skills, one in fine motor and one in gross motor. Services Children in Heidi’s class received services that were considered, by the district, to meet the definition of an intensive early intervention preschool program. The class itself was considered a service and met four days a week for three hours each day. In Heidi’s class there were two Para-professionals, to assist in teaching, behavioral management and 43 data collection. Speech therapy was provided to all students for a minimum of fifteen minutes each day (others may receive more if determined by the IEP team). If a child had significant needs in the area of fine or gross motor, they also received occupational or physical therapy services. Both speech and occupational therapy were delivered in collaboration with Heidi throughout the day, but were also directly worked on with the specialist in the corresponding field. Speech was delivered four days a week for fifteen minutes per child. This service was considered “push-in”, meaning the service was delivered within the classroom setting. However, this service was completed at a tabletop and is often considered a teacher-directed activity led by the speech therapist. Also, the students in Heidi’s class received thirty minutes of occupational therapy weekly. This service was delivered to address fine motor and sensory related goals. Occupational therapy was delivered outside of the classroom. The above services were applied to all students entering the district. Heidi’s Schedule Change Heidi’s original schedule consisted of periods of time to allow children to engage in important developmental activities. The activities were scheduled based on previous experience and a predicted balance, between activity level and challenge for the children. The final schedule grew from the need to make changes to maximize engagement, learning, and motivation. Heidi’s initial schedule (see appendix H) was modeled from previous experience working in a special day class and observing aspects of an inclusive preschool 44 environment. The day proceeded in the following order: check-in, outside, circle, centers, literacy circle, snack, facilitated play, and movement. In reflection of the initial schedule, noted issues existed surrounding the literacy circle. The literacy circle followed center time. This link in activities caused the children to be overwhelmed, tried, and lack motivation. The solution was to switch the literacy circle to the last activity of the day and replace it with a time for music and movement. The switch provided the children with the opportunity to get sensory input, take the lead in the activity, and have a break from academic challenges. This final schedule change is reflected in appendix I. Classroom Based Curriculum One of the most critical elements of the classroom curriculum is the schedule. Each component of the schedule in Heidi’s class served a specific purpose and focused on a specific area of development. The components of the schedule included: check-in, outside, welcome circle, centers, movement, snack, facilitated play, and the literacy/goodbye circle. Each portion of the day incorporated many steps and expectations. As the children mastered the expectations throughout the year changes were implemented to continue to address their need and current level of development. Check-in was the first item in the schedule. The main purpose of check-in time was to provide the children with a routine to facilitate independence in putting their backpack and jackets away. The time also provided an opportunity for the child to practice identifying their name and space. This time evolved in Heidi’s classroom based on abilities in pre-academics, social-emotional and fine motor. 45 In the beginning of the year all children were expected to find a paper person/doll which had their name on it and was located on their cubby. The children were to take the paper person/doll to the circle time area and complete dressing the doll, by selecting pants and a shirt for the doll and drawing on a face (see appendix J). After each child was able to complete the doll independently, the expectation was changed to matching letters in their name. In this step, each child retrieved their name from their cubbies and took the names to the circle. At circle, they selected the corresponding letters to match their names. The letters were located on a large mitten and were made out of individual snowflakes (see Appendix K). For the last step, children were required to find their names on their cubby and depending on their developmental level trace or copy their name. The check-in process was developed based on the classroom needs and implemented as the students were ready. Throughout the year, following the child’s check-in process they were required to select a book or a manipulative to keep them occupied, until all classmates had completed the check-in process. Following the check-in process, children were allowed time outside. Outside time did not changed in format, but changed in amount of teacher engagement. When the year began, Heidi and the Para-professionals engaged the children in play. Engagement would incorporate proper use of the equipment and facilitation of sharing and games. As the year progressed, the amount of teacher engagement was decreased. At the end of the project, teachers were only engaging with students to remind them of the rules. Also, the 46 older students had begun to play on the larger play structure with the primary grades. Once outside time was completed transition took place into the classroom. Transition into the classroom from outside evolved from multiple steps. Initially, the children were given multiple verbal and visual prompts to clean up. When materials were cleaned up, each child was given a piece of a puzzle, they chose from a container. The children were then prompted to take the piece inside and complete the puzzle by working together. As time progressed prompting to clean-up and transition inside faded. At the end of the project, children were provided a one minute warning to go inside. At the one minute warning, all the toys were put in the shed and children were allowed to continue to play until they heard the container “shake”. When the children heard the pieces in the container shake they stopped playing and came to get a piece. The pieces were initially puzzle pieces and became “marble maze” pieces. Children took their chosen marble maze piece into circle and built a tower together. As soon as all pieces were placed, each child received a turn placing a marble on the maze. When all children received a turn, circle time began. Circle time advanced from simple songs lasting fifteen minutes to thirty-five minutes incorporating complex concepts. From the start, circle time included: a welcome song, a song related to theme or one with a practiced concept, a story, and the mail. Overall, the expectations for circle time changed from sharing ideas out loud to having a quiet hand. Also, from sitting on a pre-placed carpet square to selecting carpet square. Selecting of the carpet square also included the ability to move their carpet square to monitor their own behaviors or move when distractions were present. 47 The welcome song stayed consistent through the entirety of the project. There was change in how the song was sung. At first, the song was sung as recorded. At the completion, the song was sung fast or slow, depending on the pattern shown on the calendar. If the calendar showed a rabbit, the song was sung quickly, but if the calendar showed a turtle, the song was sung slowly (see appendix L). The calendar was added later in the year and by the end, was completed by the children. The activity following the welcome song also progressed. The welcome song was initially before a thematic or one with a practiced concept. Even though this component continued to the end of the project, other activities were completed before the song. At the end of the project, children were introduced to a number of the day. The number of the day was counted while being clapped or while stomping (see appendix M). Children were allowed to share and incorporate their own ideas regarding movement while counting. Some of the ideas children introduced include: sticking out your tongue, shaking your fingers, and “roaring” like a dinosaur. Following the number of the day, the circle time continued to include songs, a story and the mail. The songs, story and mail during circle time were advanced based on development. In the beginning songs were repeated multiple times. At the end, songs were more advanced and were completed with more child interaction. The stories also evolved to become more advanced. For example, the year started with simple picture books and advanced to books with a characters and plot. Mail was the last component of circle. 48 Mail was an object related to theme, placed in a mailbox. This activity provided an opportunity to practice theme based vocabulary and guess objects based on clues. Initially, mail was placed at circle and students were provided clues. At the conclusion, children were required to find the mail around the room and discuss whether the mail that day was heavy or light. Changes in circle time occurred continuously. Following circle, the children transitioned to centers. Transition to center time had many stages. The first stage was a “school bus” (see appendix N). The school bus had four shapes located on the front and children were required to match the shape to the corresponding table, completing the shapes left to right. After each center, “The Wheels on the Bus” was sung to signal change to the next center. The final stage was a black square with four colored squares attached by Velcro (see appendix O). In this stage, children were allowed to pick the center and order the centers were completed. The children matched their colored square to a space with only two allotted spots for each center rotation. No more than two children were allowed at a center at once. When rotation occurred, children again utilized the number of the day by counting to that number and then rotating to their next choice center. These transitions were the method in which the children accessed center time. Center time was consistent in time, but not in format for the duration of the project. Center time lasted one hour, with four rotations lasting fifteen minutes throughout the project. The centers were always play-based and child motivating. Furthermore, the speech therapist was a regular center rotation. However, changes in types of activities took place based on goals and need. As children mastered benchmarks 49 and needs changed, the centers were crafted to meet the children’s new needs. As soon as centers were completed children moved back to circle time. At first the time following circle, was led by the speech therapist and was a literacy circle. In recognition of the children’s need for movement this circle changed into music and movement and literacy was placed at the end of the