Approaches to Learning



Foundations and Embedded Intervention:

A Tool for Treatment Planning

Developed by Participants of the North Carolina Department of Pubic Instruction

2008 summer Institute Course “School-Based Therapy for Preschool”

July 31, 2008 Greensboro, North Carolina

Based on: Foundations: Early Learning Standards for Guiding Their Success, Public Schools of North Carolina

| |Approaches to Learning |Emotional & Social Development |Health & Physical Development |Language Development & Communication|Cognitive Development |

| | | | | | |

| |■ Pondering, Processing, & Applying|■ Developing a Sense of Self |■ Self-Care |■ Receptive Language |■ Mathematical Thinking |

| |Experiences |■ Developing a Sense of Others |■ Safety Awareness |■ Expressive Language |& Expression |

| |■ Curiosity, Information-Seeking, &|(e.g., coping skills, maturation, |■ Motor Skills |■ Foundations for Reading |■ Scientific Thinking & Invention |

| |Eagerness |feelings, interaction skills) |■ Physical Health & Growth |■ Foundations for Writing |■ Social Connections |

| |■ Risk-Taking, Problem-Solving, & | | | |■ Creative Expression |

| |Flexibility | | | | |

| |■ Persistence, Attentiveness, & | | | | |

| |Responsibility | | | | |

| |■ Imagination, Creativity, & | | | | |

| |Invention | | | | |

| |■ Aesthetic Sensibility | | | | |

|Circle Time |Picture schedule for each activity |Show-and-tell with group and |Sign in before attending circle |Sing morning songs |Bring from home an object that |

| |Movement activities |friends |time |Re-tell favorite part of the day |corresponds with lesson (learning A|

| |Singing |Report personal information |Animal walks |Listen to books and discuss them |– bring apple) |

| |Variety of seating options (air |(gender, body parts, age) |Finger games | |Assemble large body puzzles, etc. |

| |cushions, bean bags, carpet |Have a child choose next activity |Hokey-Pokey | | |

| |squares) |or center |Pre-writing (HWT pre-K program) | | |

| |Use real objects rather than |Assign student daily tasks (wipe |Tooth brushing or hand washing | | |

| |pictures or photos |table, be line leader or door |(hygiene) | | |

| | |holder) |Use stuffed animals/dolls to work | | |

| | | |on dressing | | |

| |Approaches to Learning |Emotional & Social Development |Health & Physical Development |Language Development & Communication|Cognitive Development |

| | | | | | |

| |■ Pondering, Processing, & Applying|■ Developing a Sense of Self |■ Self-Care |■ Receptive Language |■ Mathematical Thinking |

| |Experiences |■ Developing a Sense of Others |■ Safety Awareness |■ Expressive Language |& Expression |

| |■ Curiosity, Information-Seeking, &|(e.g., coping skills, maturation, |■ Motor Skills |■ Foundations for Reading |■ Scientific Thinking & Invention |

| |Eagerness |feelings, interaction skills) |■ Physical Health & Growth |■ Foundations for Writing |■ Social Connections |

| |■ Risk-Taking, Problem-Solving, & | | | |■ Creative Expression |

| |Flexibility | | | | |

| |■ Persistence, Attentiveness, & | | | | |

| |Responsibility | | | | |

| |■ Imagination, Creativity, & | | | | |

| |Invention | | | | |

| |■ Aesthetic Sensibility | | | | |

|Free Play |Choice book with pictures of |Dress-up area with |Art/Activity box with a variety of |Adapted pages in book center |“I Spy books” – computer games |

| |activities or playmates |materials/clothes to meet goals |tools (tongs, stamps, etc.) |Free time – child can ask teacher to|Manipulative center |

| |After lunch come to areas (circle) |(i.e., managing fasteners) |“Wiggle time” in prescribed area |read a book of choice |Mix paint colors |

|Unstructured time |and share information or listen to |Help child who uses adaptive |Assist child with a physical |Books on tape in book center |Sensory center to explore |

| |others |equipment play ball with a peer |disability move between centers |Menus and note pads in kitchen |materials/ qualities |

|Choice of play inside/outside|Provide a low-stimulus area in the |Choose between 2 pieces of | |center |Parallel play – teachers model in |

| |preschool class for downtime |playground equipment | | |center |

| |Dress up in silly clothes/hats/ | | | | |

| |glasses | | | | |

| |Musical toy center | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| |Approaches to Learning |Emotional & Social Development |Health & Physical Development |Language Development & Communication|Cognitive Development |

| | | | | | |

| |■ Pondering, Processing, & Applying|■ Developing a Sense of Self |■ Self-Care |■ Receptive Language |■ Mathematical Thinking |

| |Experiences |■ Developing a Sense of Others |■ Safety Awareness |■ Expressive Language |& Expression |

| |■ Curiosity, Information-Seeking, &|(e.g., coping skills, maturation, |■ Motor Skills |■ Foundations for Reading |■ Scientific Thinking & Invention |

| |Eagerness |feelings, interaction skills) |■ Physical Health & Growth |■ Foundations for Writing |■ Social Connections |

