Project Prepare
by Sally E. Pisarchick, Phillip Safford, Judith Stahlman,
Diane Wells, Denise Byo, Jeannie Defazio, Jan Smith and Joyce Davies

Planning

TABLE OF CONTENTS

• Letter of Support
• Acknowledgements
• Module Development Teams
• Ohio SERRCs
• Project Prepare General Introduction
• Multi-Stage Process of Development and Review
  
• Module Introduction
  • Acknowledgements
  • Abstract
  • Overview
  • Goals
  • Matrices of Goals and Objectives
  • Glossary
  • References
• Leaders Planning Guide and Evaluation Form
  • Leader Planning Guide
  • Leader Evaluation Form
  • Participant Evaluation Form
  • Pre/Post Training Assessment (General)
  • Pre/Post Training Assessment (Staff)
  • Pre/Post Training Assessment (Administrator)
• GENERALAudience Training Materials
  • Goals: Goal 1, Goal 2, Goal 3, Goal 4, Goal 5, Goal
• STAFFAudience Training Materials
  • Goals: Goal 1, Goal 2, Goal 3, Goal 4, Goal 5, Goal 6
• ADMINISTRATORAudience Training Materials
  • Goals: Goal 1, Goal 2, Goal 3, Goal 4, Goal 5, Goal 6
• Reproduction Rights

ABSTRACT

The Planning Module is one of a series of modules for competency-based inservice of early childhood personnel that focuses on planning preschool programs. The materials are designed to assist participants in the writing of a program philosophy, the selection of developmentally and exceptionality-appropriate curriculum, and the establishment of a preschool environment that is appropriate for both typically developing children and those with disabilities. Inservice activities are also provided to help participants understand the role of planning in establishing interpersonal interactions within the preschool environment that support the development of young children. Finally, the issues of data collection/record keeping and program evaluation are also addressed.

OVERVIEW

The purpose of the Planning Module of the Preschool Personnel Preparation Project is to help others plan, implement, and evaluate an appropriate program which includes children with disabilities. The primary intention of these materials is to aid in-service as well as pre-service administrative and teaching staff as they include young children with disabilities into their programs and strive to improve the quality of their existing programs. However, this module could be used by parents to help them understand and select appropriate programs for children. The module is applicable to programs for young children in public school settings, Head Start, private preschools, home-based programs and child care centers.

The areas included in the Planning Module are Philosophy, Curriculum, Environment, Interactions Among Children and Adults, Data Collection/Record Keeping, and Program Evaluation. Each area has one stated goal with objectives for the competencies of Knowledge (familiarity), Skill (expertise), and Values and Attitudes (feelings). General objectives focus on basic information. Staff objectives center on information that has direct bearing on preschool planning practices. Administrator objectives concentrate on information relative to program design. The module is organized for use by a group leader or may be used as an individual self-study guide. A post-test and a bibliography are included. Space is provided to identify locally available training resources, such as videotapes, as well as exemplary programs which invite observation.

GOALS

The goals for this module are as follows:

1. Understand the importance of an established preschool philosophy in guiding a developmentally and exceptionality-appropriate program.
2. Define developmentally and exceptionality-appropriate curriculum and recognize the implications for best practice.
3. Define environment as it applies to a developmentally and exceptionality-appropriate preschool program.
4. Understand the value of interpersonal interactions in the optimum development of young children.
5. Identify necessary data collection/record keeping information.
6. Recognize the importance of a systematic program evaluation for providing quality preschool services.

GOAL #1
Understand the importance of an established preschool philosophy in guiding a developmentally and exceptionality-appropriate program.

AUDIENCES

GOAL #2
Define developmentally and exceptionality-appropriate curriculum and recognize the implication for best practices.

AUDIENCES

GOAL #3
Define environment as it applies to a developmentally and exceptionality-appropriate preschool program.

AUDIENCES

GOAL #4
Understand the value of interpersonal interactions in the optimum development of young children.

AUDIENCES

GOAL #5
Identify necessary data collection/record-keeping information.

AUDIENCES

GOAL #6
Recognize the importance of systematic program evaluation in providing quality preschool services.

AUDIENCES

REFERENCES

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Appropriate curriculum for young children: The role of the teacher. (Video #856). Washington, DC: NAEYC.

Bredekarnp, S. (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: NAEYC.

Brown, J. E. (Ed.). (1987). Curriculum planning for young children. Washington, DC: NAEYC.

CASE Research Committee. (1985). Quantitative vs. qualitative: Approaches to quality special education, Indianapolis CASE, Inc.

Child Development Associate Competency Standards. (1989). Washington, DC: NAEYC. Choosing good programs. (Brochure). Washington, DC: NAEYC.

Code of ethics and standards for professional practice. (1983). Exceptional Children, 5(11), 205-209.

Developmentally appropriate practice: Birth through age five years. (Video #854) Washington, DC: NAEYC.

