Almost every
state has developed early learning standards for pre-kindergarten age
students. This article will focus on the
state of NC Foundations for Early Learning and Development http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf
that reference infants to preschool ages (birth to 60 months+). The domain areas referenced on the continuum
are (1) approaches to play and learning, (2) emotional and social development,
(3) health and physical development, (4) language development and
communication, (5) cognitive development and (6) supporting dual language
learners.
As you view
the information remember development is a continuous process with a predictable
sequence, this is unique for every individual child. The goals are listed for
each sub-domain of Foundations with developmental indicators along the
continuum of development from birth to 60 months+. The developmental continuum shows how skills
emerge over time. Here is an example for
domain “Cognitive Development” goal 3 on page 123. As infants, show awareness of others’
reactions to people, objects, and events.
As older toddlers, use words like “think,” “remember,” and “pretend”. At the younger preschoolers use words like “think”
and “know” to talk about thoughts and beliefs.
Finally, older preschoolers use language to describe their thinking
processes with adult support.
The developmental
indicators are examples of skills and behaviors children show at various age
levels. The state standards work in
conjunction with program selected curriculum both work hand-in-hand to align
with teacher facilitation of intentional activities that address developmental
domains in the standards. These developmentally
appropriate play and learning activities can be teacher directed, child
directed or embedded in classroom routines.
Remember intentional lesson plans identify the domains and goals that
activities will target individually or collaboratively as a group.
NC
professional teacher standards reflect on teaching instruction and interactions
of learning environment. Here are the
Standards.
1. Standard 1: Teachers demonstrate leadership.
2. Standard 2: Teachers establish a respectful environment
for a diverse population of students.
3. Standard 3: Teachers know the content they teach.
4. Standard 4: Teachers facilitate learning for their students.
5. Standard 5: Teachers reflect on their practice.
6. Standard 6: Teachers contribute to the academic success
of students.
As you get
ready to start the upcoming school year here are some questions and/or comments
to self-reflect on with ratings of (always, sometimes, never).
1. Set clear and specific learning
targets for children to meet or exceed skill activities?
2. Have a process for collecting child
observation data (anecdotal notes, work samples, video) for individualization
or collaboratively workings?
3. Call children by name and engage in
brief and extended conversation throughout the day.
4. Respond to children’s comments and
ideas by asking open-ended questions and by making comments that expand their
learning and encourage critical thinking skills,
5. Establish and display no more than
five rules for a given area (circle, centers, outdoor play, etc.) connecting
them throughout the day for behavior expectations, and
6. Use reflective strategies to enhance
instructional practices ensuring learning and understanding of content, rules
and behavior expectations of learning environment.
An effective
teacher will align state early childhood education Standards with selected
curriculum to provide high quality learning environments for all children. The above list will assist in providing a
culturally developmentally age appropriate settings for all in high quality
education.
