Presentation on theme: "Welcome & Introductions: Introduce presenters"— Presentation transcript:
1Foundations Level I: An Introduction to North Carolina’s Early Learning Standards Welcome & Introductions:Introduce presentersMention site logistics (restroom locations, turn cell phones to vibrate, lunch arrangements, etc.)Find out who participates are (e.g., Ups & Downs activity)Review answers to Foundations Scavenger Hunt if completed while waiting for session to begin
2Workshop participants will… Hear an overview of FoundationsDiscover how early learning standards are uncovered in early childhood settingsExplore ways to incorporate Foundations into the planning processLearn how Foundations supports developmentally appropriate practicesReview goals of workshop.
3Early Learning Standards are… “Statements that describe expectations for the learning and development of young children across the domains….”Council of Chief State School OfficersDefine early learning standards:Expectations of what 3, 4, & PreK 5 year old children should begin to know and be able to doCore set of expectationsDiffer from program standards
4NC Standards Development Process included… Convening task forceReview of research, literature, position statements, and other state standardsReview of North Carolina documentsConsensus buildingReview by practitioners, state & national expertsWide endorsementDescribe the development process:Task force of early childhood professionals representing various early childhood organizations & agencies2-year process completed in 2004Explain the review process:1st draft reviewed by early educators & administrators at 8 focus group sessions across the state2nd draft reviewed by early childhood leaders in NC (full document review)3rd draft reviewed by national early childhood leaders (domain-specific review)Refer to Acknowledgements on pages ii-iv in Foundations (pg. iii-iv in PDF)Endorsed by State Board of Education, More at Four, Division of Child Development, Smart Start
5NC Standards Align With… Creative CurriculumHead Start Child Outcomes FrameworkHigh Scope Key ExperiencesKindergarten Standard Course of StudyNC Infant and Toddler StandardsFoundations is not a curriculum; designed to be used as companion to various curricula & resourcesDescribe effort to align the early learning standards with other early childhood resources:Compared to curriculum objectives to ensure essential elements coveredGaps identified and revisions madeCompared to objectives in Kindergarten Standard Course of Study to ensure alignment, not duplication; forms foundation for kindergartenRefer to “Frequently Asked Questions” about kindergarten and the chart on page 9 in Foundations (pg 7 in PDF) to further explain relationship between Foundations and Standard Course of Study
6NC Standards were developed to… Define a common set of expectationsPromote shared responsibilityFacilitate communication with familiesGuide instructional planningExplain purposes of NC’s early learning standards:Developed in a collaborative manner in hopes of strengthening relationships among early childhood programs and promoting common groundEmphasizes importance of everyone working togetherStrategies for both early educators and families emphasize shared responsibility for the growth and development of young childrenEarly educators might share info from Foundations with families to help families understand appropriate expectations for preschoolersFamily strategies offer suggestions for things families can do at home to support development; emphasize everyday routines as important learning opportunitiesFoundations should be used a a resource in planning; “a lens through which to view curriculum, the learning environment, and everyday experiences”Foundations is not a curriculum but can be used in conjunction with a variety of early childhood curricula and can inform curricular decisions
7Foundations = Guide Book Discuss how Foundations can help teachers in the work they do in their classrooms:Think of planning for the classroom as similar to planning for a big vacation; might start by looking at a guide book for that location; one that describes places to go or things to doFoundations serves the same purpose; it provides info about a variety of developmental skills teachers might want to promote in their classrooms (places they might want to go), as well as ideas for ways to do that (what you might like to do)Foundations helps answer the questions “Where are we going?” and “What might it look like?” and “What might we do?”
8Curriculum = MapAfter deciding where to go and what to do, a map of the area is needed so that you know how to get from one place to anotherThe curriculum serves this purpose; it provides more specific ideas of how to proceed, what order makes sense, how long it might take, etc.
9IEPS, Goals, Objectives, Plans = Street Map & Specific Directions Street maps provide much more detailed plans for moving from place to placeIndividual plans serve this purpose; provide more specific goals, objectives, and strategies; progress is monitored regularly and adjustments are made as needed to ensure progress for all
10The journey is children’s development… Use Foundations as a travel guide to help you know where you and your children are going, what you might see, and what you might do;Use your curriculum as the road map to help you know how to get there;Use your IEP and other goals to ensure that each and every child reaches their destination!
11NC Early Learning Standards SHOULD be used to… Promote development of whole childProvide core set of expectations, while recognizing individual differencesEmphasize importance of playSupport safe, caring learning environmentsEncourage and value family involvementSupport appropriate teaching practicesPromote shared responsibility for children’s care and educationRefer to chart on page 5 of Foundations (pg 4 in PDF) and discuss appropriate uses for FoundationsShould guide use of early learning standardsNote that every set of widely held expectations starts with “Children begin to….”; one example of efforts to recognize and accommodate the diversity among NC’s childrenPlay is the work of the child and the context in which early learning standards will be developedFoundations incorporates developmentally appropriate practices throughout document (guiding principles, widely held expectations, strategies, etc)
12NC Early Learning Standards SHOULD NOT be used to… Stand in isolation from what we know about childrenServe as an assessment checklist or evaluationLimit experiences or exclude childrenSet up conflicting expectations & requirementsSingle out or blame anyoneDecide any child has “failed” in any wayEmphasize child outcomes above program requirementsDiscuss inappropriate uses for FoundationsFoundations cannot stand alone; it is another resourcesNot to be used to determine “readiness” for kindergarten
13NC Early Learning Standards were developed primarily for… Early Childhood ClassroomsTitle IExceptional ChildrenEven StartHead StartMore at FourDevelopmental DaySmart StartLocal Preschool ProgramsPrivate Child CarePrimary audience for Foundations = early educators in various early childhood programs
14Early Learning Standards will also be useful to… FamiliesAdministratorsChild Care Resource & ReferralCollege, University, and Community College Faculty & StudentsLicensing ConsultantsKindergarten TeachersLocal Community MembersDiscuss others who might find Foundations useful
15Guiding Principles Each child is unique Development occurs in predictable patterns with variability in“how” and “when”Many factors influence a child’s developmentRefer participants to pages 4-6 in Foundations (pg. 3-4 in PDF) and briefly discuss each guiding principleExpect children to be different. Foundations includes “standards” for what children should be learning. However the way in which each develops will vary greatly.Development generally unfolds in predictable patterns, but the rate varies greatly from child to child, especially for children with disabilities. Widely held expectations are deliberately broad in an effort to accommodate these differences.Growth and development are influenced by a variety of factors, such as the physical environment, relationships with caregivers, and the community and culture in which children live.