Early childhood education and the elementary school principal. (1990). Alexandria, VA: NAESP.

Environments for young children. (Video #806) - Washington, DC: NAEYC.

Feeny, S. & Margarick, M. (1994). Choosing good toys for young children. Young Children, 40(l), 21-25.

George E. (1990). Checklist for a nonsexist classroom. Young Children, 45(2), 10-11.

Green, M. & Widoff , E. (1990). Special needs child care: Training is a key issue. Young Children, 45(3), 60-61.

Greenman, J. (1990). Childcrafts guide to equipping developmentally appropriate center. Child Care Information Exchange. 76, 31-33.

Hanline, M. F. (1985). Integrating disabled children. Young Children, 49(2), 45-48.

Harmes, T. & Clifford, R. M. (1980). Early childhood environment rating scale. New York: Teacher's College Press.

Heck, S. E. & Williams, R. (1984). The complex roles of the teacher. An ecological perspective. New York: Teacher's College Press.

Hohmann, M., Banet, B., & Weikart, D. P. (1979). Young children in action. Ypsilanti, MI: High/Scope Press.

Honig, A. S. (1986). Stress and coping in children: Interpersonal family relationships (Part 2). Young Children, 41(5), 47-59.

Howe, C. E. (1981). Administration of special education. (pp. 121-134). Denver: Love Publishing Co.

Johnson, L. G., Rogers, C. K., Johnson, P., & NCO/SERRC (McMillan, R. P.). (1992). EC-SPEED: Early childhood special education program evaluation. Columbus, OH: Ohio

Department of Education, Division of Early Childhood Education.

Kantrowitz, B. & Wingert, P. (1989). How kids learn. Young Children, 44(6), 4-10.

Klass, C. S. (1987). Child-rearing interactions within developmental home- or center-based early education. Young Children, 42(3), 9-13, 67-70.

Kukendall, J. (1990). Child development: Directors shouldn't leave home without it. Young Children, 45(5), 47-50.

Kritchevsky, S. & Prescott, E. (1977). Planning environments for young children: Physical space. (Second Edition). Washington, DC: NAEYC.

Leeper, S., Dales, R., Skipper, D., & Witherspoon, R. (1974). Good schools for young children. NY. Macmillan Publishing Co., Inc.

Licensing rules. (1990). Columbus, OH: Ohio Department of Human Services.

Lynch, E., Brekken, L., Drouin, C., & Wolfe, S. (1986). A resource guide for early childhood educators. (Developed by the staff, consultants, and demonstration site trainers of the Infant/Preschool Special Education Resource Network). CA.

Morrison, G. S. (1981). Early childhood education today. (Fourth Edition). Columbus, OH: Merrill Publishing Co.

National Academy of Early Childhood Programs. (1982). Accreditation criteria & procedures. Washington, DC: NAEYC.

National Association for the Education of Young Children and National Association of Early Childhood Specialists in State Departments of Education. (1990). Guidelines for appropriate curriculum content and assessment in programs serving children 3 through 8. Young Children, 46(3), 21-38.

National RRC Panel on Indicators of Effectiveness in Special Education. (1986). Effectiveness indicators for special education: A reference tool. Lexington: Mid-South RRC, 8-9.

Odom, S. L. & Karnes, M. B. (1988). Early intervention for infants and children with handicaps. Baltimore: Paul H. Brooks Publishing Co.

Ohio Center for Special Needs Population. (1991) . Early integration training project. Columbus, OH: The Ohio State University.

Oliva, P. E. (1989). Supervision for today's schools. (pp. 271-272). New York: Longman, Inc.

Roberts, R. (1981). Tips for a saner environment. University of Illinois: Resource Access Project.

Rules implementation monograph series: Program evaluation. (Monograph No, 8). 1992. Ohio Department of Education, Division of Early Childhood Education.

Safford, P. (1989). Integrated teaching in early childhood. New York: Longman, Inc.

Space to grow. (Video). (1990). In Good Talking with You Series. Portland, OR: Educational Productions.

Spodek, B., Saracho, 0., & Davis, M. (1991). Evaluation in early childhood programs. In Foundations of early childhood education. New Jersey: Prentice-Hall, Inc.

Stone, J. G. (1990). Teaching preschoolers. It looks like this ... in pictures. Washington, DC: NAEYC.

Toys: Tools for teaming. (Brodiure). Washington, DC: NAEYC.

White, B. P. & Phair, M. A. (1986). "It'll be a challenge!": Managing emotional stress in teaching disabled children. Young Children, 41(2), 44-48.

Zook, J., Lynn, J., & Fakkema, S. (1990). To be the best that we can be: A self-study guide for early childhood special education programs and staff. (Developed under the auspices of the Office of Superintendent of Public Instruction through Federal Title VI-B and the WASA Special Education Component Group.) WA.

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