day. Music and movement began as the children learning movement songs and moved into the children choosing songs. The children selected to choose the songs were selected at random, by drawing sticks with their names written on them. The chosen children selected a picture representation of the song they liked (see Appendix P). Three children were chosen a day and as a class, sequenced the music selections and completed them. Once music and movement were completed all students participated in snack. Snack time developed from a teacher-directed activity to a child-directed activity. At first, children were required to request food from adult at the table. Once all children were making appropriate two to three word requests from the adult, snack became family style. Children then began to request items from their peers and were also required to serve themselves the snack. After snack children were allowed time in the play area. Time spent in the play area was considered facilitated play. This time was child directed, but incorporated adult involvement to address individual need and goals. This time did not change in format. Changes to play area only existed in materials. Materials were changed in relationship to theme. Also, change occurred based on play abilities. Initially, children engaged in independent activities that could be engaged with peers in parallel play, such as blocks, puzzles and cars. By the end of the project, children 50 engaged in cooperative pretend play. Examples of this type of play included restaurant, house, dentist office and fishing. Play transitioned into the last circle of the day. The last circle of the day was a literacy and goodbye circle. This circle included a review of an alphabetical letter. Each letter was reviewed for two weeks. Items necessary to complete this activity included: a large letter covered in contact paper, items that being with the letter of the week, and a bag to store the items (see appendix Q). In the first week of review, the children were required to take an item from the bag, label the item, and place the item on the letter. In the second week of review, the children felt one of the items from the previous week in a guessing box. The children then would guess what the item could be. Once the literacy was completed, the class moved into the goodbye portion of the circle. The goodbye portion began with a routine of blowing up a balloon, counting, and releasing the balloon. Each day a balloon would be brought out and blown up by the teacher. Each child would take a turn stating bigger or smaller for the balloon. If the child said “bigger”, more air would be placed in the balloon. If the child said “smaller”, air would be let out of the balloon. Once each child had a turn the class would count to twenty. Once at twenty the balloon would be let go (see appendix M). When the balloon was retrieved the goodbye song would start. Initially, the goodbye song was sung as recorded. By the end of the project, the song was sung in accordance with the calendar piece of fast or slow. After the song, the children were required to place their check-in pieces back at their cubbies and gather their materials. At this point, children were walked to the bus and/or parents. 51 Some curriculum changes were constant in the classroom and unrelated to the schedule. The first change made in the class was the addition of “jobs” in class. Jobs in the class were added for students to maximize involvement. They included: the mail person, line leader, the balloon counter, and the calendar helper. The mail person retrieved the mail at circle time. The line leader led the line outside and to the bus. The balloon counter pointed to the numbers as the classes counted to twenty, in anticipation of letting the balloon go. The calendar helper added the next piece of the pattern in calendar, either fast or slow. Each job was added at a separate time during the project. Jobs were only added after the first job was mastered by the class. Jobs were given to students daily and each student rotated through the jobs. In addition to jobs, students also completed large pieces of art work representing them. At the beginning of the year, students were traced and added their clothing and a face in representation of themselves. As the year progressed and themes were reviewed, students were asked to chose items they enjoyed and place them on the large piece of art which were representations of themselves (see appendix R). For example: When completing the farm theme, students were asked to choose their favorite farm animal. At the end, children were aware of the representations and they continued to grow and change based on the child. Development of Activities Despite the differences in our classrooms, and the diversity of our students, our knowledge about early childhood education informed us that all children learn in the 52 same way, and that developmentally appropriate practice is the same regardless of differences in ability. Our job, as educators of this young population, was to provide activities and experiences that were meaningful and engaging for our students and then to provide the students with the supports they needed to make the most of these learning opportunities. From this perspective, regardless of differences in our classroom cultures, we both had a need for functional and appropriate activities. This common need was the final outcome of this project, the development of the daily curriculum. The process of developing activities for our classrooms occurred both individually and together. At times we would create activities around our themes and share these with each other. We were then able to adapt the activity to fit the needs of our classrooms, or expand on the idea as appropriate. When developing activities around a theme we both began with age and/or developmentally appropriate literature. Literacy was a highly emphasized aspect of both of our classroom programs. Similarly, we both valued the repetition of books and activities with our students. The more time a child has to hear the same story, and engage in the same activities, the deeper the exploration goes. With deeper exploration came a higher level of learning and better outcomes on identified objectives and goals. Different aspects of the literature for the week (two weeks in Amber’s room) were used to create lessons. This occurred in a variety of ways. Characters were used to act out parts of the story, process based art projects which include recreating parts or concepts from a story, and even simple matching activities were created. 53 There was always a consideration given to the curricular area being addressed by each activity and we strived to create a balance between literacy, math, science and motor focused activities. For students in Heidi’s class there was more of a balance of types of activities. In Amber’s class developing functional communication was a priority for many of the students and as a result a predominant number of activities were focused on simple and purposeful language concepts (using a picture to indicate a want or need, or increasing functional vocabulary) (see appendices S and T). 54 Chapter 4 CONCLUSION The importance of play in the education and intervention of young children has been a primary theme throughout this project. We conclude with a summary of the importance of play in our work as ECSE teachers. This is followed by a discussion regarding the process of systematic intervention for young children with special needs, beginning and ending with the assessment of the young child. The effectiveness of this curriculum is then demonstrated with data driven results and recommendations for future work in this area, of ECSE curriculum, are suggested. Play is the work of children, and a key indicator of a child’s capabilities (Widerstorm, 2005; National Association for the Education of Young Children, 2009 ). Through play children share with us their knowledge of the world and develop their symbolic thinking skills (Wieder & Greenspan, 2003). The amount of time a child spends in play provides for multiple learning opportunities (Widerstrom, 2005) both through independent exploration and scaffolding provided by peers and adults (Vygotsky, 1978, National Research Council, 2001). Using play as a means to deliver instruction and intervention, ECSE teachers create learning opportunities that are more generalizable than typical teaching styles (Widerstrom, 2005; Deboer 2002). When an understanding of the importance of play in the development of young children is paired with Developmentally Appropriate Practice (National Association for the Education of Young Children, 2009), instruction becomes intentional, systematic and meaningful to the child. 55 The first step in the process of providing intervention that is aligned with DAP is to make decisions based on our knowledge of the child (National Association for the Education of Young Children, 2009). In school based preschool services, such as the one worked in by the authors, we begin the process of determining eligibility for special education services, by determining a child’s present levels of performance in all areas of suspected need. Ideally this information is gathered from a variety of sources including, the parents and care providers, observation of the child in his or her natural setting, and assessment (standardized and non-standardized). With all this information in place, goals are developed. Goals should relate to the context of the child’s daily experiences as well as the expectations of a general education setting for a child of matched age, typically preschool or daycare programs (National Association for the Education of Young Children, 2009). In addition, the learning foundations should be used to guide us in our understanding of what outcomes for the child may look like based on competencies one expects children to develop in a high-quality early learning environment (California Department of Education, 2008). Once goals have been established, services are chosen based on a team decision of how to best meet the goals (Yell, 2006). Once in program, teacher gathered data is the primary source of monitoring student progress towards these goals. For the purposes of this project, it was through data collection and assessment, that success of this curriculum project was determined. 