fitting it all in remembering what’s really important camille catlett professional development...
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Fitting It All In Remembering What’s Really Important
Camille Catlett
Professional Development Institute Heartland Early Childhood Paraeducator Grant
Shifting Paradigms
•be able to doKnow &
•Evidence-based practicesEvidence
Shifting Paradigms
• Developmentally appropriate practices
NAEYC standards
• DEC recommended practicesDEC
standards
How do you currently use DAP in your work?
Parts of a Whole
Individually Appropriate
Developmentally Appropriate
Culturally Appropriate
Use DEC Recommended Practices to . . .
Promote discussion of intentional teaching practices (example: C2)
Guide observation (example: C1)
Promote reflection (example: C4)
Build rubrics (example: F6-7)
Ways of Making Shift Happen
Looking Ahead
What’s on the Horizon?
Tools You Can Use
What’s on the Horizon?
Continued emphasis on early childhood systems through RTT-ELC grants
• CA, DE, MD, MA, MN, NC,OH, RI, WA have grants
• CO, IL, NM, OR, WI have just submitted applications
Grants bring a focus on . .
• Kindergarten readiness assessments
• Tiered quality rating and improvement systems (new acronym = TQRIS)
• Tools for assessing quality (environmental rating scales, Classroom Assessment Scoring System/CLASS)
Debate continues on the age range of early childhood: What are the implications of each option?
• Birth through 8 (or grade 3)?
• Age 3 through grade 3 (or grade 4)?
• Birth through 5?
Evidence continues to mount for the value for play being lost
How are you preparing your students to defend play?
Is there an early childhood course into which you could NOT appropriately incorporate an emphasis on play?
Evidence continues to mount of an increased emphasis on academics at earlier and earlier ages
Do you know a teacher who “does” calendar?
Calendar: What’s age appropriate?
Age Range Expectation
Birth through three No mention of calendar skills
Four through five Let children write on old calendars, order forms, check registers, or grocery lists.
Develop daily pre-calendar activities (identify numbers on a calendar, briefly expose children to time concepts such as a day, a week, etc.)
How are you addressing the interplay between DAP and academics?
http://www.naeyc.org/files/naeyc/file/Publications/ArticleExamples/02Neuman.pdf
The fastest growing segment of the population is children of immigrants age 0-6 many of whom (96%) are US citizens
Projections indicate that by 2030, 41% of the nation’s children will be culturally diverse
One in four children under age 3 lives in a family in which one or more of the parents were born in another country. (U.S. Census Bureau, 2007)
Nearly seven out of every 1,000
pre-kindergarteners are expelled each year—
an estimated 5,117 preschoolers in all. The
rate is 3.2 times higher than the national
expulsion rate for children in grades K-12. (Gilliam, 2005)
Boys are expelled 4.5 times more than girls; and African-Americans are
twice as likely to be expelled as Latino and Caucasian kids and
more than five times as likely asAsian-American kids. (Gilliam, 2005)
One out of every 45 American children go to sleep without a home of their own each year (National Center on Family Homelessness, 20012)
Improving Quality:What a teacher does really matters
Children form academic trajectories early in their school
careers that tend to be stable and difficult to change over the course
of their schooling (Alexander & Entwisle, 1993)
Children’s negative perceptions of competence and attitudes become stronger and harder to reverse as children progress through school (Valeski & Stipek, 2001)
Improving Quality:What a teacher does really matters
“If a bad year is compounded by other bad
years, it may not be possible for the student to recover”
(Hanushek, 2010)
An effective teacher can have a stronger influence on student achievement than poverty, language background, class size, and minority status(Aaronson, Barrow, Sander, 2007; Darling-Hammond, 2000; Jacob, Lefgren,
& Sims, 2008; Kane & Staiger, 2008; Nye, Konstantopoulos, & Hedges,
2004; Rivkin, Hanushek,& Kain, 2005; Rockoff, 2004; Rothstein, 2010)
High-quality, culturally responsive early learning environments are critical to closing the achievement gap between children living in poverty, especially children of color, and their peers.
Improving
Quality
(Whitebrook, Gomby, Bellm, Sakai, & Kipnis, 2009, p. 1)
Culturally responsive interactions between
teachers and young children are
more likely to support progress toward
children’s mastery of language, literacy,
science, and math skills
Improving Quality
(Au & Jordan, 1981; Boykin, 1986; González et al, 1993; Roseberry, Warren & Conant, 1992; Tharp, 1991, 1992)
Lessons Learned from First
School: Promote Caring
We believe that this work is difficult and complex-that seeking simple answers to pervasive problems is not productive.
We support teachers as they look at their classrooms through the lenses of race, language, culture, ability and poverty
We developed a set of guiding principles and intentional approaches that focus on different things than have traditionally defined quality.
