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Preschool Learning Guidelines and Core Competencies Online Training Modules Anne Douglass, Ph.D. University of Massachusetts Boston Angi Stone-MacDonald,

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Presentation on theme: "Preschool Learning Guidelines and Core Competencies Online Training Modules Anne Douglass, Ph.D. University of Massachusetts Boston Angi Stone-MacDonald,"— Presentation transcript:

1 Preschool Learning Guidelines and Core Competencies Online Training Modules Anne Douglass, Ph.D. University of Massachusetts Boston Angi Stone-MacDonald, Ph.D. University of Massachusetts Boston MaryLu Love, M.S. University of Massachusetts Boston

2 Online Module Walkthrough

3 Core Competencies Course Area #1 - Understanding the Growth and Core Development of Children and Youth Area #2 – Guiding and Interacting with Children and Youth Area #3 – Partnering with Families and Communities Area #4 – Health, Safety, and Nutrition Area #5 – Learning Environments and Implementing Curriculum Area #6 – Observation, Assessment, and Documentation Area #7 – Program Planning and Development Area #8 – Professionalism and Leadership

4 Preschool Learning Experiences Course Mathematics English/Language Arts Science History and Social Science Arts Health Education Early Childhood Program Standards (Blue Book)

5 Course Logistics 15 hours required to complete each course Theory and practice Presentations between each including video links Course readings and web resources Reflection and application quizzes assessments assignments

6 Core Competencies for Early Education and Care and Out of School Time Educators: # 5 Learning Environments and Implementing Curriculum Massachusetts Department of Early Education and Care

7 Indicator and Levels InitialMidAdvance Educator : With supervision, No administrative responsibilities Educator: Works directly with children and youth May have administrative or supervisory responsibilities Educator, leader, mentor: Administrative, supervisory, mentoring or training role Know and be able to do:

8 Links with Other Professional Documents Licensing Sections 7.06, 7.07 Code of Ethics NAEYC Accreditation: #2 Curriculum, #3 Teaching & #9 Physical Environment NAFCC Accreditation: #2 Environment, & #3 Developmental Learning Activities DEC Recommended Practice Child-Focused Practices & Technology Applications COA Accreditation: ASP – PS #5 Programming and Activities, ASP – PS #6 Indoor Environment & ASP – PS #7 Outdoor Environment

9 Area 5: Learning Environments and Implementing Curriculum High quality environments and utilizing strategies consistent schedules and routines, transition activities interesting materials and activities arranging a classroom to enhance learning Understanding developmentally appropriate curriculum models that prepare children and youth for success in school

10 B. Curriculum 5.Schedule 6.Learning experiences 7.IEPs and IFSP 8.All domains of learning 9.Language and literacy development 10.Promote physical, mental, nutritional, and oral health

11 Language Rich Environment Opportunities to experience oral and written communication Communicate needs, thoughts and experiences Describes things and events Respond to questions Build vocabulary – though rich experiences Non-verbal communication strategies B

12 Communication ReceptiveExpressive Oral languageListeningTalking PrintReadingWriting B

13 Early Literacy Skills Code-Related Skills Alphabet Knowledge Print Concepts Phonological Awareness Letter-Sound Knowledge Early Literacy Meaning-Related Skills Vocabulary Grammatical Understanding Narrative Comprehension B

14 Reflection of learning Make a plan for how you will: Deepen your knowledge of Learning Environments and Implementing Curriculum Guide other adults working in the field deepen their knowledge of Learning Environments and Implementing Curriculum Use your knowledge while developing policy, support families understanding of Learning Environments and Implementing Curriculum

15 Initial Level Discussion Questions Describe how you will deepen your knowledge to create learning environments and implement curriculum to support each childs growth and development. Identify the specific age group you work with; talk about specific learning goals for this age group, describe the curriculum and environment you use to support childrens growth and development.

16 Core Competency Self-Assessment

17 Massachusetts State Preschool Learning Experiences Mathematics Module Created by UMass Boston EECIS faculty Please press the play button to move to the next slide.

18 Overview of the Math Preschool Learning Experiences Number Sense Patterns and Relations Shapes and Spatial Sense Measurement Data Collection and Analysis Review the Overview of Math document before continuing this module.

19 Number Sense 1 1. Listen to and say the names of numbers in meaningful contexts. Video clip: Five Little Monkeys Video Five Little Monkeys Video Children need to learn to say numbers and connect them to the appropriate quantities.

20 Shapes and Spatial Sense Investigate and identify materials of various shapes, using appropriate language. In this video, children learn about shapes in their environment: Shapes videoShapes video

21 Measurement Use estimation in meaningful ways and follow up by verifying the accuracy of estimations. NameGuess Sarah50 John8 Lei25 Michelle16 Ryan12 Alana3 Joanna42 ACTUAL33

22 Math Module Quiz

23 OpenCourseWare

24 Purpose of Research Understand how technology-mediated learning can be used in MA professional development system Understand the technological capacity of the EEC workforce and ways to improve capacity Understand how trainers and participants used the modules and how the training will impact practice

25 Research Questions Did participants increase their knowledge of using the online training modules? How do participant characteristics impact growth? Does job title and experience impact participants knowledge of specific core competency categories? How do educators and providers use these courses to advance their professional development qualifications and/or the QRIS?

26 More Research Questions Can use of technology in training support technology use for future training? What are the technology skills and comfort levels of the EEC workforce? What challenges/barriers do trainers/educators face in using these courses? How could MA strengthen its infrastructure for supporting online and distance learning professional development?

27 Research Plan Participant Surveys Self-study via OpenCourseWare (OCW) Trainer/director facilitated trainings College credit course participants Trainer Surveys At training After facilitating two training sessions

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