Presentation on theme: "Preschool Learning Foundations and Curriculum Framework, Volume 2"— Presentation transcript:
1Preschool Learning Foundations and Curriculum Framework, Volume 2 Visual and Performing ArtsHealthPhysical Development
2OutcomesUnderstand the structure and features of the Preschool Learning Foundations, Volume 2Understand the structure and features of the Preschool Curriculum Framework, Volume 2Discover how to use the foundations and framework to enrich learning and development opportunities for all of California’s preschool children.These are the outcomes for today.Consider posting outcomes on a chart for reference while going through each agenda item.
3Two California Department of Education Resources We will be using two CDD resources during this session.(Click to reveal Preschool Learning Foundations, Volume 2.)This is the Preschool Learning Foundations, Volume 2. The foundations describe how children develop, grow, and learn. The preschool foundations are for all children and reflect the diversity found in California.(Click to reveal Preschool Curriculum Framework, Volume 2.)This is the Preschool Curriculum Framework, Volume 2. This framework presents strategies and information to help teachers enrich learning and development opportunities for all of California’s preschool children.3
4Foundations Acknowledgments 4Foundations AcknowledgmentsProject leadersLead researchersExpanded research consortiaPreschool learning foundations research consortiumUniversal design advisorsCalifornia Department of EducationEarly childhood education stakeholdersPublic input sessionsMany people were involved in the development of the Preschool Learning Foundations, Volume 2. (PLF, Vol. 2, pp. vii-ix)4
5Framework Acknowledgments Project leadersPrincipal writersCommunity college faculty advisersAdvisers on English-language development and cultural diversityUniversal design advisersAdditional consultants and reviewersProject staff and advisers from the WestEd Center for Child and Family StudiesStaff from the California Department of EducationEarly childhood education stakeholder organizationsParticipants in the formative and review focus groupsParticipants in the Web posting processAs did the development of the Preschool Curriculum Framework, Volume 2. (PCF, Vol. 2, pp. vii-ix)5
6What’s New in Volume 2? Visual and Performing Arts Physical DevelopmentHealthEach icon on represents a domain.The volume number, Volume 2, is identified on each cover. These volumes contain the second three domains (the first three icons reading from the top of the page--visual/performing arts, physical development, and health). The first volumes contain the first four domains and Volume 3 will contain the last two domains (history/social science and science).The icons and their colors are used to identify domain sections inside of the book. We will look at the sections of the books later in the session.6
9Foundation ExamplesThe examples listed under each foundation suggest a range of possible ways in which children can demonstrate the competency addressed by a foundation.Examples highlight that children learn while they engage in imaginative play, explore the environment and materials, make discoveries, are inventive, or interact with peers, teachers, or other adults.Children can demonstrate learning in any language.The examples listed under a foundation are not exhaustive.(PLF, Volume 2, p. xiv)As preschool teachers plan learning environments and experiences, the foundations provide the background information to:• understand children’s developing knowledge and skills;• consider appropriate ways to support children’s learning and development. (PCF, Vol. 2, p. 3)Note: Volume 2 includes footnotes clarifying unfamiliar vocabulary and cultural traditions as well as notes for children with disabilities (click to reveal oval).
13Chapter 1Like Volume 1, Volume 2 provides an overall approach for teachers to support children’s learning through environments and experiences that are:• developmentally appropriate;• reflective of thoughtful observation and intentional planning;• individually and culturally meaningful;• inclusive of children with disabilities or other special needs.As a curriculum framework, this document provides:principles for supporting young children’s learning;an overview of key components of curriculum planning for young children, including observation, documentation, and reflection;descriptions of routines, environments, and materials that engage children in learning;sample strategies for building on children’s knowledge, skills, and interests in the domains of visual and performing arts, physical development, and health.(click to reveal oval)Let’s look now at the first two sections of this chapter, California’s Preschool Children and Overarching Principles.
