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- 1. Preschool Program DesignPreschool Program Design By:By: Alex Rogocki, Gail Joseph, Haneen Alsalah, JacquelineAlex Rogocki, Gail Joseph, Haneen Alsalah, Jacqueline Sardinas, Jodie Cain, and Megan ForrySardinas, Jodie Cain, and Megan Forry EDU/305EDU/305 April 15, 2013April 15, 2013 Professor Christina EverettProfessor Christina Everett Images cited to Microsoft Clip Art
- 2. IntroductionIntroduction • In this presentation: – The age range of students served – Two Learning Activities for: • Physical, Cognitive, and Social & Emotional Development – How to include diverse populations – How to use technology in the classroom – Description of the Classroom Images cited to Microsoft Clip Art
- 3. Preschool: At What Age?Preschool: At What Age? • The appropriate age for a preschooler is from two to five years old (Web MD, 2013). • Why two to five years old? It allows: • Physical Development • Cognitive Development • Emotional and Social Development • Sensory and Motor Development • Language Skills • Prepares children for school Image cited to (Google Images, 2013, p. 1)
- 4. Learning Activities & TheoriesLearning Activities & Theories Physical Development Activities Cognitive Development Activities Social Development Activities Emotional Development Activities Images cited to (Google Images, 2013, p. 2)
- 5. Physical Development ActivitiesPhysical Development Activities • Playing Catch and Throw • Running obstacle courses throughout the day – Improves hand-eye coordination – And keeps us active in every way!Images cited to (Google Images, 2013, p. 2)
- 6. Cognitive Development ActivitiesCognitive Development Activities • Imagination is key • We taste and touch • We pretend to be – To develop cognitive – And language ability!
- 7. Cognitive Development ActivitiesCognitive Development Activities • We line them up in a row • Some are high • Some are low – We must remember, where the pair is though! Images cited to Microsoft Clip Art
- 8. Social & Emotional DevelopmentSocial & Emotional Development ActivitiesActivities • Music • Food • Costumes • National flags • Activities like this – Teach behavior – And controls tantrums (Lamb, 2013, p. 1)
- 9. Social & Emotional DevelopmentSocial & Emotional Development ActivitiesActivities • Whether sad or glad • Managing strong emotions • Helps me to be – Not so bad! (Lamb, 2013, p. 1)(Lamb, 2013, p. 1)
- 10. Inclusion of Diverse PopulationsInclusion of Diverse Populations • Activities – Dancing – Singing – Arts & Crafts – Outside Games • Centers – Dress up: Clothes from different cultures – Kitchen: Pretend foods from different cultures – Story Center: Stories/Books about different cultures Image cited to (Google Images, 2013, p. 1)
- 11. Technology in the ClassroomTechnology in the Classroom • Smart Board • Projector • Digital Camera • Computers Interactive Whiteboard Images cited to Microsoft Clip Art
- 12. Classroom DescriptionClassroom Description • Carpet Area • Child Directed Centers – Arts/Crafts – Role Playing – Math – Reading/Writing • Walls – Children’s Projects – Learning Words Image cited to (Google Images, 2013, p. 2)
- 13. ConclusionConclusion • We have discussed: – The age range of students served – Two Learning Activities for: • Physical, Cognitive, and Social & Emotional Development – How to include diverse populations – How to use technology in the classroom – Diagram of the Classroom We hope you enjoyed, thank you!
