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). DAP in ece: Respect. Kappa Delta Pi Record, Summer 2008.
California Department of Education. (2008). Preschool learning foundations.
Sacramento, California Department of Education.
California Department of Education. (2009). Introduction to desired results. Retrieved
from http://www.cde.ca.gov/sp/cd/ci/desiredresults.asp.
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.
Casby, M. (2003). The development of play in infants, toddlers, and young children.
Communication Disorders Quarterly, 24(4), 163-174.
Chaille, C., & Silvern, S. (1996). Understanding through play. Childhood Education, 72,
274-277.
Colozzi, A. G., Louise, W. W., & Kerry, E. (2008). Comparison of simultaneous
prompting procedure in 1:1 and small group instruction to teach play skills to
preschool students with pervasive developmental disorder and developmental
disabilities. Education and training in Developmental Disabilities, 43, 226-48.
Deboer, G. (2002). Student-centered teaching in a standards-based world: finding
sensible balance. Science and Education, 11, 405-417.
164
Dodge, D., Colker, L., & Heroman, C. (2002). The creative curriculum for preschoolers
(4th ed.). Washington, DC: Teaching Strategies, Inc.
Downs, A., Downs, C. R., Fossum, M., & Rau, K. (2008). Effectiveness of
discrete trial teaching with preschool students with developmental disabilities.
Education and Training in Developmental Disabilities, 43, 443-453.
Frost, J. (1998). Neuroscience, play, and child development. Paper presented at the
IPA/USA Triennial National Conference, Longmont, Colorado. Retrieved from
http://www.southernearlychildhood.org
Jenkins, J. R., Dale, P. S., Mills, P. E., Cole, K. N. Pious, C., & Ronk, J.
(2006). How special education preschool graduates finish: Status at 19 years of
age. American Educational Research Journal, 43, 737-781.
Kamii, C., & DeVires, R. (1978). Physical knowledge in preschool education:
Implications of Piaget’s theory. Upper Saddle River, NJ: Prentice Hall.
Leaf, R. & McEachin, J. (1999) A work in progress: Behavior management strategies
And curriculum for intensive behavioral treatment of autism. New York, NY:
DRL Books.
Mayor-Johnson. (2010) Boardmarker Software (Family V6). Retrieved from:
http://www.mayer-johnson.com/products/boardmaker/
Mendozza, J. & Katz, L. G. (2008). Introduction to the special section on dramatic
play. Early Childhood Research and Practice, 10(2). Retrieved from
http://ecrp.uiuc.edu/v10n2/introduction.html
National Association for the Education of Young Children. (1997). Developmentally
appropriate practice in early childhood programs serving children from birth
through age 8. Washington, D.C: National Association for the Education of
165
Young Children.
National Association for the Education of Young Children. (2009). Developmentally
appropriate practice. Retrieved from http://www.naeyc.org/DAP
National Association for the Education of Young Children. (2009). The core of the dap.
Retrieved from http://www.naeyc.org/dap/core.
National Research Council. (2001). Eager to learn: Educating our preschoolers.
Washington, D.C. National Academy Press.
Nelson, K. (1973). Structure and strategy in learning to talk. Monogr. Soc. Res. Child
Development, 38.
Piaget, J. (1951). Play, dreams, and imitation in childhood. London: Heinemann.
Play. (n.d.). In accurate and reliable online dictionary. Retrieved from
http://ardictionary.com/Play
Play. (n.d.). In Merriam-Webster online dictionary. Retrieved from
webster.com/dictionary/play
Rakoczy, H. (2007). Play, games, and the development of collective intentionality. New
Directions for Child and Adolescent Development, 115.
Recchia, S. L. & Soucacou, E. P. (2006). Nurturing social experience in three early
childhood special education classrooms. Early Childhood Research and Practice,
8(2). Retrieved from http://ecrp.uiuc.edu/v8n2/recchia.html.
Samuelsson I.P., & Johansson E. (2006). Play and learning-inseparable dimensions in
Preschool practice. Early Childhood Development and Care, 176(1), 47-65.
U.S. Department of Health and Human Services. (2006).Good start, grow smart: A guide
166
to good start, grow smart and other early learning initiatives. Retrieved from
http://www.acf.hhs.gov/programs/ccb/initiatives/gsgs/fedpubs/GSGSBooklet.pdf.
Vickerius, M., & Sandberg, A. (2006). The significance of play and the environment
around play. Early Childhood Development and Care, 176(2), 207-217.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological
processes. Cambridge, MA: Harvard University Press.
Westby, C. E. (1980). Assessment of cognitive and language abilities through play.
Language, Speech, and Hearing Services in Schools, 11, 154-168.
Widerstorm, A. (2005). Achieving Learning Goals Through Play. (2nd ed.) Baltimore:
Paul H. Brookes Publishing Company.
Wieder, S., & Greenspan, S. (2003). Climbing the Symbolic ladder in the DIR model
Through floor time/interactive play. Autism, 7(4), 425-435
Yell, M. (2006) The law and special education. Upper Saddle River: New Jersey,
Pearson Prentice Hall.