56 The data collecting and reporting methods (DRDP scores, progress on goals) used indicated that students in both classes made gains, in all areas measured, during the implementation of this curriculum. Heidi’s Class The scores and benchmarks in Heidi’s class were collected on seven students. Although Heidi had a total of eight students on her case load, the eighth child was present in the classroom for only four of the thirty nine days of this project. As a result of such limited participation time, it was decided that scores for this individual would not be included in these results. Progress on Desired Results Developmental Profile Heidi’s class has made significant progress in the four desired results represented on the DRDP: Children are personally and socially competent, children are effective learners, children show physical and motor competence, and children are safe and healthy. Each child has made progress on each measurement. The Desired Result, referring to personal and social competence, had a baseline average score of 94.69 in November, by March the class average had risen to 115.13 (see appendix U). In November the average score representing the children’s ability to learn (children are effective learners) was 111.44 and rose to 135.38 in March. Additionally, the class average made a notable increase on physical and motor competence from November, 27.31 to 30.69 in March. The class average for safety and health increased from 23.13 in November to 27.19 in March. 57 On average each student in class made a 20.44 point gain on personal and social competence, 23.94 point gain on being an effective learner, 3.38 point gain on physical and motor competence, and a 4.06 point gain on safety and health. For the entire DRDP the average score increase was 51.82. Based on the DRDP, the children in Heidi’s class benefited from the proposed curriculum. Furthermore, children in Heidi’s class made progress on their individual benchmarks. Individualized Educational Benchmarks All children in Heidi’s class showed progress, with some students meeting their individualized benchmarks and some showing partial progress. Heidi’s class had a total of fifty three benchmarks being measured in March. In March forty four of the benchmarks were considered met and nine were considered partially met. All of the fifty three goals showed progress (see appendix V). The class met eighty three percent of the benchmarks. Amber’s Class Progress on Desired Results Developmental Profile Amber’s class ended with nine enrolled students. Only five were part of the classroom when the first administration of the DRDP was used to assess student progress. For this reason only five DRDP scores will be reported (see appendix W). To maintain consistency reporting on benchmarks was also only included for these same five students. (see appendix X). While all students made progress toward goals and desired results, the degree of progress was varied. Class averages indicate an overall increase of 11.3 in the area of 58 social competence, 14.9 in the area of effective learning, 2.4 in physical and motor competence and 3.4 in the area of safety and health. On average, as a class, there was a 32 point increase between the first administration of the DRDP and the second. This increase suggests the curriculum facilitated progress in development. Individualized Educational Benchmarks Benchmark reporting demonstrated more variance in individual scores. Out of a total of forty benchmarks measured, 22 were met, partial progress was made on 14 and 4 were not met. Summary and Recommendations Overall, students in both classrooms have made steady gains on their individual goals as well as the desired results addressed in the DRDP. As our curriculum worked to utilize play-based, and child motivated teaching strategies, the primary assumption is that the skills acquired by these children will generalize to other settings, and be demonstrated throughout their daily routines. The authors feel the student progress demonstrated during this project supports the use of a play-based curriculum that is implemented with intentionality. However, in order to generalize our results further studies on the topic are recommended. Future studies could account for some of our limitations such as: small sample size, biased reporting, and lack of random selection. In addition, the issue of participation should be addressed. It is recommended that early childhood special education teachers stay current with regards to developmentally appropriate practice, and implement current research 59 based practices in their teaching. While teacher preparation programs do much to instill the value of DAP in early childhood special education credentialing students, there exists a gap between what is taught in the program and what often exists in district practice. Administrators of early childhood programs in school districts, often have a lack of knowledge regarding best practice. The end result is often a classroom intended to preteach Kindergarten standards in a “drill and kill” and fashion. More education regarding DAP for preschool aged children should be included in administrative credential programs. In the meantime collaboration between newly credentialed teachers and program administrators is strongly encouraged. Collaboration should always be a component of an early childhood teachers practice. This project is an example of what can occur when colleagues come together to support each other in providing classroom experiences that are intentional and systematic. Collaboration across disciplines allows for information to be shared in a way that is practical and effective in our teaching practices. Collaborating with families ensures that student goals exist in a context that is meaningful, supports consistency for the student across settings and creates positive outcomes for the children being served. It is the hope of the author’s that this curriculum project would be used by other ECSE teachers to assist in the development and preparation of their classroom and curriculum. The activities are both evidence that all children can participate in meaningful and relevant play based learning, and suggestions to be modified according to the needs of their students. 60 APPENDIX A Visual Supports 61 Visual cue (colored feet) to line up to go outside Visual cue (colored feet) to line up to wash hands Visual cue (colored squares) to match transition icons during centers 62 APPENDIX B Desired Results Developmental Profile 63 California Department of Education (2009). The PS DRDP-R at-a-Glance. Retrieved From http://www.draccess.org/assessors/PS-DRDP-R-at-a-Glance.html. 64 APPENDIX C Heidi’s Child Specific Data 65 Student 1 Activity: 1 will copy a circle 2make a happy face 3cut through a 4" line 5label colors 6descriptive concepts Examples: soft/hard, loud/quiet, cold/hot, dry/wet 7 label shapes 8array of at least 3 items, She Example: will identify the one that "doesn't/ can't/ isn't ____" *small squares used for a simple plus or minus score. A plus (+) was given for each trial the skill was observed and a minus (–) for absence of skill. Large space is left for explanation and recording of exact observation of skill. 66 APPENDIX D Amber’s Child Specific Data 67 Date visual cues (pointing, a model), student will follow two-step related commands( go put the pizza in the oven and put a plate on the table) engage in a variety of play activities with both peers and adults, including parallel play, simple turn taking and pretend play, and at least five self selected Given pictures of matching objects and colors, student will correctly match them least 15 items and 10 actions, and use 3 different modifiers. student will respond to where questions student will use two-word combinations to make choices, comment, respond accurately to questions or complete statements about functions of common objects date date date 68 APPENDIX E Heidi’s Classroom Data 69 Activity: Check-in Week of: Student 1 Mon Tues Wed. Thur. 6 copy name from model 8use 2-4 word phrases Student 2 1if-then instructions 2 will recall what he just did when asked to perform an action 5Answer 'what are you going to do? Student 3 Greet peers with name Student 4 12discriminate between "what's this?" 'where?' and "what's __ doing?" Student 5 6 will demonstrate increased selfhelp skills by doing 3 steps of a classroom morning routine 7 will transition from activity to activity through out the school day, with the use of a visual schedule *squares were used to record Monday through Thursday with a simple + if skilled was observer or – if skill was not demonstrated. 70 APPENDIX F Amber’s Initial Schedule 71 Amber’s Initial Schedule 9:00-9:45 Arrival/ Facilitated Play 9:45-10:15 Circle 10:05-10:25 Art/Sensory 10:25-10:40 Snack 10:45-11:30 Centers 11:30-11:45 Recess 11:45-11:55 Circle 11:50-12:00 Closing Circle 72 APPENDIX G Amber’s Final Schedule 73 Amber’s Final Schedule 9:00-9:30 Arrival/Facilitated Play 9:30-10:00 Circle 10:00-10:45 Centers 10:45-11:00 Snack 11:00-11:20 Recess 11:20- 11:40 Art/Sensory 11:40-12:00 Closing Circle 74 APPENDIX H Heidi’s Initial Schedule 75 Heidi’s Initial Schedule 12:15-12:25 Check-in 12:25-12:45 Outside 12:45-1:15 Circle 1:15-2:15 Centers 2:15-2:30 Literacy Circle 2:30-2:45 Snack 2:45-3:00 Facilitated Play 3:00-3:10 Music and Movement 3:10-3:15 Goodbye Circle 76 APPENDIX I Heidi’s Final Schedule 77 Heidi’s Final Schedule 12:15-12:25 Check-in 12:25-12:45 Outside 12:45-1:15 Circle 1:15-2:15 Centers 2:15-2:30 Music and Movement 2:30-2:45 Snack 2:45-3:00 Facilitated Play 3:00-3:10 Literacy Circle 3:10-3:15 Goodbye Circle 78 APPENDIX J Check-in Doll 79 *The check-in system completed in the beginning of the year, in Heidi’s class. This check-in was completed by having the child select the doll with their name on the foot. Then having the child dress the doll and draw a face on the doll. 80 APPENDIX K Check-in Mittens 81 *Second Check-in process put in place in Heidi’s Class. Children were expected to find their name and match the correct snowflakes to their name. 82 APPENDIX L Calendar 83 *Calendar completed in Heidi’s Class. On the days with a turtle the welcome song and goodbye song were sung slowly. On the days with a rabbit the welcome song and goodbye song were sung quickly. 84 APPENDIX M Number of the Day 85 *Number of the day located in the top left hand corner of picture. Number strip below number of day used in end of the day “balloon” routine. 86 APPENDIX N Transition Buses 87 *First transition icon in place in Heidi’s class. Students were expected match shapes to corresponding table, moving through the centers left to right. For this student they would have begun at purple rectangle, moved to the yellow diamond, and then the red circle, and finally finished centers at the pink square. 88 APPENDIX O Transition Square 89 *Second transition icon put in place in Heidi’s Class. Children were expected to select centers in their preferred order. If the center selected had two students, seated at the center, the student was expected to move to next preferred center. Students continued to complete centers in preferred order until all colored squares were completed. 90 APPENDIX P Song Icons 91 *Song choice icons used in Heidi’s and Amber’s classes. Mayor-Johnson. (2010) Boardmarker Software (Family V6). Retrieved from: http://www.mayer-johnson.com/products/boardmaker/ 92 APPENDIX Q Letter of the Week 93 *Letter of the week completed in Heidi’s literacy circle. 