Overview and Purpose of Session Planning Tools
Session Plan 1-
0 to 12 months
Five Little Speckled Frogs
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Tuesday |
Wednesday |
Thursday |
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8:40 |
Doors Open: Puzzles and reading books with parents |
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8:50 |
Bells ring: sit on the mat. Routine activities: Good morning, roll and morning prayer. |
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9:00 |
Songs and Movement – Children move along to the song with the teacher – Children sing individually with the teacher |
Songs and Movement – Teacher makes the children understand the topic – Teacher makes the students understand the basic maths |
Songs and Movement – Children and the teacher both sing the song |
|
9.10 |
Mat session – Children gather for telling different stories about frogs |
Mat session – Children are gathered and ask each other math questions |
Mat session – Children are given candies and are asked to add and subtract the candies |
|
9.30 |
Session one activities (Rotating groups) T1: Children learn about numbers T2: Children are taught basic maths T3: Children read out the numbers T4: Children understand the importance of numbers |
Session one activities (Rotating groups) T1: Children learn basic maths elements T2: Children learn addition and subtraction T3: Children are asked to fill in the blanks of basic maths questions T4: Children are asked oral questions |
Session one activities (Rotating groups) T1: Children are taught special maths T2: Children are taught tables of 2 and 3 T3: Children learn language T4: Children learn numbers with corresponding letters |
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10.10 |
Pack Away: Pack up to Music |
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10.20 |
Transition: Fruit Time, Prayer and Outdoor Play |
Transition: Fruit Time, Prayer and Outdoor Play |
Transition: Fruit Time, Prayer and Outdoor Play |
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11.10 |
Session Two Activity Children are taught about the basic language elements |
Session Two Activity Children take part in maths quizzes |
Session Two Activity Children are taught value of living together and diversity |
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12.00 |
Pack Away: Pack up to Music |
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12.10 |
Transition: Lunch Time, Prayer and Outdoor Play |
Transition: Lunch Time, Prayer and Outdoor Play |
Transition: Lunch Time, Prayer and Outdoor Play |
|
1.20 |
Rest and Relaxation Time |
Rest and Relaxation Time |
Rest and Relaxation Time |
|
1.30 |
Session Three Activity Children read and write alphabets and numbers |
Session Three Activity Children are taught bigger maths equations |
Session Three Activity Children learn the value of respect and cooperation |
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2.20 |
Pack Away: Pack up to Music |
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|
2.40 |
Dismissal and Home Time |
12 months to 2 years
|
Tuesday |
Wednesday |
Thursday |
|
|
8:40 |
Doors Open: Puzzles and reading books with parents |
||
|
8:50 |
Bells ring: sit on the mat. Routine activities: Good morning, roll and morning prayer. |
||
|
9:00 |
Songs and Movement – Children read books and recite poems |
Songs and Movement – Children watch audio visual clippings and interact with teacher |
Songs and Movement Children enact the scene that is displayed in the Five Little Speckled Frogs |
|
9.10 |
Mat session – Children gather around to learn language and maths |
Mat session – Children give maths and language problems to each other to solve assisted by teacher |
Mat session – Children learn maths and language through various games |
|
9.30 |
Session one activities (Rotating groups) T1: Children are asked to recite numbers T2: Children recite the alphabets T3: Children individually answer various maths questions T4: Children are taught greater numbers and lesser numbers |
Session one activities (Rotating groups) T1: Class work on maths T2: Class work on language T3: Oral classes T4: language training |
Session one activities (Rotating groups) T1: Class work on maths T2: Class work on language T3: Oral classes T4: language training |
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10.10 |
Pack Away: Pack up to Music |
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|
10.20 |
Transition: Fruit Time, Prayer and Outdoor Play |
Transition: Fruit Time, Prayer and Outdoor Play |
Transition: Fruit Time, Prayer and Outdoor Play |
|
11.10 |
Session Two Activity Children interact with each other and ask various questions |
Session Two Activity Children lean multiplication and division |
Session Two Activity Children learn to use addition, subtraction, multiplication and division |
|
12.00 |
Pack Away: Pack up to Music |
||
|
12.10 |
Transition: Lunch Time, Prayer and Outdoor Play |
Transition: Lunch Time, Prayer and Outdoor Play |
Transition: Lunch Time, Prayer and Outdoor Play |
|
1.20 |
Rest and Relaxation Time |
Rest and Relaxation Time |
Rest and Relaxation Time |
|
1.30 |
Session Three Activity Children are taught through audio visual mediums |
Session Three Activity Children are asked to recite literature |
Session Three Activity Children appear for assessments on maths and language |
|
2.20 |
Pack Away: Pack up to Music |
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|
2.40 |
Dismissal and Home Time |
3 to 5 years
|
Tuesday |
Wednesday |
Thursday |
|
|
8:40 |
Doors Open: Puzzles and reading books with parents |
||
|
8:50 |
Bells ring: sit on the mat. Routine activities: Good morning, roll and morning prayer. |
||
|
9:00 |
Songs and Movement – Children go through audio visual learning sessions |
Songs and Movement – Teachers and children organize special programs for music, art or dance |
Songs and Movement – Maths competition is held |
|
9.10 |
Mat session – Children learn about the various math problems together |
Mat session – Children take part in drawing competition themed on the text being studied |
Mat session – Children gather and eat together |
|
9.30 |
Session one activities (Rotating groups) T1: Children do class work in maths T2: Children do class work in literature T3: Children are taught more complex math problems T4: Children are introduced to literature |
