1. Starting With Their Strengths:
Using Children's Interests to Promote
Concept & Skill Development : Using
the Project Approach in Inclusive
Classrooms
Deborah C. Lickey M.Ed. and Denise J. Powers M.Ed.
2. What Today Will Hold…
Why Give the Children a Voice in
Creating Projects?
Best Practices Validate the Project
Approach in Early Childhood
Tiered Approach to learning: Using
Universal Design
Embedding Concept and Skill Development
as well as Individual Objectives
Break Out Groups-
A Sample Project Allowing Opportunities to
Go through the Project Approach Process
3. The Process of Becoming…
The Reggio Experience
Asking ourselves: How does that
translate to working with children w/
disabilities?
Translating that Experience to
Working in an Inclusive Environment
in the Public School
4. We consider children’s ‘Strengths’ to
be a combination of multiple factors
which make each child unique :
Children’s Temperaments
Children’s Learning Styles
Children’s Skill Sets
*Children’s Unique
Interests
6. Chaytor started with year
with an assessment that
indicated:
Social Emotional
Development delays:
Interacting with adults
or peers appropriately
Showing in interest in
peers
Initiating preferred
activities
Following through on
activities
Cognitive Development
delays
Carrying out simple
directions
Problem solving
Using imaginary
objects in play
Categorizing items
Understanding
function of objects etc.
etc.
7. And Multiple Communication
Delays such as:
Communicate his needs to others
Establish and maintain eye contact
Answer yes/no questions
Use multiple word sentences
8. However…where he was
starting…
Not making eye contact
Screaming rather than attempting to
make needs or wants known
Becoming very agitated at changes in
routine and transition times
Running from one area to another
Becoming somewhat aggressive with
the other children
“Perseverating “with lights and ceiling
fans
9. Using Observation tools as the next step of
Data Collection: Areas of Interest, Levels of
play, etc.
Child’s Name 1st Interval 2nd Interval 3rd Interval 4th Interval
Appendix D
Time Sampling: Areas of Interest
Observation of area played in at ____ minute intervals
Centers or Areas:
Date______
B= Block Area D= Dramatic Play
A= Art Area P= Puzzles
M= Manipulatives L= Literacy (letters, books, stories, etc.)
(List area of interest and a short explanation of child’s activity)
10. After Purposeful Observation of
Chaytor we came to realize:
Sensory issues were present that
needed to be addressed
Chaytor needed a lot of visual support
and a very specific schedule of the
day
Chaytor wanted to interact with peers
but did not know how
Chaytor’s screaming increased in
proportion to the attention was brought
to that behavior
11. So…he was provided with those
supports while continuing to observe
him for his interests and strengths
Visual strategies
Social supports
Sensory supports
12. And we soon found…
Chaytor was very drawn to and good
at numbers
Chaytor had great rote memory skills
Chaytor wanted to interact with others
but did not know how
Chaytor had a great sense of humor
that was often surprising
Chaytor tended to ‘perseverate’ on
ceiling fans and lights
13. Reframing the idea of
perseverating on ceiling fans to:
An intense interest in ceiling fans and
lights
14. “Kids with autism often get fixated on
one thing, and it is important to expand
their fixations. If the child loves race
cars, then race cars can be used as
subject matter for reading and math. If
the child only draws pictures of
NASCAR race cars, a teacher could
start expanding the fixation by having
him draw an Indianapolis-type car or
draw sports cars that regular people
can buy at car dealerships. The next
step of expansion is to draw pictures of
places where race tracks are located”
15. “I was appalled to
learn that some
schools are very
rigid about
forcing a child to
only study
materials that are
designed for
his/her grade
level. “
- Temple Grandin
http://www.takepart.com/art
icle/2012/08/15/temple-
grandin-reveals-advice-
educating-autistic-kids
Temple Grandin
16. Chaytor is provided with ‘safe’ activities
that compliment his interests in light..
17. Interest in Ceiling Fans
How do we expand
on Chaytor’s
interest in ceiling
fans?
How about bridging
that interest to
encourage social
skills and follow
through?
18. Moving from the block area to
interacting with peers and a new
medium...
19. Which led to work in the art area: The
beginning of symbolic
representation….and following two-step
directions.
23. Which led to…
Increase in:
◦ Initiative
◦ Follow Through
◦ Engagement
◦ Interaction with
peers and
adults
◦ Using
language in a
functional
manner
25. Chaytor begins to initiate the
representation of his interests
Chaytor’s new
interest in
‘Na-na’s
garden…namin
g his picture:
“Elephant Ears
& Caladium”
27. What is a Child-Negotiated Project?
Children communicate
An Interest
An Intent for Following that Interest
Teachers:
Gather Provocations and Embed
Learning Objectives
Teachers and Children Negotiate:
Which, When, Where, and How the
Interests Will be Followed
28. Why give the children a voice in
creating the learning process?
