“Playful Learning in Preschool and
Kindergarten: Weaving Academics into
Young Children’s Play and Group
Experiences”
Gaye Gronlund, M.A.
Early Childhood Education Consultant
[email protected]
• In this workshop, we will…
– Explore the research base from a variety of fields that
supports the importance of play for young children
– Learn ways to connect play and learning so that
children are supported in sustaining deep engagement
and inquiry
– Consider a variety of playful learning experiences in
literacy and math for play and group times
– Explore ways to involve families in seeing the
connection between play and learning
© Gaye Gronlund 2014
Gaye Gronlund
• My work focuses on:
I am an early childhood education consultant who
works with programs across the country and the
author of eight books published by Redleaf Press as
well as several articles that have been published in
the NAEYC journal, Young Children. I served as the
Project Manager for NAEYC for resources related to
the third edition of Developmentally Appropriate
Practice. I am the creator of Child-Focused
Coaching™, a new system to help teachers truly
individualize and differentiate curriculum for young
children.
– implementing learning
through play and
exploration
– incorporating early learning
standards
– assessing children’s progress
through observation and
portfolios
– and coaching teachers to
implement more
individualized curriculum
– www.gayegronlund.com
© Gaye Gronlund 2014
Resources by Gaye Gronlund
available from www.redleafpress.org or
www.naeyc.org
•
Planning for Play, Observation, and Learning in Preschool and Kindergarten
•
Developmentally Appropriate Play: Guiding Young Children to Higher Levels (with parent
brochure, Why Children Play)
•
Developmentally Appropriate Play Stories Volume 1 (an interactive video program)
•
Make Early Learning Standards Come Alive 2nd edition: Connecting Your Practice and Curriculum
to State Guidelines
•
Focused Observations 2nd edition: How to Observe Young Children for Assessment and
Curriculum Planning (coauthor, Marlyn James)
•
Focused Portfolios: A Complete Assessment for the Young Child (coauthor, Bev Engel)
•
Early Learning Standards and Staff Development: Best Practices in the Face of Change (coauthor,
Marlyn James)
•
Produced the CD-Rom accompanying Developmentally Appropriate Practice in Early Childhood
Programs, 3rd Edition, NAEYC and the DVDs, “The New Developmentally Appropriate Practice”,
“DAP and Intentionality” and “DAP and Play”
© Gaye Gronlund 2014
What is
curriculum in a
preschool or
kindergarten
classroom?
©Gaye Gronlund 2014
“Curriculum cannot be limited to a box, a book, or a
set of materials. It’s a dynamic process of
implementing plans and observing what happens.”
(page 14)
“Curriculum is everything that goes on in a program
from the moment a child arrives until she leaves.
Teachers plan, implement, observe, reflect, and
make adjustments based on individual children’s
needs and the needs of the group.” (page 31)
Planning for Play, Observation, and Learning in Preschool and Kindergarten
©Gaye Gronlund 2014
You focus on learning throughout the day:
in daily routines,
in play and exploration,
and in large and small
group times.
©Gaye Gronlund 2014
Educators
Brain
Researchers
Pediatricians
Support for
the
importance
of play
Physical
Health
Advocates
Evolutionary
Biologists
Mental
Health
Experts
© Gaye Gronlund 2014
The Association for Childhood
Education International
www.acei.org
The National Association
for the
Education of Young Children
www.naeyc.org
ACEI statement shows that the
benefits of play are cited by…
Theorists
Psychoanalysts
Psychosocialists
Constructivists
Maturationists
and
Neuroscientists
© Gaye Gronlund 2014
The Importance of Play & Academics
• “A study of children from
around the world… showed
that when preschool
experiences at age 4
included lots of …play –
these children had better
cognitive (and language)
performance at age 7 than
their peers.”
