Lesson 6

Lesson 6: Embedding Goals

Learning Outcomes

Upon completion of this lesson's material

Students will discuss embedding children’s goals into play areas throughout a classroom
Students will discuss intentional and responsive ways to ensure children’s goals are met
Students will discuss meeting children’s goals when playing outside

Teaching

Teachers need to be intentional in their teaching. By using the following steps, educators will raise their own awareness and attention to academic learning and communicating:

Plan to address learning goals in all activities and record those goals on a framework
Share plans with families in newsletters, emails or on bulletin boards
Facilitate children’s experiences as plans are implemented, so learning goals are met
Observe and document what children do, say, create and build. Share information or collect for a portfolio to be shared later
Reflect on what been observed to plan for future activities and continuous progress

Remember to always be thinking

What is the goal?
How will the group benefit from this activity?
How will individual children benefit from this activity?

Play-based academics (Open Learning Time)

CHILDREN LEARN FROM PLAY!!!!! Play allows children to show their knowledge, observe others playing to see new approaches and hear new words, learn using a hands on approach and have opportunities to relive life experiences to gain more sense of their world. Children contribute their own ideas, use problem solving techniques, and pursue their own interests. This type of curriculum is VERY appropriate for children.

Educators using an open learning curriculum need to skillfully weave goals and objectives into activities and environmental centers throughout the classroom. Educators actually get down on the floor and at small tables to lay with children to build on each child’s previous knowledge and challenge those children to try new things. Academic learning can be playful and fun!

The Workbook Approach is discussed in this chapter. As an educator, it is easy to use worksheets with children. These can be used to keeps children busy and quiet while an educator works with a small group of children. For many children, worksheets are not compatible with their learning style. They prefer a more hands-on approach. Something to think about: For each worksheet an educator offers, do they also provide a blank piece of paper for a child time to create something on her own? Or a hands-on activity where the same goal could be met in a different way?

Identifying Goals for Play Areas

Often educators hear from families – “All my child does is play all day! When is he going to learn something?” As educators we need to be ready to answer these comments and questions with clear facts about a child’s day. Gronlund answers this question in a very specific highly academic manner. This may be a bit over some families need to know. However, she makes a valid point in the importance to educating families about their child’s day and what he is really learning. Education of families and communities is key! Newsletters, portfolios, pictures displayed with messages of what a child is learning are all great ways to educate families.

Beyond Identifying Goals

Once goals have been determined, it is an educator’s job to be intentional in planning, organizing, and following through to make sure the goals are met. Adult interactions with children can be influence by the following;

Supportive comments
Open-ended questions
Modeled skills
Vocabulary used
New ideas and possibilities offere
Challenges to provoke deeper involvement, critical thinking or problem solving
Add new materials to provide new information

Educators need to be responsive to children, observe and listen to children to determine the best way to interact with a child. Educators need to introduce key concepts, skills and vocabulary related to a goal in a way that builds on what a child is doing and sustain and enhance her engagement in an activity or area.

It is important to talk to children about the learning goal that is being met when working with an activity or area. The conversation can cover many of the terminology suggested in the list above.

Embedding Goals in Daily Routines

Daily routines in a classroom should be rich in learning possibilities when teachers are intentional and plan appropriately. Educators can prepare daily routines with predictable rituals that incorporate learning goals. This allows a child’s brain to function in a higher-level of cognitive thinking. He will have to focus on the challenges and complete a task at the same time. Educators need to consider the following aspects when embedding goals into daily routines:

What needs to be set up in advance?
Are there expectations that need to be communicated to a child?
What teacher actions will need to be planned?
How do educators interact with a child during the routine?
Something to think about: What goals can be embedded into meal time, transition times such as toileting, moving from room to room, or while waiting for a turn? How do colors, shapes, letters, numbers, sorting counting, comparing and pretending fit into those times or transitions? What about opposites or rhyming words?

Outdoor Exploration

Preschooler’s growing bodies are developing muscle control and need to expend energy and experience fresh air and a lifelong enjoyment of nature. It is important to plan how learning goals can be met while playing children are playing outside. Some of the planning can be covered when designing an outdoor playground. Is there place for balancing, running, jumping, climbing, and swinging?

Many facilities are moving towards creating more natural playgrounds. These playgrounds over child opportunities to play with wood and other items found in nature instead of colorful plastic toys.

Embedding Learning Goals during Large and Small Group Play

Large group activities like Circle time offer opportunities for educators to address learning goals such as:

Listening to and following directions
Getting along with others in close proximity
Phonics/awareness of sounds
Counting and quantity
Balance and coordination
Vocabulary building
Book knowledge
Develop self-regulation
Observing and predicting
Answering “wh” questions
Show curiosity and interest in new things
Rhyming words
Opposites
And many other items which may be listed as a child’s learning goals

These same learning goals can be met in small group and individual times. Often may from the above list are initially taught to an individual or in small groups. This is like pre-teaching something to an individual for later success in a small group and them in a larger group. An example of this may be a child learning to express emotions appropriately or to self-regulate. These skills are learned at an individual level first, then can be practiced and mastered in small and large groups.

Assessment

Lesson 6 Assignment

By now you have practiced writing S.M.A.R.T. goals for yourself as an educator. These goals are not only important for your growth and development but for children't as well. Child AND lesson goals need to follow the same S.M.A.R.T. guidelines in order to be purposeful and successful. In addition to being a S.M.A.R.T. goal, it is important for goals to be positive and developmentaly and age appropriate (acheivable and realistic).

For this assignment re-write the following ten goals to make sure they are positive and S.M.A.R.T.

Tommy will stop using agressive behaviors.
Sally will learn to share.
Timmy will stop using his hands to eat his food.
Jean will be stop having accidents.
Bill will go to sleep at nap.
Zander will use his words.
Cole will stop saying aint.
Marla will know all of her letters and numbers.
Bob will stay in line.
Donald will help with clean up.

Lesson 6 Discussion

Many children have goals to interact with peers. First, rewrite the goal to be S.M.A.R.T and think of an area, inside or outside, to include into the child's daily routine.