Scaffolding Development via Embedded Structure and Thematic Content

1
Scaffolding Developmentvia Embedded
Structureand Thematic Content

• Jean Bird, Preschool / Extended Day Teacher
• Linda Hancock, Kindergarten Teacher
• Sharon Carver, Director
• Childrens School at Carnegie Mellon
• www.psy.cmu.edu/childrensschool
• NALS 06 Global Thinking Tools for Learning

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Childrens School Overview

• Psychology Laboratory School
• Cognitive Developmental Research
• Research Training
• Model Preschool Kindergarten
• Developmental Goals Shape Curriculum Assessment
• Parent Education Involvement
• Prof. Development for Practicing Educators
• Some Training of Pre-Service Teachers

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Role of Structure

• All Structures Focus on Meeting Developmental
  Goals
• Establish Consistent Expectations
• Design Simple Systems
• Develop Effective Routines
• Embed all in the Environment
• Communicate Early and Often
• Practice, Practice, Practice

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Developmental Benefits

• Promotes Independence
• Enhances Comfort Level
• Reduces Behavior Problems
• Saves Time
• Allows everyone to focus attention and energy on
  learning
• Skill-building re Developmental Goals
• Knowledge-building re Thematic Units

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Implementation Timeline

• August Planning, Continual Reflection, May
  Evaluation
• Fall Introduction Practice -gt Spring Payoff
• Consistency Progression from Preschool 3s -gt
  Kindergarten
• Continual Refinement -gt A Decade of Progress

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Session Overview

• Whole School Structures Benefits
• Preschool (plus some Extended Day) Structures and
  Benefits for Thematic Learning
• Kindergarten Structures and Benefits for Thematic
  Learning
• Reflection Sharing re Relationships between
  Structures Learning in Other Programs

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Whole School Structures

• Space
• Shared Spaces (entry, kitchen, bathroom,
  discovery area, playground)

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Whole School Structures

• Space
• Shared Spaces (entry, kitchen, bathroom,
  discovery area, playground)
• Systems
• Behavior Expectations (signals, language, etc.)

Signals Lights Off means Stop, Look and Listen
Bell means Clean Up and Find the Teacher School
Rules Be a kind friend. Use walking feet.
Listen the first time. Use materials
appropriately. Stay in your own space. Follow the
routine. Use your words. Put everything in its
place. Use inside voices.
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Whole School Structures

• Space
• Shared Spaces (entry, kitchen, bathroom,
  discovery area, playground)
• Systems
• Behavior Expectations (signals, language, etc.)
• Parent Communication (newsletters, white boards,
  etc.)
• Home / School Folders
• Routines
• Greeting Dismissal

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Whole School Learning

• Culture of Knowing Being Known
• Expectations of Responsibility and Responsiveness
• Flexible Adaptation -gt Minimal Disruption
  Stress
• Constructive Learning Environment for Staff,
  Children, Students, and Parents

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Preschool Structures

• Space
• Classroom Centers

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Preschool Structures

• Space
• Classroom Centers
• Playground Gym

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Preschool Structures

• Systems
• Labels with dots define of children per center
• Charts re attendance, jobs, etc.

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Preschool Structures

• Systems
• Labels with dots define of children per center
• Charts re attendance, jobs, etc.
• Labeling systems empower children to solve
  problems

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Preschool Structures

• Systems
• Labels with dots define of children per center
• Charts re attendance, jobs, etc.
• Labeling systems empower children to solve
  problems
• Clear expectations boundaries free children to
  explore

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Preschool Structures

• Routines
• Circle Time (e.g., greeting song, sharing bag,
  etc.)

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Preschool Structures

• Routines
• Circle Time (e.g., greeting song, sharing bag,
  etc.)
• Repeated Center Activities (e.g., Alphabet
  Journal, Guessing Jar, etc.)

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Preschool Structures

• Routines
• Circle Time (e.g., greeting song, sharing bag,
  etc.)
• Repeated Center Activities (e.g., Alphabet
  Journal, Guessing Jar, etc.)
• Transition Routines (e.g., clean up, handwashing,
  etc.)

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Preschool Structures

• Routines
• Circle Time (e.g., greeting song, sharing bag,
  etc.)
• Repeated Center Activities (e.g., Alphabet
  Journal, Guessing Jar, etc.)
• Transition Routines (e.g., clean up, handwashing,
  etc.)
• Weekly Activities (e.g., cooking, gym, Special
  Fridays)

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Preschool Structures

• Routines
• Extended Routines at Childrens Initiative
• Parents report transfer of systems routines to
  home

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Preschool Theme Learning

• Embed Themes in Structures
• Dramatic Play Centers change with theme
• (as does Guessing Jar contents, circle time songs
  stories, sand water table materials, etc.)

