Early Childhood Preschool Program Back to School Night ... · Early Childhood Preschool Program Back to School Night September 25, 2013 Dorothy Heitjan, M.A., CCC/SLP, M.Ed ... •

Early Childhood Preschool ProgramBack to School NightSeptember 25, 2013

Dorothy Heitjan, M.A., CCC/SLP, M.Ed

Welcome to the Barnes School Family!

ECP TEAM

• Dorothy Heitjan: Teacher, SLP

• Vicki Horsley, Teaching Assistant

• Lis Galvin: AM SLP

• Melissa Littlefield, PM/SLP, sub for Nancy Ahee, SLP currently on Maternity Leave

• Stephanie Yee: OT

• Heather Sheaver, Gym Teacher

• Karen Houting: PT

• Helen Landuyt, Lisa Khoury, Psych

• Pat Curtin: SSW

• Wednesday Volunteer: Peter Seymour

• PM GPN Students: Raven Lewis, Raven Mathaws

Tonight’s Presentation

• Main Program Ingredients

• ECP Daily Routine

• Other Ingredients

• Other Things to Know

• Behavior Management

• Upcoming Dates

Main Program Ingredients

Whole Child ApproachUtilize all developmental domains/intelligences

Language/Verbal-Linguistic

Social/Interpersonal

Affective/Intrapersonal

Cognitive/Logical-Mathematical

Physical/Bodily-Kinesthetic

Aesthetic/Musical

Spatial

Naturalist

Utilize Developmental Domains &Multiple Intelligences (Howard Gardner)

Developmental Domains

• Language

• Social

• Cognitive

• Physical

• Affective

• Aesthetic

Multiple Intelligences

• Verbal-Linguistic

• Interpersonal

• Logical-Mathematical

• Bodily-Kinesthetic

• Intrapersonal

• Musical, Naturalist, Spatial

Michigan Standards of Quality for Prekindergarten-Key Early Learning Expectations & Areas

• Approaches to Learning-AFFECTIVE

• Social/Emotional-AFFECTIVE/SOCIAL

• Intellectual Development-COGNITVE

• Language and Literacy-LANGUAGE

• Creative Expression-AESTHETIC

• Physical Development and Health-PHYSICAL

• Math, Science-COGNITIVE

• Social Studies-SOCIAL

• Technology-SOCIAL

Developmentally Appropriate Teaching Practices

• Children develop holistically

• Children are active learners

• Children learn through mastery and challenge

• Children learn through a combination of physical experience, social experience and reflection

• Children learn through play

• Children’s learning profiles vary

• Children develop at varying rates

• Children learn best when they feel safe and secure

(National Association for the Education of Young Children)

Greenspan’s Functional Emotional Developmental Capacities (Stanley Greenspan, M.D.)

• Self Regulation and Attention

• Engagement

• Back and Forth Communication

• Shared Social Problem Solving

• Creating Ideas

• Logical Thinking

IEP Goals and Objectives

• Individualized Educational Planning Meeting Goals and Objectives

• Developed at IEP

• Are measured per criteria as stated on your child’s IEP

• Classroom goals and objectives addressed during the program at opportune learning moments and/or are incorporated into lessons/specific activities

• Classroom data is collected on regular basis

Content is a blend…

• Michigan State Board of Education Early Childhood Standards of Quality for Prekindergarten

• Principles of Sound Early Childhood Philosophy/Developmentally Appropriate Teaching Practices

• Greenspan’s DIR/Floortime Model

• IEP Goals and Objectives

• Push Down from Kindergarten Curriculum

OUR DAILY ROUTINEEvery part of our day utilizes one or more domains/intelligences

Every minute of our day is precious!!!

Opening-Come into the Room!

Opening

Purpose: Transition into the school routine!

Opening

Activities

• Come into room

• Separate from parent or caregiver

• Hang up belongings in cubby

• Join the activity

Domains/Intelligences

• Affective/Intrapersonal-Regulating Emotions

• Social/Interpersonal-Develop Healthy Relationships with others

• Language/Verbal-Linguistic

Large Group

Large Group

• Purpose is to gather as a whole group, greet each other, warm up brain and body for learning.

• Best Exercise for the brain is Exercise!