14California’s Children Socioeconomic status p. 5 Introduction pp. 3-4Demographics p. 4English Learnerspp. 4-5Chapter 1California’s ChildrenSocioeconomic status p. 5Children with disabilities or otherspecial needs p. 5Pop Quiz activity:Materials: Hand Held White paddle boards, marker for white boardProcess:Table groups assign one topic per person (Introduction, Demographics, English learners, SES, Children with disabilities)Participants read their sections and prepare to answer questions as a group.After participants have completed assigned reading, the presenter asks a question. The first team to write the answer to the questions correctly on the paddle and hold it up is the winner. Each question will be specific to one of the sections read so each of the table members are experts at one question. Groups must work together to write down the answer and hold up the paddle.Quiz Questions and Answers:Name three of the four diversities found in California’s preschool population that are discussed in this section? (The state’s preschool population includes children who are culturally diverse, speak a language other than English, possess different abilities, and come from diverse socioeconomic backgrounds. (PCF, Vol. 2, p. 3))Among the over three million children from birth to age five living in California during 2008, what percentage of children were white? (30 percent (PCF, Vol. 2, p. 3))In its 2010 California Report Card, Children Now estimated that what percentage of children in California’s kindergarten classrooms were English learners. (40 percent (PCF, Vol. 2, p. 3))The National Center for Children in Poverty documented that, in 2008, approximately what percentage of children in California under the age of six lived in a low-income family. (45 percent (PCF, Vol. 2, p. 4))5. Under the Individuals with Disabilities Education Act (2004), all children must have two things. What are they? (Access to the general curriculum and have their progress measured accordingly. (PCF, Vol. 2, p. 4))Debrief: Congratulate everyone on a well played game. Ask participants if anyone would like to share something they found very interesting in the reading?
15Eight Overarching Principles Relationships are central.Play is a primary context for learning.Learning is integrated.Intentional teaching enhances children’s learning experiences.Family and community partnerships create meaningful connections.Individualization of learning includes all children.Responsiveness to culture and language supports children’s learning.Time for reflection and planning enhances teaching.Eight principles guide the development of all the volumes of the Curriculum Framework. Grounded in early childhood research and practice, the eight principles emphasize offering young children individually, culturally, and linguistically responsive learning experiences and environments. (PCF, Vol. 2, Message from the State Superintendent, p. v)Activity 1: What Does it Look Like?INTENT: The intent of this activity is to have participants reflect on what the overarching principles look like in action in a typical early childhood day and to connect with other participants.OUTCOMES: Participants will be able to visually connect overarching principles to practices during a typical program dayMATERIALS REQUIRED: Boxes of photographs of children, teachers, classrooms--at least one for each strand. (1 box for each table). Laminated 3 x 5 cards, each with one overarching principle. Eye-level posters hung throughout the room. Title each with one overarching principle.TIME: 20 minutesPROCESS: Prior to participants arriving place on box on or next to each table. Invite participants to look at the box of photos at their table. Explain that the photos in their box represent one of the domains in Volume 2.Have one participant from each table select one or more 3x5 cards to determine the table’s overarching principle(s). (one or two per table depending on size and participants).Invite participants to work together to identify at least three photographs from their box that exemplify or relate to the assigned principle(s). Ask participants to attach a post-it to each picture with a description of how it relates to the principle(s) and to hang their photos and descriptions on the matching poster in the room. During break or other activities, participants can wonder around the room to processes what others have chosen and written.SUMMARY: Implementation of overarching principles should be evident throughout the program day.15
16Step by Step Look at the photos at your table. Send one participant to choose one or two overarching principle cards.As a table, identify at least three photographs that relate to your principle(s).Attach a post-it to each picture with a description of how it relates to the principle(s).Hang your photos and descriptions on the matching poster in the room.When you are done, walk around the room to look at the other posters.
17Chapter 1Next, we’ll take a quick look at how the framework responds to the needs of dual language learners and children with disabilities.