- 14. ReferencesReferences • Brown, B. (2010). Early childhood activities for social development. Retrieved April 6, 2013 from http://www.livestrong.com/article/232587-early-childhood-activities-for-social- development/#ixzz2PQU8BDmQ • Google Images. (2013) Retrieved April 11, 2013, from http://www.images.google.com • Kidspot. (n.d.). Play catch and throw. Retrieved April 6, 2013 from http:// www.kidspot.com.au/omofunzone/Play-Catch-and-throw+5435+571+sponsor- article.htm • Lamb, S. (2013). How to get children to socialize with others. Retrieved April 6, 2013 from http:// www.ehow.com/how_10033362_children-socialize-others.html • PBSparents. (2013). Activities. Retrieved April 6, 2013 from http:// www.pbs.org/parents/arthur/activities/acts/summer_carnival.html?cat=developmen t • Pinterest. (n.d.). Sensory activities for kids. Retrieved April 6, 2013 from http://pinterest.com/mamasmiles/sensory-activities-for-kids/ • Web MD. (2013). Growth and development: Ages 2 to 5 years. Retrieved April 10, 2013 from http://children.webmd.com/tc/growth-and-development-ages-2-to-5-years-topic-overview
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- Welcome to Team B’s presentation titled Preschool Program Design ! We hope you enjoy our presentation and learn some things along the way. Thank you! Images on this slide come from Microsoft Clip Art. Preschool Program Design Alex Rogocki, Gail Joseph, Haneen Alsalah, Jacqueline Sardinas, Jodie Cain, and Megan Forry EDU/305 April 15, 2013 Professor Christina Everett
- Introduction: In this presentation we hope to inform you of the age range in which we would like to teach as well as provide you with a few examples of activities that speak to the physical, cognitive, and social & emotional development of children in this specific age range. We will also provide examples of how we intend to include diverse population, incorporate technology in the classroom, and give you an idea of how we will go about setting this classroom up. Also we believe it is important to note that at our preschool each teacher will be required to have his or her certifications, which include CPR First, CDA, and an Associates or Bachelors degree to be able to teach. Lastly, students will gain the proper knowledge when we introduce them to activities that allow their motor skills, cognitive skills, and social & emotional skills to flourish. It is also important that we note within our preschool we will incorporate many safety features. These features will allow our students to feel safe. Images on this slide are cited to Microsoft Clip Art.
- Preschool: At What Age?: Preschool is a great idea for children ranging from two to five years of age. It can help jumpstart development in a variety of ways. For example, physically, cognitively, emotional and socially, sensory and motor skill development, and allow for the formation of better language skills. From a physical standpoint preschool allows a child to be active through a variety of activities that allow them to run, jump, throw, etc. As for cognitive development preschool allows children to learn reason along with counting, letters, and colors. Preschool also helps a child grow emotionally and socially because a child learns to manage their feelings as well as gain many new friends so they begin to become more socially active. Sensory and motor development can also be benefited by preschool. Through actions such as learning to kick a ball, coloring, writing, practicing dressing and undressing dolls, and tying shoes a child can only continue to enhance what they may be learning at home to help sensory and motor development. In regard to language a child at “age two, can say at least 50 words” (Web MD, 2013, p. 1). However, with preschool and some help from parents “a child by age five, may know thousands of words and be able to carry on conversations and tell stories” (Web MD, 2013, p. 1). Lastly, preschool sets the foundation for the many years of school a child has ahead of them. Images on this slide are cited to (Google Images, 2013, p. 1).
- Learning Activities and Theories: In the next five slides we will break down a few activities that should be incorporated into preschool so that each child may develop physically, cognitively, socially, and emotionally. Images on this slide are cited to (Google Images, 2013, p. 2).
- Physical Development Activities: There are a few physical development activities you can do with children ranging from two to five years old. I will now provide examples of two that I find to be the most beneficial: 1.) Play catch and throw Materials Needed: Balls Bean bags or buttons Hula hoop or similar Method: Throwing and catching different items repeatedly. Begin by positioning the hula hoop far from the children. Next give the children a bean bag, ball or button and tell them to throw all items into the hula hoop. Make sure this repeated several times. After each shot let the each child step backwards, or simply change the position of the hula hoop by bringing it forward, thereby increasing the required skills for tossing all items into the hula hoop precisely. Learning to play throw and catch can improve hand-eye coordination and ball throwing skills (Kidspot, n.d.). This activity is based on Erikson’s Psychosocial Theory. 2.) Building a fun Obstacle Course Materials Needed : Pillows, Rope, Hoops Chairs, Balls (different sizes) Tube - such as the inside of a paper towel roll Bucket Sand pit Commando suits and gear Shallow water tank Method : Place all small and moveable objects in a circle so the children can see where they are expected to go to finish the course. After setting up the course, explain to the children what task they are expected to complete at all points. Like jumping over a pillow back and forth, rolling a ball all the way through the tube or toss the ball into the bucket. Then kicking ball all the way through the legs of the chairs, and climbing on top of a rope in the sand pit and rescuing comrades who can drown in the shallow water tank. This obstacle course can morph to take on different themes from military and jungle themes, fairies earning their wings or winning an ultimate prize on a survival show. This obstacle course can to enhance children’s gross motor skills and general co-ordination (Kidspot, n.d.). This activity is based on Erilson’s Psychosocial Theory. Images on this slide are cited to (Google Images, 2013, p. 2).
