Transcript Slide 1

Programming Training Session
August 2007
Katie Wilbor
Coordinator, Bayside Family Day Care
COPYRIGHT 2007 BAYSIDE FAMILY DAY CARE |
REPRODUCTION OR REDISTRIBUTION IS PROHIBIITED
Understand why and how we program.
Have an insight to how and why we observe.
Gain knowledge on how to brainstorm
extension activities & experiences.
Gain comprehension of how and why
we evaluate and reflect on our practices.
Our 7 Goals (5-7)
To experience as small groups
‘The 3-Step Programming Process’
To know what documents are required by the
Legislation & Quality Assurance Guidelines
To benefit from other Care Providers’ ideas on
How to Display Programming & Development Files.
What does ‘Programming’ mean?
Programming is
 written documentation / evidence in which
 we can observe children’s development
 individually or as a group
 in every day activities, experiences, and
routines.
Results of ‘Programming’
 We can provide a varied & stimulating
environment for the little people in our care,
 We can adapt to each individual child’s
needs and interests.
Reasons for ‘Programming’

To extend on each child’s strengths & interests
e.g. what the child enjoys, always focusing on
the positive aspect of a child’s development.

To conform to Quality Assurance & State
Government Legislation.

To provide the best High Quality Care we can
to children, their families and the community.
How Do We Achieve
Programming?
By ‘3 Step Method’
1)
Observing the children.
2)
Planning activities & experiences
for the children from observations
made.
3)
Evaluating & reflecting on how those
activities and experiences went , and
what was achieved.
Continuous ‘3 Step’ Cycle of
Recording Children’s Progress
3 Step Programming
Programming is a process that streamlines.

It looks at the holistic child and
surrounding environment.

All 3 domains impact on each other
and cannot exist without each other.

The entire process requires you to be
engaged & involved with the children
even while observing the children.
Continuous ‘3 Step’ Cycle of
Recording Children’s Progress
Step 1: Observations
 Most adults spend time observing children.
They watch them play, taking delight when a
child says a first word or takes first steps.
 Observing is an ongoing process for people
who have children in their lives.
 Observations made by Family Day Care
providers are very different from those
made by parents and grandparents
because we observe children for
different reasons.
How Do Family Day Care
Providers Use ‘Observations’?
Family Day Care Providers use observations:
 to provide high quality care and
 to form a basis on which accurate
information is collected
 to meet each child’s individual needs.
‘Developmentally
Appropriate Care’
When providers know how each child is growing
and developing based on observations:


