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Early Childhood Education. Workshop #1. Agreement Share practices of Early Childhood Education 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
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Workshop #1 Agreement Share practices of Early Childhood Education 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 The Kindergarten 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 group • Engage in Self-Reflection • Begin to think about values reflected in practice in a classroom • Focus on child development and the implications for practice in general and specifically individual practice • Think critically about your own practice • Through reflection and discussion determine actions Thinking it Through, ETFO
Introduction Each person in round-robin fashion speaks to these points: • Name • Current Role • School • Expectations 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 Thinkingit Through, Teaching and learning in the kindergarten Classroom 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 of development. 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 Share Possible 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; learning experiences/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.