Do Activities that promote…

• Balance

• Bi-lateral Motor/Cross Midline

• Visual Motor

• Laterality/Directionality

• Core/Trunk Strength

• These are the foundational skills for academic learning

• Incorporate Brain Gym

Why…

• Balance….hold head to scan the room

• Bi-Lateral…coordinate right and left motor cortex…reading and writing

• Visual-Motor…coordinate vision and movement…visual memory…math

• Laterality…up..down..forward…backward, etc. experience in body… then in words…following directions for many academic tasks.

Large Group

Activities

• Gross Motor Movement on the circle or figure 8 with music and props such as scarves, bean bags/beanies babies, instruments, etc. Follow directions to balance, crawl, walk, skip, hop, various animal walks.

• Sit and Listen Sing, Do Attendance, Calendar, Answer Questions



• Physical/Bodily-Kinesthetic-Control body, use large muscles to improve gross motor skills

• Aesthetic/Musical

• Interpersonal

• Spatial

Cross lateral Movements

• Connecting the two sides of the brain is a fiber bridge known as the corpus callosum. When children do cross-lateral movements (arm and leg movements that cross over from one side of the body to the other) the two sides of the brain are forced to communicate and this strengthens the nerve-cell pathways that link both sides of the brain through the corpus callosum.

• Crossing the midline is necessary for reading and writing because in order to read and write one must work from one side of the paper to the other fluidly.

Developing movement skills leads to…

Academic Learning!

Monday is OT Group Day!

Table Time

Tabletime

• Children go to table seats

• Purpose: Time in our day for either direct instruction of a specific domain skill (cognitive)

• OR

• Time to engage in open ended tasks that emphasize fine motor, cognitive and language skills. “I’m wondering what we can make with…”

• Teacher facilitates functional use, interaction, creativity and imagination

Table Time Exploratory Play

Activities

Each child receives a basket of items such as…•Play dough with scissors

•Color cube blocks with bears

• Rubber Stamps/ink pad

•Bristle Blocks

•Smaller Legos

•Children may work with a partner

May work on matching, sorting, counting, etc.



• Cognitive/Logical-Mathematical-Develop skills of comparing and classifying objects

• Spatial

• Interpersonal

• Naturalist

Centers Time-Make Plan!

Centers/Free Choice

• Provide opportunity for children to make choices and to create his/her own plan.

• Children can work or play independently or with peers.

• Utilize philosophy of Plan-Do-Review.

• Children show increasing initiative and curiosity about their work and play in all areas of the curriculum.

Centers Time

Activity Centers

NON Rotating

•Blocks

•Sand/Water

•Reading

ROTATING

•Art

•Dramatic Play

•House

•Manipulatives/PlayDough

•Vehicles

•Writing/Workshop

Domains/Intelligences• Language/Verbal-Linguistic

• Cognitive/Logical-Mathematical Skills

• Physical-Bodily/Kinesthetic, Spatial

• Social/Interpersonal& Intrapersonal

• Naturalist

• Aesthetic/Musical: Children show how they feel, what they think, and what they are learning through experiences in the visual arts and in instrumental/vocal music.

We’ll learn to pick Jobs

Purpose of Jobs

• Done throughout the day at various times

• Child learn the job responsibilities

• Child may learn to handle disappointment of not getting a “desired” job

• Examples: Electrician, Snack Helper, Line Leader, Weather Checker, etc.

• Naturalist/Science: Children show beginning awareness of scientific knowledge related to the earth. “Weather Checker”

Bathroom Break!

Purpose

• Interruption from play (self control)

• Practice Self Care and Hygiene

• Take care of own body

• Independence with clothing

• Hallway Behavior

Bathroom Break!

Routine Components

• Interruption from centers activity

• Self Care

• Hygiene and safety

• Manipulating Clothing

• Hallway Behavior


• Affective/Intrapersonal


• Physical/Bodily-Kinesthetic-Make age appropriate healthy choices in daily life.

• Social/Interpersonal

This also includes

Learning to blow nose and dispose of tissue!

Clean Up Time!

Purpose of Clean Up Time

• Learn responsible behavior-picking up toys

• Take care of materials

• Clean up the room!

Clean Up Time!

Expectations

• Pick up and put toys away

• Listen and follow directions

• Take care of toys and other items

• Work as a team with peers


• Language/Verbal-Linguistic Children grow in

capacity to use effective listening skills and understand what is said to them.



