Planning for Play, Observation, and Learning in Preschool and Kindergarten

Overview

Learning can happen during every minute of a child’s day when you plan and teach with intention. This how-to resource provides four planning and reflecting frameworks to help you bring engaging experiences into your classroom. It describes a methodical cycle that encompasses the many elements of a successful classroom—a process of planning, implementing, observing, reflecting, and individualizing curriculum—that helps build children’s academic and social skills.

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Planning for Play, Observation, and Learning in Preschool and Kindergarten

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Overview

Learning can happen during every minute of a child’s day when you plan and teach with intention. This how-to resource provides four planning and reflecting frameworks to help you bring engaging experiences into your classroom. It describes a methodical cycle that encompasses the many elements of a successful classroom—a process of planning, implementing, observing, reflecting, and individualizing curriculum—that helps build children’s academic and social skills.

With step-by-step guidance and planning forms to nurture children’s joy of learning, this book will help you
Incorporate learning goals into daily routines and group activities
Support child-led, high-level, developmentally appropriate play
Write lesson plans that are intentional, child-focused, and responsive
Assess children in ways that show what they are learning and how they are applying skills
Identify and communicate the type of learning that occurs as children play

Gaye Gronlund is an early childhood education consultant who trains early childhood educators across the country. She is the author of six books.

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Editorial Reviews

From the Publisher
“The planning and reflection frameworks provide teachers with the guidance they need to observe their students and plan individual and group teaching goals. This is a practical resource that offers support to early educators from an author who understands young learners and the importance of teaching them well.”
—Shannon Riley-Ayers, PhD, Assistant Research Professor at The National Institute for Early Education Research, lead author of The Early Learning Scale, and co-author with Dorothy Strickland of Literacy Leadership in Early Childhood: The Essential Guide

“We must embed academics into play. Once again, Gaye Gronlund defines developmentally appropriate practices in a resource that is both comprehensive and easy-to-use. Practitioners, administrators, and pre-service teachers will appreciate the focus on reflective, intentional teaching practices, and the helpful tools and strategies for planning, observation, and assessment. With the emphasis on play as how children can learn most successfully, this book provides both the argument and a how-to guide for successful implementation.”
—Barb Merrill, Executive Director of the Iowa Association for the Education of Young Children

“Gaye has once again provided us with a powerful and engaging book that is both theoretical and practical. She identifies the ways standards can be tied to best practices and classroom experiences in ways that allow educators do what they know is best for children. The frameworks are inherently practical and simple to use, yet, thought-provoking. The implications for using this powerful tool are far-reaching. This is a must-have book for pre-service to experienced teachers, as well as administrators. It is exciting to imagine how children will be the beneficiaries of such intentional and reflective planning.”
—Gail M. Holtz, Kindergarten Teacher, Hawken School, Lyndhurst, Ohio

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Product Details

  • ISBN-13: 9781605541136
  • Publisher: Redleaf Press
  • Publication date: 12/11/2012
  • Pages: 232
  • Sales rank: 672,327
  • Product dimensions: 8.40 (w) x 10.90 (h) x 0.80 (d)

Meet the Author

Gaye Gronlund: Gaye Gronlund is an early childhood education consultant who trains early childhood educators across the country. She is a former preschool, kindergarten, and primary teacher of both regular and special education. Gaye holds a master's degree in adult learning and early education from Pacific Oaks College. She is also the author of Developmentally Appropriate Play, Focused Early Learning, Make Early Learning Standards Come Alive, and coauthor of Focused Portfolios, Focused Observations, and Early Learning Standards and Staff Development.

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Table of Contents

Acknowledgments ix

Introduction: The Wonders and Challenges of Teaching Young Children 1

Chapter 1 Implementing Curriculum through the Planning/Observation/ Individualization Cycle 13

Chapter 2 Planning and Reflection Frameworks 33

Chapter 3 Embedding Learning Goals and Academics in Play, Daily Routines, and Teacher-Led Group Activities 71

Chapter 4 Planning and Sustaining High-Level Play in Preschool and Kindergarten 101

Chapter 5 Individualization and Differentiation: Each Child Is Different 125

Chapter 6 Planning for More Child-Initiated Than Adult-Led Activities 161

Chapter 7 Building Relationships and Communicating with Families 185

Chapter 8 Integrating Authentic Assessment and Curriculum 197

Chapter 9 Revisiting the Planning/Observation/Individualization Cycle 229

Appendix A Planning and Reflection Frameworks 237

Preschool Weekly Planning and Reflection Framework

Kindergarten Weekly Planning and Reflection Framework

Weekly Planning and Reflection Framework

Infant/Toddler Weekly Planning and Reflection Framework

Appendix B Learning Goals for Play Areas 250

Appendix C Assessment Forms 254

Individual Child Information Record

Individual Adjustments

Preschool Choice Record

Kindergarten Choice Record

Portfolio Collection Form

Family-Teacher Summary Report

References 262

Index 265

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