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Preschool Theme Learning

• Embed Themes in Structures
• Dramatic Play Centers change with theme
• Focus of Projects with Student Helpers

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Preschool Theme Learning

• Embed Themes in Structures
• Dramatic Play Centers change with theme
• Focus of Projects with Student Helpers
• Open Writing Center adapts to any theme

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Preschool Theme Learning

• Focus Regular Activities on Themes
• Snack, Activity Time Choices, Gym, etc.

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Preschool Theme Learning

• Increase the Depth of Theme Exploration
• Circle Time Discussions

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Preschool Theme Learning

• Increase the Depth of Theme Exploration
• Circle Time Discussions
• Special Friday Activities

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Preschool Theme Learning

• Increase the Depth of Theme Exploration
• Circle Time Discussions
• Special Friday Presentations Excursions
• Additional Challenge for Advanced Minds

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Preschool Theme Learning

• Other Advances
• Multi-step Projects

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Preschool Theme Learning

• Other Advances
• Multi-step Projects
• Year-long Project re Worms as Pets

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Preschool Theme Learning

• Other Advances
• Multi-step Projects
• Year-long Project re Worms as Pets
• Extended Presentations Excursions

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Kindergarten Structures

• Space
• Classroom with centers plus block room

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Kindergarten Structures

• Space
• Classroom with centers plus block room
• Map of the Rug

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Kindergarten Structures

• Space
• Classroom with centers plus block room
• Map of the Rug
• Table Numbers

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Kindergarten Structures

• Space
• Classroom with centers plus block room
• Map of the Rug
• Table Numbers
• Labels with Photo

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Kindergarten Structures

• Systems
• Necklaces / Chairs define of children per
  center

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Kindergarten Structures

• Systems
• Necklaces / Chairs define of children per
  center
• Monthly choice of Table Numbers

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Kindergarten Structures

• Systems
• Necklaces / Chairs define of children per
  center
• Monthly choice of Table Numbers
• Green / Red labels (e.g., open / closed signs,
  reading bag hooks, dots lines on paper)

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Kindergarten Structures

• Systems
• Necklaces / Chairs define of children per
  center
• Monthly choice of Table Numbers
• Green / Red Labels (e.g., open / closed signs,
  reading bag hooks, dots lines on paper)
• Charts re jobs, turns, work completed, etc.

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Kindergarten Structures

• Routines
• Daily Routine

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Kindergarten Structures

• Routines
• Daily Routine, including daily work journal
  time

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Kindergarten Structures

• Routines
• Daily Routine, including daily work journal
  time
• Weekly Routine, including jobs, gym classes, and
  half day Fridays

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Kindergarten Structures

• Routines
• Daily Routine, including daily work journal
  time
• Weekly Routine, including jobs, gym classes, and
  half day Fridays
• Weekly Teacher Rotations

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Kindergarten Structures

• Routines
• Daily Routine, including daily work journal
  time
• Weekly Routine, including jobs, gym classes, and
  half day Fridays
• Weekly Teacher Rotations
• Throughout the year, progressively introduce more
  sophisticated tools strategies, each with its
  own routine

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Kindergarten Theme Learning

• Embed Themes in Structures
• Journal Topics
• Word Box Supplies

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Kindergarten Theme Learning

• Focus Regular Activities on Themes
• Science Center

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Kindergarten Theme Learning

• Focus Regular Activities on Themes
• Science Center
• Art Experiences

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Kindergarten Theme Learning

• Focus Regular Activities on Themes
• Science Center
• Art Experiences
• Computer Activities and Games

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Kindergarten Theme Learning

• Increase the Depth of Theme Explorations
• Read longer fact-based books rated for older
  children
• Process via enactment, photo journal reflections,
  etc.

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Kindergarten Theme Learning

• Increase the Depth of Theme Explorations
• Read many fact-based books rated for older
  children
• Read long stories over a period of several days
• Increase the Depth of Other Explorations
• Pursue opportunities as they arise (e.g., Wild
  Things exhibit, Sudoku, etc.)

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Kindergarten Theme Learning

• Other Advances
• Extended theme projects (e.g., papier mache
  sharks, big cat puppets, needlework pillows, etc.)

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Kindergarten Theme Learning

• Other Advances
• Extended theme projects (e.g., papier mache
  sharks, big cat puppets, needlework pillows,
  etc.)
• Collaborative theme projects (e.g., 100 books,
  Totem Poles, Kinex Roller Coaster, etc.)

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Kindergarten Theme Learning

• Other Advances
• Extended theme projects (e.g., papier mache
  sharks, big cat puppets, needlework pillows,
  etc.)
• Collaborative theme projects (e.g., 100 books,
  Totem Poles, Kinex Roller Coaster, etc.)
• Elaborate productions with significant adult
  support (e.g., Perseus Medusa play, surround
  design quilt, trains, etc.)

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Reflections
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Sharing