EDU 151a

Family Project Part 1:

Assignment Introduction and Guidelines

The Family Project assignment provides students with an opportunity to engage in the process of planning creative arts activities within the context of a hypothetical (imagined) family project (a project about families) in a developmentally appropriate, integrated and emergent curriculum serving older preschoolers.  The assignment consists of four parts.

Here's what you need to do.

Imagine you are a teacher in a classroom for older preschoolers (4 and 5 year olds, before kindergarten entry) in a licensed child development center in North Carolina. 

As a competent, intentional professional, you continuously observe the children in your class to determine their strengths and developmental/learning needs, as well as their interests.  Your recent observations and accompanying documentation suggest that many of the children are interested in/curious about one another’s families – for example, their different customs (including the foods children bring in their lunches, the clothes they and their family members wear to school, their celebrations), their different family members/structures (including extended family members and some recently born babies), and spoken languages (including Spanish and Hindi).  You suspect that family may be a good project topic for your class.

To determine whether family would, in fact, be a good project topic for your class, you do the following (to learn more about the children’s interest in the topic):

• You read various books about different kinds of families during group time and place those books in the Reading Center of the classroom for children to independently explore.

• You invite children to bring to class, and examine/discuss during group time, photos of their families.

• You provide opportunities for children to draw their families and discuss their drawings.

• You include more diverse family-related props in the Dramatic Play Center.

You observe that the children are, in fact, curious about this topic: they are excited to share photos of and stories about their own families; they incorporate the additional family-related props into their pretend play; they have lots of questions and comments about families during group times when books about families are shared.  

You decide to do the K-W parts of a K-W-L with the children to determine: 1.) what they already know (K) about families (and what they misconceive about families), and 2.) what they wonder/want to learn (W) about families. During the K-W discussion, you observe that the children know quite a lot about families and have lots of questions about families.  You also invite the children to share all the family-related words they know, and you record what they say on chart paper.  Based on this information/data, you decide that family would be a good topic for this group of children, and you get started planning the project.

Based on the children’s wonderings (things they stated they wondered about families/wanted to learn about families), as well as your knowledge of NCFELD goals related to the topic, family, you create a web (a kind of graphic organizer) showing the different directions the children want the project to take and possible experiences that will help them find answers to the questions they have about family.

The web appears below.

Two children in your class require focused differentiation: Amir (ADHD) and Eleanor (visual impairment).

For this assignment, you will write an activity plan for a creative arts experience (either a visual arts experience, a creative movement/dance experience, a dramatic arts experience or a music experience) using the activity planning form provided by your instructor.  Your creative arts experience must be preceded by/related to a children's book, appropriate for older preschoolers and clearly related to the topic, family.

You will refer to the document, North Carolina Foundations for Early Learning and Development, throughout this assignment, since the children in your classroom are older preschoolers.

EDU 151a:

Family Project Part 3: Sample Activity Plan (Partially Completed)

EDU 151, EDU 151a
Activity Planning Form

This partially completed activity plan is based on the family-related children’s book my instructor read in the lab, and the related creative arts (creative movement) experience she planned/discussed in the lab.

1. Primary Driving Question (State the primary driving question for this project exactly as it appears on the project web.) 

My response: What is a Family? 

2. Related Driving/Secondary Question (State the secondary driving question related to your chosen children’s book exactly as it appears on the project web.) 

My response: What things do families do together/celebrations? 

3. Related Children’s Book (State the complete title and author’s full name.  Summarize the story by stating what happens at the beginning, what happens in the middle and what happens at the end.) 

My responses:  

Title: Johnathan and His Mommy 

Author: Irene Smalls-Hector 

Beginning: Jonathan and his mom embark on a walk in their neighborhood. 

Middle: They explore moving in different ways as they pass people and places in their neighborhood - big steps, small steps, crisscross, etc. 

End: They race and laugh and walk home together. 

4. Name of My Creative Arts Activity (State the name of your creative arts activity. The name of the activity should reflect the nature of the activity.) 

My response: Moving to reggae music, hip hop music and ballet music, in the ways the book characters moved on their walk (and other ways suggested/explored by the children). 