Now, it’s time for…

• AM: Large Group *Gradual build

up to Recess time

OR

• A special class-Monday is Gym. Structured class in Gymnasium with Ms. Heather Sheaver.

• In the past, we’ve had music classes with Ms. Paula on the second floor.

• PM Class: Outside Recess or Sensory Motor Room then Large Group

PM Outside Recess/Sensory Motor Room

Hallway Transitions

Hallway Transitions Purpose

• Children learn how to conduct themselves in the school environment.

Hallway Transitions

Routine/Expectations

• Learn appropriate social behaviors for school.

• Self Control

• Learn about the school environment.

• Learn about who works at our school.

• Learn about the other classrooms.


• Social/Interpersonal: Children learn the responsibilities of being a member of a classroom and school.


• Social/Spatial, Naturalist

• Social/Verbal-Linguistic

Classroom Large Group

Large Group-Purpose

• Gather together for a content lesson

• Circle area, table, or shape carpet

• Content areas are language/literacy, math, science, social studies, or aesthetics.

• Pre-Academic Experiences-Journals, etc.

Large Group

Activities

• Listen to a story

• Watch a demonstration

• Interactive Whiteboard

• Science/Discovery/Math experiences

• Art projects

• Alphabet Journal

• Specific Skill Instruction

• Interactive Whiteboard


• Language/Verbal-Linguistic Children begin to

understand written language read to them from a variety of materials. Children develop positive attitudes about themselves as literate beings—as readers, writers, speakers,

viewers, & listeners.

• Cognitive/Logical-Mathematical

• Aesthetic/Spatial

A word about art…learn do rather than making it look a certain way

Process vs. Product

Snack Time!

Snack Time Purpose

• Gather at tables to eat a snack together.

• Learn about social conventions, nutrition and hygeine.

Snack Time

Routine

• Wash Hands

• Find Seat

• Open Napkin

• Read Snack Schedule*

• Nutritional Awareness

• Practice Polite Language

• Practice eating Safely

• Conversation

• Clean up



• Cognitive/Logical-Mathematical *Recognize

patterns in everyday life.

• Physical/Naturalist: Children

become aware of and begin to develop nutritional habits that contribute to good health.

Books/Puzzles

Book/Puzzles-Purpose

• Work independently at the table!

Books/Puzzles

Routine/Expectations

• Work quietly at the table while peers finish snack.

• Self control

• Take puzzles/books out and put them away when finished.

• Interact/share with peers.

• Problem Solve.

• Optional iPad time.



• Language/Spatial Children

build visual thinking skills through explorations with shape.


• Cognitive/Logical-Mathematical

Technology

• Several days per week we do Smart Board or iPAD Activities right after books and puzzles.

• Explore/use various types of technology tools.

• Learn the mechanics of usage.

• Learn responsible handling of tech equipment.

• Learn concepts through interactive experiences such as sorting and graphing.

Closing Time

Closing Time Purpose

• Gather as a group to bring closure to the day!

Closing Time

Routine/Activities

• Gather as a group

• Sit and attend

• Recall daily activities

• Sing goodbye

• Get belongings

• Put on coat/outerwear*

• Wait to be called




• Aesthetic/Musical

• Physical/Bodily-Kinesthetic *Use small

muscles to improve a variety of fine motor skills.


Magic Coat Trick!

Other Ingredients

Method of Instruction

Embedded/Indirect

• Exposure to print in everyday routines

• Incidental Learning Opportunities

• Discovering

• Learning takes place in highly contextual activities, i.e., counting gingerbread boy cookies to learn or practice counting

• Emphasis is on Embedded Instruction!

Direct Instruction

• Formal instruction

• Not necessarily context embedded

• Skill is separated from context

• Worksheets

Seize Teachable Opportunities

• Sing during transitions

• Counting napkins and cups while serving snack

• Encountering a problem-spider in the room

• Asking Mr. Mike to fix something

• Finding out that plans have changed

Teach around the WheelUtilize the Four Learning Styles

• Mastery: Learning the Facts

• Intuitive: Understand Why

• Feeling: Interacting with others

• Self Expressive: Develop Own Imagination and Creativity

Other Things To Know

AM Class GeneralizationsExpectation: Learning the school routine

• Time built into schedule to allow for long centers time

• Walk down the hall holding hands or a rope or small group transitions

• Emphasis on development of early social play skills and social problem solving

• Functional Emotional Developmental Capacities of regulation, engagement, back and forth communication.

