Mrs. Catherine's Kinders

EDSD 7084 Scholar Practitioners Who Impact Future Change

noreply@blogger.com (Anonymous) — Mon, 30 Apr 2018 16:31:00 +0000

As a scholar practitioner, my responsibilities for leading evaluation initiatives would be to make sure that early learning standards are being met with validity and reliability. It would be of great importance to provide the materials necessary for teachers to teach the standards. Professional development would be a major responsibility making sure that educators have up to date credentials. It would help teachers and program managers administer assessments, interpret data, and use child and program assessment data for program improvement (National Early Childhood Accountability Task Force, 2013). Another aspect that I would be responsible for would be informing appropriate stakeholders with the successes of the program. Parents, families, teachers, staff, and community leaders need to be appropriately informed of what is taking place in the early childhood program.

Just as mentioned by the Task Force, when establishing a system in early childhood education, there can be several challenges- structural, conceptual, technical, and resource. During my tenure in education the greatest challenge has been with resources. This is related to limitations and inequities in funding for early childhood programs and infrastructure efforts (National Early Childhood Accountability Task Force, 2013). Funding is adversely effected by federal, state, and local governments. Another challenge would be to providing meetings to discuss data with stakeholders. There is never enough time to discuss the data and plan for improvement.

In order to ensure that the evaluation is appropriate, I will create a calendar of monthly data meetings with staff. During these meetings we will discuss data and ways to improve the program quality and how to reach every student. I will also plan quarterly data meetings with parents and families. These meetings will be held at the end of each grading period and will be used to discuss test data and the effectiveness of the program.

The guidelines that will be used for engaging stakeholders are:

· The staff must take the lead to provide stakeholders the data and other information they need to be productive partners around student achievement.

· Partnership activities must be directly aligned with student achievement goals.

· Efforts must be collaborative and genuine. There are meaningful roles for each party to play and these must be clearly articulated.

· Information sharing must be transparent. Achievement data must be clear, accurate, and meaningful.

· All parties must operate from common values and a common vision for student achievement.

· All efforts must be mission-oriented and data-driven (Sustaining Reading First, 2009).

References:

National Early Childhood Accountability Task Force. (2013). The report of the National Early Childhood Accountability Task Force: Taking stock: Assessing and improving early childhood learning and program quality. Retrieved from http://policyforchildren.org/wp-content/uploads/2013/07/Taking-Stock.pdf

· Chapter 2, “Framing a New Approach”

· Chapter 5, “A Call to Action”

Sustaining Reading First. (2009). Engaging Stakeholders. Number 6. Retrieved from: https://www2.ed.gov/notclamped/programs/readingfirst/support/stakeholderlores.pdf

EDSD 7084 Evaluating and Supporting Early Childhood Programs

noreply@blogger.com (Anonymous) — Wed, 07 Mar 2018 19:06:00 +0000

Program quality, like child development, is complex and multidimensional. —Epstein, A. page 3

During this course I will learn how to be a more proficient educator by looking into best practices for young children and providing developmentally appropriate experiences. I will be an advocate of program evaluation and reaching the highest level based on certain criteria. I am currently in a school that has recently undergone National Association for the Education of Young Children accreditation. This process was extensive with multiple steps and an abundance of input from different stakeholders. During this year long process, we worked together as a team to meet the needs of our students and when the committee came to review our school they were amazed by the hard work and dedication that we provide to our students every day.

Research shows a direct correlation between high-quality early learning and children's positive long-term outcomes in life, including increased educational attainment, healthier lifestyles, and more successful careers. NAEYC Accreditation helps teachers and other staff at early learning programs develop a shared understanding and commitment to quality. The accreditation process leads to increased staff morale, greater staff retention, and a more positive, energetic work atmosphere overall—enabling centers to provide a solid foundation for all children's success in life.

NAEYC Accreditation helps families recognize quality early learning programs and feel comfortable knowing that their children are receiving a high-quality, research-based education that will prepare them for future success (NAEYC, 2018).

By going through this accreditation process, I know the impact that program evaluation has on my school and my personal philosophy of teaching young children. I want to be a part of making education better and being held accountable by taking part in program evaluations. Every day I want to be able to touch a child and know that I made a difference. I want my students to feel success and know that they have accomplished his or her learning goals. When they meet standards and reach their personal goals- I feel rewarded and successful. I believe that children need to be provided with developmentally/age appropriate, hands-on learning activities. I also believe they learn through play and manipulation. My beliefs are incorporated daily in my classroom. Each child has their own personal learning goal and we strive everyday day towards meeting or exceeding it. In my classroom, I provide a variety of ways for learning because no two students are the same. I want my students to feel successful in their learning by providing the tools that each individual needs. Every day my students are engaged in hands-on experiences. This is helping to form a foundation for learning.

My personal goal every day is to provide a positive, loving, and nurturing learning environment for my children so that they will have an abundance of lifelong experiences.

Overview of the Accreditation Process https://www.naeyc.org/accreditation/early-learning/interested

Serving as Advocates for Families/Engaging Families in the Assessment Process

noreply@blogger.com (Anonymous) — Wed, 14 Feb 2018 15:44:00 +0000

EDSD 7083 Assistive Technology and Supportive Applications

noreply@blogger.com (Anonymous) — Fri, 26 Jan 2018 14:52:00 +0000

Assistive and supportive technology is important to use in the classroom to meet the needs of individual learners, especially ones with disabilities. These devices and applications should be modified for a diverse group of students. Assistive technology (AT) is any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities. Student support teams meet and plan strategies and incorporate devices that a student will need to perform tasks in the classroom. The assistive and supportive technology must be included in the student’s Individualized Education Plan (IEP). According to Neese, assistive technology can help students with certain disabilities learn more effectively. Ranging in sophistication from “low” technologies such as a graphic organizer worksheet to “high” technologies including cutting-edge software and smartphone apps, assistive technology is a growing and dynamic field (Neese, 2018).

Assistive Technology-

Text-To-Speech Assistive Tools

As an assistive technology, text-to-speech (TTS) software is designed to help children who have difficulties reading standard print. Common print disabilities can include blindness, dyslexia or any type of visual impairment, learning disability or other physical condition that impedes the ability to read. However, other students can benefit from TTS technology, such as children that have autism, attention deficit hyperactivity disorder (ADHD) or an intellectual disability.

The technology works by scanning and then reading the words to the student in a synthesized voice, using a large number of speech sounds that make up words in any given context. With the advances in speech synthesis, TTS technology is more accurate and lifelike than ever.

Intel Reader
The Intel Reader is a mobile handheld device that uses TTS technology to read printed text aloud. It features a high-resolution camera that captures printed text, converts it to digital text and reads it to the user. During playback, words are highlighted as they are read aloud, and the user can pause and have the device spell out highlighted words. The available Intel Portable Capture Station functions as a stand for the Intel Reader to easily and quickly capture text from books and other documents.