| |■ Risk-Taking, Problem-Solving, & | | | |■ Creative Expression |

| |Flexibility | | | | |

| |■ Persistence, Attentiveness, & | | | | |

| |Responsibility | | | | |

| |■ Imagination, Creativity, & | | | | |

| |Invention | | | | |

| |■ Aesthetic Sensibility | | | | |

| |Approaches to Learning |Emotional & Social Development |Health & Physical Development |Language Development & Communication|Cognitive Development |

| | | | | | |

| |■ Pondering, Processing, & Applying|■ Developing a Sense of Self |■ Self-Care |■ Receptive Language |■ Mathematical Thinking |

| |Experiences |■ Developing a Sense of Others |■ Safety Awareness |■ Expressive Language |& Expression |

| |■ Curiosity, Information-Seeking, &|(e.g., coping skills, maturation, |■ Motor Skills |■ Foundations for Reading |■ Scientific Thinking & Invention |

| |Eagerness |feelings, interaction skills) |■ Physical Health & Growth |■ Foundations for Writing |■ Social Connections |

| |■ Risk-Taking, Problem-Solving, & | | | |■ Creative Expression |

| |Flexibility | | | | |

| |■ Persistence, Attentiveness, & | | | | |

| |Responsibility | | | | |

| |■ Imagination, Creativity, & | | | | |

| |Invention | | | | |

| |■ Aesthetic Sensibility | | | | |

| |Approaches to Learning |Emotional & Social Development |Health & Physical Development |Language Development & Communication|Cognitive Development |

| | | | | | |

| |■ Pondering, Processing, & Applying|■ Developing a Sense of Self |■ Self-Care |■ Receptive Language |■ Mathematical Thinking |

| |Experiences |■ Developing a Sense of Others |■ Safety Awareness |■ Expressive Language |& Expression |

| |■ Curiosity, Information-Seeking, &|(e.g., coping skills, maturation, |■ Motor Skills |■ Foundations for Reading |■ Scientific Thinking & Invention |

| |Eagerness |feelings, interaction skills) |■ Physical Health & Growth |■ Foundations for Writing |■ Social Connections |

| |■ Risk-Taking, Problem-Solving, & | | | |■ Creative Expression |

| |Flexibility | | | | |

| |■ Persistence, Attentiveness, & | | | | |

| |Responsibility | | | | |

| |■ Imagination, Creativity, & | | | | |

| |Invention | | | | |

| |■ Aesthetic Sensibility | | | | |

|Environment Care Routines |Digital media (i.e., sweeping |Look at self in pictures “doing” : |Safely hold tools necessary to |Name objects |Read books re: nutrition |

|(e.g., cleaning, care of |floor) to learn steps to a |- incorporate musical tunes during |complete a task |Color/Shape recognition |Eat a meal with peers |

|class pet) |particular task and have child |task - how did |Talk about importance of |Directionality concepts |Take a field trip to a local |

| |follow through on task |completing the task make the child |cleanliness ( |Object function |grocery store |

| |(responsibility) |feel? |healthy and unhealthy meal choices |Act out tasks | |

| |Place setting during meal times |Move toward independence with task |( plastic vs. glass serving pieces |Ask questions why students are | |

| |(drawing of mat showing red circle |( be able to show parents (in home | |performing the task | |

| |for plate, blue rectangle for |environment) how they can set the | | | |

| |napkin, etc.) |table (generalization) | | | |

| | | | | | |

| |Approaches to Learning |Emotional & Social Development |Health & Physical Development |Language Development & Communication|Cognitive Development |

| | | | | | |

| |■ Pondering, Processing, & Applying|■ Developing a Sense of Self |■ Self-Care |■ Receptive Language |■ Mathematical Thinking |

| |Experiences |■ Developing a Sense of Others |■ Safety Awareness |■ Expressive Language |& Expression |

| |■ Curiosity, Information-Seeking, &|(e.g., coping skills, maturation, |■ Motor Skills |■ Foundations for Reading |■ Scientific Thinking & Invention |

| |Eagerness |feelings, interaction skills) |■ Physical Health & Growth |■ Foundations for Writing |■ Social Connections |

| |■ Risk-Taking, Problem-Solving, & | | | |■ Creative Expression |

| |Flexibility | | | | |

| |■ Persistence, Attentiveness, & | | | | |

| |Responsibility | | | | |

| |■ Imagination, Creativity, & | | | | |

| |Invention | | | | |

| |■ Aesthetic Sensibility | | | | |

| |Approaches to Learning |Emotional & Social Development |Health & Physical Development |Language Development & Communication|Cognitive Development |

| | | | | | |

| |■ Pondering, Processing, & Applying|■ Developing a Sense of Self |■ Self-Care |■ Receptive Language |■ Mathematical Thinking |

| |Experiences |■ Developing a Sense of Others |■ Safety Awareness |■ Expressive Language |& Expression |

| |■ Curiosity, Information-Seeking, &|(e.g., coping skills, maturation, |■ Motor Skills |■ Foundations for Reading |■ Scientific Thinking & Invention |

| |Eagerness |feelings, interaction skills) |■ Physical Health & Growth |■ Foundations for Writing |■ Social Connections |

| |■ Risk-Taking, Problem-Solving, & | | | |■ Creative Expression |

| |Flexibility | | | | |

| |■ Persistence, Attentiveness, & | | | | |

| |Responsibility | | | | |

| |■ Imagination, Creativity, & | | | | |

| |Invention | | | | |

| |■ Aesthetic Sensibility | | | | |

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