In Action A Day Using CC in the Preschool Classroom — Transcript

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1. 0:00[Music]
2. 0:10in the creative curriculum classroom
3. 0:12teachers intentionally plan learning
4. 0:15experiences throughout the day keeping
5. 0:17the goals and objectives in mind they
6. 0:20individualize learning based on their
7. 0:23observations of the diverse strengths
8. 0:25and learning needs of children notice
9. 0:28how teachers support children 's
10. 0:30learning during each part of a typical
11. 0:34day um some kind of scaffolding activity
12. 0:37with them maybe letter Bingo number
13. 0:39Bingo teachers and assistants work as a
14. 0:42team to prepare the classroom for
15. 0:44learning so keep this handy put it
16. 0:46somewhere so that you can pull it out as
17. 0:48you as you're ready when the classroom
18. 0:51is well organized children can find what
19. 0:54they need to create explore and
20. 0:58learn the morning routine is so
21. 1:01important good morning we'd make sure
22. 1:02that the parents and the children both
23. 1:04know the routine the procedure for
24. 1:06coming in what do they need to
25. 1:08do very good that's your name and that
26. 1:11sets everybody up for
27. 1:14Success Adam has taught his
28. 1:16four-year-olds the steps of arrival time
29. 1:19and after a few weeks they know the
30. 1:22routine my name is I greet the children
31. 1:25in our meeting area I use this very
32. 1:28important transition time to build
33. 1:30relationships with individual children
34. 1:32you were with your sister what were you
35. 1:34guys doing
36. 1:37nothing everybody it's Circle Time come
37. 1:41on everybody it's Circle time time to
38. 1:45start our day let's go group meetings
39. 1:48provide Rich opportunities for children
40. 1:51to come together and experience a sense
41. 1:53of community you came off the bus right
42. 1:57you ate your breakfast and we're right
43. 1:58here now can you put it right here by
44. 2:00morning meeting it's good
45. 2:02morning I am so glad all of my friends
46. 2:05are here and do you know how I know that
47. 2:08when you came to school today and you
48. 2:10moved your name over to the school side
49. 2:13I looked over here and for the first
50. 2:16time there are no names not one person
51. 2:19stayed home all of our school family
52. 2:23they're all atol all of you are here
53. 2:26today isn't that wonderful I think we
54. 2:28should CL everybody came
55. 2:31hello how are you how are you today
56. 2:34teachers consider the age and needs of
57. 2:36the group time of year and their goals
58. 2:39for children when planning for group
59. 2:41meetings the bear has boots on so what
60. 2:44else does he need to keep warm
61. 2:46outside Sharon prepares children for
62. 2:49Choice time with a song we have choices
63. 2:53we have choices yes we do and then plays
64. 2:58on their love of suspense for
65. 3:00recognizing names and making choices
66. 3:03Prince where do you think you're going
67. 3:05to work on the computer okay during
68. 3:08Choice time which typically lasts for an
69. 3:11hour or more children work in interest
70. 3:14areas to explore awesome make
71. 3:19things and pursue their own
72. 3:24interests teachers support Children's
73. 3:27Learning during Choice time they observe
74. 3:31I ask open-ended questions what would
75. 3:34happen if you put both rocks in the boat
76. 3:36make suggestions that extend children's
77. 3:39play and learning did you want to
78. 3:41investigate some more and encourage as
79. 3:44hope the inclusion specialist in Lewis's
80. 3:47classroom does with Max my main focus
81. 3:50with Max was on language development I
82. 3:52use vocabulary and describ what he was
83. 3:54doing you're building vertically up and
84. 3:57down wait a second
85. 4:00Camille has created a matching game with
86. 4:02names and photographs of children in the
87. 4:05class this is not her name that's right
88. 4:07that's not aex his name that's
89. 4:09Benjamin's
90. 4:11name so we going to put Benjamin's
91. 4:13picture next to his name where
92. 4:16[Music]
93. 4:19benjam Lynn relies on three-year-old
94. 4:21Melvin's artwork and uses gentle
95. 4:24questioning to encourage him to
96. 4:25communicate his ideas you're showing me
