1. OWL Curriculum Overview Centers Time
Provides opportunities for children to deepen content knowledge
Mary Dowling, Education Manager

2. How does OWL Center Time differ from Centers Time in other programs?
OWL Centers Time is longer than 30 minutes
OWL does not combine Centers Time and Small Groups
OWL is not highly teacher directed nor is it free play. Teacher interactions with children are intentional and promote effective teaching practices as described in the CLASS tool.

3. Centers in OWL Blocks Sand/Water Dramatic Play Science Books Art Easel
Puzzles/Manipulatives
Writing/Drawing

4. The Function of OWL Centers
Promotes higher level thinking skills through the deepening of content knowledge:
Some Center activities are related to previous LFOAI & Sm. Groups: others are related only to previous LFOAI sessions.
Children can explore more deeply & longer with hands-on activities, and can pursue interests.
Provides exceptionally rich content, in engaging ways (unique amount, variety & design)

5. OWL Centers: Functions (continued)
Opportunity to apply literacy skills/knowledge in dramatic play, writing, art & block areas: Motivates children to learn about literacy-
Write notes, ‘read’ recipes and board books to babies in Dramatic Play
Write messages, etc., at writing center
Write name on work at art table & easel
Signs for block building
“Caring Tree” labels-Conscious Discipline
What else?
Supports development of specific social skills:
Children learn to make choices & develop initiative.
Children develop social skills with teacher support.
Enter established play
Collaborate
Resolve conflicts
Take turns
Share materials
Ask for help/give help
Return materials,
Clean up
Plan time, etc.,

6. Features of OWL Centers Time
Teacher planned & supported/guided
Materials accessible to children
Children may stay in one center as long as they like daily, except for a few special cases.
Children move from center to center, as they choose & space allows. (some areas may have # limits)
Turns lists give all children equal access to areas.
Zoning Plan ensures one teacher is designated as a “floater,” and other staff assigned to a specific area.
Uses a staggered activity start schedule (i.e., some new while others cont. from previous week, not all new) You may even stagger unit start weeks to share materials between classrooms.
Spreads out prep for teachers
Activities are not forced into one “mold” (i.e., some last longer than others, naturally).

7. OWL Centers: Features (Continued)
Changes often occur within an activity during its “run.”
Supports creative ways of thinking-new/different uses for same thing
Deepens knowledge (prompts comparisons)
Sustains interest
Requires less prep and feels new
What are some examples?
Some areas include many choices, in addition to unit related activity; some do not:
Sand/water (featured only)
Puzzles/manipulatives (many choices)
Writing/Drawing(wide variation in basic materials)
Art Table & Easel(usually featured only w/ individual approach encouraged)
Dramatic Play (may have some other choices, but limits on)
Books (many choices)

8. A Featured Activity or Choices?: A look at a few centers as examples
Writing/Drawing Center: Basic Supplies Increase Over Time, Others Are Rotated
Writing Center must be its own designated area, not part of the art area.
Provide opportunities to write in all centers – may be as simple as a clipboard with a pencil attached, or writing caddie.
Markers & paper 1st day (and more varied paper, sizes & colors, are added on subsequent days, and stay).
Blank books, envelopes, and various other items are rotated in and out, at various times. Not permanent
Small alphabet charts & class name card sets are added early in Unit 1, and stay.
Colored pencils & ballpoint pens are used occasionally. Not permanent.
Exposure to a wide variety of materials, over time. Some are rotated in & out for specific purposes (e.g., fancy gold pens for Dandelion follow-up).

9. Art Area: Table & Easel and Block Area
Table: Featured item only. Individual approach encouraged
Easel: Sometimes (rarely), there is a featured material/project
-Still life paintings of fruit & bouquets Paintings of Max’s Dragon Shirt & Dog’s Colorful Day spots
Sometimes the featured suggestion can be ignored allowing children to paint whatever they’d like on easel paper.
Block Area
Some choices, but limits on
Over time, materials (props) are added to basic blocks.
Materials are rotated out (when not related to current focus), to support coherent play.
Goals:
Prevent a hodgepodge & clutter
Support engaged & increasingly more complex play, with multiple related scenarios within a “topic.”
Support collaboration among children (all on same “topic”, scenarios interconnect rather than compete/conflict/undermine one another)
Children may always build as they wish with basic blocks.

10. Why have limits? Blocks & Dramatic Play:
makes peer interaction/collaboration easier. Less conflict.
Materials more adequate to support ideas when fewer children are in an area (e.g., blocks, water table)
At block area, limits guarantee space for buildings AND a path in front of shelves to get TO blocks.
Voice levels lower (e.g., dramatic play)
Teachers distribute time better. Even when stationed at high support table, can keep eye on other nearby areas.
Less prep(e.g., fewer set-ups for art table, for 4 children than for 6). Children rotate thru during and across days.
Helps children broaden range of centers used. Allows other interested children to have a turn!
Which Areas Benefit Most from Limits?
Blocks
Water/Sand Table
Art Table
Dramatic Play