94 APPENDIX R Self-Portraits 95 *Self portraits completed in Heidi’s class. Children were traced at the beginning of the year and as the year progressed the children added materials considered to be the their favorites in specific categories. This child’s favorites included: favorite candy bar-Kit Kat, favorite farm animal- pig, favorite type of bear-teddy bear, and likes green eggs and ham. 96 APPENDIX S List of Curriculum Themes 97 Curriculum Themes 1. Bears 2. Dinosaurs 3. Winter Clothes 4. Holidays 5. Dentist 6. Valentines Day 7. Pig a Pancake (only completed by Heidi’s class) 8. Moose a Muffin (only completed by Heidi’s class) 9. Mouse a Cookie (only completed by Heidi’s class) 98 APPENDIX T Theme Based Lessons 99 Bears Level 1 Math Understanding Shape Match Bear Nose Level 2 Math Understanding Dot Bear 1:1 correspondence Level 3 Math Understanding Dot Bear roll and count Level 4 Math Understanding Dot Bear roll color and count Motor Literacy Play/Exploration Make a Cave Brown Bear Retelling Cave Motor Literacy Play/Exploration Make a Cave Sort Big and Little Bears Cave Motor Literacy Play/Exploration Make a Cave Bear Bingo Cave Motor Literacy Play/Exploration Make a Cave Bear “go fish” Cave 100 Circle Songs: “We’re Going on a Bear Hunt” “ Brown Bear, Brown Bear” Story: Level 1 Level 2 Level 3 Level 4 “Brown Bear, Brown Bear” “Brown Bear, Brown Bear” “The Big Old Bear “The Big Old Bear Who Swallowed a Who Swallowed a Fly” Fly” Options for Mail: polar bear, teddy bear, brown bear, panda bear, koala bear Snack Level 1: Provide teddy grahams. Label the bears and colors of bears. Level 2: Provide Teddy Grahams. Have children sort Teddy Grahams. Level 3:Provide Teddy Grahams. Have children count requested amount of Teddy Grahams Level 4: Provide Teddy Grahams. Have children pattern Teddy Grahams. Pretend Play Level 1-4: Place cave made at centers in the pretend play area. 101 Math Levels Activity Prep Implementation Level 1 Shape Match Bear Noses Give each child a sheet of bear faces. Label the shapes. May receptively ask child to pick up the (shape) out of two or three shapes. May hold one shape and ask child what it is before giving to him or her. Have Child match Correct noses to noses. Level 2 Dot Bear 1:1 correspondence Create a sheet of paper with 4 bear faces. Put a shape where each nose belongs. Make 6 copies of bear faces. Color and Lamintate 3 sheets. Color, copy and laminate the corresponding noses for each bear. Attach Velcro to noses and bear faces. Create an outline of a bear. Fill in with small circles approximately the size of a quarter. Hot glue magnetic tape to multiple pom-poms. Level 3 Dot Bear Roll and Count Level 4 Dot bear roll color and count Create the bear pattern from Level 2 activity. Create the pom-poms for level 2 activity. Locate numbered Die or create one out of cardstock (see appendix) Create the bear pattern from Level 2 activity. 2. Create the pom-poms for level 2 activity. Locate numbered Die or create one out of cardstock Add a colored die (colors that match pom-poms). Learning Foundations Geometry 1.0 Place bear pattern on a magnetic surface. (cookie sheet, or backside of metal bookshelf) Have the children pull pom-poms out of a can or bowl. Place pom-poms on the circles in the bear. For added, practice have child ask for a certain color, label a color once it is drawn or request he or she “pick a (color) pom-pom. Count out loud as you place pom-poms on board. Children take turns rolling the die. (can use dice with dots representing number or actual numeral written on die). Have children identify the number and place the corresponding number of pompoms on the bear. Number Sense 1.0 Mathematical Reasoning 1.0 Children take turns rolling the die. (can use dice with dots representing number or actual numeral written on die). Have the children pick pom-poms that are the same color as the die then, from these proceed to step three. Have children identify the number and place the corresponding number of pompoms on the bear. Number Sense 1.0 Mathematical Reasoning 1.0 Number Sense 1.0 Mathematical Reasoning 1.0 102 Motor Levels Level 1 Activity Make a cave Prep Get a Big Card Board box. Find a supply of scrap paper from recycle bin. Get a supply of white liquid glue. Same as Above Implementation Children can paint paper and box brown. Learning Foundations Writing Strategies 1.0 Level 2 Make a cave Children can paint paper and box brown. Children can tear paper into strips or crumple into balls. Writing Strategies 1.0 Level 3 Make a cave Same as Above Children can assist in steps one and two. Children can glue balls and strips of paper to cave. Writing Strategies 1.0 Level 4 Make a cave Same as Above Engage in all activities listed above Writing Strategies 1.0 103 Language and Literacy Levels Level 1 Activity Brown Bear retelling Prep Purchase or make felt animals from Brown Bear, Brown Bear story. Obtain a copy of Brown Bear, Brown Bear. Level 2 Sort Big and little Level 3 Bear Bingo Create or find a bear template. Make enlarged copies of the pattern (10) and reduced copies (10) onto light brown paper. (Make the difference as obvious as children will need taking into account any visual disabilities students may have). Write the word ‘big’ onto one piece of paper and glue the big bear. Do the same for the little bear. Laminate. You may choose to attach Velcro to the bears and the sheets. Create an assortment of big and little bears (polar bears, panda bears, brown bears etc.). Make copies of each bear and cut and laminate. Level 4 Bear “go fish” 1. Gather the same animals from Level 3 activity. Implementation Have children sit in a small or large group. Hand out animals to students. Label animals as you hand them out. (optional) Talk about the sounds the animals make. Read Brown Bear, Brown Bear. As you come to each animal, pause and have the child with the corresponding animal come and place it on the felt board. Read Brown Bear, Brown Bear. Put both bears out. Talk to the kids about which bears are little and which ones are big. Check to see if the children can expressively identify which bear is little and which bear is big. Model sorting the bears onto the appropriate sheets of paper. Give each child a few bears and the direction to ‘sort’. Learning Foundations Concepts about Print 1.0 Comprehension and Analysis of AgeAppropriate Text 4.0 Literacy Interest and Response 5.0 Read Brown Bear, Brown Bear Give each child an assortment of bears. (The teacher keeps the matching bears in a bag). Once each child has an assortment of bears, the teacher pulls one from the bag, and says what it is, for example “little black bear”. The child who has the matching bear lets the teacher know he or she needs it, by labeling the bear in a sentence (0r at his or her level) “I need the little black bear”. 1. Read Brown Bear, Brown Bear. 2. Pass out the bears to the children. Have the children hold the bears (as they would playing cards). 3. The children take turns asking each for the bears, for example, “Do you have a big panda bear?”. Concepts about Print 1.0 Comprehension and Analysis of AgeAppropriate Text 4.0 Literacy Interest and Response 5.0 Concepts about Print 1.0 Comprehension and Analysis of AgeAppropriate Text 4.0 Literacy Interest and Response 5.0 Concepts about Print 1.0 Comprehension and Analysis of AgeAppropriate Text 4.0 Literacy Interest and Response 5.0 104 Play and Exploration Levels Level 1 Activity Cave Prep 1.Cave from motor activity. Implementation 1.Children can engage in crawling in out and around cave. 2. Prepositioinal concepts can be labeled (we are ‘in’ the cave). Learning Foundations Group participation 3.0 Interactions with Peers 2.0 Level 2 Cave 1.Cave from motor activity. 2. Add a brown sheet to the ‘floor’ of the cave. 1. Children can pretend to be bears. Add growling to crawling in and out of cave. Group participation 3.0 Interactions with Peers 2.0 Level 3 Cave 1.Cave from motor activity. 2. Add a brown sheet to the ‘floor’ of the cave. 1. Add social roles to bears, “I am the mama bear” during pretending. Group participation 3.0 Interactions with Peers 2.0 Level 4 Cave 1.Cave from motor activity. 2. Add a brown sheet to the ‘floor’ of the cave. 3. Add props such as fish for food, and bats hanging from the ceiling. 1. Increase sequences of interactions. For example, Mama bear goes fishing and brings back a fish to feed to baby brear. Group participation 3.0 Interactions with Peers 2.0 Social and Emotional Understanding 3.0 105 Examples of Activities Math Dot Bear Math Shapes Noses Literacy “bear bingo” and “bear, go fish” 106 Dinosaurs Level 1 Math Understanding Motor Literacy Play/Exploration Cereal Saurus Dino Mask Spike Name Match Dinosaurs in sand/shaving cream Level 2 Math Understanding Motor Literacy Play/Exploration Jump and count dino feet Spike name spell Stamp dinosaurs Level 3 Math Understanding Motor Literacy Play/Exploration Build a dinosaur, roll a shape Dino hat with large triangles Letter “d” for dino Make Fossils with gathered material Level 4 Math Understanding Motor Literacy Play/Exploration Dino hat with small triangles Sorting dino’s with letters Make fossils, collect own materials. Shape collage Build a dinosaur, roll a shape and number 107 Circle Songs: “We are the Dinosaurs” By Laurie Berkner Story: Level 1 Level 2 Level 3 Level 4 “That’s Not My Dinosaur” “How Do Dinosaurs Say I Love You” “Ten Terrible Dinosaurs” “Ten Terrible Dinosaurs” Or Or “Dino Pets” “Dino Pets” Options for Mail: fossil, bone, dinosaurs, a grow dinosaur (just add water), and an egg. Snack Level 1-4: Use dinosaur cookie cutters and cut bread in the shape of dinosaurs. Have dinosaur gummies for snack, you may choose to put them in Jello. Pretend Play Level 1-4: In Pretend play area place different types of dinosaurs and/or bones in sand. Also, put out digging tools and magnifying glass. 