3 Developmentally Appropriate Practice is the Outcome of Teacher Decision Making Based on the Three Kinds of Information123
4 1 What is known about child development and learning --- Permits general predictions within an age range about activities, materials, interactions, experiences that will be:safehealthyKnowledge of age-related human characteristicsinterestingachievablechallenging
5 What is known about the strengths, interests and needs of each individual child in the group --- 2This knowledge allows teachers to adapt for and be responsive to inevitable individual variation
6 Knowledge of the social and cultural contexts in which children live 3 Enables teachers to provide learning experiences that aremeaningfulrelevantrespectful of the child and family
7 Early Childhood Educators Must Juggle All Three Components 22Age characteristics3311Individual variationCulture and familyEarly Childhood Educators Must JuggleAll Three ComponentsAt the Same Time
8 Kindergarten teachers have faced great challenges in juggling all of the elements of a developmentally appropriate program
9 Issues Kindergarten Teachers Face California is one of only four states with a required kindergarten admission birthday as late as December. Most states have moved to an August or September cut-off.California’s Kindergarten Standards are among the most rigorous in the country.Kindergarten programs have become moreacademically oriented with an emphasis onpaper and pencil “seat work”.
10 Issue We Faced in LAUSDThe 2nd Grade California Standards Test (CST) English Language Arts scores raised concerns about the current Preschool through 2nd Grade continuum, particularly for English Learners.
11 How We Responded in LAUSD Superintendent and Chief Academic Officer proposed new Transitional Kindergarten Program for the youngest kindergartnersTitle I funds allocated to support initial program implementation and professional development36 schools selected for initial Fall 2010 implementation with an additional 90 schools added for Fall 2011
12 Statewide Change Was Coming On September 30, 2010 the Governor signed SB (Simitian Bill)establishing Transitional Kindergarten throughout California and changing Kindergarten entry age
13 Kindergarten Readiness Act of 2010 Senate Bill 1381
14 Goal of Transitional Kindergarten: Provide the youngest kindergartners with a readiness year that is developmentally appropriate and will better prepare them for success once they enter traditional kindergarten.
15 Kindergarten Readiness Act Requires a “developmentally appropriate curriculum; aligned with K standards; taught by credentialed teachers.”
16 California Education Code 8970: It is recommended that an appropriate, integrated experiential curriculum should be provided for children in preschool, kindergarten, and grades 1-3, inclusive.Transitional Kindergarten is an important link in providing that appropriate enriched P-3 program.
17 Transition Kindergarten Families and Staff… BTransition Kindergarten Families and Staff…Building the Bridgefor Parent and TeachersCaliforniaEarly LearningFoundations(Birth – 5)CaliforniaKindergartenStandardsUnderstanding the Connection
18 Traditional Kindergarten Transitional KindergartenDecodingandLanguage/CommunicationSocial/EmotionalLanguage/CommunicationSocial /EmotionalandDecoding
20 CURRICULAR APPROACH GUIDING THE PROCESS IN LAUSD Promote oral language & communicationPersonalize instructionProvide focused enhancements for English Language LearnersValue and support home languageAssess to inform instruction
21 Oral Language Development “The rate of children’s early languagegrowth and later language outcomes isdirectly related to the verbal input thatchildren receive when communicating with adults and other children.”California Preschool Learning Foundations, Volume I, CDE Press, 2008
22 Instructional Support 1. Intentional message:embedded with content vocabularythis written message sets the purpose of each lesson
23 Instructional Support 2. Songs/Chants:Academic and content vocabulary are woven into familiar songs and chants to encourage repetition
24 Instructional Support 3. Vocabulary Imprinting:use of photographs and pictorials to introduce new concepts and frontload vocabulary
25 Instructional Support 4. Visual Cues/Gestures:physical movements and signals arerepeated as specific content vocabulary is introduced to imprint meaning
26 Instructional Support 5. Anchor Books:picture books are selected intentionally and used repetitively to foster vocabulary and concept development