Session one activities (Rotating groups) T1: Children do class work in maths T2: Children do class work in literature T3: Children are taught about diversity and uniqueness T4: Children are taught speech and writing |
Session one activities (Rotating groups) T1: Children are given maths workbook T2: Children are given language workbook T3: Children solve puzzles and quizzes T4: Children solve verbal questions and answers |
|
10.10 |
Pack Away: Pack up to Music |
||
|
10.20 |
Transition: Fruit Time, Prayer and Outdoor Play |
Transition: Fruit Time, Prayer and Outdoor Play |
Transition: Fruit Time, Prayer and Outdoor Play |
|
11.10 |
Session Two Activity Children work in teams to solve large math problems |
Session Two Activity Children work in group and complete maths project |
Session Two Activity Children gather to solve maths questions on the blackboard |
|
12.00 |
Pack Away: Pack up to Music |
||
|
12.10 |
Transition: Lunch Time, Prayer and Outdoor Play |
Transition: Lunch Time, Prayer and Outdoor Play |
Transition: Lunch Time, Prayer and Outdoor Play |
|
1.20 |
Rest and Relaxation Time |
Rest and Relaxation Time |
Rest and Relaxation Time |
|
1.30 |
Session Three Activity Children are divided in groups and quizzes are taken |
Session Three Activity Children work in groups to complete English project |
Session Three Activity Children give assessments on maths and literature |
|
2.20 |
Pack Away: Pack up to Music |
||
|
2.40 |
Dismissal and Home Time |
The critical analysis is focused towards understanding the effective significance of all three of the session plans. The three session plans have been formed essentially taking into consideration the learning and growth requirements of the children belonging to various age groups. The session plan have been utilized to enable the children to grow and develop essential learning.
The first session plan is focused towards introducing the infants between 0 to 12 months of age to learning concepts. The children have a great opportunity to catch learning at a very tender age. The song and dance associated with the act can enable children to develop great understanding of music, art and dance. It can be seen that more focus have been provided towards establishing effective levels of interactions. The children are not given much mental stress as the age is very tender rather they are introduced to concepts that can create better opportunities for them to learn and grow more in the future (Wohlwend 2015). Physical fitness is encouraged from the very early age through dancing and playing sessions. Moreover, children essentially develop an image of the world and themselves. The text selected can help in the process.
EYLF principles- high equality expectation
EYLF practices- Responsiveness
This session caters to the educational requirements for children that are between the age group of 12 to two years. The session is developed in order to facilitate the growth and development of the children. The sessions become slightly more complex and the children are basically allowed to develop learning concepts of themselves (Britto et al. 2017). This helps in the further learning process. Interactive learning is given much more preference and children are tested through various tests. Children learn the basic concepts of maths and even move to the more complex elements associated with mathematics. The children learn literature at the same time. The Five little speckled frogs have been taken as it provides great opportunities for interactive learning. The sessions is designed to help the children understand more about themselves and respect the people from diverse cultures around them.
EYLF principles- building reciprocal and respectful relationships
EYLF practices- Learning through play
This is the plan that is focused towards catering to the educational requirements of children who are relatively older. The session has been planned in order to develop holistic tendencies among the children. More importance have been given towards effective interactive learning among the children. The children essentially develop respect towards their counterparts. Moreover, it is important that the children are now holistically developed. The session is designed in order for the children to develop views about what they are learning. The focus is towards the development of good levels of cognitive and effectual understanding of Maths and literature. The students are made to go through tougher assessments in order to develop better understanding of the concepts. The importance is given towards the children developing learning that stays with them for the rest of their academic lives and help them to perform better in their later academic endeavors (Education.gov.au 2018).
EYLF principles- Respect for diversity
EYLF practices- Holistic approach
Conclusion
In conclusion it can be said that the development of the children are the main focus of all the three sessions. The main focus through the separate sessions are to cater to the various age groups of children. The aim is for the children to grow and develop with each session.
Britto, P.R., Lye, S.J., Proulx, K., Yousafzai, A.K., Matthews, S.G., Vaivada, T., Perez-Escamilla, R., Rao, N., Ip, P., Fernald, L.C. and MacMillan, H., 2017. Nurturing care: promoting early childhood development. The Lancet, 389(10064), pp.91-102.
Education.gov.au. (2018). Early Years Learning Framework | Department of Education and Training. [online] Available at: https://www.education.gov.au/early-years-learning-framework-0
Mukherji, P. and Albon, D., 2018. Research methods in early childhood: An introductory guide. Sage.
Roskos, K.A. ed., 2017. Play and literacy in early childhood: Research from multiple perspectives. Routledge.
Tammelin, R., Yang, X., Leskinen, E., Kankaanpaa, A., Hirvensalo, M., Tammelin, T. and Raitakari, O.T., 2014. Tracking of physical activity from early childhood through youth into adulthood. Med. Sci. Sports Exerc, 46, pp.955-962.
Van Hoorn, J.L., Monighan-Nourot, P., Scales, B. and Alward, K.R., 2014. Play at the center of the curriculum. Pearson.
Wohlwend, K.E., 2015. Playing their way into literacies: Reading, writing, and belonging in the early childhood classroom. Teachers College Press.
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