108 Math Levels Activity Prep Implementation Level 1 Cereal Saurus Print up dinosaur pictures. Buy fruit loops or other circle cereal Put glue, cereal, and dinosaurs in bucket to be made Level 2 Shape collage Print up dinosaurs Buy or make shapes out of different textured fabric Put glue, dinosaurs, and fabric in bin to be made Level 3 Make dinosaurs, roll a shape Make large dinosaur with Velcro pieces on top Cut out small shapes from felt Make dice with shapes on it Place materials together Level 4 Make dinosaurs, roll a shape and number Make large dinosaur with Velcro pieces on top Cut out small shapes from felt Make dice with shapes on it Make dice with numbers on it. Provide each child with a dinosaur Have each child place a small amount of glue on paper. Have child glue a piece of cereal on top of the glue. Continue steps 3-4 until dinosaur is complete. While making dinosaur talk about the shape circle and the colors. Provide each child with dinosaur Have each child place a small amount of glue on dinosaur Have child place shape on glue Repeat Steps 2-3 until dinosaur is complete While making dinosaurs talk about shape and feel of the pieces glued on. Have child roll dice. Have child select the correct shape rolled on the dice. Have child place shape on dinosaur. Repeat steps 1-3 until dinosaur is full While completing label the shape and color of the shape Have child roll both die Have child count out correct number of shapes and correct shapes to put on dinosaur based on rolled die. Complete steps 1-3 until activity dinosaur is complete While completing label numbers, shapes, and colors. Learning Foundations Geometry 1.0 Algebra and Functions 1.0 Geometry 1.0 Algebra and Functions 1.0 Measurement 1.0 Geometry 1.0 Algebra and Functions 1.0 Measurement 1.0 Geometry 1.0 Algebra and Functions 1.0 Measurement 1.0 Number sense 1.0 109 Motor Levels Activity Prep Implementation Level 1 Dino Mask Print pictures of dinosaur heads Gather crayons Place materials together Level 2 Jump and Count dinosaur Make large dinosaur feet Tape large dinosaur feet on the floor. Level 3 Dino hat with a large triangles Level 4 Dino hat with small triangles Cut large strips of colored paper in half Draw large diagonal lines on paper Put scissor with paper Cut large strips of colored paper in half Draw small diagonal lines on paper Put scissor with paper Provide each child with picture of dinosaur head and crayons Have each child color their dinosaur head When children are finished cut out dinosaur head and glue on popsicle stick While children are coloring talk about colors chosen. Show children dinosaur feet on floor. Model jumping from dinosaur feet and counting Have children attempt to jump from foot to foot Provide child with scissors and paper with triangles Have child cut on line. Tape the end of paper around the child’s head Provide child with scissors and paper with triangles Have child cut on line. Tape the end of paper around the child’s head Learning Foundations Not Applicable Not Applicable Not Applicable Not Applicable 110 Language and Literacy Levels Level 1 Activity Spike Name Match Level 2 Spike Name Spelling Level 3 D Dino Glue Level 4 Sorting Dino Letters Prep 1. Create dinosaurs with children’s names on them in the center and spelled on the spikes 2. Create spikes to match to dinosaur Create dinosaurs with children’s names on them in the center Create spike to place on top of dinosaur with letters from children’s names 1.Create large letter “D” 2. Have dinosaur stamps ready with stamp pad Print pictures of dinosaurs Cut out dinosaur Write different letters on dinosaur Laminate each dinosaur and place it in a big bucket of dirt. Place corresponding letters from dinosaur on buckets/bins Implementation 1. Have child find name 2. Have child match additional spike letters to spike on dinosaur Learning Foundations Alphabetics and word/ print 3.0 Recognition Provide child with dinosaur and spikes Have child place spikes on dinosaur to spell their name Alphabetics and word/ print 3.0 Recognition Place large “D” on table with stamp materials While children stamp the letter “D” say the sound /d/ or label the letter “d” Have each child dig in the dirt and find a dinosaur When a dinosaur is found have them label the letter and or letter sound Have them match it in corresponding bin/bucket. Continue steps 1-3. Alphabetics and word/ print 3.0 Recognition Alphabetics and word/ print 3.0 Recognition 111 Play and Exploration Levels Level 1 Activity Shaving Cream/Sand Dinosaurs Prep Get shaving cream and plastic dinosaurs Place dinosaurs on table and cover with shaving cream Level 2 Stamp Dino Gather paper, dinosaur stamps, and stampe pad Place materials at child level Level 3 Make Fossil Gather materials from outside Gather air dry clay Get a play doh rolling pin Level 4 Collect Materials and make a fossil Gather bags for collecting outside materials Gather air dry clay and play doh rolling pin Implementation Have children look for dinosaurs When a child finds a dinosaur label the color or size While completeing the activity talk about how the shaving cream and dinosaurs feel. Have children stamp dinosaurs on paper. While completing talk about what color the dinosaurs are Have children roll out clay to be flat Have children place previously collected materials in clay. While completeing talk about feel of materials, what they are, and where you are sticking them Take children for walk, talk about what you see and gather materials (Leaves, dirt, sticks) Come to table with collected materials Have children roll out clay Have children place in the materials they collected. While completing the activity talk about what you see, feel, and where they are located. Learning Foundations Self-regulation2.0 Initiative in learninn 5.0 Interactions with Familiar Adults 1.0 Interactions with Peers 2.0 Self-regulation2.0 Initiative in learninn 5.0 Interactions with Familiar Adults 1.0 Interactions with Peers 2.0 Self-regulation2.0 Initiative in learninn 5.0 Interactions with Familiar Adults 1.0 Interactions with Peers 2.0 Self-regulation2.0 Initiative in learninn 5.0 Interactions with Familiar Adults 1.0 Interactions with Peers 2.0 Group Participation 3.0 112 Examples of Activities 1. Math “Build a dinosaur” and 2. Literacy “spike name match” 1. Motor “Dino Mask” 4. Literacy “Sorting dinos” 5. Math “shape collage” 6. Motor “Make a fossil” 113 Winter and Winter Clothes Level 1 Math Understanding Motor Literacy Play/Exploration Sort Snowman by color Putting on summer/winter clothes Sort hot/cold Painting with ice Math Understanding Motor Literacy Play/Exploration Mitten Book Color Putting on summer/winter clothes Build Sensory Snowman Frozen animals in ice cubes Level 2 Level 3 Math Understanding Motor Literacy Play/Exploration Snow ball fight Winter Quilt Mitten Match Snow Math Understanding Motor Literacy Play/Exploration Buy Hats Build Igloo Sort Hats on Monkeys Hat Shop Level 4 114 Circle Songs: If All of the Snow Flakes (Were Candy Bars and Milkshakes), Frosty the Snowman Story: Level 1 Level 2 Level 3 Level 4 That’s Not My Snowman” “That’s Not My Snowman” “The Snowy Day” “Caps for Sale” Options for Mail: snow, mittens, hats, boots, scarf, and snowman Snack Level 1-4: Make snow cones and talk about how cold they are. Level 2 and 3: Make snow cones and talk about the colors you make them Level 4: Make snow cones and talk about how they taste. Pretend Play Level 1-4: Put winter clothes in pretend play area. Also, hang up a clothes line for children to hang clothes. 115 Math Levels Level 1 Activity Sort snowman by color Level 2 Mitten book color Level 3 Snowball fight Level 4 Buy hats Prep Draw or download a snowman outline. Print onto colored paper (red, blue, green, and white) about four of each. Cut out the snowmen. Place the snowmen in a sensory table with ‘snow’ (white treeskirt) Staple one of each colored snowmen to a brown paper bag. Draw a mitten outline on half a page of paper. Write under the mitten “My mitten is (write one color word on each page). Photo copy six pages per child. Staple them together to make a book. Gather crayons or markers that match each color word. Gather a supply of cotton balls. Find two or three small shovels or big spoons (depending on how many students will engage in activity). Implementation Have the students dig through the snow to find a snowman. Have the child label the color. Child then finds the bag with the matching snowman on it and puts it in. Learning Foundations Algebra and Functions 1.0 Have the children open their book to the same page. Practice reading “My mitten is (color)” together. Give the correct crayon to each child and have him or her color the mitten. Prerequisite skill of color recognition. One child gathers cotton balls on his or her shovel. The child then counts the cotton balls. Next the child pours the cotton balls over the other child’s head and says “snowball fight.’ The children take turns repeating the process. Number Sense 1.0 Gather a supply of hats. Attach ‘price tags’ to the hat. (Use numbers appropriate for your group). Get a supply of pretend money (or make some of your own). One child is selling the hat. He or she tells the other child how much the hat cost. The other child counts out the correct amount of money and gives it to the seller. The child then collects the hat and stacks it on his or her head. The children take turns until all the hats have been used. Number Sense 1.0 Number Sense 2.0 116 Motor Levels Level 1 Activity Putting on Summer/Winter Clothes Prep Gather a variety of summer and winter clothing. Place them in separate boxes labeled with pictures appropriate to summer or winter (snow/sun). Implementation Let the children choose items and put them on. Learning Foundations Pre-requisite motor skills Level 2 Putting on Summer/Winter Clothes Same As Above Pre-requisite motor skills Level 3 Winter quilt Level 4 Build Igloos Draw a large rectangle on a piece of paper. Divide quilt into 12 equal sized squares. Draw a circle at the top of the rectangle (to look like a head sticking out of a quilt. Cut scrapbooking or a variety of wrapping paper into squares that match the ones on the quilt. You will need 12 squares for each child. Make a copy for each student. Gather white glue and sugar cubes. Put all the clothes in a pile on the floor. Take turns picking an item and labeling it as summer or winter. Put it in the correct box. The children can then practice putting on the clothing items. Give one picture to each student. If child is able have him or her draw a face in the circle. Give each student a glue stick and choice of squares. Child then glues squares onto paper to make a quilt. Model for the students how to build with the sugar cubes to make an igloo. Students then take turns building with glue and sugar cubes. Writing Strategies 1.0 (prerequisite skill) Writing Strategies 1.0 (prerequisite skill) 117 Literacy Levels Level 1 Activity Sort Hot and Cold Level 2 Make sensory snow man Level 3 Mitten Match Level 4 Sort Hats on Monkey Prep Cover a manila folder on one side with light blue paper and on the other with red. Write the word Hot on the red side, and Cold on the blue. Laminate. Use clipart/boardmaker to create pictures that represent hot and cole ( a coffee mug, a piece of pizza, popsicle, Ice cubes etc.). Color, cut and laminate the pieces. Attach Velcro to the pictures and the folder. Obtain a copy of the board book “That’s Not my Snowman” Create textured pieces that match the parts labeled in the books: Scratchy mittens (sandpaper), Fluffy scarf (yarn), wiggly arms (pipecleaners), Bumpy buttons (corrugated cardboard) etc. Draw three circles to make a snowman on paper. Make a copy for each child. Obtain a copy of “Snowy Day”. Cut matching mittens out of felt. Write letters on each pair of mittens. Lay half the mittens on one side of a crawling tunnel, and the matching halves on the other. Print and color monkeys Write letter on monkeys stomach Print hats and color On the back of hats place pictures of items with initial sounds the same as the letters on monkeys. (For example: a tiger on a hat for the monkey with the letter “T” Laminate monkey and hat Place Velcro on hats and monkeys Hang monkeys Implementation Put the pictures in a pile. Take turns drawing pictures and labeling the object. Decide if it is a hot or cold item. Attach it to the correct side of the file folder. Learning Foundations Vocabulary 2.0 