– Developmentally Appropriate
Practice, National Association
for the Education of Young
children (NAEYC), 2009 p. 132
© Gaye Gronlund 2014
Play Helps Children Develop Academic Skills
• “…research shows that
pretend play strengthens
cognitive capacities, including
sustained attention, memory,
logical reasoning, language
and literacy skills, imagination,
creativity, understanding of
emotions, and the ability to
reflect on one’s own thinking,
inhibit impulses, control one’s
behavior, and take another
person’s perspective…”
– Developmentally Appropriate
Practice, National Association for the
Education of Young children (NAEYC),
2009 p. 132
© Gaye Gronlund 2014
“Rather than detracting from academic learning, play appears to
support the abilities that underlie such learning and thus promote
school success.” (p. 15)
Developmentally Appropriate Practice, National Association for the Education of Young children (NAEYC),
2009
© Gaye Gronlund 2014
The American Academy of
Pediatrics
• The Importance of Play in Promoting
Healthy Child Development and
Maintaining Strong Parent-Child Bond:
Focus on Children in Poverty
– http://pediatrics.aappublications.org/content/e
arly/2011/12/21/peds.2011-2953.abstract
© Gaye Gronlund 2014
The NFL and the American
Heart Association
© Gaye Gronlund 2014
Psychiatrists and Mental Health
Experts: Play and Emotions
• Play relieves stress & anxiety
• Play facilitates successful
social interactions
• Play helps children deal with
fears and trauma
© Gaye Gronlund 2014
Evolutionary biologists say…
All young mammals play!!!!
© Gaye Gronlund 2014
Why emphasize learning through playbased curriculum?
Curiosity
results in
Exploration
Exploration
results in
Discovery
Discovery
results in
Pleasure
Pleasure
results in
Repetition
Repetition
results in
Mastery
Mastery
results in
New Skills
New Skills
result in
Confidence
Confidence
results in
Self Esteem
Self Esteem
results in
Sense of Security
Sense of Security
results in
More Exploration
From Curiosity: The Fuel of Development by Bruce Perry, M.D., Ph.D.
http://teacher.scholastic.com/professional/bruceperry/curiosity.htm
© Gaye Gronlund 2014
Additional Resources about the
Importance of Play
• Play: How It Shapes the Brain, Opens the Imagination, and
Invigorates the Soul by Stuart Brown, M.D.
• Play = Learning: How Play Motivates and Enhances Children’s
Cognitive and Social-Emotional Growth by Dorothy G. Singer,
Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek.
• The Power of Play: How Spontaneous, Imaginative Activities
Lead to Happier, Healthier Children by David Elkind, Ph.D.
• Developmentally Appropriate Play: Guiding Young Children to
a Higher Level by Gaye Gronlund.
© Gaye Gronlund 2014
Let’s Start Emphasizing
Playful
Learning!!!
•
“Playful learning is a whole-child approach to education that includes both free play
and guided play…guided play offers a new twist. It refers to play in a structured
environment around a general curricular goal that is designed to stimulate children’s
natural curiosity, exploration, and play with learning-oriented materials. In guided
play, learning remains child-directed. This is a key point. Children learn targeted
information through exploration of a well-designed and structured environment…and
through the support of adults who ask open-ended questions to gently guide the
child’s exploration.”
Kathy Hirsh-Pasek & Roberta Michnick Golinkoff
http://preschoolmatters.org/2014/03/06/playful-learning-where-a-rich-curriculum-meetsa-playful-pedagogy/
© Gaye Gronlund 2014
A great resource:
A Mandate
for Playful Learning in
Preschool:
Presenting the
Evidence
Kathy Hirsh-Pasek, Roberta Michnick Golinkoff,
Laura E. Berk, and Dorothy G. Singer
Oxford Press
www.oup.com/us
Lesson Plans
• In your lesson plans, identify learning goals for
play areas, group times, and daily routines.
• Then share the appropriate parts of your lesson
plans with families!
© Gaye Gronlund 2014
http://www.redleafpress.org/Planning-for-Play-Observation-andLearning-in-Preschool-and-Kindergarten-P794.aspx
©Gaye Gronlund 2014
©Gaye Gronlund 2014
Playful Learning Activities to Support Children’s
Emerging Language & Literacy Skills
Carefully plan the
classroom library
Put books & reading
materials in various
areas of the classroom
Label the classroom
with the children
Retell familiar stories
in many different ways
Provide opportunities
to act out familiar
stories
Offer many ABC
activities
Do follow-up
activities to
favorite stories
© Gaye Gronlund 2014
Read stories with
a variety of goals
in mind
Make meaningful &
repetitive class books
Have their name
cards everywhere and
routinely do name
studies
Make Name Cards &
Do a Name Study
Using sentence strips
print each of the children’s
names on them making sure that the letters
are the same size as in the model provided.
