1. Planning Activities Based on Children’s Needs Successful Solutions Professional Development LLC Chapter 2 Program Planning

2. Chapter Topics A good early childhood curriculum is based on how children develop and learn. It consists of a wide range of concepts, experiences, and materials designed to meet the developmental needs of the group of children. Planning Activities Based on Children’s Needs

3. Chapter 2 Program Planning It’s important to allow for flexibility. A planned craft activity, for example, could be postponed if children show special interest in a science activity. Routines are important to children because they provide a kind, safe and secure structure that helps children learn activities and manage their day. Planning Activities Based on Children’s Needs

4. They can learn to feel independent and comfortable with their own limits and trust that they will be treated fairly by those around them. A daily schedule also has clear advantages for the program and the staff. It defines the events that happen each day, helping to guide the flow of activities, their order, and duration. Routines and schedules free children to meet their intellectual, social and physical needs. Chapter 2 Program Planning Planning Activities Based on Children’s Needs

5. Each program needs a schedule that reflects its unique circumstances. There is no one ideal schedule that works for all children and staff. For example, if your program offers breakfast before school, breakfast needs to be served early enough for children to eat, clean up and get ready for school. Chapter 2 Program Planning Planning Activities Based on Children’s Needs

6. The schedule should provide a balance between structure and free choice. While children gain a sense of security from routine and schedule, many also spend their days in structured settings and it is important to give them opportunities to make choices. Routines are the daily events that must take place, such as: Chapter 2 Program Planning Arriving and leaving Eating Resting Toileting Dressing and undressing to go outdoors (in cool weather) Cleaning up Planning Activities Based on Children’s Needs

7. The program should be structured so that children can take care of their personal routines according to their own schedules and with little or no adult assistance. Some routines involve groups of children—everyone cleans up before school. Others are performed on the individual basis—eating, resting or relaxing, using the bathroom, and washing hands. Chapter 2 Program Planning Planning Activities Based on Children’s Needs

8. If you work with infants, your schedule will be more flexible, but you will still want to establish some predictability. Meet the individual needs of each child by ensuring enough time for: Greetings and arrivals Departures, including sharing information and anecdotes with parents Feedings, diapering, and naps Indoor and outdoor play times Chapter 2 Program Planning Planning Activities Based on Children’s Needs

9. A lesson plan shows the specific planned activities that fit into the daily schedule. These plans ensure that children are provided daily opportunities for small and large muscle activities, outdoor play, and exposure to language and creative activities. Both lesson plans and daily schedules are required to be posted so that they can be easily referenced by staff and parents. Chapter 2 Program Planning Planning Activities Based on Children’s Needs

10. You must have current plans (and ones from the last 6 months) available for the licensor to review. A licensor cannot be at your center every day to see the program you offer children. Written evidence of activity planning helps staff assure themselves, the director, parents, and the licensor that the program reflects the center’s philosophy and goals and meets the full range of children’s needs. In addition to the lesson plans, the licensor will look at the daily schedule, classroom materials, and the activities taking place during their visit to ensure you are providing a developmentally appropriate curriculum and program. Chapter 2 Program Planning Planning Activities Based on Children’s Needs

11. The form of activity lesson plans can vary. You may want to use: A wall chart for the week or month A clipboard with pages divided by times of the day or activity areas A large, desktop monthly calendar A teacher planning calendar book Chapter 2 Program Planning Whatever form your lesson plans take, they should indicate the date and group for which the plans are written. Planning Activities Based on Children’s Needs

12. A well-planned lesson plan gives children time to settle into activities and pursue their interests fully before they clean up and go to the next activity. Adjusting the curriculum to the needs of children means not only offering the right activities at the right time, but also allowing enough time for children to do the activities. Chapter 2 Program Planning If an activity is new, allow extra time to set it up and introduce it to the children. Planning Activities Based on Children’s Needs

13. Resources Lesson plan examples from the Child Care Licensing Guidebook have been provided in the resources for this training The examples are included for you to use as guidelines as you create your center’s lesson plans and activities. Chapter 2 Program Planning Planning Activities Based on Children’s Needs