At about the size and weight of a paperback book, the Intel Reader is mobile enough to use in any environment. Students can also transfer content from a home computer, or save generated audio versions of printed materials to a computer. Available voices vary in gender, pitch and speed.

AT can address many types of learning difficulties. A student who has difficulty writing can compose a school report by dictating it and having it converted to text by special software. A child who struggles with math can use a hand-held calculator to keep score while playing a game with a friend. There are AT tools to help students who struggle with:

Listening- Certain assistive technology (AT) tools can help people who have difficulty processing and remembering spoken language. Such devices can be used in various settings (e.g., a class lecture, or a meeting with multiple speakers).

Math- Assistive technology (AT) tools for math are designed to help people who struggle with computing, organizing, aligning, and copying math problems down on paper. With the help of visual and/or audio support, users can better set up and calculate basic math problems.

Organization and memory- Assistive technology (AT) tools can help a person plan, organize, and keep track of his calendar, schedule, task list, contact information, and miscellaneous notes. These tools allow him to manage, store, and retrieve such information with the help of special software and hand-held devices.

Reading- There is a wide range of assistive technology (AT) tools available to help individuals who struggle with reading. While each type of tool works a little differently, all of these tools help by presenting text as speech. These tools help facilitate decoding, reading fluency, and comprehension.

Writing- There is a wide range of assistive technology (AT) tools available to help students who struggle with writing. Some of these tools help students circumvent the actual physical task of writing, while others facilitate proper spelling, punctuation, grammar, word usage, and organization (Stanberry & Raskind, 2009).

Supportive Applications- Best Early Learning Apps- For Preschool & Kindergarten

Injini: Child Development Game Suite- Play-based learning exercises and games that are well suited for children with cognitive, language and fine motor delays. Originally designed for and tested by children with autism, cerebral palsy, and Down syndrome as well as general preschool aged kids.
Bugs and Buttons Teaches counting, path finding, patterns, sorting and tracking as well as fine motor skills such as pinching.

Based on the two assistive and supportive technologies identified, the areas of development the technology can be used for are cognitive, language, and fine motor. The assistive technology can be used for children and adults of all ages and the learning applications are intended for preschool and kindergarten aged children. These apps support learning in the areas of early learning skills and students who have delays in other areas. The assistive technologies help children read text.

These assistive technologies and supportive applications are culturally responsive and effective for young children. They can be changed according to the needs of the individual learner and they help to increase the level of mastery of cognitive skills and learning goals.

References:

Neese, B. (2018). 15 Assistive Technology Tools & Resources For Students With Disabilities. Retrieved from: https://www.teachthought.com/technology/15-assistive-technology-tools-resources-for-students-with-disabilities/

Stanberry, K & Raskind, M.H. (2009). Assistive Technology for Kids with Learning Disabilities: An Overview. Retrieved from: http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview

EDSD 7083 Purposeful Assessment

noreply@blogger.com (Anonymous) — Thu, 18 Jan 2018 15:49:00 +0000

Systematic Assessment and Interventions are a crucial component to education today. Systematic assessment is the system that a teacher uses to assess students authentically and purposefully in the classroom. When a student does not master or achieve success on these assessments, the teacher must plan an intervention to help accomplish these goals. Assessment is an integral part of teaching and learning. Purposeful assessment practices help teachers and students understand where they have been, where they are, and where they might go next. No one assessment can provide sufficient information to plan teaching and learning. Using different types of assessments as part of instruction results in useful information about student understanding and progress. Educators should use this information to guide their own practice and in partnership with students and their families to reflect on learning and set future goals (Wisconsin Guiding Principles, 2017).

Purposeful Assessment components should include: performance levels considered acceptable, program quality standards that are aligned with standards for children’s learning, attention to inclusiveness, respecting variation in children’s culture and developmental challenges, and assessments both of program quality and children’s development (Zaslow & Halle, 2009).

Below are two scenarios that need assessment/intervention data. I would like for my readers to give me feedback on assessments and/or interventions that you have found successful in your classroom. Thanks so much for your help!

Scenario 1- We have just completed the second term of school, and child one’s teacher is concerned that she isn’t mastering sounds of letters or blending and segmenting words. She has been in RtI since the end of the first nine weeks. Numerous Tier II interventions have been put into place. She is eager to learn; just seems to be at a roadblock. What are some assessments that can be used for early literacy skills and that the teacher can use the data to determine if she has a learning disability?

Scenario 2- I have a 5 year old student who is in RtI and still cannot grasp the letters of the alphabet and the sounds they make. He also is having difficulty in counting to 10 and one to one correspondence. When he gets frustrated and can't do something, his behavior starts to show. He “takes out" his frustration on other students. He has a diagnosis of ADD and his parents have requested a communication log of when this occurs. What other intervention can be used when he out lashes on the other students in the class?

References:

Wisconsin’s Guiding Principles for Teaching and Learning. (2017). Retrieved from:

https://dpi.wi.gov/sites/default/files/imce/cal/pdf/guiding-principles3.pdf

Zaslow, M. & Halle, T. (2009). Purposeful Early Childhood Assessment. Retrieved fromhttp://www.researchconnections.org/files/meetings/ccprc/2009/P2-ZaslowandHalle.pdf

Visit my website: www.mrscatherineskinders.blogspot.com

EDSD 7083 Policies and National Regulations and Standards for Early Childhood Education

noreply@blogger.com (Anonymous) — Mon, 04 Dec 2017 20:35:00 +0000

Georgia Early Learning and Development Standards:

Georgia uses a set of high-quality, research-based early learning standards for children birth to age five called the Georgia Early Learning and Development Standards (GELDS). The GELDS promote quality learning experiences for children and address the question, “What should children from birth to age five know and be able to do?” They are a set of appropriate, attainable standards that are flexible enough to support children’s individual rates of development, approaches to learning, and cultural context. The GELDS are a continuum of skills, behaviors, and concepts that children develop throughout this time of life. They are divided into age groups and serve as a framework for learning. The GELDS are aligned with the Head Start Child Outcomes Framework, the CCGPS for K-12, and the Work Sampling System Assessment.

The purposes of the GELDS are to:

Guide teachers who work with children from birth through five in providing quality learning experiences;
Guide parents in supporting their children’s growth, development, and learning potential;
Lay the groundwork for applying the standards in pre-service training, professional development, curriculum planning, and child outcome documentation;
Create a “Universal Language” for all stakeholders to use regarding the learning and development of children. Stakeholders would include parents, teachers, pediatricians, early interventionists, policy-makers, etc;
Raise public awareness about the significance of the early years as the foundation for school success and lifelong learning and the importance of the teacher’s role in the process; and
Support the early identification and referral of children with special learning needs.