Cut the strip off right after the last letter of the
name and line the strips up
under one another.
© Gaye Gronlund 2014
To do a Name Study
ask the children:
How many ways can you
organize the name cards to
compare and contrast your
names?
Playful Learning Activities to Support
Children’s Emerging Math Skills and
Understanding
Measure the
Room
Shop the Room
Sort & Classify
Multiple
Collections
(bottle caps, keys, shells, etc.)
© Gaye Gronlund 2014
Nature Walk &
Graph
Pompom Activities
#1: Organize the pompoms from smallest to largest
#2: Do the Pompom Grab – try to grab seven
without looking. Then, count to see how you did!
#3: Measure a variety of different objects with
pompoms.
#4: Sort the pompoms on a sorting graph.
The ideas above and on the following pages
come from Math in Minutes: Easy Activities
For Children Ages 4-8
by Sharon MacDonald
Gryphon House
© Gaye Gronlund 2014
www.ghbooks.com
© Gaye Gronlund 2014
© Gaye Gronlund 2014
© Gaye Gronlund 2014
© Gaye Gronlund 2014
© Gaye Gronlund 2014
© Gaye Gronlund 2014
Ways to involve families in seeing
the connection between play and
learning
– philosophy and mission statements (which we can
share through our orientation materials, brochures,
publicity materials, websites, and conversations)
– announcements, lesson plans, newsletters, and
bulletin boards
– play area signs
– displays of children’s work
– individualized portfolios and conferences and
– planned opportunities for family participation in the
program
Which of these have you used at your program?
© Gaye Gronlund 2014
“RIGOROUS ACADEMICS IN PRESCHOOL
AND KINDERGARTEN?
YES! LET ME TELL YOU HOW”
By Gaye Gronlund
http://www.isbe.state.il.us/earlychi/pdf/Gronlundarticle2001.pdf
© Gaye Gronlund 2014
Helping Families
Understand
Teaching in a Playbased curriculum
Available from
Redleaf Press in packs
of 25
http://www.redleafpress.org/WhyChildren-Play-P571.aspx
© Gaye Gronlund 2014
In conclusion…
• “Every child deserves a chance to grow and
learn in a play-based, experiential preschool
and kindergarten. Play works.” (p. 6)
Miller, Edward, and Joan Almon.
Summary and Recommendations of Crisis in the Kindergarten:
Why Children Need to Play in School
Alliance for Childhood
http://www.allianceforchildhood.org/
)
© Gaye Gronlund 2014
10/8/12 3:47 PM
Kindergarten Weekly Planning and Reflection Framework
READERS AND WRITERS WORKSHOP
Program/School: __________________________________________________
Date: _________________
Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Learning goal(s)
Additional materials or focus
Vocabulary words
LISTENING
CENTER
DRAMATIC PLAY
JOURNALING
CENTER
ALPHABET CENTER
FLANNEL BOARD/
POCKET CHARTS
CLASS LIBRARY
TEACHER-LED
LITERACY ACTIVITY
OTHER CENTER
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Plan4Play_int.indd 241
WRITING CENTER
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Plan4Play_int.indd 242
Kindergarten Weekly Planning and Reflection Framework
DATE:
MONDAY
Large
group
Small
group
Afternoon
Story
Time
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Learning
goal
Activity and
teacher
strategy
Learning
goal
Activity and
teacher
strategy
Learning
goal
Activity and
teacher
strategy
Plans for Building Community
and Relationships
Plans for Outdoor Explorations
Plans for Meals and Transitions
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
10/8/12 3:47 PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
10/8/12 3:47 PM
Kindergarten Weekly Planning and Reflection Framework
INVESTIGATION TIME
Program/School: __________________________________________________
Date: _________________
Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Learning goal(s)
Additional materials or focus
Vocabulary words
BLOCKS
MATH ACTIVITY
SENSORY TABLE
ART
MANIPULATIVES
SCIENCE
EXPLORATION
INFORMATIONAL
READING
OTHER CENTER
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Plan4Play_int.indd 243
MATH AND
SCIENCE
JOURNALING
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
OBSERVATIONS, MODIFICATIONS, AND REFLECTIONS
FOCUSED OBSERVATIONS:
MODIFICATIONS FOR INDIVIDUAL CHILDREN:
REFLECTIONS: What worked? What didn’t? What did
you learn about individual children and group interests?
