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CPP2

Flow chart and Program planning

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Developing a flow chart

• The web: is the form for recording the

ongoing observation of children

• Planning chart: a chart indicating play

areas/centres. Teachers identify additions

to the program on this planning chart

• Flow chart: all the ideas that flow or come

from your mind that are related to what

you want to teach (a concept or a skill)

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Theme-Based webbing(Source: Google images)

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“Patterns and Rhythms”

Developmental-Based Approach Webbing

“Patterns and Rhythms”

Developmental-Based

Approach Webbing

Perceptual-Motor

Cognitive

LanguageGross Motor

Socio-Emotional

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A development-based curriculum

web ( Source: international.slo.nl)

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In class exercise

(group activity)

• Read the book

• Underline key words

• Group those key words in such a way to

be able to extend learning

• Connect other related words from the book

to the key word (main idea)

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Flow Chart/ Webbing based on

book “Where the Wild Things Are”

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Flow chart

part of your assignment

• Choose a book with lots of ideas/words to give

you enough extension for a week

• Each member of the group should contribute

with 10 activities on a determined developmental

domain

• Example: 10 activities for language, 10 activities

for cognitive (math/science), 10 activities for

socio-emotional, 10 activities for perceptual/fine

motor and 10 activities for gross motor

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Continue…

• You can present it in a chart form, table,

try to be creative

• Explain in a few words each activity

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Program plan

• = a table or chart indicating day, time and

activity you will offer the children in your

care, a plan for the week covering all

developmental domains

• The program plan should be based on

children’s interests and teacher’s

observations

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Developmental progression

• In program planning- presenting activities

beginning with easy skills and simple

concepts, moving to the difficult skills and

more complex

• Try to use concrete materials first, then

move to abstract thinking

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Connection

• Link, bond in program planning the

concept or skill, relate to something

familiar that has been explained before

• Example: after making playdough in

different colours, plan an art/creative

activity and use the playdough for it.

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Program plan assignment:

• in groups of 5

• Choose a book with enough ideas to help

you plan for a week

• Your first activity would be to read the

book

• Based on your web, choose activities that

connect

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Continue…• For each activity you need a specific skill

• Make sure you include Anti-Bias in your daily schedule (2-3 concepts/day)

• Your activities should cover: transitions, snacks, lunch, sensory: water table, sand table; provide opportunities for play, make sure you have a good balance between indoor and outdoor activities, teacher supported activities and child initiated activities. Allow the children to be creative and spontaneous, involve them in brainstorming, observe and experiment!

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Continue…

• Remember:

• You plan for the whole day

• Keep in mind the schedule

• Use concrete, representational and

symbolic materials, help the children make

connections

• Move from simple to complex

• And from concrete to abstract

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continue…

• Make sure your program plan flows, activities

connect, use transitional objects, ideas,

extensions or thought questions

• Your last activity for each day should connect

with the first activity in the following day

• Make sure the activities are developmentally

appropriate and challenging for preschoolers

(stimulate curiosity and interest in learning).

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Program plan template