• Introduction to dressing and hygiene skills

• Introduction to materials usage (various art media, crayons, scissors, glue, stamps, markers)

• Introduction to Academic Concepts

• Alphabet Coloring Journal

• Teacher Role/Group time emphasis on interactions

• Gradual year long build up to group sensory motor room/play ground Learn classroom routine and jobs

• From “Teaching Around the Wheel” Slide- Learning Style Emphasis: Mastery/Interaction

PM Class GeneralizationsExpectation: Preparation for Kindergarten

• Expectation: More development with knowledge of routine, classroom jobs, self care, independence with belongings

• More Maturity in all domain areas

• Walk down the hall in a line/whole group transitions

• Play expectations: Cooperative group/socio-dramatic

• Functional Emotional Developmental Capacities: Social Problem Solving, Creating Ideas and Logical thinking

• Quicker pace of activities relative to morning

• Reintroduction of Academic Concepts

• Academics-Language Arts/Math/Science/Discovery/Handwriting

• Repeat familiar activities with higher level questions “when”, “why”, “how” (Intuitive/Understanding Skills)

• Longer group times with complex material

• Teacher role differences at group times

• Whole group recess outside or in sensory motor room

• Alphabet cutting journal

• From “Teaching Around the Wheel Slide” Learning Style Emphasis: Intuitive /Self Expressive

Themes and Concepts to Provide Context for Learning

• Self

• Others

• World Around Us

Common Themes

• All About School

• All About Me

• Pumpkins

• Apples

• Seasons and Weather

• Family

• Lights

• Gingerbread

• Peace, Diversity, and Love

• Nutrition

• Health

• Transportation

• I can draw!

• Earth Day

• Plants

• Insects

• Animals

A word about Holidays…

• Commonly celebrated holidays are only presented in an Informational Factual Manner

• Never assumed that everyone celebrates or believes in any particular way

• Open to anyone who want to share a holiday or tradition

Academics

• Name recognition, spelling

• Identify basic shapes and colors

• Letters and Numbers

• Learn the Days of the week

• Counting

• Rhyming Words

Alphabet Instruction

• Phonic Soup Program, developed by Speech-Language Pathologists

• Taught in sequence of Sound Development, starting with “M”

• Used for AM and PM Alphabet Journals

Academics-Learning to write

• Handwriting Without Tears Learning Progression

• Mat Man

• Grasp

• Coloring Skills-Strokes

• Directional Concepts: Vertical, horizontal, and circular

• Letters: Big lines and curves, Little lines and curves, diagonals

• PM: Write Name

Program Components

• Alphabet Journal- Done in class, goes home at the end of the year.

• Classroom/Speech Folder: Begins in late September, does not go home during conference weeks, short weeks, vacation weeks, etc. Vehicle for teacher/parent communication.

BEHAVIOR MANAGEMENT

Behavior ManagementBarnes School Wide Positive Behavior Matrix

• Barnes School Behavior Matrix

• Categories of Behavioral Expectations, Be Safe, Be Kind, Be Responsible

• Corresponding Behaviors

• Derived from the Positive Behavioral Supports Philosophy used at the Elementary Level

Connection

• Relate consequences of child’s actions directly to the Barnes School behavior matrix

• You….that was…!

• Helpful Choices vs. Hurting Choices

Choice Pockets-Be Safe, Kind, Responsible!

Choice pockets

• Catching children in the act of making “good choices” ACKNOWLEDGEMENT!

• Child earns ticket to put in “safe,” “kind,” or responsible pockets. Safety-Children recognize

that they have a role in preventing accidents or potential emergencies.

• Natural reinforcement-Children love to put their ticket in the pocket.

• We count tickets when the pockets get full!

Specific Strategies

• Add visual and auditory supports to teach understanding of limits

• Visual-Sand Timer for Transitions and turn taking

• Auditory-Kitchen Timer Bell

• Verbal: “First A Then B”• The rule is…• Contextual: We are at

School.

The Time Out Consequence

• ALWAYS IMPLEMENTED WITH THE INTENT TO TEACH!!!

