1. Module 3: Promoting Positive Relationships
Effective Teacher Practices Supporting the North Carolina Foundations for Early Learning and Development 2018
Module 3: Promoting Positive Relationships

2. Relationships Activity

3. Review of Pre-learning Assignment
Review instructional practices from self-assessment and share strategies.
Based on the results of your C:D:C, would you like to increase or decrease correcting? Directing? Connecting?
Brainstorm ways to modify your teaching style to foster development of the traits discussed in the article in the children you care for.
Discuss how you can change your daily schedule to enjoy more time connecting with individual children.
Discuss how you will share the article with parents and co-workers.

5. Objectives
To understand how to effectively implement instructional practices related to building and maintaining positive relationships that promote children’s learning
To understand the importance of involving families in practices related to building and maintaining positive relationships that promote children’s learning

6. Objectives
To understand the importance of conducting formative assessment with children as they maintain and build positive relationships which promote learning
To understand the relationships between targeted instructional practices, NC Foundations for Early Learning and Development, and the NC Professional Teaching Standards

7. Impact of Relationships in Early Childhood

9. Impact of Relationships in Early Childhood

10. But how…?

11. Relationship Video Remove photo and insert video
[Insert Module 3 Relationships video 1.]

12. Effective Teaching Practices Supporting Emotional-Social Development

13. Instructional Practices Checklist

14. Teaching Standards

15. Foundations

16. Relationship Video Remove photo and insert video
[Insert Module 3 Relationships video 1]

18. iPoints

19. Foundations-NC Standard Course of Study Crosswalk
Kindergarten
Children identify ways of making and keeping friends.
Older Preschool
Children form relationships and interact positively with other children. 19

20. Role Play Form groups of four Choose one person to play principal role
Choose one person to play teacher role
Choose two people to be observers / coaches
Role play conversation:
Principal voices concerns
Teacher answers concerns
Observers / coaches assist teacher

21. Play is Essential

22. Red Box Activity Remove photo and insert video
[Insert Module 3 Relationships video 2.]

23. Teaching Standards

24. iPoints

25. Foundations

26. Red Box Activity Remove photo and insert video
[Insert Module 3 Relationships video 2.]

27. Formative Assessment Formative Assessment Where Am I Going?
How Do I Close the Gap?
Where Am I Now?

28. Formative Assessment - Group
At your tables, discuss:
What do you think the learning targets might have been for the red box activity for the group?
How might Doyle have defined the criteria for success for the group for this activity? What skill(s) would she wish to observe that would indicate that the group was successful in offering and/or receiving compliments?
What feedback did Doyle give the group? What other feedback might she have given?
How should Doyle change or adjust instruction for the group? What might be the next steps for this activity?

29. Formative Assessment - Individual
At your tables, discuss:
What might be learning targets for TJ in the red box activity?
How might Doyle have defined success for TJ in this activity? What did you see him do? What is his skill level in offering a peer a compliment?
What feedback did Doyle give TJ? What other feedback might she have given him?
How should Doyle change or adjust instruction for TJ? What should be TJ’s “next steps” -- or how could she scaffold TJ to the next skill level?

30. Relationships with Families/Caregivers

31. Relationships with Staff Members

32. Reflective Thought

33. Post-learning Activity
Using Formative Assessment Reflection:
Select and observe child
Document skill level
Determine next steps
Family Engagement and Communication:
Share observation with family
Collaborate to develop targeted activities
Communication with Staff Members:
Share targeted activities with staff members
Determine data collection methods
Discuss your self assessment checklist and decide which instructional practice you are going to improve
Decide how you would like to change the amount of time you are directing , correcting or connecting.

34. “Every child needs one person who is crazy about him.”

35. Questions?

36. References
Alexander, K. L., Entwisle, D. R., & Dauber, S. L. (1993). First grade classroom behavior: Its short-and long-term consequences for school performance, Child Development, 64(3),
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (pp ). New York, NY: Academic Press.
Bronfenbrenner, U. (1994). Who cares for the children? In H. Nuba, M. Searson, D.L. Sheiman (Eds.), Resources for Early Childhood: A Handbook. New York, NY: Garland.
Center on the Social and Emotional Foundations for Early Learning. (n.d.). Retrieved from
Dombro, A., Jablon, Johnson, & Ensler. (2015). Powerful Interactions. Retrieved from
Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1),
Hamre, B. K., & Pianta, R. C. (2001). Early teacher –child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72 (2),
Luby, J., Belden, A., Botteron, K., Marrus, N., Harms, M.P., Babb, C., Nishino, T., Barch, D. (2013). The Effects of Poverty on Childhood Brain Development: The Mediating Effect of Caregiving and Stressful Life Events. JAMA Pediatrics, 167(12), doi: /jamapediatrics
Noddings, N. (2014). The ethics of care and education. London: Innovation in Youth Work Conference.
NC Division of Child Development and Early Education. (2014, May 14). North Carolina Approved Early Childhood Formative Assessment Tools Retrieved from ncchildcare.nc.gov/general/whatsnew.asp.

37. References
NC FALCON. (n.d.). North Carolina’s formative assessment learning community’s online network. Retrieved from
North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Raleigh, NC: Author. Retrieved from
Perry, B. D. & Pollard, R. (1997). Altered brain development following global neglect in early childhood. Society for Neuroscience: Proceedings from Annual Meeting. New Orleans, LA. Retrieved from
Pianta, R. B. (2008). Classroom effects on children's achievement trajectories in elementary school. American Education Research Journal, 45(2),
Ritchie, S. &. Gutmann, L. (Eds.). (2014). FirstSchool: Transforming PreK-3rd Grade for African american, Latino, and Low-Income Children. New York, NY: Teachers College Press.
Shonkoff, D. J. (2000). From Neurons to Neigthborhoods: The Science of Early Childhood Development in Washington, D.C.: National Academy Press.
U.S. Department of Health and Human Services, Administration for Children and Families, and Office of Head Start. (2011). The Head Start Parent, Family, and Community Engagement Framework. Arlington, VA: Head Start Resource Center. Retrieved from: