Zone Defense Schedule (ZDS): Organizing Adults to

Zone Defense Schedule (ZDS):
Organizing Adults to Promote Child
Sue Bainter
ESU#7 Preschool
Networking Meeting
November 9, 2011
 What
is it?
 Is there more than one kind or level?
 How does it differ from “participation”?
Defining Engagement
 Nonengagement
 Unsophisticated
 Average
 Advanced
 Sophisticated
Engaged with what?
 Adults
 Materials
 Peers
So, how do we set up our room
and schedule to promote
First Consider…….
What child goal can you identify for each of
the following:
 Circle time
 Centers/work time
 Small group/table activities
 Snack
 Transitioning between activities
Now, what is your role?
 Circle time
 Centers/work time
 Small group/table activities
 Snack
 Transitioning between activities
Why plan for room
And, what makes for a good space?
 Break up the middle and avoid wide
open spaces
 Clearly marked zones with boundaries
 Place materials at lower levels to allow for
 Privacy and space for two’s
 Rotate materials
What makes a zone?
 Entry/Exit
 Messy Zone
 Active Zone
 Quiet Zone
 Group Zone
 Outdoor Zone
Ineffective Arrangement
Effective Arrangement
Analyze Your Space
 Mark
your zones – how many
 Draw your traffic paths
 Where are the privacy areas
 Where is space for 2 children to play
 Noisy areas away from quiet areas
 How do children access the materials,
including clean up
Zone Defense Schedule
Planning for Transitions
 Adult
in leader role in current activity stays
with the activity until all children have
transitioned to the new activity and then
she moves into the set up role
 Adult
in the set up role in current activity
will lead the next activity and has
responsibility for getting to the new area
in time for children to come as they are
Planning for Set Up
 Clean
up previous activity
 Set up the next activity
 Help with extra needs, interruptions, etc.
so the activity leader can stay in place
 Be in place at the beginning of the
ZDS in action
Your turn
 Divide
the day into 15 minute blocks
 Arrange one column for each adult, even
if the adult isn’t there the whole session
 Alternate the set-up
Putting it All Together
 Pick
an activity
 What is the skill or concept the children
will learn
 Plan for at least 2 different levels of
 Where will the activity occur
 What materials are needed
 What are the adult roles
Action Plan/Next Steps

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