NAEYC Standard 4: Assessment of Child Progress

The program is informed by ongoing systematic, formal, and informal assessment approaches to provide information on children’s learning and development. These assessments occur within the context of reciprocal communications with families and with sensitivity to the cultural contexts in which children develop. Assessment results benefit children by informing sound decisions, teaching, and program improvement. These assessments help teachers plan appropriately challenging curriculum and differentiate instruction that meets each child’s needs. The program should support learning using a variety of assessment methods, be developmentally appropriate in all areas of development, goals should be established, and progress monitoring should take place, as well as, parents informed of progress.

NBPTS Standards:

Accomplished early childhood generalists assess and document young children’s development and subject matter knowledge. Assessment is a process through which teachers learn about children’s social, cognitive, linguistic, physical, and emotional development by gathering and interpreting information. They ensure that assessment practices fairly and equitably focus on children’s emerging capabilities. Teachers set clear purposes for assessment, systematically and efficiently employ a variety of developmentally appropriate assessment tools, and accurately interpret assessment data. They use assessment results to guide teaching and learning, a process which includes communicating assessment results in meaningful ways to children, families, and colleagues, and includes setting instructional goals. Accomplished early childhood teachers make assessment a daily, ongoing activity that is embedded in the routines of teaching and learning. They know that assessment draws on insights from beyond the classroom. Teachers observe children throughout the educational environment and incorporate the observations of families and colleagues such as school psychologists, nurses, occupational therapists, social workers, and counselors. Teachers use what they learn from assessment as they plan and implement instruction.

Each of the policies and national regulations and standards for early childhood education are all designed for performance based assessment and what is developmentally appropriate for young learners. They are each aligned for what is best for early childhood. My school is NAEYC Accredited. They recommend that assessments be used for decision-making regarding teaching and learning, identifying children’s needs, and improving education and intervention programs. The recommendation is for teachers to use formal and informal screening and assessment approaches to systematically evaluate children’s growth across all developmental domains (Gillis, et al, 2017).

1. Purposeful Assessment. The design, use, and interpretation of assessments must be purpose driven. Too many negative outcomes derive from assessments of young children used for purposes for which they were not designed; the type of inferences made from assessment data must be determined in the context of each specific purpose.

2. Instructionally Aligned Assessment. Assessments must be clearly and explicitly integrated into the overall system, including curriculum and instruction; material assessed must represent the valued outcomes on which instruction is focused. This includes reaching toward alignment to standards or curriculum, where these exist. For classroom-based assessments designed to inform instruction, this also encompasses alignment to the instructional calendar.

3. Beneficial Assessment. Assessments of children must serve to optimize learning. Time and resources are taken away from instruction in order to assess—and historically, there has been some justification for the fear that assessment data may offer unintended negative consequences for some children. Assessments must demonstrate solid consequential validity: the consequence of the time and resources invested in the assessment should be demonstrably positive for the children assessed.

Questions for colleagues:

1. What are some approaches that you use to assess formally and informally?

2. How do you determine if an assessment is purposeful and authentic?

3. What are the benefits of assessment based on the NAEYC Standards and the NBPTS Standards?

References:

Georgia Department of Early Care and Learning

http://www.gelds.decal.ga.gov/Default.aspx

Gillis, M., West, T., Coleman, M. (2017). Assessment in early childhood. Retrieved from: http://www.getreadytoread.org/ screening-tools/supportive-materials-for-elors/assessment-in-early-childhood

National Board for Professional Teaching Standards (NBPTS). (2012). Early childhood generalist standards (3rd ed.). Retrieved from http://boardcertifiedteachers.org/sites/default/files/EC-GEN.pdf

“Standard V Assessing Children’s Development and Learning” (pp. 60–64)

National Association for the Education of Young Children (NAEYC). (2003). Early childhood curriculum, assessment, and program evaluation. Retrieved from https://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdf

EDSD 7082 Creating a Positive Emotional Climate in an Elementary School Classroom

noreply@blogger.com (Anonymous) — Sun, 10 Sep 2017 20:20:00 +0000

Creating a Positive Emotional Climate in an Elementary School Classroom

The purpose of the study is to identify what a successful classroom management system is and how teachers create successful learning environment and a positive emotional climate for learning. The literature revealed that classroom management is instrumental in establishing a climate for learning that is positive for children. A negative learning environment is detrimental to a students’ learning needs in the classroom. The study is qualitative in design using interviews. The participants included elementary teachers at a school near San Francisco. One of the most important aspects of a classroom is the positive climate. Teachers in the study had different management systems. Some are run well and students seem happy and are thriving in their environment. Other classrooms did not seem as happy and were not thriving on the same level. They were somewhat negative. An effective classroom for learning has a positive classroom climate, which in the 21^st century is more important than classroom management itself. Teachers learn specified management practice to provide an effective learning environment for their students.

What are effective elementary teacher’s strategies for creating a positive emotional climate in the classroom? It is important for teachers to find success in creating a positive classroom climate. Classroom climate is important in creating a supportive environment for students to learn.

Baer and Bandura (1963) Social Learning theory suggests that people modify their behavior based on the observation and modeling of other people’s behaviors. The results of this study expressed that a child’s behaviors can be influenced by an adult’s pattern of behavior through imitation. A child with reinforcement of such behavior can maintain this behavior.

Swafford, Bailey and Beasley (2014) reveal six components of a positive learning environment that include security, shelter, social contact, symbolic identification, task instrumentality, pleasure. The author explains that why it may be hard for teachers, both new and seasoned, may have trouble incorporating these into their classroom. All students have different learning styles and various needs that may make it difficult to give students the individual attention, while creating an all-around positive climate in the classroom.

Hoffman, Hutchinson and Reiss (2009) collected data from a survey on the importance of teacher knowledge in creating a positive classroom climate. This author of this study urges teachers to advocate for training in behavior management, especially focused on motivating students in improving their behavior, linking it to continued learning. Data indicated that there is a link between positive classroom climate and teacher background knowledge and training in the areas of classroom management and strategies to promote a positive climate.

Committee for Children (2014) focused on key factors for creating a positive climate in the classroom. The authors provided three aspects of creating a positive climate, displayed in a pie chart. The three aspects include, developing and reinforcing classroom rules and norms, promoting positive peer relationships, and nurturing positive relationships with all students.

Harris and Lowery (2002) discuss data collected from a survey of 123 teachers who were enrolled in a principal preparation program. This survey was conducted to seek insight into behaviors participants thought were the most valuable behaviors for a principal to encourage teacher to use in creating a positive school climate. Three themes were identified as follows: respecting students, communicating with students, and supporting students.

Weinstein, Curran and Tomlinson-Clarke (2003) focus on Culturally Responsive Classroom Management (CRCM) to better understand diverse student populations in each classroom. The purpose of this article is to help teachers strengthen their ability to manage a diverse classroom and teach specific strategies for creating culturally responsive classroom management. They offer six strategies which include: creating a physical setting that supports academic and social goals, establishing expectations for behavior, communicating with students in culturally consistent ways, developing a caring classroom environment, working with families, and using appropriate interventions to assist students with behavior problems.