5. Primary Curriculum Area (e.g., Visual Arts, Music, Creative Movement, Dramatic Arts.  Select one.) 

My response: Creative Movement  

6. NCFELD Age Group (State the NCFELD age group that this activity is planned for exactly as it appears in NCFELD) 

My response: Older Preschoolers 

7. NCFELD Goals (Activity Goals) and Corresponding Developmental Indicators (Activity Objectives) (State three NCFELD goals, including one creative expression-related goal, that are clearly related to your activity, exactly as they appear in NCFELD, including their page numbers.  For each goal, state one activity-related developmental indicator, exactly as it appears in NCFELD.  For each goal, state one activity-related teaching strategy, including its page number, exactly as it appears in NCFELD.) 

My response: 

NCFELD activity-related Goal 1 and page number:
Corresponding activity-related Developmental Indicator:
Corresponding activity-related Teaching Strategy and page number: 

NCFELD activity-related Goal 2 and page number:
Corresponding activity-related Developmental Indicator:
Corresponding activity-related Teaching Strategy and page number: 

NCFELD activity-related Goal 3 and page number:
Corresponding activity-related Developmental Indicator:
Corresponding activity-related Teaching Strategy and page number: 

8. Materials (State every single item, described in detail, needed to carry out the activity with children. Provide sufficient detail for your instructor to determine whether or not your materials are age-appropriate.)  

My response: Book: Jonathan and His Mommy, CD player with reggae music, ballet/classical music, hip-hop music. 

9. Teacher Preparation (State how the teacher will prepare for the activity.  For example: organize materials on large table in Art Center, ensure drying rack is nearby; order wood scraps from lumberyard in advance; read book in advance of reading it to the children, place book in group meeting area ready to read to the class.  Where will the activity take place?  How will you present materials to the children?) 

My response: 

• Read book to self in advance to formulate questions to pose to children during second group reading. 

• Take book to group meeting area. 

• Locate CD player, CDs (reggae songs, hip hop, ballet/classical). 

• Advise families to send children in comfortable clothing, shoes for movement activity. 

10. Method/Activity Description (Provide a concise description of the activity addressing the sequence of teacher and child behaviors with specific focus on how to support children’s active engagement and ensure that the creative arts activity is process-focused. Be sure to state that you will read the related children's book first, as written; state that you will read the related children's book a second time and during this second reading will ask children questions to determine their comprehension and help them make connections between the story and their own lives; state what you will say to establish the connection between the children's book and the planned arts activity; state what you anticipate saying to children during the creative arts activity to support their creativity.  It needs to be clear that: children will have opportunities to develop concepts related to your stated secondary driving question; the creative arts activity is process-focused; the creative arts activity is based on/incorporates the materials/process that was written on the slip of paper you selected in class.) 

My response: 

Read the book once as written during group time.  (Read it after reading/discussing several books about more general family-related concepts/secondary driving questions such as What is a Family? (big, small, various configurations, adoptive, foster) and Who Are the Members of a Family (mother, father, sister, brother, aunt uncle, grandfather, grandmother, etc.). 

During the second book reading, ask questions and engage children in movement experiences. 

• Who likes to go on walks with family members?   

• Where do you go on walks with your family?   

• Which family members do you go on walks with?   

• What do you see when you go for a walk in your neighborhood?  

• Who can show us what zig-zag steps might look like?   

• Who can show us what giant steps might look like?   

• What does humongous/mammoth mean?   

• Who can show us what tiny steps look like?   

• What would tiny steps look like on your tip toes?   

• Who can show us what bunny steps might look like?   

• Can you wiggle your nose?   

• What other parts of your body can you wiggle when you walk?  

• What does "end up in tears" mean?   

• Why did Jonathan and his mommy end up in tears?   

• Have you ever laughed so hard you cried?   

• Fast steps - who can run in place, fast steps?   

• Who can show us how to walk slowly?   

• Can you get down low when you walk slowly?   

• What might ballet steps look like?   

• Can you strike that pose?   

• What might crisscross steps look like?  Can you try it with a partner?   

• Is there another way to do crisscross steps?  Any other ways?   

• I wonder if you would like to try walking in these ways on the playground while listening to reggae, hip-hop and ballet music.   

