Innovative Preschool Design Project.pptx

recommended

1. Innovative Preschool Design Project Pathways to Learning Preschool "Building a Foundation for Lifelong Learning“ Nania 10/16/2024

2. The preschool's philosophy is rooted in Lev Vygotsky's theory of scaffolding and apprenticeship . We believe that children learn best through social interaction and collaborative problem-solving. Our program emphasizes structured play and hands-on activities that guide children's learning while allowing them to explore their curiosity. Teachers serve as facilitators, supporting and extending learning opportunities within a rich and diverse environment. By tailoring instruction to each child's developmental level and social context, we help them build foundational skills that foster independence, critical thinking, and social-emotional growth. This approach prepares children for future academic success and lifelong learning . Guiding Philosophy (McCormack et al., 2024; Bodrova & Leong, 2003 )

3. Key Features of the Program 1. Guided Play and Scaffolding 2 . Learning Centers and Themed Classrooms. 3 . Small Group and Collaborative Learning. 4 . Outdoor and Nature-Based Education. 5 . Inclusive and Diverse Learning Environment. Overview of the Preschool Program Mission : At Pathways to Learning Preschool , we plan to imbibe a broad and motivating educational environment where young children thrive through guided exploration and meaningful interactions. We strive to support each child's developmental journey, nurturing curiosity, critical thinking, and social-emotional growth through scaffolded learning experiences rooted in Lev Vygotsky's educational philosophy. Our educators are committed to fostering a community of confident, independent learners with the skills necessary for lifelong learning. Vision : Our vision is to be a leading preschool that transforms early childhood education by providing a dynamic, play-based learning environment where children, families, and educators work together. We strive to develop well-rounded children who are academically prepared, socially responsible, emotionally resilient, and capable of creative problem-solving. We envision a future where our preschool serves as a model of best practices in holistic early childhood education, centered on collaboration, innovation, and the belief that every child's learning journey is unique. Emphasis on Holistic Development 1 . Cognitive Development. 2 . Physical Development.. 3 . Social-Emotional Development. 4 . Creative and Imaginative Growth. ( Agirbas et al, 2022; Fuller et el., 2021)

4. 1. A Typical Day at Pathways to Learning Preschool Daily Schedule Overview :The daily schedule at Pathways to Learning Preschool is structured to balance guided activities with free play, allowing teachers to scaffold learning while children explore their interests independently. The schedule is flexible to accommodate children's needs and developmental stages. Typical Day Schedule : 8:00 - 8:30 AM : Arrival and Free Exploration 8:30 - 9:00 AM : Morning Circle Time 9:00 - 10:00 AM : Guided Learning Centers 10:00 - 10:30 AM : Snack and Social Time 10:30 - 11:30 AM : Outdoor Play and Nature Exploration 11:30 - 12:00 PM : Sensory and Art Exploration 12:00 - 12:30 PM : Lunch 12:30 - 1:30 PM : Rest/Quiet Time 1:30 - 2:00 PM : Afternoon Circle Time and Storytelling 2:00 - 3:00 PM : Themed Activity/Project Time 3:00 - 3:30 PM : Free Play and Departure . Reflection of Philosophy : This structured yet flexible schedule reflects Vygotsky's philosophy by providing a blend of teacher-guided and child-initiated activities, ensuring that children are consistently supported within their ZPD. It emphasises social learning and peer interaction, with teachers playing a crucial role in scaffolding experiences. The mix of indoor and outdoor activities allows children to develop holistically—cognitively, socially, emotionally, and physically—through diverse, hands-on learning opportunities . 2. Activity Design: Nature Detectives Activity Description : Objective : To explore nature and develop observation and critical thinking skills. Materials : Magnifying glasses, collection jars, sketchpads, and coloured pencils. Structure : Children work in small groups led by the teacher in the outdoor garden. They are tasked with exploring the space to find and collect different leaves, insects, or small rocks . Curriculum Approach 3 . Benefits of the Alternative Preschool Activity : i . Promotes Higher-Order Thinking. ii. Supports Social Interaction. iii. Individualised Learning. iv. Multidimensional Development ( Bodrova & Leong, 2003)

5. 1. Physical Layout and Learning Materials Overview of the Layout : Total Rooms: 8 functional areas—6 classrooms, 1 large multi-purpose room, a sensory exploration room, and an outdoor learning space. - Additional Spaces: Administrative office, parent meeting room, teacher resource centre , a small kitchen/cafeteria, and child-friendly restrooms. Specifics of the Layout and Materials 1. Classrooms (6): Each classroom is themed (e.g., Nature Explorers, Little Architects) and arranged with specific learning centres that support various developmental domains : 2. Multi-Purpose Room 3. Sensory Exploration Room 4. Art Studio :5 . Library and Literacy Nook 6 . Outdoor Learning Space How These Choices Reflect the Philosophy : The layout and materials at Pathways to Learning Preschool are intentionally designed to support Vygotsky's emphasis on social interaction, scaffolded learning, and hands-on experiences. Each classroom and activity space promotes a particular aspect of Development—whether literacy, social skills, physical coordination, or sensory processing—allowing teachers to scaffold and tailor learning experiences based on the child's needs and development level. The outdoor and sensory areas offer diverse settings for children to interact with their environment and peers, ensuring holistic growth while developing cognitive, physical, and emotional skills . Classroom Design