Related Research for Creating a Positive Emotional Climate in an Elementary School Classroom:

Jennings and Greenberg (2009) focused on a model that includes the importance of teachers’ social and emotional competence (SEC), student and teacher relationships, effective classroom management, and program implementation. The authors explained that the components of this model contribute to creating a positive classroom climate. The authors then discuss research they conducted on the relationship between SEC and teacher burnout. This includes developing stress reduction to support teachers. Kearney and Peters (2013) collected data through a survey of students and teachers on attitude about classroom. The authors suggested that it is important for teachers to think about the students and their attitudes in the class. Kipps-Vaughan, Ponsart and Gilligan (2012) consider human factors in teachers, by looking at their needs and focusing on stress and its effect on learning environments. When people in a school experience a great deal, it is important for school leaders to establish stress management opportunities for teachers and students. Leflot, van Lier, Onghena and Colpin (2010) focused on preventative measures in behavior management. The purpose of this study was to see how teachers in elementary school classrooms use behavior management to address reducing disruptive, by using a universal classroom preventative intervention. The study focuses on students with developing signs of oppositional and hyperactive behavior, which are linked to other problems such as social or learning problems. Pianta, Belsky, Houts and Morrison (2007) measured opportunities to learn in a classroom, looking at the quantity and quality of classroom instruction. Results were gathered by visiting and observing 2500 classrooms throughout 10 cities. The results of this study revealed that even though the climate may seem positive in a classroom, there was not consistent instructional support. The researchers discussed the need to design a plan to observe teacher instructional skills, and also provide teacher-training interventions. Self- Brown and Mathews (2003) found evaluation approaches to assess student achievement, goal orientation and how they influence classroom structure, specifically in mathematics. The results indicated that specific types of classroom evaluation structure influences student achievement goals. Students under the contingency contract condition set significantly more learning goals compared to students without contingency contracts. Students under token economy conditions set more performance goals than learning goals. The authors conclude that in the classroom, a structure that emphasizes the importance of individual goals and efforts show that learning goals become more important to students. The results can lead to many positive effects such as ability, self-competence and motivation to stay on task. Tetler and Baltzer (2011) examined inclusion classroom setting for students with disabilities and their attitude towards such a learning environment. The author looked at various degrees of classroom environment including attitudes of other students. Although this study is specific towards inclusion, the author does provide various charts in his study that provide insight into the various aspects of what a positive classroom climate should possess.

Based on this research and the various types of classroom strategies for positive classroom management and climate, I know the importance of the positivity in the elementary classroom. It is important for positive reinforcement and discipline, class meetings and dialogue, and brain breaks. The most important thing is that teachers are able to create a positive emotional climate in their classroom using strategies that work. I intend to do this daily in my kindergarten classroom.

Good, Nicole, "Creating a Positive Emotional Climate in an lementary School Classroom" (2015). Master's Theses and Capstone Projects. 186. http://scholar.dominican.edu/masters-theses/186

EDSD 7081 Week 11 Blog

noreply@blogger.com (Anonymous) — Wed, 10 May 2017 18:05:00 +0000

Over the years during my teaching career, I have taught several students that were deaf. One of these students had a cochlear implant and one did not. I truly enjoyed learning sign language and seeing these students read lips. The child with the implant had a greater advantage of learning to hear and speak appropriately than the child that did not have one. These students received speech services, sign language, and had an interpreter to help with instruction. I loved watching their interaction with one another. During the beginning of the year they had a hard time getting adjusted to the norms of kindergarten and seemed lost. As the year progressed, they became more comfortable and would write words for communication. They would also point in the classroom so that their peers understood them. This was quite an experience for me, them, and the other students in my class. This course has deepened my perspective on the services that should be offered to hearing impaired and bilingual students. The Major Assessment Project that I did was based on a Hispanic child that I taught several years ago. Through research, I found numerous ways to help him with language and literacy development and his parents, too. One way that I want to try in the future would be to provide multiple experiences for language use. Colorincolorado.org offered strategies to be used for English Language Learners.

5 Classroom Strategies: Language

Provide explicit, systematic instruction in vocabulary.

Children require multiple exposures to words in order to develop a rich understanding of their meaning and use. Teachers should make a point of introducing interesting new words for children to use.

Presenting vocabulary thematically helps children make associations between words and scaffolds students' learning
Read-alouds that include explanations of targeted vocabulary can support word learning Ensure that ELLs have ample opportunities to talk with both adults and peers and provide ongoing feedback and encouragement.

English language learners need lots of opportunities to engage in social interactions with other children and adults. For group activities, pair English language learners with children who have strong English language skills, and make sure that all the children who speak the same home language (L1) are not grouped together

Provide opportunities for self-directed activities so that ELLs can choose activities that match both their interests and their language abilities

Encourage child talk by providing prompts when children need help in expressing themselves

Use open questions, or questions that can have multiple answers, to help ELLs expand their own utterances

Expose ELLs to rich language input.

Exposure to rich language, whether through shared book reading or through teacher talk, has been shown to enhance children's oral language development

One effective strategy is for the teacher to provide an ongoing commentary on activities that are taking place in the classroom in order to expose children to language associated with the immediate context

Structure the classroom space and routine to provide scaffolding for ELLs' language learning.

Arrange the classroom in a way that supports each type of instructional activity that will take place, and then keep changes to the physical environment to a minimum. Once ELLs learn which activities take place in various parts of the classroom (e.g., centers, circle), the physical environment will cue them as to what they are to do and how they are to behave in that area

Predictable classroom routines can also provide scaffolding for English language learners by allowing them to anticipate what will happen each day, including the type of language they will need for each activity

Encourage continued L1 language development.

Strong L1 skills support both language and literacy learning in English:

Encourage parents to talk and read to their children in their home language as a way of strengthening children's L1 language skills.
Incorporate children's home language in the classroom when possible. Songs and videos can be used effectively for this purpose if teachers do not speak their students' language

These strategies would definitely help me when planning instruction for English Language Learners. This would also teach me things that would be beneficial. In the future, I want to continue learning ways to teaching bilingual students. I find this very interesting and want these students to build a strong foundation and master their skills in kindergarten. This will help me be a scholar of change when reaching these students.

EDSD 7081 Week 6 Blog Catherine Thompson

noreply@blogger.com (Anonymous) — Tue, 04 Apr 2017 16:24:00 +0000

Week 6 Blog Attachment & Additional Resources

Learning language and literacy in a second language is a complex process that involves a variety of skills and abilities. Children need to be able apply their existing knowledge and experiences to communicate and understand different reading tasks. Literacy is one of the most important academic skill areas and because of this, it influences language development and all other areas of academics. Nearly one in 4 children in the United States is Hispanic and more than one in 5 comes from a home where a language other than English is spoken and for the vast majority it is Spanish. (Figureas-Daniel & Barnett, 2013).