Read the story “That’s Not my Snowman” Have the students touch the different textures in the book and talk about how they feel. Give each child the snowman and the textured parts. Let each student build their own sensory snowman. Concepts About Print 1.0 Vocabulary 2.0 Comprehension and Analysis of Age Appropriate Text 4.0 Read “Snowy Day” A child picks one mitten. Labels the letter on the mitten and then crawls through the tunnel. On other side of the tunnel he or she finds the matching letter and puts the mittens together. Concepts About Print 1.0 Alphabetics and Word/Print Recognition 3.0 Have child select hand Have child label picture on hat Have child match picture to monkey with the correct initial sound For example: child picks a hat with a spider on the back. Child says spider and matches spider to the monkey with the letter “S” on their stomach Phonological Awareness 2.0 Alphabetics Word/print Recognition 3.0 118 Play and Exploration Levels Level 1 Activity Painting with ice Level 2 Frozen animals in ice Level 3 Snow Level 4 Hat Shop Prep Freeze Ice cubes with popsicle sticks in them for handles. You will also need two or three packets of jello mix in different colors. In advance freeze small plastic animals and bugs in an ice tray. Get a few cubs of warm or room temperature water. Three or four eye droppers. Purchase ‘insta snow” Fill a sensory table (if available) or fills ome dishtubs with the snow. Supply some props such as small shovels, and buckets. Gather hats, mirror and cash register Place stickers with numbers on hats Place materials in pretend play area Implementation Pour some of the jello powder on white paper. Give each child an ice cube to paint with. The child can swirl the ice cube in the jello. Let the children choose the ice cubes they want. Show them how to squeeze water onto the ice cubes to melt it. Keep working at it until you can free the trapped animals and bugs. The children are allowed to explore the snow with their hands. Allow them to scoop and pour into the buckets. Learning Foundations Initiative in Learning 5.0 Group Participation 3.0 Interactions with Peers 2.0 1.Have children try on different hats Havev children look in mirror and say whether they like the hat 1. Have children pretend to buy hats from another child at cash register Interactions with peers 2.0 Group Particiaption 3.0 Friendships 3.0 Initiative in Learning 5.0 Group Participation 3.0 Interactions with Peers 2.0 Initiative in Learning 5.0 Group Participation 3.0 Interactions with Peers 2.0 119 Examples of Activities 1. Literacy “Build a snowman” 2. Literacy “sort hot and cold” 3. Math “mitten color book” 120 Holidays Level 1 Math Understanding Motor Literacy Play/Exploration Unwrap Presents Sort Hot/Cold, Day/Night Presents Level 2 Math Understanding Motor Literacy Play/Exploration Colored tree sort Lace Ornaments Prepositions with Presents Marble Paint Candy Canes Level 3 Math Understanding Motor Literacy Play/Exploration Decorate tree Wrapping paper Presents for animals Santa Bag and Presents Level 4 Math Understanding Motor Literacy Play/Exploration Dreidle Kwanza Flag I want for Christmas Santa bag and Rudolph nose/antlers Cookie shape match up 121 Circle Songs: Holiday Music “Rudolph the Red Nose Reindeer” Story: Level 1 Level 2 “Where is Baby’s “Biscuits Pet and Christmas Play Christmas” Present” Level 3 Level 4 “Oh, Chanukah” & “The Seven Days of Kwanza” “Oh, Chanukah” & “The Seven Days of Kwanza” Options for Mail: Santa Suit, presents, Dreidel, Menorah, Christmas tree, Ornament Snack Level 1: Decorate cookies with icing. Have children mix icing in bag to make different colors. Talk about squeezing the frosting. Level 2 and 3: Decorate cookies with icing. Have children mix icing in bag to make different colors. Talk about the colors being made. Level 4: Decorate cookies with icing. Have children mix icing in bag to make different colors. Talk about what actions you are doing to make icing. (stirring, squishing, squeezing, spreading) Pretend Play Level 1-4: Tree, presents, and Santa suit. 122 Math Levels Level 1 Activity Cookie shape match up Level 2 Colored tree sort Level 3 Decorate Tree Level 4 Dreidel Prep Create 2 sets of sugar cookies from paper, utilizing different shapes/colors Glue 1 set to a piece of paper Laminate 2ndset to match Create different colored trees Gather containers for corresponding colors of trees Gather fake snow Put trees in fake snow Print out “Christmas tree” Place colored dots on tree with numbers. Have colored dots correspond with color of nails Gather child’s hammer and nails Gather a Dreidel Place stickers on dreidel sides Write numbers on stickers Gather coins to count Implementation Provide child with set on piece of paper Have child match the 2nd set to the 1st Learning Foundations Algebra and Functions 1.0 Geometry 1.0 Have each child select a tree out of snow Have child match tree to correct bin While completing the activity label colors Algebra and Functions 1.0 Geometry 1.0 Provide each child with a copy of the Christmas tree Have each child hammer with nails in numerical order Additionally, have children use matching color nail to hammer Have children spin Dreidel Label number and have child count out number of coins spun. Algebra and Functions 1.0 Geometry 1.0 Number Sense 1.0 Number Sense 1.0 123 Motor Levels Level 1 Activity Unwrap Presents Level 2 Lace Ornaments Level 3 Wrapping Paper Level 4 Kwanza Flag Prep Wrap presents Place at child’s level Print ornaments on hard stock Hold punch for lacing Gather pipe cleaners Gather tissue paper, paint, stamps and stencils Gather present/ box to wrap Gather black, green and red paper Cut red and green paper in strips Tape 3 pieces of yarn to black paper on the top and bottom of the back of the paper Implementation Have child unwrap presents Learning Foundations Not Applicable Provide each child with ornament and pipe cleaner Have child lace ornament Not Applicable Have children decorate paper with paint, stamps, and stencils Have child wrap present/box with made paper Have child select red or green paper Have child weave through yarn Have child weave paper until completed Not Applicable Not Applicable 124 Literacy Levels Level 1 Activity Sort Hot/Cold Day/Night Prep Create 2 sets of identical items that are hot/cold and day/night Glue one set on large piece of paper Laminate 2nd set Prepare presents Gather small toy to hide Level 2 Prepositions with presents Level 3 Presents for animals Gather materials and objects that rhyme with gathered animals Level 4 I want for Christmas Create page with blank space for name and large space to be filled Gather magazines with pictures of toys Gather scissors and glue Implementation Have children Match first set to second set glued on paper Learning Foundations Vocabulary 2.0 Have child place toy on requested location around the present If child is able have them label the preposition as you move item Have children match rhyming present to each animal (for example a frog gets a log for a present) Have child look through magazines Have child select toy wanted and cut it out. Have child glue selected toy on paper Have child write name on top or trace Write for the child wanted present Vocabulary 2.0 Language Use and Conventions 1.0 Phonological Awareness 2.0 Writing Strategies 1.0 Alphabetics and Word/Print Recognition 3.0 Concepts About Print 1.0 125 Play and Exploration Levels Level 1 Activity Presents Prep Gather presents and Christmas tree Make presents different sizes and shapes Place presents around tree Cut out candy canes Gather marbles nad paint Level 2 Marble Paint Candy Cane Level 3 Santa Bag and Presents Gather santa bag and presents Place children’s names on presents Level 4 Santa Bag, Presents and Rudolph Nose or Antlers Gather Santa bag, presents, and Rudolph nose Implementation Have children explore the presents While exploring presents talk about size, shape and weight. Learning Foundations Self-Regulation 2.0 Interactions with familiar Adults 1.0 Place candy cane in box with high sides Dip marble in paint Place dipped marble on candy cane Have child roll marble back and fourth to paint candy cane Have child pretend to be Santa and pass out gifts Self-Regulation 2.0 Interactions with familiar Adults 1.0 Interactions with Peers 2.0 Group Participation 3.0 Cooperation and Responsibility 4.0 Have one child pretend to be Santa and the other Rudolph. Self-Regulation 2.0 Interactions with familiar Adults 1.0 Interactions with Peers 2.0 Group Participation 3.0 Cooperation and Responsibility 4.0 Self-Regulation 2.0 Interactions with familiar Adults 1.0 Interactions with Peers 2.0 Group Participation 3.0 Cooperation and Responsibility 4.0 126 Examples of Activities 1. Motor “lace ornaments” 2. Motor Kwanza Flag 3. Math “cookie shape match” 127 Theme Dentist Level 1 Shape match Make Tooth Brush Search and find teeth with name Brush tooth with dentist tools Make Tooth Brush Search and find letters for name Play Dentist with puppet Make Tooth Brush Teeth on t Play dentist with Teacher Make Tooth Brush Search and Find Animal Teeth Play Dentist Level 2 Shape Match and Brush Level 3 Number Brush Level 4 Number Match Brush 128 Circle Songs: Greg and Steve “You Brush Your Teeth” Story: Level 1 Level 2 Level 3 Level 4 Dora Goes to the Dentist (Talking about pictures) Dora Goes to the Dentist (talk about pictures, include some labels for dentist) Dora Goes to the Dentist (Read the story. Ask the class to label or show some of the pictures) Dora Goes to the Dentist or The Bernstein Bears (read story and ask comprehension questions) Options for Mail: Toothbrush, toothpaste, floss, fake teeth, dentist tools. and dentist puppet Snack Level 1: have mirrors out to show children their teeth and mouth while they eat. During this time, you can label teeth, mouth, and chew. Level 2 and 3: talk about how the foods feel/sound. Are they crunchy, chewy, smooth, etc.? Level 4: Offer children different types of food. Have them count how many times they chew each type of food. Pretend Play Level 1-4: Set up a chair in pretend play. Include puppets, dolls, and dentist equipment. 129 Math Levels Level 1 Activity Shape match Level 2 Shape Match and Brush Level 3 Number brush Level 4 Number Brush and Match Prep Create mouths with teeth. On each mouth place the same shape on each tooth. Example: one mouth has heart teeth. Create matching teeth with corresponding shapes, laminate. Hang mouth at child’s level. Place teeth in bag 1.Create mouths with teeth. Each mouth should have different types of shapes on their teeth. For Example: a mouth would have a heart, circle, square, and triangle on it. 2. Create matching teeth with corresponding shapes, laminate. 3. Hang mouth at child’s level. 