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Introduction to the HighScope Key Developmental Indicators (KDIs) for Infants and Toddlers

Introduction to the HighScope Key Developmental Indicators (KDIs) for Infants and Toddlers. Shannon Lockhart slockhart@highscope.org. Objectives. Identify the rationale for why we have and how we use the key developmental indicators (KDIs) Distinguish the KDIs as outcomes of active learning

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Introduction to the HighScope Key Developmental Indicators (KDIs) for Infants and Toddlers

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  1. Introduction to the HighScope Key Developmental Indicators (KDIs) for Infants and Toddlers Shannon Lockhart slockhart@highscope.org

  2. Objectives • Identify the rationale for why we have and how we use the key developmental indicators (KDIs) • Distinguish the KDIs as outcomes of active learning • Identify support strategies for each KDI • Classify children’s actions and words into the KDIs

  3. KDIs Station to Station • Find a partner • Use pgs 7-8 in TB. • When you have finished all stations, discuss with your group: • Your reactions to each of the KDIs • Why do you think we have the KDIs for infants and toddlers?

  4. KDIs naturally occur when infants and toddlers are actively engaged with people, materials, events, and ideas--AL • KDIs describe the kinds of discoveries young children make as they strive through their own actions and interests to make sense of their world. Key Developmental Indicators (KDIs) • Take a look at the KDIs on page 3. • These are HighScope’s curriculum content areas for the development of infants and toddlers. • The KDIs are a framework for interpreting child development based on child observations, developmental theory and research. • KDIs are a series of statements describing the social, cognitive, and physical development of infants and toddlers—essential to their construction of knowledge.

  5. Where Do the KDIs Come from? • KDIs come from watching infants and toddlers. • KDIs are supported by research studies: • Ypsilanti Carnegie Infant Education Project • Infant Videotaping Project • Brain research (e.g., National Scientific Council on the Developing Child, 2004 & 2007; Schiller, 1999 & 2002; Rushton, 2001; Shore, 1997/2003; Zero to Three, 2000) • National Education Goals Panel (Kagan, Moore, & Bredekamp, 1995) and other content research (e.g., Hart and Risley, 1999). • Growth and development charts based on ages come from watching many children grow and develop. The charts may be wrong but the children are not!

  6. Look at the following pictures… Which specific KDI is evident?

  7. What You Already Know About ITs • Turn to page 11 in PG. • With a partner, discuss each of the KDIs and then come up with examples of what you have seen in infants and toddlers that best represents each KDI category. • Share as a whole group.

  8. Child Development • Jean Piaget’s stages of development: • Sensorimotor (birth – 2 ½) • Preoperational ( 2 ½ – 7) • Concrete operational (7 – 11) • Formal Operational (12 – adulthood) • As an extension of the KDIs, the assessment tool, COR helps us put sequential growth to what ITs do all day. • KDIs are an important tool for observing, describing and supporting children’s development. Infants and toddlers

  9. Anecdote Card Game • With your partners at the table, lay out the KDI categories. • Then read through each anecdote. • Place the card in the category that best represents the anecdote. • Discuss as a whole group.

  10. Over 40 types of Active Learning experiences! Why Have The KDIs And How Are They Used? • To focus adults’ observations and interpretations of children’s actions • To help adults maintain reasonable expectations for children • To help answer questions about the legitimacy of children’s play • To guide decisions about materials and the daily routine • To enable adults to recognize and support children’s emerging capacities an d be more intentional

  11. Supporting the KDIs • With a partner, turn to page 13 in TB and read through the anecdotes. • List the specific KDI or KDIs. • Come up with a plan of support.

  12. Getting to Know the KDIs • With your group lay out the category cards on your table. • Then read through each KDI and place it in the correct category. • Once you are done, go back to page 3 and check your answers. • Discuss as a whole group.

  13. Supporting the KDIs with Your Children • With a partner, turn to page 14 in TB and list the materials and/or interactions that you would use to support this KDI with your children.

  14. Implementation Plan • What made the most impact on you today? • Turn to page 15. Reflect back on the topic of today and jot down some ideas that you want to remember and strategies you want to begin implementing with your infants and toddlers?

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