October 11, 2012Amy Carriere

cesa10.k12.wi.us/qnet

Series HistoryAs many of you know this was the first year

that we had to worry about funding. It is why we have increased the cost of this series. To help with funding. In the past we have accessed many partners and grants to keep the cost low. This years partners are:

Importance of letting us know if you will not be here for a session you have registered for

Connection to PDPRegistry and University Credit

Series FormatAlways start with food and camaraderie to encourage

networking and resource developmentEach session will start with a walk through the teaching cycleWe will start with a reflection on what we have seen children

do, (observations-Six Simple Ways)Look at how that works with our standards and expectations of

children this age (Creative Curriculum, WMELS, HS Child Outcomes)

Look to see what skills we will see children display nextHow can we plan activities to foster the development of these

skills We will then explore the content of the sessionAnd end with action planning, from our observation, where do

we go next.

Session ObjectivesExplore the Teaching CycleIdentify 6 Simple Ways to AssessIdentify early scientific skills and knowledge

Wisconsin Model Early Learning StandardsHead Start Child OutcomesCreative Curriculum Child Indicators

Describe indicators of early scientific skills and knowledge for infants and toddlers and Preschoolers

Explain how infants and toddlers and Preschoolers acquire those concepts

The Teaching Cycle

Simple Ways to AssessParent InterviewsSelf PortraitsAnecdotal RecordsScribbling Drawing Writing SamplesDevelopmental ChecklistsAudio or Video Recordings

When you think of science in the early childhood setting, what comes to mind?

Scientific Skills and Scientific Knowledge

Learning AboutScientific Skills

Problem SolvingReasoningCommunicationConnectionsRepresentation

Activity:Use pages 70-77; 82-86; 98-102 in Early Learning

Standards bookLook at the child Sample Behaviors ColumnKeeping the age range that you work with in mind,

find 2 examples of each scientific skill that you have seen exhibited or are likely to see from childrenProblem SolvingReasoningCommunicationConnectionsRepresentation

Learning aboutScientific KnowledgePhysical Science (group 1)Life Science (group 2)Earth and Space Science (group 3)Technology (group 4)Personal and Social Perspectives (group 5)History and Nature of Science (group 6)

National Science Education Standards (NRC 1996)

The development of inquiry and scientific skills begins at birth

Children are born natural scientists curious about the

world around them. It occurs in a very natural way

through play, routines, and

loving interactions with adults.

What we know about kids…Curiosity results in Exploration

Exploration results in Discovery

Discovery results in Pleasure

Pleasure results in Repetition

Repetition results in Mastery

Mastery results in New Skills

New Skills results in Confidence

Confidence results in Self esteem

Self esteem results in Sense of Security

Security results in More Exploration

So now what? What do we do? What is our role?

Wisdom of Fred Rogers…Questions are more important than answers

Wisdom of Fred Rogers…Use everyday experiences

Children need to make sense of “their” worldChildren have an inner driven sense of wonder-

you don’t need anything fancyEnjoy their thinking and how they figure it out,

even if it is off-based, You don’t have to always supply the right answer, they will discover it

Take pictures of children’s engagement and faces of discovery during their process

Wisdom of Fred RogersPut it in context

Wisdom of Fred Rogers…You are not alone

Questions lead to Adventures! Kids ask

questions, a lot of questions! When we listen to the questions, then the magic happens.

Homework for Next time…Observation

Please Bring for Next Time:HomeworkFoldersNametagsStandards Books

University CreditEven if you are remotely interested, Met up front for a moment. Sign up will only be at next session.