97. 4:28that what is that
98. 4:31that's trip
99. 4:32trap where did you hear the words trip
100. 4:36trap
101. 4:37I you heard it a book in a book do you
102. 4:41remember what that book was read book we
103. 4:44can read the book do you want to read
104. 4:46the
105. 4:47book do you know what book that was
106. 4:49where we heard trip trap yeah I it in
107. 4:53the billy goat book four-year-olds in
108. 4:56Sharon's room use collage materials to
109. 4:59represent what they know about
110. 5:02trees this is how we weigh things it
111. 5:05says which is heavier this is a scale
112. 5:08okay if you put one on this side and one
113. 5:11on that side you'll see which one is
114. 5:13heavier which one do you think is
115. 5:14heavier hold them in your hands which
116. 5:16one is
117. 5:17heavier that one okay then put it in the
118. 5:19scale put it on this side now put the
119. 5:21other one on the other side you
120. 5:23predicted right look at that this side
121. 5:26stayed down so that was the heavier Rock
122. 5:30many teachers find it challenging to
123. 5:32pose open-ended questions posting such
124. 5:35questions in interest areas serves as a
125. 5:37helpful reminder what do you think would
126. 5:39happen if you put this rock on this
127. 5:44side anything on your card at the
128. 5:47beginning of choice time Adam gathers a
129. 5:49small group to introduce a rhyming bingo
130. 5:52game does head sound like thread no head
131. 5:56and thread it does then you get get to
132. 5:59put a red chip on top of that
133. 6:04head during a scheduled time for small
134. 6:07group learning Camille facilitates an
135. 6:10investigation related to their study of
136. 6:12balls hey look at this
137. 6:15one they discuss their findings and
138. 6:17create a chart of hollow and solid
139. 6:21balls noticing the similarities between
140. 6:24balls and Bubbles the children choose to
141. 6:27include bubbles in their investigation
142. 6:29they observe and describe what they see
143. 6:32look look at KLA K and right what do you
144. 6:35see inside of the bubble what's inside
145. 6:37of it sticky K what do you see inside of
146. 6:40your bubble nothing nothing remember the
147. 6:43other day when we did our poem about
148. 6:44balls on another day Carol's small group
149. 6:48experience for the three-year-olds
150. 6:49focuses on math a big ball a big can you
151. 6:53make a big ball with your hands like
152. 6:55that a big ball a bigger ball the
153. 7:00biggest ball I see are you ready can we
154. 7:04count them 1 2 three to reinforce
155. 7:09concepts of comparative size she
156. 7:11connects a familiar poem about balls to
157. 7:14leaves I thought that is a very big leaf
158. 7:18and I noticed something that this is a a
159. 7:21big leaf but this one is
160. 7:24even bigger and I got my scissors and I
161. 7:28got out of the car
162. 7:30and I thought look at the size of those
163. 7:32leaves this is a big leaf but this one
164. 7:36is
165. 7:37a but this one is the biggest it is the
166. 7:41biggest leaf of all after using
167. 7:44comparative language they cluster around
168. 7:47the leaves to examine them more
169. 7:50carefully them Lewis uses snack time
170. 7:53conversations to build vocabulary and
171. 7:56language
172. 7:58skills
173. 8:00sometimes I can't do it because my hands
174. 8:05are
175. 8:08slippering reading aloud to Children
176. 8:10nurtures a love of reading it promotes
177. 8:14vocabulary and language and
178. 8:16comprehension hello hello cro the giant
179. 8:19frogs he knocked at the door let's knock
180. 8:22at the door bang bang rereading stories
181. 8:25to Children over and over helps
182. 8:27reinforce their ability to recall events
183. 8:32and what do you think the pig is going
184. 8:33to say no no no ah no no no said the
185. 8:38little pig they're able to chime in and
186. 8:41help R tell the story along with you
187. 8:44come on blow blow he
188. 8:46huffed and he
189. 8:49puffed eventually they'll be able to
190. 8:51retell the stories themselves a chimney
191. 8:54he's going inside the chimney and papa
192. 8:56bear looked at his bed and he said
193. 9:00in my bed and then Mama Bear looked at
194. 9:03her bed and she said someone's been
195. 9:06sleeping in my
196. 9:07[Music]