Introduction: My Child in Context

Edgen is a 9-year-old Hispanic male who was born in the United States to an illegal Hispanic mother and father. He has been exposed to very little English in the home since birth. Edgen began school at the age of 3 and is now in third grade. He has struggled in all areas of academics due to the language barrier and parental support in the home. The focus of this study will be on language and literacy skills and the growing consensus that early childhood is a critical time for language and literacy learning because of phonological awareness, letter word recognition, writing and spelling skills, and oral language abilities- the foundational skills for monolingual children’s ability to read and write.

(Paez, Tabors, and Lopez, 2007) This study will be about his life and the development of language and literacy from birth until currently at age 9.

Home Life and family:

Edgen is a healthy 9-year-old male who lives at home with his biological parents, 2 older sisters, and a dog in a small rural town in southwest Georgia. Edgen was born at 36 weeks’ gestation weighing 5lb 3 oz. According to his mother, she was on bedrest leading up to his birth with high blood pressure and gestational diabetes. Post-delivery was successful, whereas he was released from the hospital with his mother 3 days after birth. The only medical condition he has had since birth is ear infections and asthma. He sees the doctor a lot during winter months and he also has seasonal allergies. His father is the primary caregiver and the closest parent to him. His mother tends to be the closest to his older sisters. His mother is in the home the most with him because his father works a lot in the fields and travels for work in order to provide for the family. During their spare time and when the father is not working, which is mainly on Sunday, they enjoy going to the park, shopping, cooking, and watching TV together. The father likes to take them shopping to buy ingredients to cook authentic meals and clothes for school. This helps him feel successful with parenting since he is not at home most of the time.

Community and culture, including language spoken:

Edgen is a loving, shy, and caring, 9-year-old Hispanic male who is very eager to please his teachers, peers, and family. His shyness often leads to emotional distress and frustration. The reasons for distress are that he has limited English in the home and the only time he is fully exposed is when he is at school. He was born in the United States to Hispanic parents who do not speak fluent English. His father speaks more English than his mother, but still very hard to communicate with. Sensitive parenting has been linked with positive child outcomes, including early language knowledge and literacy development. (Pungello, Iruka, Dotterer, Mills-Koonce, and Reznick, 2009) In the small, rural community where they live, there is a compound of Hispanic families that live, work, and interact together daily. When Edgen is not at school, he is communicating with Spanish. His family feels the most comfortable when they are around other Spanish speaking families. They feel confident and the most adequate this way. The environment in which children develop consists of four interrelated systems: immediate settings such as home and school, relationships among the settings, neighborhoods and the community that have indirect impact, and the culture of the environment in which the children are reared. (Hammer, 2002). The mother and father want to learn English but do not have the courage to receive classes. Edgen’s mother is very introverted and his father is work driven and oriented to provide. Socioeconomic status affects a variety of mental and physical health outcomes, such as language development, which also connects poverty with parental emotional distress that affects parenting and the focus on basic needs being met. (Perkins, Finegood, and Swain, 2013) Edgen’s father says that it is not his priority to learn English. His priority is to earn money so that he can provide. Infants born prematurely have lower birth weights, a measure associated with a range of brain differences compared to full-term babies, which may help explain language effects. (Perkins, Finegood, and Swain, 2013). The children are very limited to language/literacy-rich experiences in the home. This deficit is primarily because of the parents’ lack of language. The older siblings do, however, read books to their little brother and practice the alphabet. It is possible that genetic factors play a role in the acquisition of language and the linguistic proficiency of language-impaired people because different genetic factors affect the linguistic abilities of language-impaired and normal people. (Stromswald, n.d.)

My Child’s Language and Literacy Development Journey: Developmental Characteristics

Preschoolers

When Edgen began pre-kindergarten, he was extremely introverted and had a difficult time transitioning. He was placed in an inclusion classroom with a 4:21 ratio. In the inclusion setting, he was placed in small groups that would receive additional support for all academic areas. He was also pulled out for interventions for speech and language development. His teachers knew that there were potential delays due to language barrier and home environment. Just like statistics indicate, Edgen is at a deficit in all academic areas because of his language barrier. Children from homes in which a language other than English is the primary language are at risk for poor reading outcomes (Hammer, Lawrence, & Miccio, p. 237, 2007). He was below grade level norms in receptive, expressive, and oral language. He was also at a deficit on prekindergarten skills on the screener given to all four-year old’s entering school. Even though he had a year of school prior to pre-kindergarten, he was evaluated at school using the English norms and standards for learning. He was given a score on phonological awareness, expressive vocabulary, letter-word recognition, and concepts of print. He also had to orally retell stories and recall what happened in the story. Researchers found that children’s English letter-word identification abilities and Spanish expressive vocabulary predicted Spanish letter-word identification abilities. (Hammer, et al, p. 238, 2007)

Learning to read is a process and it can be a complex task if a child is monolingual much less bilingual and having learning delays. The complexity increases when a child’s home language differs from that of the school and when the child comes from a home with limited academic and economic resources. Edgen’s home learning environment was mainly Spanish other than his older sisters. His parents’ English skills were very broken and hard to understand; therefore, they could not teach him effectively. Typically, children are exposed to language acquisition opportunities in the home that help reinforce what has been taught at school. For Edgen Tolentino this was not the case. The process of learning to read, however, is more multifaceted when children’s primary language is different from the oral and written language they encounter at school. (Hammer & Miccio, p. 1, 2015). Spanish speaking children have disadvantages when their home life is challenged and they do not have access to academic materials.

Over the summer between the three- year- old full day program and pre-kindergarten, Edgen attended a four-week summer session. During these sessions, his interventions consisted of English letters and sounds, vocabulary acquisition with simple everyday/common terms- such as, boy, girl, mom, dad, colors, numbers, labels in the classroom and bathroom, and the terms of the school environment around him. He was also encouraged to say his peers’ names. This was to enhance his social skills and the general learning skills of pre-kindergarten. The teachers and interventionists developed a Response to Intervention during the first twelve weeks of school. These skills and goals consisted of: recognition of letters in his first name, count to 5, colors, and verbalization of his teachers and peers’ names. Children with limited proficiency in the language of schooling are certain to experience increased difficulty in coping both academically and socially, and it is important to identify these difficulties to understand what intervention or remedial approaches are needed (Bialystok, 2008). He began these interventions immediately, 5 days a week for 10 minutes a day. According to the data recorded by the teacher and interventionist, Edgen could only recognize the letter E in his name, and he could count to 5. During this process, he was progressed monitored every 2 weeks for a total of 6 weeks. The team met again and determined that the interventions should continue for another 6 weeks. This continued for a total of 18 weeks and a student support team meeting was scheduled to discuss progress and to determine if Edgen needed psychological testing. At the end of the 18 weeks, the teachers, parents, interventionist, ESOL teacher, speech pathologist, and interpreter reviewed progress based on the data and determined that he scored significantly below the norm. The recommendation was made for psychological testing and a visit to his pediatrician. His parents had to have an advocate shadow them so that they would understand and get his needs met. During testing, which can be difficult because of the bilingualism, clinicians have to accurately assess a bilingual child’s problematic and unproblematic abilities in terms of sounds, words, grammar, and conversation in each language, evaluate if there is a delay, weigh the child’s linguistic/cognitive capacities in comparison to typically and atypical, developing monolingual children, and bilingual children of the same age, and finally develop an effective intervention that targets subareas of linguistic and cognitive competence in one or both languages (Heinlein & Williams, 2013). After testing was complete and eligibility was determined, Edgen was served the remainder of his pre-kindergarten year by a regular education, special education, 2 support teachers, speech, ESOL, and an interventionist. He qualified and received a multitude of services so that he would be able to reach his full potential. Goals were set, accommodations, and modifications were made, based on the testing.

