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Instructional Support & Daily Objectives 

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Instructional Support & Daily Objectives 

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Instructional Support & 3 daily Objectives 

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Communication with parents not only builds trust and understanding, but works together to support children's well being. Therefore, we will communicate with parents through phone, email, weekly inforgraphs, and most importantly face-to-face conversations. Above is an example of an infograph, communicating what we will be doing for the week. On the infograph is our contact information, including both phone and email for parents to contact us. At the bottom of the infograph is where important dates will be displayed as a weekly reminder. Each inforgraph will be handed out on every Friday in order for parents to be prepared for the new week. Infographs will also be placed within the classroom, on the Parent Board.

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Self-Reflection and Classroom Assessments 

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Self-Reflection and Classroom Assessments 

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As we researched on ways that we can self-reflect and evaluate our teaching practices we came across this lesson plan that will allow teachers to ask themselves a few questions at the end of each day in order to grow and learn from their daily experiences working with young children. This lesson plan will also allow teachers to do a classroom assessment based on how their preparation and research was, how detailed and organized their lesson plans were, and were they able to engage children based on how they presented the activities. By reflecting in such areas teachers will be able to rearrange their classroom, know how to support children's individual needs, offer community skills to children, and have a better idea of what works and does not work with a particular group of children  (Kostelnik et al., 2015).

References

Kostelnik, Soderman, & Phipps Whiren (2015). Developmentally Appropriate Curriculum. 7th Edition. Pearson Publishing.

Lesson Plan Self-reflection and Evaluation: https://www.saintt.com/documents/2017/9/LessonPlanReflectionAssessment.pdf

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Activity ideas that came from Pinterest 

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Most of our activity ideas came from an online source called Pinterest.  In order to make the activities developmentally appropriate we used the Desired Results Developmental Profile (DRDP) and made modifications according to the age group we are focusing on, ages 3-5. We looked into the developmental level and descriptor in the domain that we wanted to focus on to make sure that the activities were appropriate (DRDP, 2015). Based on our experiences working with children, we made sure that our activities were hands-on, based on children's interest, allowed for children to reach goals, experiment, explore, create, and problem-solve as the activities connected to our theme, pets (Kostelnik et al., 2015).

References

Kostelnik, Soderman, & Phipps Whiren (2015). Developmentally Appropriate Curriculum. 7th Edition. Pearson Publishing.
DRDP (2015) preschool - child development (CA dept of education). (n.d.). Retrieved December 04, 2022, from https://www.cde.ca.gov/sp/cd/ci/documents/drdp2015preschool.pdf

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- Dance and Movement provides physical movement for children to either get their sillies out or just to get their bodies moving. Dancing also supports children's creativity by allowing them to express themselves. Dancing portrays and showcases their personalities.
- Nature walks provides a change of environment and allows children to be mindful of not only their surrounding, allowing them to express what they see, hear, and smell. Most importantly it creates a sense of calmness, allowing children to practice breathing techniques.
- Parent-child interactions encourages parents to engage within the classroom. It also creates an opportunity to observe their child's interest and who/how they interact with others. It allows teacher-parent interactions, allowing them to build trust and communication when it comes to the children's wellbeing.