PLANS: Based on your reflections,
what will you change for next week?
10/8/12 3:47 PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Plan4Play_int.indd 244
Kindergarten Weekly Planning and Reflection Framework
10/8/12 3:47 PM
Kindergarten Weekly Planning and Reflection Framework
READERS AND WRITERS WORKSHOP
Program/School: __________________________________________________
Date: _________________
Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Learning goal(s)
Additional materials or focus
Vocabulary words
LISTENING
CENTER
DRAMATIC PLAY
JOURNALING
CENTER
ALPHABET CENTER
FLANNEL BOARD/
POCKET CHARTS
CLASS LIBRARY
TEACHER-LED
LITERACY ACTIVITY
OTHER CENTER
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Plan4Play_int.indd 241
WRITING CENTER
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Plan4Play_int.indd 242
Kindergarten Weekly Planning and Reflection Framework
DATE:
MONDAY
Large
group
Small
group
Afternoon
Story
Time
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Learning
goal
Activity and
teacher
strategy
Learning
goal
Activity and
teacher
strategy
Learning
goal
Activity and
teacher
strategy
Plans for Building Community
and Relationships
Plans for Outdoor Explorations
Plans for Meals and Transitions
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
10/8/12 3:47 PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
10/8/12 3:47 PM
Kindergarten Weekly Planning and Reflection Framework
INVESTIGATION TIME
Program/School: __________________________________________________
Date: _________________
Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Learning goal(s)
Additional materials or focus
Vocabulary words
BLOCKS
MATH ACTIVITY
SENSORY TABLE
ART
MANIPULATIVES
SCIENCE
EXPLORATION
INFORMATIONAL
READING
OTHER CENTER
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Plan4Play_int.indd 243
MATH AND
SCIENCE
JOURNALING
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
OBSERVATIONS, MODIFICATIONS, AND REFLECTIONS
FOCUSED OBSERVATIONS:
MODIFICATIONS FOR INDIVIDUAL CHILDREN:
REFLECTIONS: What worked? What didn’t? What did
you learn about individual children and group interests?
PLANS: Based on your reflections,
what will you change for next week?
10/8/12 3:47 PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Plan4Play_int.indd 244
Kindergarten Weekly Planning and Reflection Framework
10/8/12 3:47 PM
Kindergarten Weekly Planning and Reflection Framework
READERS AND WRITERS WORKSHOP
Program/School: __________________________________________________
Date: _________________
Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Learning goal(s)
Additional materials or focus
Vocabulary words
LISTENING
CENTER
DRAMATIC PLAY
JOURNALING
CENTER
ALPHABET CENTER
FLANNEL BOARD/
POCKET CHARTS
CLASS LIBRARY
TEACHER-LED
LITERACY ACTIVITY
OTHER CENTER
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Plan4Play_int.indd 241
WRITING CENTER
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Plan4Play_int.indd 242
Kindergarten Weekly Planning and Reflection Framework
DATE:
MONDAY
Large
group
Small
group
Afternoon
Story
Time
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Learning
goal
Activity and
teacher
strategy
Learning
goal
Activity and
teacher
strategy
Learning
goal
Activity and
teacher
strategy
Plans for Building Community
and Relationships
Plans for Outdoor Explorations
Plans for Meals and Transitions
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
10/8/12 3:47 PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
10/8/12 3:47 PM
Kindergarten Weekly Planning and Reflection Framework
INVESTIGATION TIME
Program/School: __________________________________________________
Date: _________________
Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Learning goal(s)
Additional materials or focus
Vocabulary words
BLOCKS
MATH ACTIVITY
SENSORY TABLE
ART
MANIPULATIVES
SCIENCE
EXPLORATION
INFORMATIONAL
READING
OTHER CENTER
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Plan4Play_int.indd 243
MATH AND
SCIENCE
JOURNALING
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
OBSERVATIONS, MODIFICATIONS, AND REFLECTIONS
FOCUSED OBSERVATIONS:
MODIFICATIONS FOR INDIVIDUAL CHILDREN:
REFLECTIONS: What worked? What didn’t? What did
you learn about individual children and group interests?