Questions for colleagues:

What are additional interventions for bilingual preschoolers?
What baseline assessment do you use in your school district for these students?
What progress monitoring tool do you use in your school district?
What accommodations and modifications do you put in place?
What resources do you have for the parents of this child?

References

Bialystok, E.L. (2008). Second-Language Acquisition and Bilingualism at an Early Age and the Impact on Early Cognitive Development. Encyclopedia on Early Childhood Development. Retrieved from: sww.child-encyclopedia.com/sites/default/files/textes-experts/en/614/second-language-acquisition-and-bilingualism-at-an-early-age-and-the-impact-on-early-cognitive-development.pdf

Hammer, C.C., Lawrence, F.R., & Miccio, A.W. (2007). Bilingual children’s language abilities and early reading outcomes in head start and kindergarten. American Speech-Language-Hearning Association. 38. 237-248. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4590989/

Hammer, C.S., & Miccio, A.W. (2006). Early language and reading development of bilingual preschoolers from low-income families. Top Lang Disord. 26(4): 322-337. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4586031/pdf/nihms429984.pdf

Hart, B. & Risley, T.R. (2003). The early catastrophe: The 30 million word gap by age 3. Retrieved from http://www.aft.org/ae/spring2003/hart_risley

Fierro-Cobas, V. & Chan, E. (2001). Language development in bilingual children: a primer for pediatricians. Contemporary Pediatrics. 18(7), p. 79-98. Retrieved from: http://courses.washington.edu/sop/Bilingualism_PrimerPediatricians.pdf

Figureas-Daniel, A. & Barnett, W.S. (2013). Preparing young Hispanic dual language learners for a knowledgeable economy. Preschool policy brief: 24. Retrieved from: http://nieer.org/wp-content/uploads/2016/08/Dual20Language20Learners.pdf

Hammer, C.S. (2002). The environment and language impairment in children: implications for assessment and intervention. Argang 80. Retrieved from: https://www.idunn.no/spesped/2002/02-03/the_environment_and_language_impairment_in_children_implications_for_assess

Michael-Luna, S. (November 2015). What parents have to teache us about their dual language children. Young Children. National Association of Educating Young Children. P. 42-43. Retrieved from: http://www.naeyc.org/yc/files/yc/Dual%20Language%20Children.pdf

Paex, M.M., Tabors, P.O., Lopez, L.M. (2007). Dual language and literacy development of Spanish-speaking preschool children. J Appl Dev Psychol.28(2): 85-102. Doi: 10.1016/j.appdev.2006.12.007. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3524578/

Pence Turnbull, K. L., & Justice, L. M. (2017). Language development from theory to practice (3rd ed.). Upper Saddle River, NJ: Pearson, Inc.

Chapter 5, “Infancy: Let the Language Achievements Begin” (pp. 122-157)

EDSD 7080 Module 4 Assignment 1

noreply@blogger.com (Anonymous) — Sun, 12 Feb 2017 19:36:00 +0000

As I review the topics presented this quarter in class, I have questions about parent involvement and how we can improve it, Collaboration with colleagues and how to arrange ample time for this during the school day, and different approaches to language and literacy development during the early years. All areas are extremely important to me and I want to find ways to improve them all. Parent Involvement can be very stressful when parents don’t seem to care what is happening at school. The parents who don’t care are usually the ones whose children are struggling in all areas of academics, social interaction, behavior, etc. How can we change this? By creating positive social change, I can become a change agent for parent involvement by offering rewards to parents and being specific with their individual needs. Yes, this would be costly, but I could reach out and possibly get donations from community stakeholders. Another area that raises interest is collaboration among grade level colleagues. This is difficult to accomplish during the school day because of classroom coverage. How can we make it happen and be effective? Collaboration is another area that comes to mind. Collaboration among teachers paves the way for the spread of effective teaching practices, improved outcomes for the students they teach, and the retention of the most accomplished teachers in high-needs schools (Berry, Daughtery, Wiedner, 2009). Other than have a 25 minute common planning time daily, how else could we collaborate for a longer period of time? Could we utilize parent volunteers? I would love to develop a plan to see this take place at least once a month for teachers in a grade level. This would help teachers gain new insight and ideas and would also help older teachers who are not willing to change their thinking. Hopefully, this would be a positive social change in the way teachers plan for instruction.

Strengths-based Learning is an area that I want to explore further. A strength-based approach emphasizes the strengths and capabilities of the whole child. When teachers use this approach, they recognize the child’s strengths and see how they cope and deal with adversity. This takes focus off of just the problems the child is having. I want to also be a positive social change agent and change the way I have done things for so many years by focusing on the weaknesses instead of the strengths. I want to pull out the positive in all of my children and their families. Attachment is another area that I want to learn more about. I have been looking into my students’ history and can see which ones did not have attachment with a caregiver at birth. I want to help improve this in the community by offering classes to young mothers.

Recommended resources from colleagues would be literacy development techniques and what is best for young children. Teaching language and literacy beginning before birth is important. Children need a rich literate environment and need to be talked to in language they can understand beginning early on. A resource that I found helpful is the website: Raising Children.net http://raisingchildren.net.au/articles/activities_to_promote_literacy.html This website has activities and ideas to develop literacy at all ages.

Information that I found to share with colleagues about parent collaboration would be Project Appleseed. This organization has numerous ways to form a parent involvement group or PTA within the school. Information can be found at: https://pbs.twimg.com/media/CmpkmgWXEAAXNwW.jpg:large

Effect of Positive Social Change

Child development is critical in the early years so that students will learn and grow and be able to compete in a global society. As an agent of positive social change, I have a strong vision of providing all of my students a strengths-based approach to learning and help them be resilient to any form of adversity. By studying and understanding all areas of child development, I will be able to provide this for all students who enter my classroom. I also want to share this information with other colleagues in my school, who also work with pre-kindergarten and kindergarten aged students. Being a change agent in education is a passion of mine and I will do what it takes to accomplish this goal.

