High Quality Kindergarten Programs

1. High Quality Kindergarten Programs Division of Early Childhood Education

2. Today’s Objective Provide an understanding of the current state of kindergarten and resources to maximize learning at this grade level. Division of Early Childhood Education

3. The Kindergarten Experience Division of Early Childhood Education

4. Demographics Division of Early Childhood Education

5. Demographics cont. • 2.5% of students (1,634 kids) are either reported as retained in K, or are in a transitional 1st grade program.  **Assumes base aid amount in the SFRA $9,649 and doesn’t include any added funding for students who are low-income, ELL, special needs, etc. Division of Early Childhood Education

6. Snapshot of Quality in KTotal sample = 135 classrooms in NJ The measures: Assessment of Practices in Early Elementary Classrooms (APEEC; Hemmeter, Maxwell, Ault & Schuster, 2001) Physical Environment room arrangement, child display, classroom accessibility, and health and classroom safety Instructional Context use of materials, use of computers, monitoring child progress, instructional methods, integration and breadth of subjects Social Context children’s role in decision-making, participation of children with disabilities in classroom activities, social skills, diversity, appropriate transitions, and family involvement

7. Early Language and Literacy Classroom Observation Toolkit (ELLCO; Smith & Dickerson, 2002). General classroom environment organization, contents, technology, child choice and initiative, classroom management and climate Language, literacy, curriculum supporting language and literacy through materials, activities, instruction, strategies and teaching practices

8. APEEC Findings Division of Early Childhood Education

9. Takeaways • In 50 % of the classrooms, children did not have an opportunity to speak with their peers about classroom activities. • 52% of the teachers did not engage in some informal conversations with the children. • Whole group instruction was used during the entire observation in 22% of the classrooms. • Hands on materials for one or two subject areas were not used in 56% of the classrooms. • 62% of the classrooms did not offer gross motor opportunities to children daily. Division of Early Childhood Education

10. ELLCO Findings Division of Early Childhood Education

11. Takeaways • In most classrooms, adults did not engage in either individual or small-group book reading • Few rooms had times built into their schedules for choice • Materials to support writing were not located in centers • Little evidence of scaffolded instruction or differentiation • Teachers often used whole group instruction with follow-up workbook activities Division of Early Childhood Education

12. Multi-State K Study NCEDL 730 K classrooms across six states (La Paro, et al. ,2009). • 6% of observed day in free choice/centers • More time in individual or whole group • 1% of classrooms in kindergarten score high in Instructional Support • Teaching practices that promote understanding of concepts, feedback and language modeling • Such practices are associated with positive child outcomes Division of Early Childhood Education

13. Public Expenditures Division of Early Childhood Education

14. The Child’s Mind

15. “Although intelligence is generally thought to play a key role in children’s early academic achievement, aspects of children’s self-regulation abilities—including the ability to alternately shift and focus attention and to inhibit impulsive responding—are uniquely related to early academic success and account for greater variation in early academic progress than do measures of intelligence.” Child Development

16. “…consistently positive teacher-child relationships in PK and K have been found to be related to positive child outcomes, both academic and social.” (Pianta et al in Bogard, 2005).   “…factors such as teacher sensitivity, the quality of teacher-child interactions, and teachers’ satisfaction with their job, are also associated with child outcomes. “ (Bogard, 2005) Division of Early Childhood Education

17. Elevating Learning What should kindergarten look like in the twenty-first century? http://www.youtube.com/watch?v=hTaNRZhRPgk Division of Early Childhood Education

18. The Guidelines Guiding High-Quality Practice in Kindergarten School Structures that Support High-Quality Kindergarten High-Quality Kindergarten in Action Division of Early Childhood Education

19. Learning through Play Division of Early Childhood Education

20. Environments “All kindergarten classrooms should be designed around learning centers to support purposefully designed, play based activity as the main vehicle for children’s learning.” (Kindergarten Guidelines, p. 51) Division of Early Childhood Education

21. Self-regulation Young children who know how to delay gratification are more likely to pursue academic and personal goals with less frustration, with less distraction. (Graziano et al., 2006) http://www.youtube.com/watch?v=QX_oy9614HQ • Decision-making • Reminders and visuals • Make-believe play • Games with rules • Goal-setting Division of Early Childhood Education

22. Assessment Major Purposes of Early Child Assessment • To plan instruction for individuals and groups • Identify children for health and special services • Monitor trends and evaluate programs • Individual student, teacher, and school accountability (NAEYC&NAECS/SDE, 2003) Division of Early Childhood Education

23. “Who has the time?” • Literacy • Blocks • Free choice/Centers • Integrated curriculum • Outside Division of Early Childhood Education

24. Division of Early Childhood Education

25. Professional Development • Kindergarten Seminar • ThePreK-3rd Leadership Training Series • PreK-3rd Leadership Training Work Groups 3rd Annual PreK-3rd Leadership Conference October 28, 2011 Division of Early Childhood Education

26. http://www.state.nj.us/education/ece/ Division of Early Childhood Education

27. Renee Whelan, Ed.D. Renee.whelan@doe.state.nj.us http://www.state.nj.us/education/ece/guide/KindergartenGuidelines.pdf Division of Early Childhood Education