Cue Cards

For Early Achievers, and for the best child outcomes, we are looking for teachers to have quality interactions with children.  Those interactions include asking open ended questions and having conversations. 

For many, this is a new skill that needs practice.   Asking open ended questions is not always intuitive for everyone.

Here’s a tip – make yourself some “cue cards” to post in the room and remind you of open ended questions and conversations you can have with each type of material.  See sample you might include below.

Another option is to start each day with a few 3x5 cards in your pocket that have you open ended questions.

Use your cue cards until asking open ended questions becomes second nature.

 

Questions/Conversations - Book Area

What do you think this book will be about?  Why do you think so?

What do you thing will happen next?  Why do you think so?

What was your favorite part of the story?

 

Questions/Conversations - Block Area

Tell me about what you are building.

How did you come up with that idea?

What else does it need?  How could you do that?

 

Questions/Conversations - Fine Motor Area

How did you figure out how to put that together?

Can you tell me how to do it?

What can we do with these?

 

Questions/Conversations - Art Area

Tell me about what you’ve made.

Why did you decide to make that?

How will you know when it is done?

 

 

Questions/Conversations – Science-Nature Area

How do you think it works?

What do you know about this?

Have you seen this before?  Tell me about it.

 

Questions/Conversations – Music Area

You lead a dance and I’ll follow you – show me how.

Can you make up new works for this song?

Why do you like this song (or music, dance)?

 

Questions/Conversations – Dramatic Play Area

What should we play today?  What will we need to do it?

How do you do this at home?

What are some more ideas?

 

Questions/Conversations – Math-Number Area

How can you tell which is more (or heavier, bigger)?

How do you know if you are right?

How can we sort them out?

The One Thing I Would Buy

 

 

I was thinking recently about the question, “If there was one thing I would buy for my program to increase scores in the Environment Rating System (ERS), what would it be?”

I think my answer would be a good set of diverse play people.

These people would pack a big bang for the buck –

·         they count as “people” accessories for the block play item

·         they count as gender diversity, age diversity, ability diversity and race diversity in materials for the diversity item

·         There are sets appropriate for toddlers, too

You can find these play people in a variety of catalogs, and in a variety of sets.  Try to find ones that have age, gender, ability and race diversity all in one set, if possible.

Many other items in the ERS can be homemade, bought at the dollar store, or thrift shop.  A good set of play people would be worth a little investment.

Easy Sand Play

Some teachers are hesitant to provide sand play, but here is a great idea to make outdoor sand play very easy all year.

An inexpensive tent provides shade, keeps the sand mostly inside, allows easy view/supervision by the adults and zips up when not in use to keep the cats out!

What  a great idea!!

Keys to the Assessments

Advance Your Planning

At our reflective practice group this, Kasturi led us in a great activity she created that takes activity planning to the next level.

 

Each person was provided with a “plate” divided into 3 sections, and an activity to plan.  They were given magazines and early childhood catalogs to select materials for the activity and glue on1/3 of the plate. 

This part of planning is pretty typical.  We plan activities daily for the children.

Then,  the planning went to the next level.  In addition to planning the activity, Kasturi asked the group to also plan ways to extend the activity (writing them in another 1/3 of the plate).

Then, Kasturi asked the group to pre-plan conversations and open ended questions.  This is such a great idea since being skilled at asking open ended questions takes practice, and pre-planning can make it much easier.

Take your planning from Planning 101 to Planning 201 by planning how to extend the activity and planning your interactions!

Word Cloud

Here is a word cloud from the content of this blog

Three is the Magic Number

Three is the Magic Number

In the ERS (Environment Rating Scale), there are many items that have minimum quantities for the highest rating.  In most cases, that quantity is 3-5. 

Aim to have at least three of the following accessible most of the day to the children:

Preschoolers

Books

·         Fantasy

·         Nature/science

·         People

·         Factual

·         Ability diversity

·         Race/culture

·         Animals

Fine Motor

·         Small building materials

·         Art materials

·         Manipulatives

·         Puzzles

Art

·         Drawing items

·         Paints

·         3D materials

·         Collage items

·         Tools

Music/Movement

·         Types of recorded music

·         Dance props

Dramatic Play

·         Male dress ups

·         Female dress ups

·         Cultural diversity

Nature/Science

·         Collections of natural objects

·         Living things

·         Books, toys, games

·         Activities

Math/Number

·         Counting

·         Written numbers

·         Measuring

·         Comparing quantities

·         Shapes

Diversity (found in books, pictures and materials)

·         Race

·         Culture

·         Ages

·         Abilities

·         Gender

Some items require more than 3-5:  music instruments, soft toys and kinds of skills outside

 

Toddlers

Books

·         Race

·         Age

·         Abilities

·         Animals

·         Familiar experiences

·         Familiar objects

Fine Motor

·         Grasping

·         Shaking

·         Turning

·         Pushing/pulling

·         Poking

·         Putting together

Music

·         Music instruments/toys

·         Types of recorded music

Dramatic Play

·         Dolls

·         Soft animals

·         Pots and pans

·         Telephones

·         Dress ups (toddlers)

·         Dishes and utensils (toddlers)

·         Play foods (toddlers)

·         Doll furnishings (toddlers)

·         Play buildings with accessories

Diversity (found in books, pictures and materials)

·         Race/Culture

·         Ages

·         Abilities

·         Gender

 Some items require more than 3-5:   soft toys and kinds of skills outside