Reference:

Berry, B., Daughtery, A., Wiedner, A. (December, 2009). Collaboration: Closing the Effective Teaching Gap. CTQ Center for Teaching Quality, p. 1-10. Retrieved from: http://www.teachingquality.org/sites/default/files/Collaboration-%20Closing%20the%20Effective%20Teaching%20Gap%20(February%202010)_0.pdf

100th Day of School

noreply@blogger.com (Anonymous) — Fri, 20 Jan 2017 20:04:00 +0000

Hip Hip Hooray

We celebrated the 100th Day!!

I had all of our activities centered around the 100th day of school celebration. We wrote about being 100, counted to 100, made cup towers with 100 cups, built a 100 cube train, and sorted our 100 objects from home. We were everything 100 at school today! It was fun!!

noreply@blogger.com (Anonymous) — Thu, 19 Jan 2017 19:41:00 +0000

Winter is here! Oh, wait~ not really in south GA. We are still having 80 degree weather. Even though we don't get the true feel of winter and get to see snow, we pretend that it is cold outside. We simply improvise! ⛄ ⛄ Our classroom has been turned into a winter wonderland.

🎉🎉 Happy New Year!! 🎉🎉

I changed an area in my classroom to a New Year's Party. We had the works- blowers, beads, boas, masks, anything party! Our resolutions are to learn how to read in 2017.

Snowmen, Mittens, and Snowflakes, Oh my!

I had a hot chocolate station, a weather station, snow in the science area, winter words in the writing area, snowflakes to decorate in the art area, and winter stories with QR codes. We have learned so much about winter! I got the winter word cards from DeeDee Wills at mrswillskindergarten.

Hibernation and Migration

I have to share a picture of my grandbaby, Kaiden. I love spending my time on the weekend with him! 😍 He is getting ready to crawl any day. I have also been spending my time at our farm getting ready to build a house. We just took down an old house and barn that were falling down. Now we are in the process of cleaning up! My life is pretty busy beyond my classroom and getting my EdS degree! Enough about me. . .

Penguins and Polar Animals
I taught my kiddos about polar animals and what it means to live in the Arctic. They loved learning animal facts!

100th Day Hooray!!!

We are celebrating our 100th day of school tomorrow. I have set stations set up and ready to go. It is hard to believe we only have 80 days left of the school year.

Strengths-based Practice in Education

noreply@blogger.com (Anonymous) — Sat, 31 Dec 2016 02:31:00 +0000

Adopting a strengths-based perspective of education is a perspective that I feel very strongly about. In education, I want to work with families to get the best overall help and care that they need for their family. According to Pattoni, (2012) “strengths-based practice is a collaborative process between the person supported by services and those supporting them, allowing them to work together to determine an outcome that draws on the person's strengths and assets (p.4). The standards of practice are:

1. Goal orientation: Strengths-based practice is goal oriented. The central and most crucial element of any approach is the extent to which people themselves set goals they would like to achieve in their lives.

2. Strengths assessment: The primary focus is not on problems or deficits, and the individual is supported to recognize the inherent resources they have at their disposal which they can use to counteract any difficulty or condition.

3. Resources from the environment: Strengths proponents believe that in every environment there are individuals, associations, groups and institutions who have something to give, that others may find useful, and that it may be the practitioner's role to enable links to these resources.

4. Explicit methods are used for identifying client and environmental strengths for goal attainment: These methods will be different for each of the strengths-based approaches. For example, in solution-focused therapy clients will be assisted to set goals before the identification of strengths, whilst in strengths-based case management, individuals will go through a specific 'strengths assessment'.

5. The relationship is hope-inducing: A strengths-based approach aims to increase the hopefulness of the client. Further, hope can be realized through strengthened relationships with people, communities and culture.

6. Meaningful choice: Strengths proponents highlight a collaborative stance where people are experts in their own lives and the practitioner's role is to increase and explain choices and encourage people to make their own decisions and informed choices. (Pattoni, 2012, p.5)

As an early childhood educator, I want to be an advocate of strengths-based approaches to learning with my students and their families. The literature, as stated in Pattoni’s work (2012), states that, “personal strengths are associated with academic success, self-determination, and life success” (p.10). I want everyone involved to benefit. I want parents to feel successful when they get the help that is needed and feel like they are capable parents. I also want my students to reach their full potential.

Strengths-based practice is important to me because I have had to deal with different networks in the past to get adequate food, clothing, shelter, and mental care for families. When a person doesn’t have anywhere to go, they have no idea who to turn to. I had to reach out and help in any way possible. I wanted what was best for my student and his family. I reached out to the Department of Family and Children Services, the Housing Authority, the local Food Bank, and the Mental Health Agency getting the materials that the mother needed in order to be a successful parent. The network of people involved were very helpful, and the mother was grateful and appreciative. The students school success changed dramatically after everything was in place. It was extremely rewarding!

Questions of calls for support from colleagues:

· What agencies would you call on?

· Do you think strengths-based practice is appropriate?

· How would you help families? To what extent?

References

Pattoni, L. (2012). Strengths-based approaches for working with individuals. Retrieved from https://www.iriss.org.uk/sites/default/files/iriss-insight-16.pdf

noreply@blogger.com (Anonymous) — Wed, 14 Dec 2016 01:46:00 +0000

We had a visit today from the firefighters. They taught us how to be safe if there was ever a fire. We know to Dial 911 and Stop, Drop, and Roll. They brought us all a goody bag with tips about fire safety. We also got to see what the fire truck is all about. Oh my! Those sirens were real loud!!

Christmas!!!

noreply@blogger.com (Anonymous) — Tue, 13 Dec 2016 02:13:00 +0000

The decorations are hung in the classroom with cheer, when the children come back it will be a new year. . .
We've decorated gingerbread men, reindeer, and stained glass ornaments. . .

Emergent readers & Stamp It from Mrs. Wills Kindergarten

Breakfast with Santa!

noreply@blogger.com (Anonymous) — Tue, 13 Dec 2016 01:00:00 +0000

We ended last week with a visit to have Breakfast with Santa! The kiddos were so excited to tell them their Christmas wishes. Our Santa cam is constantly sending pictures to the North Pole to show Santa our smart choices! We can hardly wait for his arrival on Christmas Eve...

It's the most joyful time of the year... Christmas Break is almost here...

The learning continues- Today in math we sorted Christmas trees, stockings, and stars by shape and color.

noreply@blogger.com (Anonymous) — Fri, 09 Dec 2016 01:38:00 +0000

The attitude of the teacher should be at once positive, scientific and spiritual. Positive and scientific, because she has an exact task to perform, and it is necessary that she should put herself into immediate relation with the truth by means of rigorous observation.
—Dr. Maria Montessori, educator and theorist (Montessori, 2009, p. 155)

Decorating the Christmas Tree!! So exciting!!