- Cognitive Development Activities: Much like there are a variety of physical development activities, there are many cognitive development activities for children in the two to five age group. The first activity is: 1.) Sensory meal game Materials Needed : Blindfold A variety of foods and drinks Method : 1.) Cover the eyes with the blindfold. 2.) Give the children small samples of various types of foods and allowing children to explain both the consistency and taste of the foods and then have them guess what the food could be. Make sure to begin the taste sensation with popular foods that children love and then progress into more exotic or complex foods. Little treats like candies and chocolate kisses can be added into the food to add excitement and children’s eagerness to play. Activities of this sort make children aware of one of the main sense which is taste and allows a child to increase their vocabulary which is related to foods in a mouth watering activity (Brown, 2010). This activity is from Cognitive-Development Theory. Images on this slide are cited to (Pinterest, n.d.).
- Cognitive Development Activities: The second activity that helps with cognitive development is: 2.) Playing memory games Materials Needed : Pairs of cards like playing cards, business cards, paint sample cards, sight words or even cards created by the class. Method : 1.) Shuffle cards and arrange in two equal columns, facing down. This must be continued until several rows of cards are lined up with two cards in all columns. Children are allowed to take turns to turn over two cards at a time. 2.) The aim of the activity is to identify similar pair of cards. If the child couldn’t find a pair when flipping the cards over, let the child turn over the card and remember where that card was placed to find its pair later. 3.) When a child finds matching pairs of cards he or she is to keep the cards until the child has another turn. The game ends when all the cards are gone and the winner is the one with the most cards. Playing with cards can help to improve memory skills and enhance an individual’s attention span (Brown, 2010). This activity is from Bandura’s social learning theory. Image on this slide is cited to Microsoft Clip Art.
- Social & Emotional Development Activities: To help children develop socially and emotionally there are a few activities one could try. The first activity is: 1.) Multicultural Role Playing Materials Needed : Different costumes (modes of attire) from nations represented, and also those not represented Music Different foods Cultural artifacts (real, artificial or photos) National flags Method : This role playing activity is meant to simulate real cultures and lifestyles of students in the classroom to help them learn of cultures besides their own and aid in their need for emotional and social development. Children must be dressed in cultural attires from their own culture or that of their peers. Children are allowed to engage in situations they might encounter daily, such as students who refuse to share in the cultural experience of trying different foods or take turns in waiting to showcase his or her culture. The children are supposed to demonstrate the right way to cope with situations and in a sociable manner, and considering the feelings of his or her peers. This cultural extravaganza teaches children to corporate, take turns, and to negotiate and this helps them to become more sociable, reduces tantrums, and develops appropriate behavior. This activity is based on Vygotsky’s Sociocultural Theory Image on this slide is cited to (Lamb, 2013, p. 1).
- Social & Emotional Development Activities: Another great social and emotional development activity is the: 2.) Summer Beach Festival Materials Needed: Paper, markers Summer items (including food & drink) Floats, costumes, and banners A band to play music and entertainers Directions: Organize and host a huge summer festival with students and professional organizers. Ideas should include: play beach ball games race boats and water toys competitions build sand castles competition have a make-your-own-sundae buffet Treasure hunt for sea shells making popsicles and other summer treats making the biggest soap bubble competition jump rope competitions Best kids swim wear competition With a Group: Invite the entire school to join in the fun. If well-planned other district schools can also participate in the festivities. This festival will teach children how to interact, cooperate, share, negotiate, take turns , play by the rules, and to be a good sport even if they win or lose to congratulate each other , and not act up. Children would have the opportunity to meet to greet different children and make new friends (PBSparents, 2013). This activity is according to Bandura’s Social Learning Theory. Images on this slide are cited to (Lamb, 2013, p. 1).
- Inclusion of Diverse Populations: There are many different ways to include diverse populations into a preschool setting. You can teach students about diverse populations by doing different activities, including different things such as clothes and stories into their centers. Some activities that can include diverse populations include dancing to music from different cultures and even teaching students a song from a different culture. Teachers can also teach preschool students how to say hello, thank you, goodbye, and your welcome in another language as well. All of these activities allow inclusion of diverse populations into the preschool program. Centers are also a great way to include diverse populations. When students are split up into groups, teachers can assign partners allowing students to work with those that are diverse in order for them to understand that they are equal. There are many things teachers can add to centers to include diversity. For example, in the dress-up center it would be a good idea to put clothes from different cultures into that center. Each week could be based on a different culture or all the clothes could be there every week. It gives children the opportunity to see how other cultures dress compared to their culture. Another great way to include diversity in the classroom is to have a big pot luck for the class. Parents can sign up to bring in different dishes or desserts from their culture or another culture. Their children would be able to help make the dish or dessert and the children would learn a little about different foods in different cultures. Image on slide cited to (Google Images, 2013, p. 1).
