Objectives for Development Learning Daily Resources Intentional Teaching

§ Objectives for Development & Learning § Daily Resources § Intentional Teaching Cards § Mighty Minutes for Infants, Toddlers & Twos § Highlights Hello § Book Conversation Cards § The Creative Curriculum Learning Games § Crosswalk with Maine Infant/Toddler Guidelines (MITG) § A look at components § The Foundation § Routines and Experiences § Additional Resources § Sample schedule § Sample lesson plan § Sample Individual Child Plan § Sample Individual Care Plan § The first 6 weeks

§ The Objectives for Development and Learning form the foundation of the Teaching Strategies GOLD assessment system (TSG). § TSG objectives identify the behaviors, skills and knowledge that are most predictive of school success. § The first 36 objectives are organized into nine areas of development & learning. - Social-Emotional - Literacy - Physical - Science & Technology - Language - Social Studies - Cognitive - The Arts - Mathematics Tenth area, objectives 37 & 38, address English Language Acquisition

§ Intentional Teaching cards describe how teachers can guide routines and experiences within an individualized framework for each child in their care. § Typically used in small groups with some designed for large groups and one-on-one as part of routines and experiences § Color codes are used to describe teaching sequence to individualize for children based on what teachers know about children through observation. § Implementation of cards can be done in any order. § Related to Creative Curriculum Learning Games § Lists connected objectives

§ Mighty Minutes provide brief experiences that focus on relational learning to support development and learning during routines and experiences. § Mighty Minutes cards describe short activities, songs, chants, rhymes and games. § Can be used anywhere to teach language, math, literacy, science, social studies or physical skills § Implementation can be in any order. § Back side of card describes ways to change activities to focus on a different area of learning as well as how to increase or decrease complexity = Scaffolding!

§ Hello Highlights books each have a corresponding Book Conversation Card noted. § Components include: 1. Tell Me a Story-short/few words 2. Sing Me a Song 3. Let’s Do a Puzzle 4. Read Me a Poem 5. Tell Me a Story-additional words in narrative format

§ Book Conversation Cards are used to actively engage children during read alouds. § Cards are broken into: 1. Young Infants 2. Mobile Infants 3. Toddlers 4. Twos 5. Families

§ Each booklet includes: - games designed for a range of ages: birth-12 mos. , 12 -24 mos. , and 24 -36 mos. - directions for a series of games that are arranged in approximate order of increasing difficulty. - a checklist to track which games have been given to families. - an overview of development for that year of life. - pages that are perforated-handouts. - a brief description of the main idea and how the game supports children’s development.

§ The first volume: The Foundation gives an overview of theory and research that underlie the curriculum - Includes five chapters 1. Knowing Infants, Toddlers, and Twos 2. Creating a Responsive Environment 3. What Children Are Learning 4. Caring and Teaching 5. Partnering With Families

§ The second volume: Routines and Experiences includes chapters on each of the daily routines and experiences that make up a child’s day. - Part A: Routines describes/illustrates how daily routines are an integral part of the curriculum: Hellos, good-byes, diapering, toileting, feeding, dressing and soothing children within the context of strong relationships. - Routines provide opportunities for children to build relationships & competence. - Part B: Experiences offers guidance about appropriate materials & interactions. Important: While planning experiences is essential, it is important to understand that teachers are planning for possibilities because they need to be able to respond to whatever interests a child = Responsive Care Giving and attention to Emergent Curriculum!

Belfast Early Head Start Daily Schedule Responsive Care Giving Arrival & Greetings (wash hands) Diapering/Toileting (wash hands) Breakfast/Feeding Teeth brushing Indoor/Outdoor Dev. Appropriate Experiences (naps as needed) Diapering/Toileting (wash hands) 9: 40 -11: 00 Small Group-Music & Stories 11: 00 -11: 30 Lunch/Feeding (wash hands) Diapering/Toileting (wash hands) 11: 30 -12: 00 Rest (naps as needed- quiet activities and/or snack as children wake) Diapering/Toileting (wash hands) 12: 00 -2: 00 Snack (wash hands) 2: 00 -2: 30 Indoor/Outdoor Developmentally Appropriate Experiences 2: 30 -3: 00 Departure & Farewells 2: 30 -3: 30 8: 00 -9: 00 -9: 40

§ Relationships, Relationships and Relationships!!. . . § Routines are the primary ways children and caregivers build relationships. Children develop a sense of security and with this the confidence to explore and learn! § It is also important to complete the TSG Individual Care Plan with families prior to children beginning in the classroom in order to learn more about the child and families.