4. scribble on teeth with white board marker 5. Have cup of water and tooth brush ready 6. Place teeth in bags Create mouths with Each tooth should have a specific number of dots on it (For example a tooth with 1 dot, 2 dots, 3 dots, etc) Laminate mouths and teeth Color over teeth Gather water and toothbrush Create mouths with teeth. Each tooth should have a specific number of dots on it (For example a tooth with 1 dot, 2 dots, 3 dots, etc) Create an extra set of teeth with corresponding numerals written on them Laminate mouths and teeth Color extra set of teeth with white board marker Gather water and toothbrush Implementation Have child pull tooth from bag. Label shape for child Have child match tooth with shape on it to corresponding mouth Continue steps 1-3 Learning Foundations Algebra and Functions 1.0 Geometry 1.0 Have child pull tooth from bag. Have child use toothbrush to scrub off white boar marker. When tooth is clean ask child shape or label shape for child Have child match the tooth to correct spot in mount Once mouth is complete review shapes of teeth with child Optional: have children recover teeth with marker. For example: cover the square. Algebra and Functions 1.0 Geometry 1.0 Have child brush one tooth clean After tooth has been brushed clean have child count dots on teeth. Continue until all teeth are clean. Number Sense 1.0 Have child brush off one tooth Have child match numeral with tooth in mouth with corresponding amount of dots. (For example: the tooth that says 7 is matched to the tooth in mouth with 7 dots) Continue activity until mouth has all matched teeth. Number Sense 1.0 130 Motor Levels Level 1 Activity Make Toothbrush Level 2 Make Toothbrush Level 3 Make Toothbrush Level 4 Make Toothbrush Prep Prepare large toothbrushes out of paper Gather scissors Prepare large toothbrushes out of paper Gather scissors Draw lines on bristle part of toothbrush Gather materials to make large toothbrush Bristles and handle Gather glue and scissors Draw lines on bristles to cut on Make page with toothbrush handle and bristles to be cut out Implementation Have child snip the white part of large tooth brush to make bristles. Learning Foundations Not Applicable Have child cut on lines of toothbrush. Not Applicable Have child glue bristles to handle Have child cut lines on bristles Have child trace name on toothbrush Have child decorate toothbrush with stickers Have child cut out toothbrush bristles and handle Have child glue bristles to handle Have child cut lines on bristles Have child trace/write name on toothbrush Have child decorate toothbrush with stickers Writing Strategies 1.0 Writing Strategies 1.0 131 Literacy Levels Level 1 Activity Search and find teeth with name Level 2 Search and find teeth with letters to make name Level 3 Teeth on t Level 4 Search and find animal teeth Prep Create teeth with Child’s name on them Create mouth with child’s name on it Create mouth with teeth with Child’s name Create teeth with child’s name to match Print out large letter “T”s Cut out teeth Gather glue Make teeth with letters on them Print animals to with initial sounds that are the same as the teeth. (For example: print a spider and make teeth with the letter “s”) Get tape and hang animals Place prepared teeth in rice Implementation Have child find tooth with their name on it Have child match tooth to mouth with their name Have child find teeth with the letters of their name on it Have child match letters to their name Have child put small amount of glue on the “T” Put on a tooth While completing project say the letter “t” and the /t/ Have child find a tooth in the rice Have child say sound of letter Have child match letter to appropriate animal and hang with tape Continue activity until teeth are gone Learning Foundations Vocabulary 2.0 Alphabetics and Word/Print Recognition 3.0 Vocabulary 2.0 Alphabetics and Word/Print Recognition 3.0 Vocabulary 2.0 Alphabetics and Word/Print Recognition 3.0 Vocabulary 2.0 Alphabetics and Word/Print Recognition 3.0 Phonological Awareness 2.0 132 Play and Exploration Levels Level 1 Activity Brush tooth with dentist tools Prep Gather detist tools Mix shaving cream and glue together Cur out large teeth Gather dentist materials Get a puppet Level 2 Play dentist with puppet Level 3 Play dentist with teacher Gather dentist materials Level 4 Play dentist with peer Gather Dentist materials Implementation Have child use toothbrush to brush shaving cream mixture on tooth Have child brush the teeth on the puppet. Have the child look at the teeth on the dentist. Model being the dentist for the child, look at the child’s teeth, pretend to drill a cavity, etc Have child take a turn being the dentist Have one child be the dentist and the other be the patient. Learning Foundations Group Participation 3.0 Interactions with Peers 2.0 Initiative in Learning 5.0 Self-Regulation 2.0 Initiative in Learning 5.0 Group Participation 3.0 Cooperation and Responsibility 4.0 Interactions with Familiar Adults 1.0 Initiative in Learning 5.0 Self-Regulation 2.0 Group Participation 3.0 Interactions with Peers 2.0 Initiative in Learning 5.0 Self-Regulation 2.0 133 Valentines Level 1 Math Understanding Motor Literacy Play/Exploration Matching Hearts Make Valentine Same/different hearts Playdoh with heart cookie cutters Level 2 Math Understanding Motor Literacy Play/Exploration Sorting Hearts Make Valentine Sort same and different hearts Take Care of Baby Level 3 Math Understanding Motor Literacy Play/Exploration Make Valentine Puzzle Hearts Take Care of Baby with Peer Motor Literacy Play/Exploration Make valentine Cupid Hearts Play House Count requested amount of hearts Level 4 Math Understanding Candy heart container matchup 134 Circle Songs: Continue practice of established songs Story: Level 1 Level 2 Level 3 Level 4 “If You’ll Be My Valentine” “How Do Dinosaurs Say I Love You” “Guess How Much I Love You” “Guess How Much I Love You” Options for Mail: hearts, candy, flowers, valentines Snack Level 1: buy candy hearts and label the shape heart Level 2 and 3: buy candy hearts and sort colors Level 4: buy candy hearts and have children request color and amount Pretend Play Level 1-4: Place a crib, baby, baby supplies, house materials in pretend area. 135 Math Levels Activity Level 1 Matching Hearts Prep Implementation 1. 2. 3. Level 2 Level 3 Sorting Hearts Count arrows for hearts 1. 1. 2. Level 4 Candy Heart Container Match-up 1. 2. Learning Foundations Create two sets of different colored hearts Glue one set of heart to large paper Laminate other set to match Gather some candy hearts and colored containers 1. Have child match laminated hearts to large hearts on paper Algebra and Functions 1.0 1. Algebra and Functions 1.0 Make hearts and laminate Gather clothes pins Place candy hearts in containers or boxes in ½ the boxes In other half of boxes write numbers on papers and place in box (For Example: One box should have the number 3 written on a piece of paper and the corresponding container with 3 candy hearts in it. 1. Have child pick a heart Have child sort heart into the correct colored container Have children place requested amount of clothes pins on heart Have child pick 1 container with a number written on it and 1 container with candy hearts Have child count candy hearts Have child continue activity until containers are matched. 2. 1. 2. 3. Number Sense 1.0 Number Sense 1.0 136 Motor Levels Activity Level 1 Make Valentine Prep Implementation 1. 2. Level 2 Make Valentine 1. 2. Level 3 Make Valentine 1. 2. Level 4 Make Valentine 1. 2. Learning Foundations Make large hearts already cut out Gather crayons, paints, stamps, stickers Make large hearts already cut out Gather crayons, paints, stamps, stickers 1. Have child decorate heart using available materials Writing Strategies 1.0 1. Have child decorate heart using available materials Writing Strategies 1.0 Make large hearts on paper Gather crayons, paints, stamps, stickers 1. Make large hearts on paper Gather crayons, paints, stamps, stickers Have children cut out hearts 2. Have children decorate hearts with available materials 1. Have children cut out hearts 2.Have children write/trace their name 3. Have children decorate hearts with available materials Writing Strategies 1.0 Writing Strategies 1.0 137 Literacy Levels Activity Level 1 Same/Different Hearts Prep Implementation 1. 2. 3. 4. Level 2 Level 3 Sort Same and different hearts Puzzle Hearts 1. 1. 2. Cut out two hearts Glue two heats together Gather fabric to glue on hearts Gather glue 1. Make 4 sets of different types of hearts out of textures 1. Make different types of hearts out of textures Cut hearts in half 1. 2. 2. 2. 3. Level 4 Cupid Hearts 1. 2. 3. 4. Make heart with letters on them Make corresponding cards with letters on them Gather large straws, pom poms, and contact paper Hang pre-made hearts to the wall and cover with contact paper 1. 2. 3. 4. Learning Foundations Give each child a set of glued hearts Have children glue fabric on one side of hearts Show children the side with fabric are different hearts and the side without the fabric is the same Vocabulary 2.0 Have child select a heart Have child sort heart into categories (soft, rough, glittery, etc. ) Have children select ½ heart Have child find match for ½ heart Label how the heart feels Have child select a card Have child locate the corresponding heart the one on their card Have child put pom pom in straw Have child attempt blow pom pom on heart Vocabulary 2.0 Vocabulary 2.0 Phonological Awareness 2.0 Alphabetics Word/Print Recognition 138 Play and Exploration Levels Activity Level 1 Playdoh with cookie cutters Prep Implementation 1. Gather heart cookie cutters, rolling pin and different colors of playdoh 1. 2. 3. Level 2 Take Care of Baby 2. Gather baby and bottle 1. 2. Have children roll out playdoh Have children use cookie cutters to make hearts Talk about the size and color of made hearts Have child feed baby Have child burp baby Learning Foundations Initiative in learning 5.0 Interactions with Peers 2.0 Self-Regulation 2.0 Initiative in learning 5.0 Interactions with Peers 2.0 Self-Regulation 2.0 Social and Emotional Understanding 3.0 Empathy and Caring 4.0 Level 3 Take Care of Baby with Peer 3. Gather baby,bottle, blanket, diaper, clothes 1. 2. 3. 4. Have child feed baby Have child burp baby Have child rock baby Have child put baby to bed Initiative in learning 5.0 Interactions with Peers 2.0 Self-Regulation 2.0 Social and Emotional Understanding 3.0 Group Participation3.0 Empathy and Caring 4.0 Level 4 Play House 4. Gather materials for house (play kitchen, baby, table, pretend food 1. 2. Have children take roles for house (a mom, dad, dog, etc) Have them act out their roles Initiative in learning 5.0 Interactions with Peers 2.0 Self-Regulation 2.0 Social and Emotional Understanding 3.0 Group Participation3.0 Empathy and Caring 4.0 139 Examples of Activities 1. Math “match and sort hearts” 140 Pig a Pancake Level 3 Math Understanding Motor Literacy Play/Exploration Stack and Count Pancakes Shape Dance Sequence Pancake name Making Pancakes Math Understanding Motor Literacy Play/Exploration Tree Houses to Nail and Sequence Shape Dance Sequence Pancake Flip Build a club house Level 4 141 Circle Songs: Continue already introduced songs Story: Level 3 Level 4 “If You Give a Pig a Pancake” “If You Give a Pig a Pancake” Options for Mail: pig, tap shoes, hammer and nails, pancake, syrup, mail Snack Level 3- 4: make pancakes in class and have class help. When finished have a taste test. Pretend Play Level 1-4: Place bakers outfit with cooking supplies in pretend area. (whisk, bowl, muffins, and muffin tin etc..) 142 Math Levels Activity Level 3 Stack and Count Pancakes Prep Implementation 1. 