- Technology in the Classroom: Smart Board- The Smart Board, which is a white board, but isn't just a regular white board, it's interactive. This allows the teacher to display images and lessons on the board. The teacher and the students can also draw on the images, solve problems, answer questions, etc. This allows more involvement from the students rather than having to watch the teacher, they can participate as well. Projector -A projector is used in many classrooms recently. This type of projector works by saving your information or presentation to a USB drive and then it uploads onto the white board so that the whole class can see the presentation. This projector comes with a remote as well. This allows the teacher to walk around the classroom talking and able to change the screen at the same time. This allows more interaction between the teacher and the student, rather than having the teacher stay in one spot in order to change the screen every time he or she is done speaking. Digital Camera -I believe having a digital camera in the classroom is very helpful, not only for the teacher but for the student as well. As a teacher I would use the classroom to document classroom activities, class projects, field trips, etc. Having these memories documented and also great to put on our classroom website. This also allows children to use the camera and capture moments as well, or document a project or presentation too. For example, documenting a science project like the growth of a plant that they have planted. This allows them to see the progress and then later on write about it. Computers -Having computers in the classroom allows the students to have time on the computer to play eLearning games. This is a program we have at our daycare as well and it allows them to have fun while learning. This is also helpful for students who don't have easy access to computers. As a teacher, having a computer in the classroom is also helpful, because this allows the teacher to work on lesson plans and research in her free time. Both the student and the teacher benefit from having access to computers and the internet. All photos on slide are cited to Microsoft Clip Art
- Classroom Description: The carpet, which has multiple colored blocks, is placed in the front of the room. Each child has an assigned color and space to sit on during the teacher centered activities. The children develop a sense of routine, knowing that when they are seated in a circle on the carpet, they need to listen to the teacher and follow her instructions. Daily activities such as the weather, the calendar and assigned jobs are all done on the carpet. The carpet is also a soft area to listen to music and dance. There are multiple free play centers available for the children to choose from. The children must take turns spending time in each center. Teachers need to monitor the children to make sure every child is getting a turn in a center and that appropriate behavior is being shown. These centers allow the children to play together or alone. When the child is in a center that encourages group play, they are building their language skills as well as learning how to share and take turns. Activities in the arts and crafts center change everyday. Some of the activities include finger painting, painting with a paintbrush on an easel, and cutting and pasting to make a craft such as a kite or a collage. Children choose two colors to mix together while finger painting and learn that objects can be used to create a texture in the paint. Painting with a paintbrush, cutting and pasting allow the children to develop their fine motor skills. The arts and craft center allows the children to be creative and use different materials to create a final project. The role playing center has dress up items, a kitchen area, baby dolls and pretend items found in homes. This gives them the opportunity to freely express what they see or experience at home. Teachers should pay attention to the actions of the children during this free play to make sure they do not see any alarming actions. Children can develop social skills while playing with other children. Math, Reading, and Writing centers gives the students an opportunity to learn in an unstructured environment. The math center includes manipulative for the children to count or organize into groups by size, color, or shape. Reading center is stocked with many types of books and magazines for the children to choose from. There are pillows and bean bags for the children to sit on while reading alone or with another student. Instead of reading the words, the child will use their imagination to create a story based on the pictures. Writing center has a variety of writing tools; pencils, markers and crayons. The children can write freely or trace letters and words from the templates. The classroom is very bright and full of projects that the students have made. Children can compare the projects explaining the similarities and differences between them. Seeing their projects displayed in the classroom makes the children happy and feel appreciated. The walls are covered with learning tools to grab the children’s attention. The windows have the letters of the alphabet displayed on them with common simple words, including their names displayed under them. The walls also include each of their birthdays displayed on a small birthday cake. Images on slides are cited to (Google Images, 2013, p. 2).
- Conclusion: In this presentation we have shown you the age range in which we would like to teach as well as provide you with a few examples of activities that enhance the physical, cognitive, and social & emotional development of children in this specific age range. We have provided examples of how we intend to include diverse populations, incorporate technology in the classroom, and gave you an idea of how we will go about setting this classroom up to allow for success. In conclusion our preschool will follow all necessary rules and regulations, and every teacher will have proper certification in order to teach. At our preschool we promise to keep all students safe by only allowing parents access through a specific entry code as well as have a gated parking lot and cameras inside and outside the building. Our preschool will not only be safe, but also a great preschool for a child to grow and learn in everyway.
- References: These are the references used by Team “B” to create this presentation.