Early Learning, Supportive Care 20, 30
ELSC38
Module 38: Invitations for Learning (Optional)
Outcome
Create an invitation for learning.
Indicators
| (a) | Define invitations for learning (i.e., a collection of interesting and carefully combined materials that may be used in a number of ways to draw children’s attention). |
| (b) | Compare thematic planning to child-guided planning. |
| (c) | Discuss preferred ways to present invitations (e.g., visually appealing presentation, materials that define the space, intentional positioning of the objects). |
| (d) | Explore considerations for designing invitations (e.g., the textures, smells, sounds, materials that change when manipulated or combined, the amount of materials for the number of children, cultural relevancy). |
| (e) | Observe children engaging with an invitation to determine ways to extend learning and play. |
| (f) | Examine invitations that promote literacy and language development. |
| (g) | Explore materials that could be used in outdoor invitations (e.g., hub caps, hay bales, steering wheels, pieces of wood). |
| (h) | Investigate ways invitations could be used to support the cultures of children in the program. |
| (i) | Explore how play schemas and their corresponding loose parts can be incorporated into invitations. |
| (j) | Plan an invitation for learning, including the budget for materials. |
| (k) | Create an invitation for learning for a targeted age grouping (e.g., toddlers, preschoolers). |
| (l) | Evaluate the efficacy of the invitation for learning. |
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