they can provide a program based on this
knowledge, and then
the care they provide is more likely to be
developmentally appropriate.
‘6 Reasons for Observing Children ’
1-3
1. To determine each child’s interests,
strengths and needs.
2. To measure each child’s progress and to
identify each individual child.
3. To identify any additional support the
child may require.
‘6 Reasons for Observing Children ’
4-6
4. To keep records of each child’s
competencies in all their developmental
areas,
5. To provide a broad range of experiences
that are culturally inclusive.
6. To share information with families and/or
outside authorities if required.
How Do We Observe?
 There are many different formats to observing.
One very simple way is to write a short story
about what the child is doing.
 You yourself will develop your own system
that will help you integrate observing into
your every day activities and routines.
’10 Tips on Observing’
1-4
1.
Try to observe each child once a week.
2.
Give each child a simple code like a shape, so that an
onlooker can see the link from the observation to the
weekly displayed planner.
3.
Adopt a schedule for observing the children in your
care.
4.
Write exactly what you see, and not what you think
is happening
’10 Tips on Observing’
5-7
5. Observe children in small and large groups as well
as individually.
6. Jot notes frequently. Carry a pad and pencil at handy
reach.
7. Try to abbreviate and shorten what the child said,
so that you can still get the gist of what they are
saying. If you are observing the child’s language
development, then a recorder could come in handy,
to listen to later on.
’10 Tips on Observing’
8 - 10
8. Describe how a child is doing or saying something,
remember to be objective!
9. Have a reason to observe e.g. to assess the child’s
fine motor skills or to find out why a child doesn’t like
playing outdoors or why a child gets frustrated.
10. Share your observations with colleagues, family
and coordinators to get some feed back for the next
step of planning and brainstorming.
Do Not Forget!
 Write the Observer’s Name
on top of each observation.
 The Child’s Name.
 The Date of the Observation.
 The Setting e.g. at playgroup in the home area,
or Alex sat in a homemade cubby under the table with
books and cushions (it sets the scene for an onlooker).
 The Behaviour of What the Child Says and Does.
Example of an Objective Observation:
Observer:
Date:
Time:
Setting:
Janice W.
1/5/07
10:20am
Outside in the paved area of back yard, in the
water trough
Observation:
Jack moved the water back and forth with the funnel. The water
splashed inside and outside of the basin. Some of the water fell on to
the other children’s shoes. Jack looked at their shoes and began to
giggle.
• This example is an objective recording. It includes facts of what Jack did,
i.e. “Moved the water back and forth”.
• It describes what happened, i.e. “The water splashed inside and
outside of the basin”
• It describes his reaction, i.e. “ Jack began to giggle”
Example of Objective Observation
(continued)
 Making an objective and accurate observation
takes lots of time and practice.
 Just remember to engage with the children at all
times -- and playing with them gains you
valuable information.
 Remember to record this information.
 The more observations you take the better you will
become in recording them, finding a system to suit
your own needs & requirements.
Continuous ‘3 Step’ Cycle of
Recording Children’s Progress
Step 2: Planning & Implementing
‘Brainstorming’
Planning and Implementing
Step 2: Brainstorming
• Weekly planning is a requirement of the State
Legislation and Quality Assurance Guidelines.
•It allows Care Providers to analyse the observations
recorded for each child, and to plan an activity
experience that will enhance the individual child’s
development in a holistic way.
•These planned experiences should be recorded in
a weekly format that needs to be displayed for
parents to see.
Planning & Implementing
Main Reasons to plan activities:
 To assure that your program provides
ongoing support for each individual
child’s learning & development.
 To help adapt and change the learning
environment to suit different, individual
children’s needs.
How Do We ‘Plan Activities’
and ‘Brainstorm’ ?
 Look at the individual observations.
Analyse them by looking at what the child is doing and identifying
what it means e.g. “Jack is enjoying the water and using his
thinking skills to move the water back and forth”
Then think about what the child enjoys playing with e.g. “Jack
enjoyed the water and the funnels, he found it funny when
the water splashed out of the bowl”
 Think about some follow on activities that will enhance the
child’s interests and development skills -- Then
transfer onto you weekly planner using the individual child’s
symbol, so that the link between the observation and follow on
activity can be easily seen by an onlooker.
‘Brainstorming Ideas Example’
Go to THE BEACH and look for different
shaped shells. Splash feet in water and
discuss temperature. What do we see
and hear? Smell and feel.
(Environmental, Social & Emotional,
Language Sensory)
FILL WATER TROUGH with
COLOURED WATER & STICKS
Add more colour
to introduce colour mixing
(Maths & Science – Cognitive )
WATER TROUGH
filled with boats and
play people
(Imaginative play)
FLOATING & SINKING
(Math’s and Science Cognitive)
Water Play
Go to the LIBRARY to find
BOOKS ABOUT WATER
READING STORIES
“Teddy’s & mouse’s rainy
picnic” and “ Little duck &