Nurturing Positive Relationships
Developing the Whole Child
Strengthening Self-Efficacy & Identity
FirstSchool 2012
Culture of Caring
Prioritizing communication
Promoting self-regulation
Supporting independence Fostering peer interactions FirstSchool 2012
Culture of Competence
Balancing Teaching Approaches Integrating and Balancing Curriculum Building Higher Order Thinking
FirstSchool 2012
Culture of Excellence
Tools You Can Use
CONNECTThe Center to Mobilize Early Childhood Knowledge
http://connect.fpg.unc.edu/
Module 2: TransitionModule 1: Embedded Interventions
Module 3: Communication for Collaboration
Module 4: Family-Professional Partnerships
Module 5: Assistive Technology Interventions
Module 6: Dialogic ReadingModule 7: Tiered Instruction
(Social emotional development & Academic learning)
CONNECT
Research Synthesis Points on Quality Inclusive Practices
NPDCI
How Do We Move from paper to PRACTICE?
It’s just a piece of paper
ACCESS PARTICIPATION SUPPORTS
Define each key feature of inclusionShare professional development resources
related to each feature
Moving from Policies & Research to Practice
CONNECTNPDCI
Landing Pads
A sampling of evidence and resources, related to each feature, to support your learning and professional development needs
Find them online at http://npdci.fpg.unc.edu/resources/quality-inclusive-practices-resources-and-landing-pads
CONNECTNPDCI
8 New Landing Pads Just Released!
Defining Features Access
Access – means providing a wide range of activities and environments for every child by removing physical barriers and offering multiple ways to promote learning and development.
Universal Design (UD)/Universal Design for Learning (UDL) Assistive Technology (AT)
Evidence-Based Practices that Support ACCESS
EBP: Universal Design and Universal Design for Learning
UD and UDL mean the removal of physical and structural barriers (UD) and the provision of multiple and varied formats for instruction and learning (UDL).
CONNECT
Why Do It?
NPDCI
CONNECT
Read About It
NPDCI
CONNECT
See For Yourself
Photo from CONNECT Module 5
CONNECT
See for Yourself
NPDCI
CONNECT
See for Yourself
NPDCI
National Center to Improve Practice Early Childhood Guided Tour
Early Childhood Learning and Knowledge Center
National Center for Quality Teaching and Learning
Fred Rogers Center Early Learning Environment
Curriculum Toolkit
Learning Table Resources
Silence is a Powerful Statement
I didn’t know what to say . . .
• http://
www.youtube.com/watch?v=LlWpVm
eEeb0
Children’s Awareness of Human Differences
www.adoptionstogether.org
During the first two years
Infants find skin color interesting
Infants recognize familiar faces
Toddlers can correctly place photos of themselves in their correct racial/ethnic group
Toddlers begin to ask questions about differences
Toddlers begin to imitate others “Just like Mommy
or Daddy”www.creative tots.com
Two year olds…
Classify people by gender
Can tell the difference between black and white
May begin to use social labels: “I’m a girl”
Three and Four year old children…
Ask “why”Become aware
negative stereotypes and feelings about people including themselves
May show discomfort or fear to someone who is different in some way
“Boys can’t be princesses!”
“You can’t have two mommies”
From ABC’S What Would You Do? “You can’t be a Princess!”
http://www.youtube.com/watch?v=MFn81_HAvWg
Three and Four year old children…
May tease or refuse to play with someone who is different
Begin to seek labels for racial/ethnic identity
Do not have gender or ethnic constancy
Mask fear of differences with avoidance or silliness
“You cut your hair. Now you got boy hair”
“That’s a boy’s toy”
“When I get big I am going to have skin like you.”
Five and six year old children….
Develop a core sense of racial identity and negative societal biases can undermine their self-esteem
Can identify stereotypesShow aggression through insults and name-
calling
www.scholastic.com
“She can’t be my friend she has ugly clothes”
“ I got the most toys”
What messages do children receive about newly bought things?
“Wow! Look at your shiny new shoes”
Develop their own conclusions about differences if not guided by adults
Describe both poverty and wealth in concrete terms – the number of possessions
Five and six year old children….
Seven to nine year old children…
Continue to develop and elaborate on their ideas of differences
Begin to identify with groups and are interested in learning about these groups
Want and need accurate information
• Beliefs about differences remain constant and solidified unless the child experiences a life changing event
www.avianocenter.com
Sources
Bilson, Julie (1999) Overview: Development of Ethnic,
Gender Disability & Class Identity & Attitudes in Children and Youth, handout.Wolpert, Ellen (2005) Start Seeing Diversity,
Redleaf Press, St. Paul, MNYork, Stacey, (2003) Roots and Wings, Revised. Red Leaf Press, St. Paul, MN.
Four strategies from Teaching Tolerance
• Interrupt•Question•Educate•Echo
What would you say?
What would you say?Charlie, a teacher in a kindergarten
class that serves many children who
qualify for free or reduced lunch asked
the children about the work their
parents do. He was surprised to hear
4-year old Katie reply, “Nothing. My
mommy doesn’t work.”
http://abcnews.go.com/WhatWouldYouDo/
What would you do?
In the end, we will remember not
the words of our enemies, but the
silence of our friends.
Martin Luther King