Lesson Plan Adaptation for All Students in the Group

Topic: Pedagogy
Words: 317 Pages: 1

The implementation of a differentiated approach in the upbringing and education of preschoolers is one of the conditions for ensuring equal starting opportunities for preschool children to study at school. Therefore, it is vital to create a lesson plan adapted to all students. Since most of the children who are not English language learners are in the group, it is essential to use various visual materials during the lesson so that the children have an idea of what the teacher is preparing. Moreover, since the group consists of almost equal numbers of boys and girls, it is crucial to instill in students the basics of gender equality. This can be achieved by showing videos and photographs of both sexes performing the same actions.

While teaching children about an active lifestyle, it can be discussed some sporting events, such as the Olympic Games. According to Quinzio-Zafran Wilkins (2020), because the participants in this event are from different cultures, it will help to create a sense of equality of nations in children. In this case, a picture of the Olympic emblem may be used. It depicts five Olympic rings, which is a sign of the unity and friendship of athletes from five continents. The blue ring symbolizes Europe, yellow – represents Asia, black – represents Africa, green – represents Australia, and red – represents America.

Since there are learning and emotionally disabled children in the group, the learning process will be successful if the principle of accessibility is observed. Lehrl and Smidt (2020) note that it is vital to structure learning in such a way that children can cope with the work, overcoming specific difficulties that require a slight but constant increase in the degree of independence. The implementation of the principle of accessibility presupposes the selection of examples and facts from the lives of the children themselves, playing out simple everyday situations, which makes the presented material accessible.


Lehrl, S. & Smidt, W. (2020). Teacher–child interactions in early childhood education and care classrooms: Characteristics, predictivity, dependency and methodological issues. Taylor & Francis.

Quinzio-Zafran, A. M. & Wilkins, E. A. (2020). The new teacher’s guide to overcoming common challenges: curated advice from award-winning teachers. Taylor & Francis.

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