16Guiding Principles Preschool-age children are active learners Children with disabilities learn best in inclusive settingsDiversity in language and cultures is a valuable assetIt takes everyone working togetherYoung children need hands-on learning experiences. They learn by doing and experiencing. Plan accordingly.Research has demonstrated the benefit of inclusive environments which include children with and without disabilities. Early educators must consider the needs of individual children when planning to meet the needs of all.North Carolina’s changing population is evident in early childhood programs. This diversity makes for richer experiences for all.The responsibility for early learning must be shared. Families play a role in this process. Program administrators and community members contribute as well.
17Foundations is organized by… Describe the organization of the document:Foundations is organized around 5 domainsThese same domains are identified in the work of the National Goals Panel and used in North Carolina’s definition for school readinessDomains are broken out in the document, but children do not learn this way, nor do early educators teach this wayDomains are interdependent; learning is integrated; teachers must consider the whole child and take all domains into consideration when planning
18Each domain includes… Description & Importance Vignette Subdomains Widely Held ExpectationsStrategiesEarly Educators & FamiliesIntroduce the content of each domain:Introductory page provides description of domain, explains its importance, and lists subcategories included in that domainA vignette illustrates how characteristics of that domain might be evidenced in the life of a childWidely-held expectations exist for each of the subcategoriesStrategies offer ideas for families and early educators to support development in each area
19Approaches to Learning Pondering, Processing, and Applying ExperiencesCuriosity, Information Seeking, and EagernessRisk Taking, Problem Solving, and FlexibilityPersistence, Attentiveness, and ResponsibilityImagination, Creativity, & InventionAesthetic SensibilityRefer participants to pages in their book (pg in PDF) and briefly explain what is included in Approaches to Learning:Includes children’s attitudes toward and interest in learningCharacteristics and dispositions that each brings to learning experiencesManifested in all areas of development
20Emotional and Social Development Developing a Sense of SelfDeveloping a Sense of Self with OthersRefer participants to pages in their book (pg in PDF) and briefly explain what is included in Emotional & Social Development:Involves children’s feelings about themselves and their relationships with othersNote the order in this domain…Emotional-Social. More common to hear Social-Emotional; committee made deliberate decision to order these as seen because first we must attend to a child’s emotional development; then child will be ready for developing relationships with those around him or her
21Health and Physical Development Self CareSafety AwarenessMotor SkillsPhysical Healthand GrowthRefer participants to pages in their book (pg in PDF) and briefly explain what is included in Health & Physical Development:Focuses on various aspects of physical development
22Language Development and Communication Receptive LanguageExpressive LanguageFoundations for ReadingFoundations for WritingRefer participants to pages in their book (pg in PDF) and briefly explain what is included in Language Development & Communication:Looks at children’s ability to use language as a tool to communicate personal wants and needs, interact socially, and explain thoughts and feelingsNote attention given to both verbal and non-verbal language (signs, gestures, picture symbols), as well as the needs of children for whom English is a second language
23Cognitive Development Mathematical Thinking & ExpressionScientific Thinking & InventionSocial ConnectionsCreative ExpressionRefer participants to pages in their book (pg in PDF) and briefly explain what is included in Cognitive Development:Focuses on children’s natural curiosity and ability to acquire, organize, and use information
24Applications in the Real World… Introduce activities that will help participants become more familiar with content of Foundations
25Planning For Quality Introduce 2nd Activity: Purpose = help participants uncover ways in which early learning standards can be incorporated into planning processRefer participants to Activity 2 Handout and review contentDirections = While watching video clip used in Activity 1 again, observe children and note interests; jot down observations of what you see and hear in appropriate center/domainWork through one center together; discuss observations and how they might inform plans for materials and/or experiences offered in that centerHave participants work together in small groups to fill in other centers and then share with full group
26Early Educators might use Foundations to… Create posters that explain goals being addressed in learning centers through playIdentify strategies for use in meeting IEP goalsShare examples during family visitsShare examples with supervisors and administratorsHighlight work samples in the portfolios of childrenSupport self-assessmentIdentify personal professional development needsReview other possible uses for Foundations
27Resources to Support Quality Copies can be purchased atPDF available on websiteClick on Educator Resources; click on Foundations; click on downloads.Foundations ToolboxOffice of School Readiness websiteFoundations can be purchased from Department of Public Instruction for $8.50 plus shipping and handlingA condensed version is available as a PDF on the website (same content, different format)A family booklet is being developed and will include a condensed version of expectations and ideas for families to support development