14. Transitions are the times of change between one activity to another. Allow children time to pursue their interests without interrupting or hurrying them, as much as possible. Children should not always be required to move from one activity to another as a group. However, there are times when the group as a whole needs to move on to a new phase of the day. Chapter 2 Program Planning Planning Activities Based on Children’s Needs

15. Some suggestions for handling transitions: Give a five minute advance notice to tell the group when the activity will end and what comes next Give children a chance to repeat what they are doing one more time before requiring them to stop (Avoid stating “That’s all!”) Use phrases such as: "You have one more minute” “One more time” “When you are finished, please put your things away” “This will be your last time. Ready? Go!” Chapter 2 Program Planning Planning Activities Based on Children’s Needs

16. Encourage children who are finished with their activity to help straighten the room or help set up the next activity (this gives children something positive to do during the transition and encourages responsibility) Tell children where to go next and what to do when they get there Make sure the area children are moving to is staffed and ready for children Avoid overcrowding in one small place (bathrooms and cubby areas can become congested) Chapter 2 Program Planning Some suggestions for handling transitions: Note: You are required to maintain staff/child ratios during transitions from one activity to another throughout the day. Planning Activities Based on Children’s Needs

17. Keep the length of time children have to wait or stand in line as short as possible (the best way to get stragglers moving is to start the next activity) Dismiss children who get themselves ready quickly rather than making them wait Keep in mind that one staff member will have to stay in the area children are leaving until the last child is ready to move out Chapter 2 Program Planning Some suggestions for handling transitions: Planning Activities Based on Children’s Needs

18. Have a special signal that lets children know a change is about to happen. Your signal might be: A song, chant, or a guitar softly strumming The lead caregiver sitting down in the group area, indicating group time is about to begin A small bell ringing once The caregiver’s hand raised with two fingers extended A necklace hanging on the wall, indicating there is room for another child in the art room, block corner, or bathroom A special sign you hang on the wall, indicating the outside play area is now open Chapter 2 Program Planning Some suggestions for handling transitions: Planning Activities Based on Children’s Needs

19. Parents must be provided in writing the programs policy on homework. Most school-age children receive homework assignments. In the early primary grades, homework may be minimal. However, by the time children reach the upper elementary grades, homework assignments can be quite lengthy and, for some children, difficult and frustrating. Chapter 2 Program Planning Planning Activities Based on Children’s Needs The decision to offer time and space to do homework at your program raises several issues related to the needs of children and families.

20. They think it is more important for children to have opportunities to engage in different kinds of activities than those they experience at school. Homework should be done at home, they feel, where parents can give children structure and support, keep track of progress, and congratulate them for their accomplishments. Chapter 2 Program Planning Some school-age professionals believe that homework should not be a part of the daily child care schedule. Planning Activities Based on Children’s Needs

21. Other professionals believe providing time and space for doing homework at their program is a way to support children and families. They believe in offering children a variety of choices – with homework being one of them. The needs of the children and families need to be considered when deciding if homework will be part of a school-age child care program. Chapter 2 Program Planning Planning Activities Based on Children’s Needs

22. Do children lack a quiet space at home for doing homework? Is there no one in the family who can provide encouragement and assistance if needed? Are families tired at the end of the day and is there little time after the completion of other daily chores for children to get help on assignments? Have families requested their children become involved in homework during the program? Your program might be able to offer the structure and support children need to do their homework and succeed in school. Chapter 2 Program Planning Planning Activities Based on Children’s Needs

23. Tips for Helping Children with Learning Disabilities Children with learning disabilities may require additional homework assistance. Bad experiences with homework can develop frustrations and negative attitudes towards schooling. Chapter 2 Program Planning It is important for providers to talk with parents and school staff about the difficulties a child may be having to determine what the difficulties are, such as inappropriate homework or needing extra assistance with an assignment, so a plan of action can be developed. Planning Activities Based on Children’s Needs

24. Some suggestions for structuring and helping children with learning disabilities do their homework: Chapter 2 Program Planning Focus on short assignments Practice skills already learned in class Provide additional structure as may be needed Be aware of the most helpful type of environment for an individual child Check on their progress regularly Review their completed work Provide immediate rewards for their successes Remain in close contact with the child’s school and family Planning Activities Based on Children’s Needs

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