197. 9:11bed outdoor play is essential for
198. 9:14children's health and well-being and it
199. 9:17offers many new learning
200. 9:22experiences Carol's outdoor area
201. 9:25includes a garden do you see all these
202. 9:27weeds one of the children asked if she
203. 9:30could pull up one of the carrots to see
204. 9:32if it was ready look at can you believe
205. 9:35it they are growing and growing what a
206. 9:38good example of science what do you
207. 9:40think about it it look like it we're
208. 9:43ready to eat it
209. 9:49yet meal times are learning times when
210. 9:52children set the
211. 9:54table serve themselves
212. 9:56food sit with teachers
213. 9:59and carry on conversations yummy you
214. 10:02love cheese don't you
215. 10:05I you like Tor I
216. 10:09like an important part of Head Start is
217. 10:12family style eating hey it's only a
218. 10:15little bit this is a great opportunity
219. 10:17for communicating their
220. 10:19ideas Nori explains how they help
221. 10:22children with the transition to rest
222. 10:24time we help the children unwind during
223. 10:26rest time we have slow low music we
224. 10:30provide books for children that don't
225. 10:32nap and we also rub their
226. 10:35backs Jessica and I also use rest time
227. 10:38to plan activities throughout the month
228. 10:40in the cognitive development the
229. 10:42classifying of objects we have um
230. 10:44different color trains that we could
231. 10:46bring
232. 10:47[Music]
233. 10:51out depending on the length of the day
234. 10:54teachers plan their schedules so that
235. 10:56Children's Learning continues through
236. 10:58the afternoon
237. 10:59many of the children in Lewis's
238. 11:01four-year-old class stay until 6:00 he
239. 11:04describes his afternoon routine after
240. 11:07nap the ones that are awake uh when we
241. 11:09turn on the lights know that it's time
242. 11:11to clean up your mat bring your things
243. 11:13to your cubby and get your jackets on to
244. 11:15go
245. 11:17outside the ones who are still asleep we
246. 11:20let rest and my assistant wakes them up
247. 11:23and they work at toys and games the art
248. 11:25area journals it's just a nice flow for
249. 11:28that part of the day
250. 11:30where are you going to put your name so
251. 11:31they know who it came from
252. 11:34oh and are you going to put their name
253. 11:36on it so they know who
254. 11:37it's that's your house oh my goodness
255. 11:41that's a very big house how many rooms
256. 11:44in your
257. 11:47house
258. 11:48100 100 rooms that's a very big house
259. 11:52and what letter are you making again an
260. 11:55R when the small group comes back inside
261. 11:58we make make our way over to the
262. 12:00tabletop activities look what you
263. 12:03did whose name starts with the letter R
264. 12:07Mr
265. 12:09R and rabbit or the
266. 12:16library we try to keep it lowkey nice
267. 12:19relaxing keep going see what you can
268. 12:21find ly's program ends at 3:30 after
269. 12:25rest time and snack her three-year-olds
270. 12:28have Choice time
271. 12:32romanita Lynn's assistant uses a
272. 12:35wordless book to help children tell a
273. 12:38story in their home
274. 12:40[Music]
275. 12:45language Lynn includes another story
276. 12:47time in the
277. 12:52[Music]
278. 12:55afternoon the end of each day is a big
279. 12:58transition a group meeting brings
280. 13:00children together to reflect on the
281. 13:02day's events and this is when it snows
282. 13:05out uh you don't know when it's going to
283. 13:08snow it gets colder when it gets colder
284. 13:11it may snow with his four-year-olds
285. 13:13Lewis uses the calendar in a meaningful
286. 13:16way to think about the day can I write
287. 13:18that down here okay she said we went
288. 13:21outside on the playground as you've seen
289. 13:25the creative curriculum teacher uses
290. 13:28every part of the day day as an
291. 13:30opportunity for learning we have to keep
292. 13:32in mind what are children going to
293. 13:35remember about today awesome it's why I
294. 13:38am so reflective about the experiences I
295. 13:43provide for me every every part of the
296. 13:46day is a highlight they need to learn to
297. 13:49love to learn and that's my job
298. 13:58perfect