22Let’s Look at the Domain Chapters Tab the Book ActivityPurpose: Teachers will leave the activity with:More familiarity of the Curriculum Framework formatMarked sections for easy referenceGreater awareness of how framework is relevant, helpful, and user friendlyMaterials: highlighters, sticky tabs, clips, framework books, “Domain, Strand, Substrand” handoutProcess:Assign domain chapters to table participants so that each table has a variety of domains.If participants do not have complete books, make copies of one chapter per teacher, six participants at each table (one of each chapter).Follow along with the directions on the following slides to identify key features.22
23Choose Your Domain Place a sticky dot on the first page of the domain. Hint: Use the top of each page to identify the domain.Ask each participant to select one of the three domains for the book walk.Click to reveal “Hint”23
25Domains, Strands and Substrands Ask participants to take out the handout Domains, Strands, and Substrands.Have participants locate their domain in the Appendix of the Preschool Learning Foundations. Ask them to find the strand and substrand headings in the Appendix for their domain.Explain that the Preschool Curriculum Framework uses this same structure.
26Strands and Substrands Place a sticky tab on the first page of each strand in your framework book.Find the title of each substrand.Hint: Notice the strand and substrand on the bottom of each page.Guide participants to use the same Domain, Strands, and Substrands handout as they now look at the framework chapter.
27Vignettes Each chapter has vignettes of typical classroom scenarios. Fine two vignettes in your chapter.Read one of them.Hint: Vignettes are italicized and are identified in the column to the left with the word VIGNETTE in bold.Each chapter has vignettes to illustrate typical classroom scenarios.Locate two vignettes in your chapter.Read through one of the vignettes.27
28Teachable Moments and Planning Learning Opportunities Each vignette has at least one teachable moment and/or planning learning opportunity.Hint: They will be identified in the column to the left of the vignette.
29Teachable Moments and Planning Learning Opportunities Now complete the second row of your Strategies Worksheet.
30Interactions and Strategies Put a sticky tab on the heading “Interactions and Strategies” that go with your vignette.Hint: Interactions and Strategies immediately follow each vignette.Following each vignette are suggested interactions and strategies to support children’s growth and development.Both volumes one and two have interactions and strategies immediately following vignettes. However, in volume two, they are now easier to find with new, bolded headings.After participants have highlighted the paragraph, provide a few moments to read the bolded paragraph headings that follow (not the whole section, just the bolded paragraph headings).(Click to reveal bubble)Refer participants back to their Strategies Worksheet and have them complete the third row.
31Interactions and Strategies Now complete the third row of the Strategies Worksheet
32Research HighlightsFind and highlight one research highlight in the chapter.Hint: Research highlights are in shaded boxes, headed with the words “Research Highlight.”Although this volume concentrates on practice and not research, the content is research-based.
33Engaging FamiliesAt the end of each strand in your domain, you will find ideas for “Engaging Families.”Take three minutes to read through the Engaging Families pieces in all of the strands for your domain.At the end of each strand is a small section on how to engage families.Guide participants to find take three minutes to read that section for each strand in their domain.
34Now, complete the last row of the Strategies Worksheet Engaging FamiliesNow, complete the last row of the Strategies WorksheetRefer participants back to their Strategies Worksheet and have them complete the final row.
36GlossaryGlossary pThere is one section of the glossary for each domain.Locate the glossary for your domain.36
37Bonus Section for Visual and Performing Arts Ask participants if anyone who looked at the Visual and Performing Arts chapter found an extra resource that was not yet discussed.If necessary, guide participants to page 122. Let them know that in this domain chapter, there is an extra resource of Suggested Art Materials.Suggest to participants that they tab this page for later reference.
38Bonus Section for Physical Development Ask participants if anyone found an extra resource in the Physical Development chapter that was not yet discussed.If necessary, guide participants to pp Let them know that in this domain chapter, there is an extra resource of Selected Developmental Sequences.Suggest to participants that they tab this page for later reference.
40What will you take home today? Ask participants to chat at the tables for a few moments about how they plan to use the framework in their work. Quickly go around the room asking for one thought per table.What will you take home today?