6. Cognitive Development (e.g., Problem-Solving Skills) Social-Emotional Development (e.g., Cooperative Play, Self-Regulation ). Physical Development (e.g., Fine and Gross Motor Skills Development ). Peer-Learning Opportunities Teacher-Student Interactions Parent Involvement and Community Integration Learning, Development Goals & Social Interaction and Collaboration ( Çiftci & Bildiren , 2020)

7. Formative Assessments to Identify ZPD At Pathways to Learning Preschool, formative assessments are a key tool for understanding each child's Zone of Proximal Development (ZPD). Teachers observe children during activities and interactions, noting their current skills and areas for growth. These assessments are informal and integrated into daily play and learning experiences, allowing educators to gather real-time insights into children's progress and developmental needs. This approach ensures that each child receives the appropriate level of support to advance their learning. Tailored Activities for Diverse Learners Our program is committed to meeting the needs of diverse learners by offering activities tailored to individual developmental stages and abilities. Based on each child's ZPD, teachers design and adapt tasks to provide the right level of challenge, ensuring that all children can participate meaningfully. Whether through hands-on projects, guided small group work, or sensory activities, our curriculum is flexible and inclusive, creating opportunities for every child to thrive and achieve their full potential. Ongoing Feedback and Progress Tracking Ongoing feedback and progress tracking are central to our approach at Pathways to Learning Preschool. Teachers consistently monitor children's development, providing immediate and constructive feedback that encourages growth and confidence. Progress is documented through observations, portfolios, and developmental checklists, allowing educators to adjust scaffolding and activities based on the child's evolving needs. Regular communication with parents ensures they are partners in their child's learning journey, informed about milestones, and actively supporting their child's growth. Clarke- Midura et al., 2023 Assessment and Individualized Learning

8. Professional Development Aligned with Vygotsky's Principles Continuous Training in Child Psychology and Developmental Education Collaboration with Educational Experts ( Bodrova & Leong, 2018) Staff Training, Development & Outdoor and Play Spaces Design for Physical Development and Social Interaction Exploration of Nature and Structured Physical Activities Emphasis on Safety and Inclusivity

9. Partnerships with Parents Workshops and Events for Families Community Collaborations for Experiential Learning ( Mavračić Miković & Tot, 2020) Family and Community Engagement

10. ( Campana et al., 2022) Evaluation and Continuous Improvement Monitoring Program Success Feedback Loops with Parents and Teachers Incorporating New Research in Early Childhood Education

11. Recap of Key Aspects of the Program Pathways to Learning Preschool is built upon a philosophy emphasising holistic development, guided by Vygotsky's principles of scaffolded learning and social interaction. Our program integrates play-based learning, peer collaboration, and individualised support tailored to each child's proximal development (ZPD). With a strong focus on cognitive, social-emotional, and physical development, we provide diverse activities and environments that foster exploration, creativity, and critical thinking. By actively involving parents and the community, we create a rich, collaborative learning environment that nurtures each child's unique journey . Vision for the Future of the Preschool Looking ahead, our vision for Pathways to Learning Preschool is to evolve into a leading model of early childhood education that not only meets the developmental needs of children but also serves as a resource for families and educators in our community. We aim to expand our program by integrating new technologies, enhancing outdoor learning spaces, and strengthening partnerships with local organizations . Our commitment to ongoing research and professional development will ensure our practices remain innovative and effective, fostering a vibrant, inclusive community where every child is empowered to thrive and develop a lifelong love of learning . Contact information for further inquiries Conclusion

12. Agirbas , S., Kiziltan , A. S., Badem , Ç. I., & Baykal, G. E. (2022). Scaffolding preschool Children’s upcycling experiences through free vs. guided play activities. Paper presented at the 6th FabLearn Europe/ MakeEd Conference 2022. Bodrova , E., & Leong, D. J. (2018). Tools of the mind: A Vygotskian early childhood curriculum. International handbook of early childhood education , 1095-1111. Campana , K., Martens, M., Filippi , A., & Clunis , J. (2022). A “library school:” Building a collaborative preschool-library partnership to support whole family engagement. Early Childhood Education Journal, 50 (1), 71-82. Çiftci , S., & Bildiren , A. (2020). The effect of coding courses on the cognitive abilities and problem-solving skills of preschool children. Computer science education, 30 (1), 3-21. Fuller , J. A., Luckey , S., Odean , R., & Lang, S. N. (2021). Creating a diverse, inclusive, and equitable learning environment to support children of color’s early introductions to STEM. Translational Issues in Psychological Science, 7 (4), 473. Joo , Y. S., Magnuson, K., Duncan, G. J., Schindler, H. S., Yoshikawa, H., & Ziol -Guest, K. M. (2020). What works in early childhood education programs?: A meta–analysis of preschool enhancement programs. Early Education and Development, 31 (1), 1-26. Mavračić Miković , I., & Tot, D. (2020). The Role of Professional Knowledge and Skills of Preschool Teachers in Building and Developing Partnerships with Parents. Croatian Journal of Education : Hrvatski časopis za odgoj i obrazovanje , 22 (Sp. Ed. 3), 71-81. McCormack, G. R., Naish , C., Petersen, J., Ghoneim , D., & Doyle-Baker, P. K. (2024). It is child’s play: Caregiver and playworker perspectives on a community park-based unstructured play program . PloS one, 19 (9 ). Reference