examining the content of infant- toddler early learning guidelines: what has been addressed and what...
Post on 16-Dec-2015
216 Views
Preview:
TRANSCRIPT
Examining the Content of Examining the Content of Infant-Toddler Early Learning Infant-Toddler Early Learning Guidelines: What Has Been Guidelines: What Has Been
Addressed and What Hasn’t?Addressed and What Hasn’t?
Catherine Scott-LittleCatherine Scott-LittleDecember 4, 2007December 4, 2007
Thank you to Thank you to
A. L. Mailman Family FoundationA. L. Mailman Family Foundation
ReviewersReviewers– Barbara Bowman, Erikson InstituteBarbara Bowman, Erikson Institute– Peter Mangione, WestEdPeter Mangione, WestEd– Sandra Petersen, Zero to ThreeSandra Petersen, Zero to Three – Martha Zaslow, ChildTrendsMartha Zaslow, ChildTrends
States with Infant-States with Infant-Toddler ELGs Toddler ELGs (as of July (as of July 07)07)Alaska Maryland Alaska Maryland Arkansas Michigan Arkansas Michigan Delaware Minnesota Delaware Minnesota Florida Nebraska Florida Nebraska Georgia New Hampshire Georgia New Hampshire Indiana Ohio Indiana Ohio Iowa Oregon Iowa Oregon Kansas Pennsylvania Kansas Pennsylvania Kentucky Tennessee Kentucky Tennessee Louisiana Washington Louisiana Washington Maine Maine
Research QuestionsResearch Questions
How have states organized their How have states organized their I/T ELGs?I/T ELGs?
What content have states What content have states addressed in the I/T ELGs?addressed in the I/T ELGs?
Basic process for Basic process for content analysescontent analyses Read documentsRead documents Record features of the document Record features of the document
such as the age levels addressedsuch as the age levels addressed Record what area of development Record what area of development
and learning each ELG addressesand learning each ELG addresses Note specific examples or unique Note specific examples or unique
featuresfeatures
Basic Elements of the Basic Elements of the Coding FrameworkCoding Framework Five domainsFive domains
– Physical Development and Motor SkillsPhysical Development and Motor Skills– Social and Emotional DevelopmentSocial and Emotional Development– Approaches Toward LearningApproaches Toward Learning– Language and Communication DevelopmentLanguage and Communication Development– Cognitive Development and General Cognitive Development and General
Knowledge Knowledge 75 indicators75 indicators Four age levelsFour age levels
– 0 to 8 months0 to 8 months– 9 to 18 months9 to 18 months– 19 to 24 months19 to 24 months– 25 to 36 months 25 to 36 months
Calculating Data for Calculating Data for AnalysesAnalyses ““Breadth” or percentage of total Breadth” or percentage of total
ELGs (across all domains) that ELGs (across all domains) that addressed each domainaddressed each domain
““Depth” or percentage of ELGs Depth” or percentage of ELGs within each domain that within each domain that addressed individual indicators addressed individual indicators within the domainwithin the domain
Results—Organization Results—Organization of the ELGsof the ELGs Age levels usedAge levels used
– Birth to 36 months: 8 statesBirth to 36 months: 8 states– Birth to 18 and 18 to 36 months: 3 Birth to 18 and 18 to 36 months: 3
statesstates– 3 age levels: 5 states3 age levels: 5 states– 4 ages levels: 2 states4 ages levels: 2 states– More than 4 age levels: 3 statesMore than 4 age levels: 3 states
Domain or subareas Domain or subareas usedused 3 domains used in all but one state3 domains used in all but one state
– PhysicalPhysical– Social-emotionalSocial-emotional– LanguageLanguage
2 domains less common2 domains less common– Cognition/cognitive developmentCognition/cognitive development– Approaches toward learningApproaches toward learning
At least one heading that would be At least one heading that would be considered an academic subject area considered an academic subject area in 5 statesin 5 states
Michigan used a different frameworkMichigan used a different framework
Results—Content Results—Content AnalysesAnalyses Interested in balance of ELGs Interested in balance of ELGs
across the five domains across the five domains (“breadth”) and the degree to (“breadth”) and the degree to which various elements of which various elements of development within the domains development within the domains have been addressed (“depth”)have been addressed (“depth”)
Breadth of I/T ELGs Breadth of I/T ELGs Across all Age LevelsAcross all Age Levels
22.2%
25.3%
5.6%
23.5%
23.4%
PhysicalSoc-EmApproachesLanguageCognitive
Breadth of I/T ELGs for Breadth of I/T ELGs for Birth to 18 MonthsBirth to 18 Months
26.1%
29.1%5.2%
21.2%
17.6%
PhysicalSoc-EmApproachesLanguageCognitive
Breadth of I/T ELGs for Breadth of I/T ELGs for 19 to 36 Months19 to 36 Months
19.5%
21.7%
3.7%29.0%
26.1%
PhysicalSoc-EmApproachesLanguageCognitive
Depth of ELGs—Depth of ELGs—Physical Physical Most commonly Most commonly
addressedaddressed– Gross motorGross motor– Self-helpSelf-help– Fine motorFine motor
Least commonly Least commonly addressedaddressed– Physical fitnessPhysical fitness– NutritionNutrition– HealthHealth
Depth—Social-Depth—Social-Emotional Emotional Most commonly Most commonly
addressedaddressed– Emotional Emotional
expressionexpression– Social skills with Social skills with
adultsadults– Self-conceptSelf-concept
Least commonly Least commonly addressedaddressed– Relationships Relationships
with peerswith peers– Shared activities/ Shared activities/
social playsocial play– Self-controlSelf-control
Depth—Approaches Depth—Approaches Toward LearningToward Learning Most commonly Most commonly
addressedaddressed– Interest and Interest and
explorationexploration– ConcentrationConcentration– Invention and Invention and
creativitycreativity
Least commonly Least commonly addressedaddressed– Cooperative Cooperative
approach to approach to learninglearning
– Willingness to tryWillingness to try– Persistence and Persistence and
mastery mastery motivationmotivation
Depth—Language and Depth—Language and CommunicationCommunication Most commonly Most commonly
addressedaddressed– Expressive verbal Expressive verbal
communicationcommunication– Receptive verbal Receptive verbal
communicationcommunication– Participation in Participation in
language/literacy language/literacy activitiesactivities
Least commonly Least commonly addressedaddressed– Alphabet Alphabet
awarenessawareness– Communicating Communicating
in a second in a second languagelanguage
– ComprehensionComprehension
Depth—Cognitive Depth—Cognitive Development and Development and General KnowledgeGeneral Knowledge Most commonly Most commonly
addressedaddressed– MathematicsMathematics– Cause and effectCause and effect– MemoryMemory
Least commonly Least commonly addressedaddressed– Social Social
conventionsconventions– MetacognitionMetacognition– RepresentationRepresentation
Limitations and Limitations and Challenges to Keep in Challenges to Keep in MindMind Limitations within the coding systemLimitations within the coding system
– Unevenness across the indicators and Unevenness across the indicators and domainsdomains
– Difficult to capture “nuances” Difficult to capture “nuances” Other challenges Other challenges
– Important characteristics of Important characteristics of development are interrelated and are development are interrelated and are foundationalfoundational
– Unevenness in research literatureUnevenness in research literature– Limited research in cultural and Limited research in cultural and
linguistic diversitylinguistic diversity
top related