• What might backward steps look like?   

• What do we want to be careful about when walking backwards? 

Following the second book reading, go outdoors and invite children to move as the book characters did while children listen to reggae, hop-hop and ballet music.  Have the book nearby for children to refer to. 

11. Focused Differentiation for Individual Children (Identify the children in the class who need support to actively engage in the activity, the specific differentiation strategy to be used for each child and how each identified strategy will be used – e.g., specific environmental support, specific material adaptations, specific activity simplification, honor specific child preference, specific special equipment, specific adult or peer support.) 

My response: 

Name of child #1 and child’s related exceptionality:  

Focused differentiation strategy for this child: 

Name of child #2 and child’s related exceptionality: 

Focused differentiation strategy for this child: 

(Be sure to state one specific, appropriate strategy related to your planned activity from the EDU 151 textbook/your Google Site for each child in the class who requires focused differentiation.) 

EDU 151

Family Project Part 4: My Completed Activity Plan 

EDU 151, EDU 151a
Activity Planning Form

1. Primary Driving Question (State the primary driving question for this project exactly as it appears on the project web.) 

My response:  What is a Family?

2. Related Driving/Secondary Question (State the secondary driving question related to your chosen children’s book exactly as it appears on the project web.) 

My response:  What are some family members' roles and responsibilities?

3. Related Children’s Book (State the complete title and author’s full name.  Summarize the story by stating what happens at the beginning, what happens in the middle and what happens at the end.) 

My responses:  

Title:  The great big book of Families

Author: Mary Hoffman

Pictures by: Ros Asquith

Beginning:  It shows what most families looks like as it gives examples of what real life families consist of. 

Middle:  It talks about the different holidays that families have. Speaks about different schools, homes, jobs and pets and who's in the family.

End: Explains about the different feelings in your family, talks about and shows a Family tree and asked the reader what their family is like?

4. Name of My Creative Arts Activity (State the name of your creative arts activity. The name of the activity should reflect the nature of the activity.) 

My response: My great big family

5. Primary Curriculum Area (e.g., Visual Arts, Music, Creative Movement, Dramatic Arts.  Select one.) 

My response: Dramatic Arts

6. NCFELD Age Group (State the NCFELD age group that this activity is planned for exactly as it appears in NCFELD) 

My response: Older Preschoolers

7. NCFELD Goals (Activity Goals) and Corresponding Developmental Indicators (Activity Objectives) (State three NCFELD goals, including one creative expression-related goal, that are clearly related to your activity, exactly as they appear in NCFELD, including their page numbers.  For each goal, state one activity-related developmental indicator, exactly as it appears in NCFELD.  For each goal, state one activity-related teaching strategy, including its page number, exactly as it appears in NCFELD.) 

My response: 

NCFELD activity-related Goal 1 and page number: Goal  HPD-4 : Children develop the large muscle control and abilities needed to move through and explore their environment. Pg 75
Corresponding activity-related Developmental Indicator:  Coordinate movement of upper and lower body. HPD-4p
Corresponding activity-related Teaching Strategy and page number: Create an environment that includes materials and equipment that can be used by children with varying physical abilities. Pg 79

NCFELD activity-related Goal 2 and page number: Goal HPD-8: Children develop awareness of basic safety rules and begin to follow them. Pg 4
Corresponding activity-related Developmental Indicator: Identify people who can help them in the community (police, firefighter, nurse). HPD-8p
Corresponding activity-related Teaching Strategy and page number: Help preschoolers identify people they can go to when they feel afraid or where to go to feel safe when they need help (family members, caregivers, fire fighters, and other community helpers). Pg 86

Use play to reinforce safety messages and practice responding to dangerous situations. (“Let’s pretend the fire alarm went off. What should we do?” Pg 86

NCFELD activity-related Goal 3 and page number: Goal LDC-2: Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions. Pg 94
Corresponding activity-related Developmental Indicator: Initiate and carry on conversations that involve multiple back and forth communications or turns between the persons involved in the conversation. LDC-2m
Corresponding activity-related Teaching Strategy and page number:  Encourage children to describe their family, home, community, and classroom. Expand on what they say by adding information, explanations, and descriptions. Pg 103

8. Materials (State every single item, described in detail, needed to carry out the activity with children. Provide sufficient detail for your instructor to determine whether or not your materials are age appropriate.)  