the pond”
(Social, Emotional and
Language)
BUBBLE & STICKS
COLLAGE, WATER
Use different materials to discuss
textures and touch (Creative,
Cognitive and Language)
Blowing bubbles (Fine and
Gross motor skills and
cognitive)
SONGS / RHYMES
“Rain Rain Go Away” and
“Jack & Jill Went Up The
Hill”
’Tips on Planning’
 Encourage the children to help plan activities/experiences,
especially the school children. Drawing cutting out pictures and
discussions can do this.
 Think about long-term goals for children and include these into
your planning.
 You can do this in any format you choose. You can make it
very simple or more complicated for yourself.
 For example: You can add on to your observations an extra box
that says ‘Extension activities or Follow on activities, such as …’
Example 1:
Date:
Child’s name & age
Setting:
Observation story here:
Extension Ativities:
Time:
Observer:
Child’s symbol:
Example 2:
Observer:
Date:
Name:
Age:
Symbol:
Time
Setting:
Observation:
Follow on Activities:
Observer:
Date:
Name:
Age:
Symbol:
Time
Setting:
Observation:
Follow on Activities:
Observer:
Date:
Name:
Age:
Symbol:
Time
Setting:
Observation:
Follow on Activities:
‘Weekly Program’
Once your activities have been explored for each
individual child, the chosen activities / experiences need
to be transferred to a plan to be displayed for all
families and coordination unit staff and onlookers to
see. This can done in many formats – ‘It is all up to you.’
Things to remember:
 To use an individual symbol for each child to link
the observation with the follow on activity/experiences.
 To add incidental activities, as children will develop
their own ideas and play.
 To add an evaluation/reflection section of how your
activities/experiences went for the week.
Weekly plan example:
:
DATE ________
Monday
* Child 1
* Child 2
* Child 3
INCIDENTAL
ACTIVITIES
Thursday
Wednesday
Tuesday
* Child 7
* Child 4
* Child 3
* Child 1
* Child 7
* Child 3
Friday
 Cubby made
out of boxes
from delivery
of books.
* Child 1
* Child 2
* Child 8
Trip to Library
to collect books
on water and
Boats.
EVALUATION / REFLECTION
How did activities go & kids respond?
What materials were provided and
processes took place?
What skills did the children achieve?
What went well & what did not go well?
How can we extend their learning and
what future resources may be required?
.
•
•
•
•
•
* Child 1
* Child 6
* Child 5
Continuous ‘3 Step’ Cycle of
Recording Children’s Progress
Step 3: Evaluating & Reflecting
What is an Evaluation?
Evaluating is:
An active process in which
you reflect on your daily or weekly programming.
Why Do We
Evaluate Our Programs?
 To gain knowledge of how and why the children
engaged in their play.
 To support and extend on any further learning for
yourself and the individual children.
 To determine and value the relevance of different
activities/experiences.
 To establish and identify new practices and ideas
for future planning.
’7 Tips on
Evaluating & Reflecting’
1-5
1.
Think about how the child(ren) responded to certain
experiences
2.
What processes took place to achieve these activities?
3.
Think about what materials and equipment you needed
to supply. Were they too much, or possibly not
enough?
4.
What learning skills were enhanced?
5.
How did the children and you participate and engage
in the activities?
’7 Tips on
Evaluating & Reflecting’
6-7
6.
Can you follow on and extend the children’s
learning and development? How?
7.
What additional resources may have been required,
or may need sourcing for the future?
 If you follow these handy tips when evaluating your
daily or weekly routines, you will gain extensive
knowledge of the children in your care,
 This will enable you to provide a wide stimulating
program that will enrich and enhance the children’s
development and lives forever.
‘Practical Session’
IN SMALL GROUPS
► Look at each of the 2 photographs to follow
► Pick a picture and discuss what you think is happening
in the picture.
► Jot down a short story of what is happening in the pictures
and how the children are engaging with one another.
► What might they be saying to one another? (Remember to write
down what is happening and what is said in an objective way).
► Then jot down any skills or development the children maybe
learning from this play.
► Brainstorm a few follow on activities/experiences that would
extend on the children’s play and enhance their development.
Sand Play
Phone Talk
Documents Required for Display
as
Evidence for Quality Assurance
& To Meet Legislative Standards
 Daily communication books for all children in care.
 A confidential folder of weekly observations and
extension activities.
 A displayed weekly program, linking back to the
observations, by simple individual symbols for each
child.
 A daily or weekly evaluation of your displayed weekly
program and vacation program.
Documents Required as Evidence
(continued)
 Remember to keep everything as evidence.
 Take lots of photographs to supplement your
programming.
 Engage and interact in a positive manner
with the children all the time, as this will
make a huge impact on the children’s
development and lives.
This form of programming is called
‘THE EMERGENT CURRICULUM’
It is all based around the
children’s interests and skills and
 how you positively interact and engage with them
 how you look at the whole child’s needs and
produce a program full of experiences that
include all aspects of the world around them.
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