Emotional investment in learning
Engagement= Learning
Communicators of their Ideas
Creative Thinkers
Planners
Problem-solvers
Hooked into Attending to and
Following Through with the Learning
Processes
29. The desired results of inclusive experiences for
children with and without disabilities and their
families include
•a sense of belonging and membership,
• positive social relationships and friendships, and
• development and learning to reach their full
potential.
The defining features of inclusion that can be
used to identify high quality early childhood
programs and services are access,
participation, and supports.
Highlights from:
A Joint Position Statement on inclusion of the Division of Early
Childhood (DEC) and the National Association for the
Education of Young Children (NAEYC )
30. Learning Projects:
Reaching Multiple Objectives at Multiple Levels
Deciding what might
be a whole-class
project?
Observing Play
Taking anecdotal
notes on children’s
conversations
Noticing the level of
interest among the
children as a whole
31. Systems for Supporting
Project Work
Planned Observations
Providing Provocations
The Environment as the Third Teacher
Staffing
Planning for an Emerging Curriculum
Embedding Learning
Documentation as Observation-Data
Collection
32. Observation Tools:
Levels of Play
Greenspan’s Levels of
Social/Emotional
Multiple Intelligences
A Time Sampling of
Areas of Interest
Anecdotal Records
33. Observations/Provocations Lead to Engaged
Learning for All
When deciding what
might be a project?
Observe Play
Take anecdotal
notes on children’s
conversations
Notice the level of
interest among the
children as a whole
34. Matrix for Observations
Child Strengths Intelligences Shared with:
Liz
Vocabulary, Stories, , Discussions Verbal- Linguistic Kristen & Hannah
Kristen Vocabulary, Stories, ,Discussions, Nature Verbal- Linguistic,
Natural
Liz & Hannah, Nyna,
Laura,
Hannah
Vocabulary, Stories, Discussions,
Drawings, Designs, Patterns, & Color,
Nature
Verbal- Linguistic/
Visual- Spatial
Kristen & Liz, Laura,
Nyna, Tess, & Charlie
Nyna Movement, painting, nature Kinesthetic,
Visual/Spatial, Natural
Hannah, Laura, Tess,
Kristen & Charlie
Laura
Drawings, Designs,
Patterns,& Color, Nature
Visual-Spatial, Natural Tess, Hannah, Kristen &
Charlie
Tess
Drawings, Designs,
Patterns,& Color
Visual-
Spatial
Laura, Hannah, Nyna &
Charlie
Charlie
Drawings, Designs,
Patterns,& Color
Visual-
Spatial
Tess, Hannah, Nyna &
Laura
38. Regulation
Sensory needs met
Communication needs met
Additional adult support
Pre-teaching of positional concepts
Peer Modeling
Child-directed representation according to
developmental levels
Provided children with concrete materials
Accessed children’s prior experiences
Followed children’s interest to promote
Participation and engagement
Purposeful enquiry and planning
Used children’s choices and interest to teach
the concept of Colors
39. Project Planning: Being a Reflective Teacher
Lesson Plan Template with Objectives Date__________
Goals Addressed:
Date:
Notes Schedule Monday Tuesday Wednesday Thursday Friday
-Care of personal belongings: ES, DH
RG,NG
-Self-help skills, personal responsibility:
hanging up backpack and coat with
decreasing verbal/ visual prompts :JM,
BH,ES,DH, R,GE
-Greeting Peers: JM ,
Arrival 9:00-9:15 Arrival Arrival Arrival Arrival Arrival
- Play & conversational skills w peer ,take
turns in conversations, sharing items
AC/ES/ BH/JM
- Personal space, rights of others BH, ES,,
DH
-Personal info name/ age/gender
-Answer questions about self DH
-Imitate facial gestures JM, ES
- Follow 2 step direction: ES/BH/DH, RG,
NG
AM
Planning
Circle
9:15-9:30
Personal space/ rights of others, personal
info BM/ ES
Take turns, t /t in conversations
BH/ES/AC/JM
Ask for help when needed JM
-Use utensils NG/ES
-Drink from un-lidded cup NG
-Ask for food or drink w/ words /gestures:
JM, ES
Snack 9:30-
9:50
- Personal space/ rights of others, personal
info BM
-What to do in situations/ use of objects
BH/ES/JM
- Respond to one & one more JM
- Take turns, t /t in conversations /sharing
items BH/ES/AC/JM
- Initiate play, plan w peers/ imaginative
play BH/ES/AC/
-Taking turns games w/ peers JM,ES,BH,
Centers /
Movement and Music
activities, etc.
9:50-
10:50
Weekly
planning is
carried out
around
children’s
interests,
skill sets,
concept
developmen
t &
objectives
40. Think about your play idea
project
How could you embed learning into
that play?
How would you plan to meet the
learning objectives during the play?
How many developmental domains
could be reached?
How would you use the staff and the
environment to promote the learning?
How might learning be tiered during
the play?
