Lesson Plan for Early Childhood Adaptation Week

Check this post for a suggestion of Lesson Plan for Adaptation Week, suitable for students in the Initial Series (Child Education), lasting two weeks for students aged 2 and 3 (the sequence can be adapted to accommodate children up to 5 years old).

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Lesson Plan for Adaptation Week

GOALS

• Involve families who come to school for the first time in an atmosphere of welcome, security, care and affection.
• Include children in the construction of school space and time (routine)
• Embracing the singularities of each child and including them in the development of planned situations.
• Mediating the child's experiences with culture

CONTENTS

• Inclusion of families in the adaptation process
• Involvement of children in routine construction
• Respect and valuing the uniqueness of children
• Mediation of children's experiences with culture

NECESSARY MATERIALS

• Household items, dolls, carts, chalk or masking tape, play dough, drawing paper, costumes;
• A cardboard box;
• A photo of each child;
• Photos or drawings of routine situations;
• Children's Literature Books.

DEVELOPMENT

Adaptation starts before the child enters school. Therefore, ask family members to fill out a form in advance, or conduct an interview with questions that portray who is the child: their name, if they have siblings at school, their favorite games, foods they enjoy or not, if they have objects of attachment, pacifiers, and what usually generates emotional comfort or discomfort (for example, resistance to relating to people Weird).

By reading the cards and establishing a first contact with the children, start planning.

1st day

Organize the environment, also contemplating the preferences observed in the reports of the families: for example, a corner of a house with dolls and dolls carts; another with carts and some clues drawn on the floor with chalk or masking tape; a corner with play dough or drawing materials. The child's length of stay at school can be gradually increased, but it is important that in the first few days a person of your affective reference stay as long as necessary near her, even if it is in another place than the class.

Already on this first day, show that you were interested in knowing each one's story, make comments like: "João, your mother told me that you like the ball a lot, you saw that here at this school of yours you can play soccer soccer? See how many balls I've separated for you, do you want to play with me?”, or: “Marina, I already know you love play dough, let's make a cake and a party with your new colleagues?”.

At the end of this proposal, announce to the children what will be done next. Take a tour of the school and introduce the spaces and people that belong to this place. Then present a sing-along game to the children and parents. At the end of the day, make a conversation with the children and recall what you observed that was most significant about the group's movement; narrate some scenes that revealed involvement, interest and announce what they will experience the next day.

Ask parents for a photo of the child so that a group corner can be organized in the classroom.

Assessment

Observe and record later the children who were most involved with the proposals and the most resistant to the approach of adults to think of ways to invite and build bonds in the next situations.

2nd day

Organize the corners of diverse activities of drawing, play dough, games and costumes and share with the children the options they will have on this day. Try to circulate through the different corners and participate in the situations together with the little ones.

At another time, introduce the children to the corner that was chosen to place their photos and involve them in this situation. Create a context for interaction at this point: by placing the photos on the panel sing songs with the names of the children or play a game referring to some physical characteristics or actions observed in the morning. For example: “this girl I'm going to show you now played a lot with the ball, ate a lot of bananas and is next to Lucas. Who will be?"

Read a story and show where the group's book corner will be.

At the end, present a box where the objects brought by the children from home will be.

Ask parents to draw a picture with their children and bring it the next day to be glued in this box. If possible, take a group photo to identify this object that will belong to everyone.
Evaluation Observe the movement of the children in the corners and the way in which they are involved with the proposals. Write down the reactions of those quieter children, those who resist contact, or even those who show a certain euphoria in the face of so much novelty.

3rd day

Play again with the children's photos and the songs “A canoa turned”; "John stole bread." Propose once again the corners of diversified activities of play dough, house, cart tracks and animals.

Set up with the children the box where their objects will be and choose a corner where it will be kept.

Share one more reading and keep another book in the library that will belong to the group.

End the day by recovering orally what was experienced by the children and announce something that will await them the next day. Also create an atmosphere of surprise, of anticipation for new experiences.

Assessment

Invest in interaction with children who demonstrate greater difficulty and resistance. Call them to pick up some material with you to organize the environment, sit beside them to draw a picture, make You can design or sculpture yourself a clay to take home and observe the reactions to these forms of invitation. Don't forget that those kids who are apparently thinking everything is a “party” deserve a look. special, a lap, moments of attention to surrender to the proposals and to understand what is happening with they.

4th day

Welcome the children with the corners of diversified activities (minimum 3). Play with the photos again. Present in the form of a drawing or through photographs of the children, each situation in the routine (the teacher must organize this material in advance). Talk to the children about what they are doing at each moment and organize the temporal sequence of activities together with them. Explain that these photos or drawings will help them know what they will be doing at school and that right after lunch or after playing in the park, for example, their parents will come back to pick them up.

Stick the routine chart in an easily accessible place for the children.

Assessment

When announcing the moments that portray the routine, tell the children that they still cry and show suffering in being in this new environment, what are the situations they will live in and when will be the time to see the people in their family again days. Observe the reactions and whenever they cry, use this strategy to help soothe the children.

5th day.

Get the children around and tell them that you chose to assemble the corners they liked the most during the week. When you're done, refer to the routine chart to see what they'll do next. Read one more book and keep another book in the group's library. Comment that, little by little, they will know many stories. Then change the activity and make a fruit salad with the group (if possible, ask each child to bring a fruit from home the day before). Or, at lunch, have a picnic outside the school.

End the day with a joke. Tell them that they will be at home for two days without coming to school, but that many news await them next week. Say that they will play a lot and that the teacher will always be there when they need something.

