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Program: Exceptional Children PreK Program at Lincoln Primary School in Leland, NC
Age of Children: 3-5 years
Number of Children in Program: 10
Ann Dosher, Head Teacher
How did you make the transition from your previous curriculum?
The transition was a bit rocky for a few days, but as I reached out to therapists and other specialists, it began to make sense and really became fun. Reading “The Rainbow Fish,” while incorporating the movements designed by the physical therapist, the exaggerating sounds and movements designed by the speech-language pathologist, and the module suggestions, brought together all the domains, therapies, and IEP goals for the children.
Which centers do you use in your classroom?
Puzzles, Music, Art, Housekeeping, Dramatic Play, Library, Math and Manipulatives, Blocks/Building
What is a typical day in your classroom like?
As children arrive, they select the activity they want. There are always more activities than there are children so the children can rotate. We go to breakfast, then do housekeeping chores. The story is read, along with a Q&A part. The story requires body movements around the story backdrop. After the story, children break up and move to various areas of the room. Not all are working at the same center. Props to supplement the story are incorporated in all areas. After lunch, the children have a short nap, then story time and related activities. We then go outside for a short period, and then back inside for group music and gross motor movement activities.
What changes have you and your staff observed in students since you implemented Read, Play, and Learn!®?
A lot more language! Children are using more specific names. Instead of “bird,” children are discriminating between “toucan” and “macaw.” The children who previously spoke in short phrases, or “ga-ga,” are now saying complete intelligible sentences. Also, they’re becoming more spontaneous with language and can generalize concepts and words from center to center.
3-year-olds consistently recognize the word cards that go with props – they “read” along and make the movements and gestures as we read. A child with tactile defensiveness is now handling the “goo” (stretchy grass recipe from “Billy Goats Gruff”). One of the girls who did not engage in motor movements was rolling on the floor in imitation of Hippo (“A Porcupine Named Fluffy”). We went into the 4th week with "The Three Little Javelinas" because everyone was having so much fun with it, and we did a multitude of activities. It has just been incredible to see the children engaged, excited, and recognizing animals and characters from previous stories.
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