I prepared a preschool plan for my son a few years ago. We were able to implement it with a group of three and four year olds. Now I use the plans flexibly with my three year old daughter while teaching her older siblings.
"In a Tools of the Mind classroom, children are learning more than the basic academic skills that we have been focused on for so many years. Self-regulation, working memory, dramatic play and cooperative learning are at the forefront." -Erin Tieuli
I use some aspects of the Tools of the Mind practices.
Play Planning
Children plan play time with a bit of intention and imagination. The plan supports literacy as they draw a picture, explain their picture and label sounds or parts of words as they gain more writing skills. They learn the pathways for writing letters. They also monitor and self-assess their best work. They play and then evaluate how the play felt for them with emotion icons.
Phonemic Awareness Activities
Segment Skills to the tune of Wheels on the Bus:
"The sounds in cat go /k/a/t/, /k/a/t/, /k/a/t/.
The sounds in cat go /k/a/t/.
These are the sounds. "
Blending with a puppet that says the sounds for what he is thinking of and the children blend the sounds together. /b/a/t/ = bat
Use a visual such as linking cubes to represent each sound and touch the cube saying each sound distinctly, then run your finger over and say the sounds smoothly. /r/a/n/= ran.
Segment to the tune of Skip to my Lou
"How, how, how many sounds?
How, how, how many sounds?
How, how, how many sounds do you hear in red?
/r/e/d/. Three fingers are held up.
Letter names in order of introduction by usefulness in building words.
S, P, T, A
M, C, L, I
F, G, D, N
H, O, B, R
K, J, W, U
V, Y, Q, E
X, Z
We use pathways of motion to learn cues of how to write letters. Model, air write with arm extended straight at the elbow, trace, and independent. We practice letter formation with a variety of materials: chalk, markers, crayons, sand tracing.
Play with other Children
I find books that build background knowledge and add terms and roles to use as desired in the play time. Children play and refer to their plans as inspiration. Teacher guides them along in extending as little as possible with prompts like.. What could you do with this prop?
Sample Themes:
Store, Art Studio, Birthday Party, Garden, Olympics, Tea Party, Camping, Talent Show, Parade, Lemonade Stand, Puppet Show, School, Housekeeping, Science Lab, Hut Builder
Dramatize a Story
The Little Red Hen
The Gingerbread Man
City and Country Mouse
The Lion and the Mouse
The Princess and the Pea
Cinderella Stone Soup
Motor Skills
Red Light, Green Light
Simon Says
Mother May I?
Mirror
Balancing a bean bag on head
Staring contest
Memory tray
Clapping hand games
Freeze dance
Cross crawl- crossing arms while marching
Animal yoga with affirmation
Eyes following lazy eight movement with thumb
Standing on one foot
Head stands and hand stands
Watching a clock for one minute
Sensory awareness with a blind bag
Massage hands
Obstacle course with sidewalk chalk
I spy and draw guesses
Copy rhythms clapping, stomping
Cutting
Beads
Blocks
Putting money in piggy bank slot
Poking pipe cleaner in strainer
Pom Pom play
Crumpling paper
Balloon toss
Tracing objects
Hide and seek a ticking clock
Bubbles
Clothes pin play
Hot lava course
Carry objects on spoons
Don't eat Pete
Target practice
Jumping jacks
Telephone message
Somersault
Dribble ball
Echo
Jenga
Spinning around-Turn around game
Late last night
Puzzles
Play dough
Statues
Ink-a-bink or bubble gum, bubble gum
Matching games
Coin toss
Wheel barrrow
"It is easier to build strong children than to repair broken men. " -Frederick Douglass
General Early Childhood Ideas
Spend 1-2 minutes with your child throughout the day focusing on meaningful interaction. Children need lingering hugs.
Replace inappropriate behaviors with acceptable behaviors. If they are running inside, let them run outside.
Provide visual boundaries such as the space they eat and the space they play. A blanket can be a safe place to learn boundaries.
Make transitions positive. Singing and simple steps break down bigger tasks like cleaning up.
Allow child to make choices to encourage power over things in their control. They can pick the blue or the red cup.
Read aloud to them books that are predictive and often they love to read the same book over and over.
Morning and Bedtime routines that are consistent and simple help teach healthy habits.
Meaningful interactions can include skills such as kindness (blow kisses, taking turns, secret service), physical activity (tummy time, push/pull/dump/fill, rocking), decision making, curiosity, concentration, and communication (faces in mirror, pointing and labeling).
Early Childhood Development Stages
I am very visual 0-3 months:
stares and gazes
looks at hands, gently massage, pat hands
visual tracking games
looking back and forth (two faces saying hello) (toy moved across visual field)
early reaching: eye-hand coordination practice to help me learn distance and depth
hold objects 8-10 inches from chest
I like bright and contrasting colors
rattle/teether
thick bangle bracelets
Pat-a-cake games
explore faces
textured toys on chest
I have Hands and Arms 3-6 months:
Holding a Toy
Reaching with Both Arms to Grab
Working on a purposeful grasp
large interlocking rings, teether, fingers
Jungle gym to incite curiosity
Toy sunglasses off face
Face-to-face interactions
Larger objects to activate both arms together balls or large plastic container
Game Time 6-9 months:
Dropping and picking things up
Voluntary release
Raking or scratching to pick up tiny things
Bath time game of dropping toys in water
Offer new toy to see if child will drop one they are holding
Tummy time and scratch carpet with them
Cheerios or safe small snacks are good for pinching skills
Offer toys to each hand
Exploration with my Hands 9-12 months
Pincer grasp
Banging things together
Emptying containers
Poking and probing
First marks and scribbles
Playdough
Demonstrate clapping, show how to bang together
Vary banging on floor, table, toys together
Play with containers with varied depth: boxes, cookware, buckets
Push buttons
Poke various objects in the house
Child holds crayons and pens with a fist and makes wavy lines
Describe marks made, "round, and round," "dot, dot, dot."
Change activities if only interested in eating or throwing crayons
My hands are useful 12-18 months
Index finger points
Puts things in containers
Uses both hands to play
Name objects I point to
Stack
Stir
Wash
Open
String larger beads with lengthened solid string ends
Precise Pinchers 18-24 months
Dropping small things into small openings
Draw a Vertical Line
Scribble in Circles
Draw up and down lines
Use pinchers to put small pieces of food in a container
Trace finger in sand or to trace existing lines
Make circles
Encourage imitation
Average 24-36 months
Fold imitatively not precisely
Snipping with safe scissors
Make creases to fold a paper in half
Draw intersecting lines
String smaller beads
Hold pencil like an adult
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