PLANS: Based on your reflections,
what will you change for next week?
10/8/12 3:47 PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Plan4Play_int.indd 244
Kindergarten Weekly Planning and Reflection Framework
10/8/12 3:47 PM
Kindergarten Weekly Planning and Reflection Framework
READERS AND WRITERS WORKSHOP
Program/School: __________________________________________________
Date: _________________
Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Learning goal(s)
Additional materials or focus
Vocabulary words
LISTENING
CENTER
DRAMATIC PLAY
JOURNALING
CENTER
ALPHABET CENTER
FLANNEL BOARD/
POCKET CHARTS
CLASS LIBRARY
TEACHER-LED
LITERACY ACTIVITY
OTHER CENTER
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Plan4Play_int.indd 241
WRITING CENTER
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Plan4Play_int.indd 242
Kindergarten Weekly Planning and Reflection Framework
DATE:
MONDAY
Large
group
Small
group
Afternoon
Story
Time
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Learning
goal
Activity and
teacher
strategy
Learning
goal
Activity and
teacher
strategy
Learning
goal
Activity and
teacher
strategy
Plans for Building Community
and Relationships
Plans for Outdoor Explorations
Plans for Meals and Transitions
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
10/8/12 3:47 PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
10/8/12 3:47 PM
Kindergarten Weekly Planning and Reflection Framework
INVESTIGATION TIME
Program/School: __________________________________________________
Date: _________________
Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Learning goal(s)
Additional materials or focus
Vocabulary words
BLOCKS
MATH ACTIVITY
SENSORY TABLE
ART
MANIPULATIVES
SCIENCE
EXPLORATION
INFORMATIONAL
READING
OTHER CENTER
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Plan4Play_int.indd 243
MATH AND
SCIENCE
JOURNALING
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
OBSERVATIONS, MODIFICATIONS, AND REFLECTIONS
FOCUSED OBSERVATIONS:
MODIFICATIONS FOR INDIVIDUAL CHILDREN:
REFLECTIONS: What worked? What didn’t? What did
you learn about individual children and group interests?
PLANS: Based on your reflections,
what will you change for next week?
10/8/12 3:47 PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Plan4Play_int.indd 244
Kindergarten Weekly Planning and Reflection Framework
Plan4Play_int.indd 238
Preschool Weekly Planning and Reflection Framework
Program/School: __________________________________________________
Date: _________________
Teacher(s): _________________________________________
Ongoing Project (optional): _________________________________________________________________________________________________________________________
Learning goal(s)
Additional materials or focus
Vocabulary words
BLOCKS
DRAMATIC PLAY
SENSORY TABLE
ART
MANIPULATIVES
CLASS LIBRARY
WRITING
CENTER
OTHER CENTER
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
10/8/12 3:47 PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
10/8/12 3:47 PM
Preschool Weekly Planning and Reflection Framework
DATE:
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Learning
goal
Large
group
Activity and
teacher
strategy
Learning
goal
Activity and
teacher
strategy
Plans for Building Community
and Relationships
Plans for Outdoor Explorations
Plans for Meals and Transitions
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
Plan4Play_int.indd 239
Small
group
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
OBSERVATIONS, MODIFICATIONS, AND REFLECTIONS
FOCUSED OBSERVATIONS:
MODIFICATIONS FOR INDIVIDUAL CHILDREN:
REFLECTIONS: What worked? What didn’t? What did
you learn about individual children and group interests?
PLANS: Based on your reflections,
what will you change for next week?
10/8/12 3:47 PM
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
From Planning for Play, Observation, and Learning in Preschool and Kindergarten by Gaye Gronlund, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for individual or classroom use only.
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Preschool Weekly Planning and Reflection Framework