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Enhancing Essential Learning Experiences: Language, Literacy, and Social-Emotional Development

Join us for a comprehensive roundtable focused on improving essential learning experiences for early childhood education. Key topics include updates from the Ministry, understanding language usage, and unpacking the social-emotional domain. We will explore developing language skills through engaging stories, fostering literacy, and identifying effective strategies for social and emotional competence. Learn how to create a continuum of learning and enhance family engagement to support children's holistic development. Let's celebrate our progress and collaborate for the future!

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Enhancing Essential Learning Experiences: Language, Literacy, and Social-Emotional Development

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  1. Essential Learning Experiences October 16, 2012

  2. Today’s Agenda • Round Table – Celebration • Ministry Update • What is Using & Understanding Language? Review ELE with SLP’s • What is Developing Language? Unpack ELE and create continuum of learning • Lunch • Application - Intake – Orientation (Process) • COR – Q & A • What is Social & Emotional Domain? Unpack ELE and create continuum of learning

  3. Let’s Celebrate!!! Environments; Projects; Family Engagements; Partnerships; Interactions; Experiences; Resources; Reflection

  4. Ministry Update Essential Learning Experiences

  5. What is Using & Understanding Language? The Hundred Languages of Children

  6. Table Shuffle • Rachelle (Facilitator) • Nicole • Andrea • Evelyn • Kristen (Facilitator) • Inga • Laurelyn • Wendy • Patricia (Facilitator) • Jill • Krystal • Stephanie Review and enhance the unpacking and rubrics of the Using (UL) and Understanding (UN) Language and Literacy Experiences.

  7. What is Developing Language?

  8. Developmentally Appropriate While the preschool years are the prime time for developing the emergent reader’s literacy skills, we need to emphasize that we are not advocating the “push down” of the kindergarten or first-grade curriculum. - Wolfe & Nevills, 2004 – Building the Reading Brain, PreK-3

  9. Language and literacy development in the preschool years should not stress isolated skills development or formal instruction in phonics. Linguistic awareness is best developed within the context of the child’s work and play. The environment, whether at home or in preschool, should provide many opportunities to hear and play with language. These opportunities should, whenever possible, be a part of the child’s natural experiences - Bredekamp, 1987

  10. Beginning writing skills are enhanced when children draw, color (but not within the lines), copy, and invent their own spelling – Chomsky, 1979

  11. DLP.1 Engaging with Stories and Books

  12. Enhancing Comprehension through Story Time • Being read to aloud in an expressive manner from an appealing book has been associated with improved literacy learning – Clay, 1979 • The preschool child still needs and wants to be read to. This develops two important literacy skills: print exploration and comprehension. • Children develop a sense of story – beginning, middle, end

  13. Reading promotes positive feelings about books and purpose of reading. • Reading from a variety of books develops children’s background knowledge • Builds vocabulary • Engages children in inferential thinking • Engages children in “pretend” reading

  14. Important Cognitive Strategies for Comprehending and Responding Goal

  15. DLP.2 Gaining Meaning from a Variety of Visual Formats and Text Materials • Print is everywhere! • Print is print no matter where it is found! • As adults, we use print in many ways. • Print can be produced by anyone. • Print is different from other kinds of visual information. • Print holds information. • Print symbolizes information, and what we say can be written. • Adams, 1990

  16. Unpack and Build the Continuum Stephanie Evelyn Krystal Jill Rachelle Nicole Andrea Laurelyn DL P.2 & DL P.3 DL P.4 & DL P.5 DL P.6 & DL P.7 Kristen Inga Wendy Patricia

  17. Application – Intake - Orientation How can we improve the process? • With your group and the topic listed, email me your suggestions.

  18. COR - Q&A

  19. Child Observation Record Data 2011-2012

  20. Social & Emotional Domain • Social emotional competence has been shown to be one of the greatest determinants of future success both in school and life. • - Riley et al, 2008, CEECD, 2009, NIEER, 2007

  21. Graffiti Activity In a large group, identify all the social and emotional concerns your students are exhibiting in your classroom. Do not mention student names. Write these in the circle.

  22. Outside your circle write the interventions, strategies, and other supports you have in place for eliminating these social and emotional concerns.

  23. Relationships Video (1:48-18:41) • SEP.1 Developing Self Awareness • SEP.2 Developing Self Worth • SEP.3 Developing Sense of Others • SEP. 7 Identifying and Regulating Emotion

  24. Unpack & Build the Continuum

  25. Resources • Social and Emotional Foundations for Early Learning • Saskatchewan Prevention Institute

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