41. Data Collection in an Activity-
Based Curriculum:
Post-it Notes
Staff Discussion
Clipboards
Checklists…
More?
42. Using Portfolios
A record of the process of a
child's learning and
development:
What the child has learned
and how the child has gone
about learning
Work Samples, anecdotal
records, photographs,
videos, conversations of
children are just a sampling
of what goes into a portfolio.
Notes de l'éditeur
Denise has just presented a scenario of a whole group interest that resulted in some whole group learning, using the ‘tiered approach to support children at his/her own developmental level. Now I will focus on a more specific child and meeting his needs and objectives in an individualized ‘project’ that resulted from strong interests…which could be viewed by some as a perseverative interest.
This observation form is designed to look at children's areas of interests, in the book we also provide form for observing children’s learning styles, levels of play, and similarity of interests among children. We used these tools to observe Chaytor and what interests he showed in the classroom, what level of play he exhibited starting out the year.
After providing him with supports for sensory needs and regulation we began to ask ourselves, how do we take this interest in ceiling fans and expand his comfort level in different areas of the room, and interacting with peers
Without support he would knock down blocks, began with adult support, and modeled how to create the ‘fan’, he began to make ceiling fans. Had multiple opportunities to do this. Again, with adult support other children began to join him in this play
Provocations in the environment is key in the project approach and for Chaytor we used the provocations of having construction in a familiar medium (wood) but with new challenges and peer interaction.
The fact that he was making a ceiling fan was more effective than a 1st then board, or any kind of schedule we created for him.
Moving from sensory motor play to symbolic play…because I knew a lot about his family I was able to take on the role of ‘Na na’ in the doll house, which moved Chaytor forward in his ability to play in a more symbolic manner.
We were able to meet those goals for his first year in a manner that was meaningful to Chaytor..
To begin the school year, plan for a variety of materials that speak to the varied interest of the children. Deliberately choose ones that the children may explore and use independently. As the children engage with the materials, staff are more available to observe the children’s temperaments, learning styles, skill sets, and unique interests. Determining and following children’s interests form the basis for their capacity to connect, engage, and learn through projects. Some observation tools that we have used come from developmental theorists, available observation tools and the anecdotal record keeping.
As an example, Following our children’s captivating interest in playing with the water in the school’s bathroom sink, my para and I decided to use water to teach color matching, recognition and naming. Each child filled a bottle with water and chose which color they wanted their bottle to be…While observing the bottles in the light of the window, one child, Nyna, noticed a bird on a branch in the courtyard. While the bottles of water were engaging and could be used to teach colors on multiple skill levels, Nyna, who had a very limited expressive vocabulary, communicated her observation to the class and all of the children jumped up to follow her lead. They asked, “Where is the bird?!” and Nyna smiled and replied” Bird” pointing. A buzz of engaged energy filled the room! All of the children chattered about their experiences with birds and eventually, one child asked, “What do birds eat in the winter?” A class of children whose families gardened, hunted and spent much time outside and Nyna leading the way…indicated a project was emerging!
This is one matrix that we use in our classes. If a project is emerging, how could you use the observation data recorded in this matrix? Putting out materials that speak to these interests and engage each child, Grouping children with common interests, Pairing children who can learn from others’ interests, Conducting authentic assessments, etc.
With the intent to discover what birds eat in the winter, we provided clipboards and pencils to allow the children to independently observe the courtyard and use their emerging representational skills to draw what captivated their attention. This child observes and draws a bird nest. Then we provide bird nests for observation in the class.
Based on what we had learned by completing the observation matrix and the children’s observations, our paraprofessional, Judy, and I had to decide how to facilitate the whole group into the courtyard to look for what birds eat in the winter. I documented while Judy walked with two children who needed a small group for safety reasons. When we observed real nests, the kids decided to make feeders that looked like nests. Nyna’s mother and several other families let us know that they had feeders at their homes. We provided vine wreathes and cloth and Judy sewed 1:1 or with small groups of children depending on their developmental levels. The learning goal was to teach/reinforce colors. How did we embed color recognition and identification into this project?
By letting the observations be child-directed, everyone was observing and engaged. Interaction + Engagement = Learning Three keys to universal design: !Access,dap participation and support! In this inclusive group, a few children are representing their observations, one child is not looking directly to observe the other children, but clearly is observing and learning from her peers, and this other child is meeting her sensory and cognitive needs by sifting seeds or perhaps, sprinkling them to feed the birds! Her first word that year was, “birds.”
Learning objectives are plugged into the routines/learning experiences throughout the day. The Bird Project- Arrival-Nyna follows routine of caring for belongings with first/then board cuing belongings away/then fill bird feeders. Circle-paper bird puppets that kids have made are used in song that matches, recognizes and then names colors. Guided Centers Time-Laminated mommy birds and baby birds are available in science center for color matching, recognizing and naming and for size comparisons and sorting.