My response: housekeeping area will be utilized in the play so it will be moved to the stage that was made by the teacher, the book to read and look over, fake food, pots and pans and an unlimited amount of dress up clothes, briefcase, dolls, poster and marker, cot, more books to read, blankets, purse, mail bag

9. Teacher Preparation (State how the teacher will prepare for the activity.  For example: organize materials on large table in Art Center, ensure drying rack is nearby; order wood scraps from lumberyard in advance; read book in advance of reading it to the children, place book in group meeting area ready to read to the class.  Where will the activity take place?  How will you present materials to the children?) 

My response: I will first read book myself to prepare myself. I will read book in advance and read it again after we discuss the book as a class. I will provide the poster board and pen for the children can discuss what role they are and what that role does. I will set up large area of the room as a stage, sheets will be hung to complete the stage, kitchen area, table, and chairs will be placed on the stage for the children to rearrange themselves, materials will be placed on a free table for the children to choose from. If something is missing that the children think of last minute, It will be provided.

10. Method/Activity Description (Provide a concise description of the activity addressing the sequence of teacher and child behaviors with specific focus on how to support children’s active engagement and ensure that the visual arts activity is process-focused. Be sure to state that you will read the related children's book first, as written; state that you will read the related children's book a second time and during this second reading will ask children questions to determine their comprehension and help them make connections between the story and their own lives; state what you will say to establish the connection between the children's book and the planned arts activity; state what you anticipate saying to children during the creative arts activity to support their creativity.  It needs to be clear that: children will have opportunities to develop concepts related to your stated secondary driving question; the creative arts activity is process-focused; the creative arts activity is based on/incorporates the materials/process that was written on the slip of paper you selected in class.) 

My response: Read the book to myself. Read the book once as written during group time. Ask children how they like the book (getting feedback from all children) then read secondary time asking questions below. At the end of book, Teacher will ask the class the secondary question, "What are some family members' roles and responsibilities?"  Teacher will write down what children call out and discuss each role as a class.

During the second book reading, ask questions and engage children.

• What do you know about families?

• Do you have a pet at home? What kind and name?

• Do you live with your mom and dad? Who else lives with you?

• How do you feel that only 2 people could be a family?

• Do you live in a house or an apartment?

• Do you know what homeschool means?

• You're in school but do you know someone that was homeschooled?

• Do you have a job at home? Do mommy and daddy have a job?

• What do mom and dad do at their job?

• This family (points to picture) looks sad, do you think they have a job?

• Have you been on a vacation? where?

• When you are on vacation, what is the most emotion you keep on your face?

• Do your family grow food? Do your family eat out?

• Do you dress yourself or do one of your family members dress you?

• What holidays do your family celebrate?

• Do your family have any traditions?

• Do your family drive you to school or do you walk to school?

• Which family member walks you to school?

11. Focused Differentiation for Individual Children (Identify the children in the class who need support to actively engage in the activity, the specific differentiation strategy to be used for each child and how each identified strategy will be used – e.g., specific environmental support, specific material adaptations, specific activity simplification, honor specific child preference, specific special equipment, specific adult or peer support.) 

My response: 

Name of child #1 and child’s related exceptionality:  James, specific adult or peer support. James is shy and struggles to initiate or join peer interactions

Focused differentiation strategy for this child: I will assign a peer buddy who is confident and friendly to play alongside James during the activity or place James in a role where he can interact in a short, manageable burst, such as a "dog" or pet

Name of child #2 and child’s related exceptionality: Emma, specific environmental support, specific material adaptations. Needs support due to sensory sensitivities.

Focused differentiation strategy for this child: Allow Emma to choose roles that align with her comfort, such as being the family member that works as a "cashier" instead of the "shopper," to avoid overwhelming movement and sensory input or provide Emma with sensory-friendly materials, like soft fabric bags instead of plastic ones and plastic fruits/vegetables instead of textured ones, to ensure she feels comfortable touching the materials.