2. Cut different size circle out of cardboard Gather a spatula 1. 2. 3. Level 4 Tree house hammer and nail 1. 2. 3. Print up tree house Place dots on tree houses with numbers (like an out of order connect the dots) Gather kid’s hammer and nails 1. 2. Request a number of pancakes from child Have child stack requested number of pancakes Continue until pancake tower fall over Have child hammer tree house in sequential order Once tree house is nailed, have child color tree house. Learning Foundations Number Sense 1.0 Number Sense 1.0 Algebra and Function 1.0 Motor Levels Activity Level 3 Shape Dance Sequence Prep Implementation 1. 2. 3. Level 4 Shape Dance Sequence 1. 2. 3. Make small shapes and large shapes that are the same as the small ones Make a sequencing strip with number 1-3 Hang large shapes and place around room 1. Make small shapes and large shapes that are the same as the small ones Make a sequencing strip with number 1-4 Hang large shapes and place around room outside 1. 2. 3. 2. 3. Have one child be have child select 3 of the small shapes Have child sequence shapes on sequence sheet Have child find the shapes in their environment and dance to them and on them, in the sequenced order Have one child be have child select 4 of the small shapes Have child sequence shapes on sequence sheet Have child find the shapes in their environment and dance to them and on them, in the sequenced order Learning Foundations Not Applicable Not Applicable 143 Literacy Levels Activity Level 3 Pancake name Prep Implementation 1. 2. 3. Level 4 Pancake Flip 1. 2. 3. 4. Print out large names Gather brown paper and glue Mix yellow paint in glue 1. Make pancakes out of felt Place letter on back of pancakes Be sure to have 2 of each letter Lay out pancakes on table, with letter down 1. 2. 2. 3. Learning Foundations Have child hole punch brown paper Take small circles and yellow glue on name Alphabetics and Word/Print Recognition 3.0 Have child flip over pancake and label letter or sond Have child attempt to find a match by flipping over another letter Continue playing until all pancakes have matches Alphabetics and Word/Print Recognition 3.0 Phonological Awareness 2.0 Play and Exploration Levels Activity Level 3 Making pancakes Prep Implementation 1. Gather play doh, rolling pin, play doh tools, Spatula, Plates 1. 2. 3. Level 4 Build a Fort 1. Gather sheets, boxes, pillows, etc 1. Learning Foundations Have child roll play doh Have child pretend to make pancakes Have child pretend to pour syrup Group Participation 3.0 Have child make a fort or house Group Participation 3.0 Interactions with Peers 2.0 Initiative in Learning 5.0 Self-Regulation 2.0 Interactions with Peers 2.0 Self-Regulation 2.0 144 Examples of Activities 1. Literacy “Pancake Flip” 2. Motor “pancake name” 3. Math “Tree houses” 4. Math “stack and count” 145 Moose a Muffin Level 3 Math Understanding Motor Literacy Play/Exploration Colored Cupcakes and Pan Sock Puppets and Scenery Sewing Button Names Muffin Shop Level 4 Math Understanding Motor Hammer berries Sock Puppets and Scenery Literacy Play/Exploration Blueberries on Muffins Puppet Show 146 Circle Songs: Continue already introduced songs Story: Level 3 Level 4 “If You Give a Moose a Muffin” “If You Give a Mouse a Muffin” Options for Mail: moose, muffin pan, muffin inserts, different types of berries Snack Level 3- 4: make jam by squishing different types of berries in a bag and spread on muffins Pretend Play Level 1-4: Place bakers outfit with cooking supplies in pretend area. (whisk, bowl, muffins, and muffin tin etc..) 147 Math Levels Activity Level 3 Colored Cupcake and Pan Prep Implementation 3. 4. Color different shapes on muffin wrappers Place shapes to match in the muffin tin 4. 5. 6. Level 4 Hammer Berries on Muffin 4. 5. Print cupcakes and write number on cupcake Gather kid’s hammer and nails 3. 4. Provide children with the muffin wrappers Have children match wrappers to shape in muffin pan While completing talk about shapes and colors of wrappers/shapes Provide child with printed cupcakes and hammer and nails Have child hammer correct number of nails in cupcake print Learning Foundations Algebra and Functions 1.0 Geometry 1.0 Number Sense 1.0 Motor Levels Activity Level 3 Feed Moose Muffin Prep Implementation 4. 5. Make paper muffins to tape on to ball pit balls Gather large bag 4. 5. Level 4 Blueberry muffin Match 1. 2. 3. 4. Gather socks, fabric paint and buttons Gather card board box, paint, and paint brush Cut card board box in half so it lays flat Draw outline on bow of outside 1. 2. Have one child be moose and catch muffins and the other feed the moose The child who feeds the moose will throw requested amount of muffins Have child make a sock puppet by gluing on eyes and decorating with fabric paint Have children Decorate box to look like scenery Learning Foundations Not Applicable Not Applicable 148 Literacy Levels Activity Level 3 Sewing Button Names Prep Implementation 4. 5. 6. 7. Level 4 Blueberries on Muffins 5. 6. 7. 8. Make large circles Write letters to make up child’s names Hole punch buttons Gather paper and hole punch Make large muffins with letters written on them Laminate, hang, and cover with contact paper Make blueberries with corresponding letters to match to large muffins Place blueberries in rice 6. 3. 4. 5. 6. 7. Learning Foundations Have children take letters that make up their name Have child sow on letters in correct order to paper Alphabetics and Word/Print Recognition 3.0 Have child find a blueberry in rice Have child label letter found or sound the letter makes Have child match blueberry to muffin Continue activity until all blueberries are matched Alphabetics and Word/Print Recognition 3.0 Phonological Awareness 2.0 Play and Exploration Levels Activity Level 3 Muffin Shop Prep Implementation 2. Gather play doh, rolling pin, play doh tools, muffin pan, muffin wrappers 4. 5. Have child roll play doh Have child pretend to make muffins Learning Foundations Group Participation 3.0 Interactions with Peers 2.0 Initiative in Learning 5.0 Self-Regulation 2.0 Level 4 Puppet Show 2. 3. Gather puppets made by students Gather scenery made by studenty 2. Have child talk to you with their puppet. Model talking throught he puppet Group Participation 3.0 Interactions with Peers 2.0 Self-Regulation 2.0 149 Examples of Activities 1. Literacy “Blueberries on Muffins” 2. 2. Literacy “Sewing Button Names” 150 Mouse a Cookie Level 3 Math Understanding Feed cookies to Cookie Monster Motor Literacy Play/Exploration Cut Mouse hair My Favorite Cookie taste test Make cookies from playdoh Motor Literacy Play/Exploration Make a cookie My Favorite cookie taste test Cookie Shop Level 4 Math Understanding Count requested number of chocolate chips 151 Circle Songs: Continue already introduced songs Story: Level 3 Level 4 “If You Give a Mouse a Cookie” “If You Give a Mouse a Cookie” Options for Mail: mouse, cookie, materials to make cookies, milk Snack Level 3- 4: sort types of cookies and have a taste test. Pretend Play Level 1-4: Place bakers outfit with cooking supplies in pretend area. (whisk, bowl, cookies, etc..) 152 Math Levels Activity Level 3 Feed Cookies to Cookie Monster Prep Implementation 5. 6. Level 4 Place chocolate chips on cookies 6. 7. 8. Get monster puppet Get pretend cookies 7. Make cookies and write number on them Laminate cookies Gather chocolate chils 5. 8. Request number of cookies from child Have child feed monster correct number of cookies Have child place correct number of chocolate chips on cookie Learning Foundations Number Sense 1.0 Number Sense 1.0 Motor Levels Activity Level 3 Cut Mouse Hair Prep Implementation 6. 7. Level 4 Make a Cookie 5. 6. Create mouse heads Glue yarn on head Make large circles on paper Gather collage materials and glue 7. 8. 3. 4. 5. Provide child with mouse Direct child to give mouse a hair cut Have child cut out circle Have child glue on collage materials. While completing activity talk about what shapes, colors, and textures you are using Learning Foundations Not Applicable Not Applicable 153 Literacy Levels Activity Level 3 My Favorite Cookie Page Prep Implementation 1. 2. Level 4 My Favorite Cookie Page With large piece of paper place line for name and then “favorite cookie is” followed by large circle Gather different types of cookies 9. With large piece of paper place line for name and then “favorite cookie is” followed by large blank spot 10. Gather different types of cookies 4. Have child try different cookies and pick favorite 5. Have child trace name and color cookie to look like favorite 6. At bottom of page write child’s favorite cookie 8. Have child try different types of cookies and pick favorite 9. Have child write name on line 10. Have child raw favorite cookie 11. At bottom of page writes child’s favorite cookie Learning Foundations Alphabetics and Word/Print Recognition 3.0 Concepts of Print 1.0 Writing Strategies 1.0 Alphabetics and Word/Print Recognition 3.0 Concepts of Print 1.0 Writing Strategies 1.0 Play and Exploration Levels Activity Level 3 Cookies from Play doh Prep Implementation 3. Gather play doh, rolling pin, play doh tools 6. 7. 8. Level 4 Cookie shop 4. 5. Gather pretend kitchen and cookies Gather chef’s hat and cash register 3. Learning Foundations Have child roll play doh Have child cut circle out of playdoh with cookie cutter Have child pretend to bake cookie Group Participation 3.0 Have child pretend to make and sell cookies to peers Group Participation 3.0 Interactions with Peers 2.0 Initiative in Learning 5.0 Self-Regulation 2.0 Interactions with Peers 2.0 Self-Regulation 2.0 154 Examples of Activities 1. Motor “Mouse Haircut” 155 APPENDIX U Heidi’s Desired Results Data 156 *Heidi’s class results in the Desired Results Developmental Profile 157 APPENDIX V Heidi’s Benchmark Data 158 *Number of March benchmarks met, partially met, and not met in Heidi’s class. 159 APPENDIX W Amber’s Desired Results Data 160 *Amber’s class results in the Desired Results Developmental Profile 161 APPENDIX X Amber’s Benchmark Data 162 *Number of March benchmarks met, partially met, and not met in Amber’s class. 163 REFERENCES Armstrong, T. (2000). Multiple intelligences in the classroom. Alexandria, Virginia. ASD California Department of Education (2008). Preschool learning foundations. Sacramento, California Department of Education. Barnett, S., Jung, K., Yarosz, D., Thomas, J., Hornbeck, A., Stechuk, R., & Burns, S. (2008). Education effects of the tools of mind curriculum: A randomized trial. Early Childhood Research Quarterly, 23, 299-313. doi: 10.106/j.ecresq.2008.03.001 Brumbaugh, E. (2008). 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