Early Childhood Education

Workshop #1

Agreement

Share practices of Early ChildhoodEducation

Increase the understanding of the development needs of children in Early Childhood Education

Overview:

Primary Resource: Thinking it Through-Teaching and Learning in the Kindergarten Classroom, ETFO

Session One: Introduction and TheKindergarten Child

Session Two: Play and Learning Centres

Session Three: Assessment & Planning

St. Lucia-Early Childhood Education Practices

On chart paper use symbols, pictures, words to represent experiences, successes, challenges etc.

Key Learning/Objectives-The Kindergarten Child

Begin to get to know members of the groupEngage in Self-ReflectionBegin to think about values reflected in

practice in a classroomFocus on child development and the

implications for practice in general and specifically individual practice

Think critically about your own practiceThrough reflection and discussion

determine actions Thinking it Through, ETFO

Introduction

Each person in round-robin fashion speaks to these points:

Name Current RoleSchoolExpectations of the workshop

Getting to Know You-Four Corners

Go the corner that has a Statement with relevance

for you and discuss

Image of the Child

What do we value about children’s learning?

Record thoughts and post ideas on chart paper

Making Connections

Teaching Practices vs.

Image of the child

The Hundred Languages of Childhood

Reflection:What do you

think?

Resource as Expert

Thinking it Through, Teaching and learningin the kindergartenClassroom

Pg.8

Areas of Development using a Jigsaw Format

This resource is focused on teaching the “whole child. In order to plan developmentally appropriate programs for young children, all educators must understand the areas ofdevelopment. Each area has implications for practice with regard to organization, materials, learning experiences and even how groups are organized.

Areas of Development using a Jigsaw Format

Number off 1, 2, 3, 4, 5

Remember your number and their home group

Group # 1-Social Development, pages 10-14

Group # 2-Emotional pages 14-16

Group # 3-Communication, Language and Literacy pages16-21

Group # 4- Cognitive pages 21-26

Group # 5- Physical pages 26-29

Areas of Development using a Jigsaw Format

Meet in your number groups read and select five-ten key points that you find relevant to SharePossible Questions to guide thinking:What are the implications for practice?What are the planning considerations in relation to this area?How might this information help you in planning an aspect of your program?

Other considerations in relation to your area...Materials; room organization; groupings; learningexperiences/centres; interaction

Areas of Development using a Jigsaw Format

Share Jig saw, your area of child development, with the

whole group

“What is Play”

Mind Map

PLAY

Read ‘What is Play’ section, Playing is Learning pages 5-8

The Twelve Types of Play

“Play does not stay neatly in categories, but knowing and watching for the broad types helps sensitize teachers and parents to the shifting landscapes children create. It also provides a tool for assessing whether a playful kindergarten is providing adequate opportunity and materials for all types of play.”

Assessment Homework

•Read pages 13-16, Assessment that informs instruction •Divide paper into 4 quadrants and respond to reading by using the strategy ‘3 A’s plus one’ (agree, aspire, aha!, argue)

‘Say Something’ about Assessment

•Key point•An interesting idea•A new connection or question•Tried this and it didn’t work for me•I like this idea•I wonder how that would work in my classroom? •I don’t understand how they did this

Assessment

Writing go round activity about assessment on 7 charts

SMART GOAL

Specific: A specific goal addresses as many descriptor questions as possible (Who, What, When, Where, Why and How). It has a greater chance of being met if a specific plan is made for its completion.Measurable: This involves deciding what will measure when the goal is attained; a finish line has to be set before it can be crossed. Attainable: To properly set a goal, you must set the steps that are necessary to reach it. This scaffolding ensures that the goal actually is attainable, and therefore produces motivation as the goal’s completion has become a reality.Realistic: A goal must be set in the spirit of desiring its completion. In setting a goal, one can determine if it’s realistic by asking the following questions; am I capable of attaining this goal? Am I willing to work for this goal? Setting an unrealistic goal will often result in a decrease in motivation over time. Timely: Setting the goal within a time frame helps to motivate; without an end goal, there is no set limit to help drive the goal’s completion.