Originally a full-time preschool teacher, Dr. Rene Hackney now holds a Master?s in school psychology and a PhD. in developmental psychology from George Mason University. She trained at the Developmental Clinic at Children?s National Medical Center and for the public schools, teaching in parenting programs at each. She has also acted as a consultant to several area preschools.
For the last four years, Dr. Hackney has owned and lectured for Parenting Playgroups, Inc, a parenting resource center and preschool classroom in Alexandria Virginia. She has offered workshops to a wide
range of parent, teacher and social work groups during this time.
Workshop topics include eight hours on positive discipline techniques, five hours on early academic issues and common issues such as sibling rivalry and potty training. All workshops provide well researched lecture, in-class practice and open discussion time. Additionally she hosts a monthly parenting focused book club and fun play programs to introduce the preschool setting to young families.
Dr. Hackney is married and has two young children of her own.
Host: What is Plan- do-Review?
Rene Hackney: Plan-do-Review is an approach developed by High School by theory of preschool. Where preschool teachers are talking about, what s going to happen before it happens. They are talking about it while it's happening and then they are talking it about after it happens. It s seen as being a really good way to build that vocabulary.
For example, a preschool teacher might set at circle time in the morning and say What are you going to do at centers today. Oh! You are going to do blocks. You can do it centers today. Oh! You are going to playing housekeeping and then during center time the teacher walks around and gives that running commentary.
Looking at your block, they are so, tall you have been working. You are playing so, nicely in the housekeeping center. I see you are feeding the baby doll. That s the do part. So, you ve got the plan and do and then review is they will sit in circle time afterwards and to say So, What did you at center time today? and the child will speak about the block and then say What did you do at center time today and the child will speak about the house speaking .
In this sense the child is getting the vocabulary three times over. Planning it, doing, and then reviewing it. How parents can use this at home. Let s see the parents are planning an outing to Pumpkin Patch. Planning it, they can look online at the Pumpkin Patch at all the activities that are available and talk about it.
They can look at their pictures from last year and they can say what was their favorite thing last year or their least favorite thing from last year. They can go to the library and checkout books on the Pumpkin Patch. So, that their talking about that vocabulary with the children before they go.
When they are at the Pumpkin Patch the plan, then the do, they can give children running commentary the whole time they are there, talking to the child about milking the cow while the child is doing that or talking to them about the tractor and the hayride while they are doing that and then review means in the car on the way home the parent has reviewing all that language thing.
What was your favorite thing to do today? What was your least favorite, why did you like that, was it the same as last year, was it different? They can also look at the pictures. So, they get back a week or two later and review that whole vocabulary again. It's a really good way to firm up that vocabulary for young children because of the repeated exposure.