• Unsafe and disruptive behaviors

• Settle body down, breathe

• Teaching time to problem solve, rehearse solution

• Scripting: “You may not….. …… hurts. When you want….. Say……”

• End on a positive note

Reminder… Stress for a preschooler is…

• Not getting the wanted toy!

• Someone taking something away!

• Change in a routine

• Sensory Overload

• Fatigue

• Remember, children use the skills they possess and under stress, they often access their lowest skills!

Underlying Philosophy

• Conscious Discipline

• Brain Based Classroom Management Program

• By Becky Bailey, Ph.D.

• Used as a foundation for teaching these skills

Conscious Discipline 7 ComponentsEmphasis on Safety

• Composure

• Encouragement

• Assertiveness

• Choices

• Positive Intent

• Empathy

• Consequences

Composure

• No one can make you angry without your permission

• Understanding of Child’s Temperament/Individual Differences

• Adult Self Control and Understanding

• “My job is to keep you safe and your job is to help me.”

Being the person you want others to become

Encouragement • We all are in this together

• We are a school family

• Everyone has a job

• Effective Praise “You___ so____. That was___ .”

• “You picked up the toy so John

could have a turn. That was kind.”

Building the School Family

Assertiveness • What you focus on, you get more of

• Clearly communicating to children

• Commands vs. Requests “Time to do…” instead of “Do you want to…”

• Children must be taught the exact words to use

Saying no and being hear: Setting Limits respectfully

Choices • The only person you can make change is yourself

• You can _________ or _________.

• “Time to clean up. You can start with blocks or cars.”

• Adult gives choice between two positive or acceptable options

Build Self Esteem and Willpower

Positive Intent • See the best in others

• Assume a positive intent

• You wanted the car, so you grabbed it from Susie. You may not grab. Grabbing hurts. When you want… say…

Creating Teaching Moments

Empathy • The moment is as it is

• You seem…

• Understand “Brain Smart” Discipline

• “When children are upset, your task is to act like a mirror.”

Handling the fussing and fits

Consequences • Mistakes are opportunities to learn

• Conflict can be an opportunity to learn

• Natural Consequences

• Imposed Consequences-The rule is…. If you do x, then y happens…

Help children learn from their mistakes

WHAT ELSE???

Therapies per Individual IEP

• Speech and Language

• Occupational Therapy

• Physical Therapy

Please see Weekly Newsletter!

Home Tips

• Set aside time to focus on an activity with your child.

• Attune to your child’s interests

• OWL: Observe, Wait, Listen

• Goal: Lots of back and forth exchanges with your child

• Converse: talk about problems, solutions, ideas!

• Have fun with your child!!!

Parent Lending Library

• Welcome to use

• Books on various informational topics

• Please sign out and return!

Upcoming… 2013/14

• FYI Kindergarten: Get Ready! Nov. 21, 6:30pm, Barnes Gym, with Deb Kraft KG Teacher

• December Conferences: Wed. 12/11, Thurs. 12/12

• March Conferences Wed. 3/26, Thurs. 3/27

• Annual IEP

• PM Class Annual IEP and/or Move Up to Elementary IEP in the Spring

Special “All School” Assemblies

• Assemblies: Animal Presentations, Puppet Shows, Movies, Halloween Parade

• Can be interactive or sit/watch

• Different Routine

• Strategies developed to help all children participate!

Field Trips & Special Days

• Field Trip: Friday Oct. 11@ Westview Orchard.

• Wed. Oct. 30th: Parade/Costume Day

• Holiday Gathering on Friday Dec. 20th at 9am. All Parents/Students attend in the AM. NO class in the PM.

• AM and PM attend in the AM of Friday May 16, 2014. Special All School Activity.

• Funapalooza Thursday May 29, 2014 6-8pm.

• Belle Isle Nature Zoo Field Trip planned for Wed. June 11, 2014. Last day of school, please plan on attending as this is great opportunity for fostering naturalistic intelligence.

• Wonderful interactive learning experiences for children and parents!

Questions???

Reminder: No School Tomorrow!

Staff PLC Day

Thank you for coming tonight!

Let’s have a great year!

Early Childhood Preschool Program Back to School Night ... · Early Childhood Preschool Program Back to School Night September 25, 2013 Dorothy Heitjan, M.A., CCC/SLP, M.Ed ... •

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