Planning Learning Opportunities
- If a teacher is struggling to locate time or ideas to plan a music or performing art activity, invite them to read the tip sheet “Out and About with Preschoolers: Make Some Music” from the Illinois State Board of Education. The tip sheet has ideas for both incorporating and setting up planned activities outside. After reading through the handout individually, invite participants to choose two interesting ideas. Together in the classroom, gather the materials needed to put the idea into action the following day. If needed make a list of materials to acquire and steps to accomplish.
- Invite staff to read the Developmental Sequence, PCF, Vol. 2, pp. 56-57. After reading the developmental sequence, discuss children they have observed at different developmental levels. Ask teacher to share what their last planned drawing activity was (i.e., an invitation in the environment or a planned learning opportunity). If teachers have samples of this activity, ask them to use them during the following reflective discussion. Looking at the activity, which developmental level was most challenged with this activity? Was there a developmental level that may have required more challenge? Less challenge? Together brainstorm how the teacher-child interactions or the planning could scaffold this activity for each developmental level next time.
- Inform or remind staff about the CSEFEL Book Nook resource. If they use the Book Nook, ask about their favorite books. If this is their first time, look online together to see the options. Choose one and look closely at the suggested activities. Each Book Nook has some extensions titled Art, Dramatic Play, Make-Believe, Music and Movement, or Songs. These ideas are great extensions of books teachers often already use to develop lesson plans.
- Invite participants to read the Guiding Principle, Arts experiences for preschoolers are more about process than product, PCF, Vol. 2, p. 44. Share the comparison pictures of visual art process vs. product. Create a T-chart and brainstorm process and product art activities, assigning each activity to one of the columns. Assign optional extension:
- hang T-chart in break room or office
- ask to be invited back to participate/observe one of the activities listed
- circle an activity and plan it in detail with teacher
- offer to practice one of these activities with the staff at the next meeting
- Ask teachers to read the handout "Dramatic Play in a Preschool Classroom" and then have them read the vignette on page 91 of the PCF, Vol. 2. Discuss the value of dramatic play and how the teacher in the vignette supported and extended the play. Brainstorm other ways the teacher might have expanded on the learning. Discuss the connections between dramatic play and social emotional development; language and literacy development.
- Give teachers the "Strategies to Promote Children's Expressions through..." tip sheet set from the Head Start website along with "References for Evidence-based Practice for the Creative Arts Expression Domain of the 2010 Early Learning Framework." Make a three column chart: 1. Strategy 2. Am doing this now? 3.How can I do more of this? Using the handouts, work with teachers to fill in the chart with at least ten strategies.