Important Figures in Education

noreply@blogger.com (Anonymous) — Fri, 09 Dec 2016 01:29:00 +0000

Historical Figure in Education- Jean-Jacques-Rousseau

Born in Geneva in 1712 and lived until 1778.
Figure in the history of philosophy because of his thinking in moral and political psychology.
Explored two ways to achieving and protecting freedom: the first is a political one aimed at constructing political institutions that allow co-existence of freedom and the second one is a project for child development and education that fosters autonomy and avoids the development of the most destructive forms of self-interest.
Contributed to the theory of music and he was a composer, novelist, and botanist.
Interests in nature and feelings made him the philosopher that he is known for today.
Believed that children should be encouraged to develop their own strengths in an unrestricted environment.
Contributed to readiness, social and emotional development, and a belief that a child should be the center of curriculum and be responsible for their learning path.

I believe that his contributions were significant to education because the development of a child is so important and we should not require them to complete tasks that they are not ready for. We should let children be children and give them fun learning tasks so that they are happy and engaged. His work has definitely impacted what I do every day. I use developmentally appropriate practices in my classroom and I still involve play and let my children be children. I believed that “children should be happy and their development should occur over time.” (Laureate, 2015)

They are engaged and learning all while completing activities and playing in centers.

Contemporary Figure in Education- Sir Ken Robinson

A visionary and cultural leader who led the British government's 1998 advisory committee on creative and cultural education.
Works with governments, education systems, international agencies, global corporations and some of the world’s leading cultural organizations.
Professor at University of Warwick for twelve years.
In 1999, he led a national commission on creativity, education and the economy of the UK Government.
Named a Time/Fortune/CNN Principal Voice
Wrote top selling books about his passion- A 10th anniversary edition of his classic work on creativity and innovation, Out of Our Minds: Learning to be Creative, was published in 2011. His 2013 book, Finding Your Element: How to Discover Your Talents and Passions and Transform Your Life, is a practical guide that answers questions about finding your personal element. “In his latest book, Creative Schools: The Grassroots Revolution That’s Transforming Education, he argues for an end to our outmoded industrial educational system and proposes a highly personalized, organic approach that draws on today’s unprecedented technological and professional resources to engage all students.” (Robinson, 2016)
Conducts TED Talks and one that he is the most famous for is about educating children away from being creative and critical thinkers. We are teaching them so rigorously that they don’t have room to use their little minds and be creative.

I feel like his contributions make a great impact on education today because he speaks out about how children need the opportunity to be creative and use their brains to think and be problem solvers. Instead of expecting a certain way for a child to complete a task, we should be open to letting them “solve” or “create” the masterpiece. He has impacted my teaching because I provide ways for problem and creativeness every day in my kindergarten classroom. I want my students to be engaged in such activities. “Sir Ken Robinson champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence.” (Robinson, 2016)

References

About me. (n.d.). Retrieved December 07, 2016, from http://sirkenrobinson.com/about

Bertram, C. (2010, September 27). Jean Jacques Rousseau. Retrieved December 07, 2016, from https://plato.stanford.edu/entries/rousseau

Laureate Education (Producer). (2015). Sectors in the early childhood field [Interactive media].Baltimore, MD: Author

Robinson, K. (n.d.). Ken Robinson. Retrieved December 07, 2016, from https://www.ted.com/speakers/sir_ken_robinson

Christmas Fun!!

noreply@blogger.com (Anonymous) — Tue, 06 Dec 2016 18:03:00 +0000

Christmas Counting

Gingerbread Problem Solving

Freebie on TPT- check it out!

Check out Poetry Stations from DeeDee Wills. I love incorporating her poetry in my classroom!

Christmas Tree Playdough Fun! From: prekinders.com

Decorating our pretty Christmas Trees

Playdough/Cookie Cutter Station

HO HO HO!!! Checkut my pin below on Pinterest for these crafts!

March of Cans

noreply@blogger.com (Anonymous) — Tue, 06 Dec 2016 15:43:00 +0000

We contributed 37 cans to the Food Bank for the March of Cans. We learned a lesson about giving to those who are less fortunate. Thanks to our sweet parents for sending in the canned goods!

Santa's Workshop

noreply@blogger.com (Anonymous) — Tue, 06 Dec 2016 00:19:00 +0000

You should hear the excitement that my kinders are experiencing while playing in Santa's Workshop?? They are having the most fun! I love hearing them as they "pretend" and wrap presents and build toys for their friends. The conversations have been priceless! We decorated our wreaths and are ready to hang them! They are so pretty!! Our Christmas fun continues. . .

noreply@blogger.com (Anonymous) — Mon, 05 Dec 2016 02:23:00 +0000

EDSD 7080- Childhood Development in the Critical Early Years

Module 1 Discussion 1

What does it mean to be an early childhood professional?

In the past when I have been asked this question I tell individuals that being a teacher is hard work. It isn’t just playing or babysitting all day. We have to reach into the minds of little ones and prepare them for the future. We have to build the foundation for learning. An early childhood professional is someone who loves children for who they are. They nurture them in ways that the child knows they care for them. They teach them skills for lifelong learning and give them an abundance of experiences to enhance their learning. These professionals work with children from birth through age 8. It is important for me to share my beliefs about early childhood education and my expectations of the field when I am asked such a silly question.

I believe…

All children will learn to some extent.
All children should be loved.
All children should be taught.
Teachers and parents must communicate.
Teachers should work together.
Teachers should be qualified and they should keep credits up-to-date.
Community involvement is important for success.
Teachers should be encouraged and supported.

Research says that, being an early childhood teacher requires you to be willing to wear many hats. As an experienced teacher, you are already prepared to be flexible. In most cases, your role as an early childhood teacher will be very similar to that of a guide. A guide leads others down new paths, walks beside a person on a journey, not in front, and keeps others safe from harm. (Childcare Institute, 2016) An effective teacher or family child care provider chooses a strategy to fit a particular situation. It’s important to consider what the children already know and can do and the learning goals for the child. “By remaining flexible and observant, we can determine which strategy may be most effective.” (NAEYC, 2009) Singing songs, painting pictures, building with blocks, listening to stories, dramatic play, and puzzles are all areas of “play” in an early childhood classroom. “Unfortunately, for so many people, education is about memorizing facts and figures. And it starts when a child walks into a classroom on the first day of first grade.” (Britto, 2015) During the early years children need to engage in types of play to enhance their language, social, cognitive, and emotional areas of development. Early childhood professionals need to provide what it takes to meet these areas of development. They need to be provided with fun, engaging opportunities for learning. Learning needs to be fun for all involved!

References

10 Effective DAP Teaching Strategies | National ... (n.d.). Retrieved November 30, 2016, from https://www.naeyc.org/dap/10-effective-dap-teaching-strategies

Britto, B. R., Britto, B., & Nesbitt, B. (2015). Play: The building blocks of lifelong learning for children - UNICEF Connect. Retrieved November 30, 2016, from https://blogs.unicef.org/blog/play-the-building-blocks-of-lifelong-learning-for-children/

Teacher Roles and Responsibilities. (n.d.). Retrieved November 30, 2016, from https://www.cceionline.com/newsletters/August_08.html