PTKLF Approaches To Learning (ATL) by Ileana Bello

PTKLF Approaches to Learning - Click to open the document.

jmoon36 — 2025-04-15 17:10:48 UTC

In order to prepare for the training session, please read and review the following information from the PTKLF ATL.

jmoon36 — 2025-04-15 17:26:25 UTC

We will use this in the training to guide our courageous conversations.

jmoon36 — 2025-04-15 17:27:41 UTC

We will use this in the training to guide our courageous converstaions and allow some reflection.

jmoon36 — 2025-04-15 17:45:16 UTC

John has been serving as the Coordinator of Bay Region 4 CPIN since July 1, 2020 at the Contra Costa County Office of Education and serves the counties of Alameda, Contra Costa, Marin, Napa, San Francisco, San Mateo and Solano. Prior to becoming a Coordinator, John spent several years as an Early Learning Principal in Oakland and as a Project Specialist assisting the Early Childhood Department in West Contra Costa Unified implement state preschool programs at 12 different sites. Prior to his leadership roles, he was most recently a TK teacher in Pittsburg Unified and has 20 years of PK-5 teaching experience in California, Virginia, The District of Columbia and Maryland. In his 29th year of education, John continues to lift up the field of Early Childhood Education by being an advocate for play, leading developmentally appropriate professional development and continuing to support early educators and administrators throughout the Bay Area. John can be contacted by emailing: jmoon@cccoe.k12.ca.us or by phone at 925-942-3336.

Debbie Supple, M.A.

jmoon36 — 2025-04-15 17:46:17 UTC

Debbie Supple was Director of the Bay Region 4 California Preschool Instructional Network (CPIN) for 16 years. Her role was to help close the “readiness gap” and provide all Bay Area children with opportunities to begin Kindergarten ready to learn the new skills necessary for successful lifelong learning. Ms. Supple’s main responsibilities included providing early childhood administrators and teachers with high quality professional development, current and confirmed research, and best practices to support the California Preschool Learning Foundations and Curriculum Frameworks. She did this by conducting training for teachers and administrators and providing onsite coaching in preschool classrooms.

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Eloisa Mendoza-Hinds

jmoon36 — 2025-04-15 17:46:51 UTC

jmoon36 — 2025-04-22 20:09:49 UTC

A lot of open ended materials such as Legos, magna tiles, soft/hard blocks, hallow blocks, scarves, linking cubes, nuts and bolts, marbles, etc.

2025-04-24 00:50:26 UTC

They are located away from the noise. One is located by the library and the other one by the writing area. They have "Patrick" which is a weighted lap pad dog, books, a blanket, and fidgets. I also have some tools to help them regulate like a candle and a pretend flower and some pictures as well

2025-04-24 00:57:53 UTC

jmoon36 — 2025-04-24 17:56:52 UTC

Playdough, Kinetic Sand, loose natural parts, real artifacts (feathers, shells, rocks, insects, seeds, soil, etc), math manipulatives, dolls, nonfiction and fiction books, dramatic play items, paint, anything students can touch and manipulate to expand their vocabulary and experiences in the classroom.

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I have a space located away from the commotion. We have two bean bag chairs with stuffed animals on them. I have visuals of calming strategies and items to use like sensory toys, pinwheel, timers, fake flower, handheld mirror. Also displayed are our different emotions. We have a weighted blanket.

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We have musical instruments, textured numbers/letters, songs/fingerplays, rice/bean/water sensory table, nature walks, mud kitchen, sound tubes

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Sound hunts- we listen for nature sounds on our walk or when we are at outdoor play and we mimic and try to guess what thing or animal is making the sound.

Sensory play table- using natural items such as feathers, pinecones, shells, etc.

-Ashely Terrazas

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Chants and songs to signal transitions or changes in schedule

Whole body response

Time checks/gentle transitions

Role playing

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Touch: Encourage them to feel different textures—bark, leaves, stones, grass.
Sight: Look for different colors, shapes, and patterns in the environment.
Hearing: Listen to birds, wind, rustling leaves, or distant sounds.
Smell: Smell flowers, herbs, or fresh-cut grass.
Taste (with caution): Grow a small herb or vegetable garden where they can safely taste what they grow.

2025-04-25 00:48:54 UTC

Pinecones, sticks, leaves, acorns, rocks
Sand, soil, water, mud
Shells, feathers, moss, seeds

5 senses play

andream10571 — 2025-04-25 01:31:04 UTC

smell- chocolate playdough (February), Cinnamon playdoh (October),

sight- magnifying glass, kaleidoscope, prism, flashlight,

hearing-musical instruments,

touch- fidgets, scarf dance,

touch- cooking day,

vestibular- balance beam, trampoline, yoga,

hands-on play

andream10571 — 2025-04-25 01:32:07 UTC

magnet blocks, Scale, different texture of blocks,

PTKLF Approaches to Learning - Click to open the document.

jmoon36 — 2025-04-25 01:36:51 UTC

Please read pages 6-8, Diversity in Children's Approaches to Learning Skills.

Please look over pages 21-22, 35, 39, and 45-46. We will refer to and use these pages during our training

We have Instruments musical, letters

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visual schedules

andream10571 — 2025-04-25 02:58:00 UTC

individual and class

Task analysis

andream10571 — 2025-04-25 02:59:15 UTC

for routine tasks. First then boards. For small group work (what work to do, how much work, what to do when I'm done)

How do you create cozy, safe spaces?

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A comfortable couch, soft cozy toys.

How do you show routines?

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Singing songs, chants, games: simon says