Assessment

Help children who are more resistant to approach to turn feelings into words. Recognize the challenges that still exist, but reaffirm that next week you will be back at school for receive them and investigate what are the games and other situations that will make them feel good in this environment. If possible, borrow a book or toy and ask them to take good care of you and bring it back to school next week. This will help in this process of building a bond with the school and the educator.

Lesson Plan for Early Childhood Adaptation Week in PDF

Always thinking of making it easy for you, we decided to make the "Class Plan for Adaptation Week for Early Childhood Education" shown above in PDF. To access it is very simple, check out the link below and download:

• Download in PDF.

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Lesson Plan for Early Childhood Adaptation Week – Adaptation Planning

Justification:

The first days at the Child Education Center generate expectations, anxiety, insecurity, anxieties, fears and doubts in parents, children, teachers and employees. Considering this very important and fundamental moment, develop work that facilitates the transition from the family environment at the CEI, thinking and planning activities that guarantee a gradual insertion, involving everyone in an affective and cozy.

Main goal:

• Promote a period of adaptation, where children can come to socialize with all the teachers, friends in the class and employees of the CEI.

Specific objectives:

• Provide a pleasant and welcoming environment, aiming at the child's well-being;
• Create a welcoming environment with the child integrating the group dynamics;
• Develop activities that allow children and parents to know and interact with each other, teachers and staff.
• Familiarize the child with the school environment and its routine;
• Provide a safe environment for the child to express their emotions and needs;
• Encourage children to know the names of educators and classmates;

Contents:

• Know the employees and their functions in the CEI;
• Know the physical space of the CEI;
• Adaptation to the rhythms and daily activities developed at CEI;
• Recognize the spaces that are used by children;
• Manifestation of their own needs, experiences, emotions and feelings;
• Acceptance of separation, being able to perceive that family members will come back;
• Facing and overcoming the difficulties of the adaptation process;
• Interest in the affective relationship with teachers and peers;
• Accept family separation as a natural and necessary process;

Adaptation

1st week

• Objective: Provide a pleasant and welcoming environment, aiming at the well-being of children.
• Content: Adaptation to the rhythms and daily activities developed at CEI.
• Activity: Making a door ornament, with the names of the educators and class.
• Objective: Encourage children to know the names of educators and classmates.
• Content: Getting to know the teachers and classmates.
• Activity: The educators will make name tags with the children's names.
• Objective: Develop activities that allow children to recognize and interact with each other and teachers.
• Content: Interest in the affective relationship with teachers and peers.
• Activity: The educators will sing the songs for the children: Good morning mate, the window opens and Hello mate.
• Objective: Familiarize the child with the school environment and its routine.
• Content: Adaptation to the rhythms and daily activities developed at CEI.
• Activity: The educators will sing the story “A Bonequinha de Lulu” for the children.
• Objective: Create a welcoming environment with children integrating the group dynamics.
• Content: Facing and overcoming the difficulties of the adaptation process.
• Activity: The educators will play with the children of “Corre Cotia”.

2nd week

• Objective: Provide a pleasant and welcoming environment, aiming at the well-being of children.
• Content: Adaptation to the rhythms and daily activities developed at the Center.
• Activity: The educators will prepare a panel on the theme “Adaptation at the Child Education Center”.
• Objective: Create a welcoming environment with the child integrating the group dynamics.
• Content: Acceptance of the separation, being able to perceive that family members will come back again.
• Activity: The educators will sing the song of XUXA's five ducklings, using images from the song as a resource.
• Objective: Create a welcoming environment with the child integrating the group dynamics.
• Content: Facing and overcoming the difficulties of the adaptation process.
• Activity: The educators will play in circles with the ciranda-cirandinha children.
• Objective: Familiarize the child with the school environment and its routine.
• Content: Know the physical space of the CEI.
• Activity: The educators, through an informal conversation, will present the center's routine, then they will take the children to know the CEI space.
• Objective: Encourage socialization among children.
• Content: Recognize the spaces that are used by children.
• Activity: The educators will put on the Galinha Pintadinha CD so that the children can sing and dance to the rhythm of the songs.

3rd week

• Objective: Encourage children to know the names of educators and classmates.
• Content: Interest in the affective relationship with teachers and peers.
• Activity: The educators will play “hot potatoes” together with the children.
• Objective: Familiarize the child with the school environment and its routine.
• Content: Adaptation to the rhythm and daily activities developed at CEI.
• Activity: The educators will tell the story “The three little pigs” using puppets as support.
• Objective: Develop activities that allow children to interact with each other and with teachers.
• Content: Interest in the affective relationship with teachers and peers.
• Activity: The educators, together with the children, will sing and play in circles with the song “Periquito Maracanã”.
• Objective: Create a welcoming environment with children integrating the group dynamics.
• Content: Adaptation to the rhythm and activities developed at CEI.
• Activity: The educators will take the reading bag to the classroom and, together with the children, they will choose a story to tell in the classroom.
• Objective: Develop activities that allow children to interact with each other.
• Content: Facing and overcoming the difficulties of the adaptation process.
• Activity: The educators will dance with the children to the song “TCHU TCHUÊ”

4th week

• Objective: Provide a safe environment for children to express their emotions and needs.
• Content: Facing and overcoming the difficulties of the adaptation process.
• Activity: The educators will make a conversation with the children, then they will talk about the meaning of Carnival with them.
• Objective: Work commemorative dates.
• Content: Adaptation to the rhythms and activities developed at CEI.
• Activity: The educators will make carnival masks and give them to the children to take home.

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Lesson Plan for Early Childhood Adaptation Week

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