The goals of the focus child should be worked into daily routines and activities. Learning opportunities should be set up in the classroom. The most meaningful activities will originate during the natural play process. These activities should be planned for by the teacher for specific learning objectives.
Daily routines, activities, and the environment should be set up with a child's goals in mind. For instance, a teacher may choose to use a picture schedule as part of the morning routine to help a child sequence the day. Individual, small group, and large group activities can be planned specifically for children's needs. The schedule or environment may need to be adapted. A child who is overwhelmed may need the lights dimmed to help keep him calm. The teacher should set aside a quiet area away from other activities for children to visit if needed.
Learning centers can be set up or adapted to help reach certain goals. Materials may be chosen based on the children's interests and learning needs. If a child needs practice using fine motor skills, playdough and tools could be set up at the tables. Children could practice pouring at the water table. "Embedded learning opportunities, or those activities that originate out of natural play behavior, are very appropriate" (Cook, Klein, Tessier, 2008, p. 129).
The teacher should be aware of the child's goals during the planning process. The teacher can choose activities and learning opportunities based on the child's needs. The teacher can modify plans after evaluating the child's interests and success rates.
Cook, Ruth E., Klein, Diane & Tessier, Annette. (2008). Adapting Early Childhood Curricula for Children with Special Needs.
I like your key points and I agree with you that “the teacher can choose activities and learning opportunities based on the child’s needs.” Planned classroom activities can also incorporate social opportunities. I think that my focus child lacks social skills and has difficulty with open-ended activities. Children need extended and repeated interactions with peers in order to develop friendships. Teachers can not only arrange the classroom environments to support positive social interactions. I hope to facilitate (if needed)her interaction but not interfere or take over when she is in the dramatic play center.
ReplyDeleteIt is very important to set up the environment/schedule with the children's goals in mind. Many of times as a teacher, I have realized that when I set things up for certain children, everyone else gets their benefits too. If I have a picture schedule, everyone else can use it too and see what is coming next. If I work as a group with colors, I can break it up into matching,naming, and pointing to certain colors. I can accomodate the needs of several children at one time.
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