Heather Cook and Alicia Charbonneau

2011 CHILD SummitImagine of North Port

Old School vs. New School

“I get nap time and play games all day!

School is soooo much fun!”

“I have to study for tests like the SAT 10.”

“I hardly ever get to play. I have to stay in my seat and listen all day.”

The Kindergarten Gap

Kindergartenswere first introduced in thiscountry as nurturing, play-basedprograms, intended to enhance“whole child”

As programs expanded in the early 20th century, kindergartenteachers sought professional status and began to affiliate themselves with the primary school, not with the social welfare day nursery movement

Today, as a consequence, kindergarten is pulled between the developmental, child-centered focus of early care and education and the academic achievement focus of the formal K–12 system.

How did this happen?

1983 A Nation at Risk: Our schools are failing

2000 Standards Based Instruction Begins

2001 NCLB mandates high stakes testing holds schools accountable and introduces AYP

Methods of measurement begin-Tests and DataAccountability

Present Pressure to teach what’s on TestMerit PayStress and Pressure to

Positive Outcomes• Increased student performance

• Clarity of expectation that informs teachers, administrators and policymakers about what could and should be expected and achieved.

(Ladd, 1999; Roderick, Jacob & Bryk, 2002).

What do we do now?

Use the history of educational evolution and political movements to our advantage.

Combine our knowledge of young children’s developmental levels with the most researched pedagogical practices.

Use children’s development to guide their activities.

Think creatively about assessment-there is more than one way.

Thoughts on Present Day

"There's been an explosion of knowledge over the last 20 years in child-development research," he notes. "But one would be hard pressed to go through most classrooms in the United States and see a reflection of what we now know about child development."

Too often, those studying the minds of children and those shaping those minds operate on separate planes, with only the occasional crossover, notes Pianta, who adds that most teacher-training programs require only one course in child psychology or child development.

Cris Collin Edutopia, 2011

And the Research says….

“A play-based curriculum offers children opportunities throughout the day to develop the ability to think abstractly by experiencing real objects using their senses.” (Bredekamp, 1987; Kostelnik, Soderman, & Whiren, 1993)

“Play is a vital part of early childhood education and development. When children explore, experiment, and interact through play, they learn about how the world works. Children also need caring and knowledgeable adults to guide and be a part of their play experience.” NAEYC

Let them PLAY!

The Average Kindergartener

Cognitive

Fine Motor Skills

Gross Motor

Visual Motor Skills

Attention Span

Language Skills

Social and Emotional

S.E.A.M

• Most importantly, knowledgeable about

standards and expectations.

• Plan what experience you want them to have. For play based learning.

• Teacher accountability/ assessment -How do I know it’s working? Observations, checklists, work samples, portfolios, appropriate worksheets like recording sheets, photographs.

• Make sure you make it purposeful for the whole child! (everything that was on the previous slide)

Do You Measure Up?

Developmentally Appropriate Kindergarten Checklist

The 8 Essential Components of Play Based Learning

Children are playing and working with materials or other children.

Children have access to various activities through out the day. Children are not all doing the same things at the same time.

Teachers work with individual children, small groups and whole groups at different times during the day. They do not spend time only with the entire group.

The classroom is decorated with children’s original artwork and stories

Look around!

Children learn numbers and letters in the context of their everyday experiences.

Children work on projects, playing and exploring for at least 1 hour a day. Worksheets are not the primary activity.

Teachers read books through out the day not just in reading.

Children and their parents look forward to school.

Curriculum is adopted for those that are ahead, as well as those who need additional help-knowing

children do not learn the same things at the

same time in the same way.

DIFFERENTIATE LEARNING!!

The 90 Minute Block: No Time Wasted

Time Activity Purpose

5 minutes Student Led Activity

Establish routine, social emotional, motor skills

10 minutes Snack Counting, patterning, discussion, real world contexts

15 Minutes Math Journal Problem solving, discussion, literacy, invented strategies

5 Minutes Discussion/Talk Share solving a problem taking turns, social emotional

3 Minutes Clean Up Procedures

Routine and expectation, turn taking, smooth transitions

3 Minutes Transition Activity Practice skills, quick thinking, fun, motivation to transition

30 Minutes Stations Practice skills independently

5 Minutes Clean Up Procedures

Routine and expectation, self control, social emotional, responsibility

2 Minutes Transition Activity Practice Skills, quick thinking turn taking smooth transitions

15 Minutes Whole Group Lesson

Learn a new skill