Transcript Preschool Teacher Introduction to the High/Scope Curriculum

Introduction to the
HighScope Curriculum
Key Developmental Indicators (KDIs)
Objectives
1. Identify why we have key developmental
indicators (KDIs)
2. Identify how KDIs are used
3. Classify children’s actions and words
into KDI categories
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Your Curriculum
In table groups discuss the following
questions:
1. How do you know what content to teach?
2. How was this content determined?
3. How is this information imparted to
teachers and parents?
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Why Key Developmental Indicators?
• Key – These are meaningful ideas
children should learn and experience
• Developmental – Recognizes that
learning is gradual and cumulative
• Indicators – Emphasize that educators
need evidence that children are
developing knowledge, skills and
understanding considered important for
school and life readiness
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Purpose of the KDIs
 To focus adults’ observations and interpretations
of children’s actions
 To help adults maintain reasonable expectations
for children and support children’s emerging
capacities
 To help answer questions about the legitimacy
of children’s play
 To guide decisions about materials and the daily
routine
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The High/Scope
Key Developmental Indicators
1. Approaches to Learning
2. Social and Emotional
Development
3. Physical Development, Health,
and Well-Being
4. Language, Literacy, and
Communication
5. Mathematics
6. Creative Arts
7. Science and Technolog
8. Social Studies
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Key Developmental Indicators
Station to Station
1. In your small group, follow the
instructions as you go from station to
station.
2. When you have finished each station,
discuss what you found out about the
KDIs.
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KDI Card Game
1. Read through the cards and then place
individual KDIs under their appropriate
category.
App. to
Learn
Soc/Emo
Phys.
dev.
L.L. &
C.
Creat.
Arts
Math
Sci/Tech Soc
Stud.
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Searching for the KDIs
1. In pairs, read the play scenario and identify as
many KDIs as you can using the list on pg 3
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KDIs and Classroom Materials
 In your small group, brainstorm and list
classroom materials that would support each
KDI category.
 Switch categories when you hear the signal.
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KDI Implementation Plan
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Anecdotal Notes
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Objectives
1.
2.
3.
4.
5.
Discuss the importance of observing children
Record observations of children
Use the format for writing anecdotes
Write objective anecdotes
Identify the KDIs for written anecdotes
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How Observant Are You?
• What is on the back of a dollar bill?
• Sleepy, Happy, Sneezy, Grumpy, Dopey,
Doc --- Who’s missing?
• How many curves are in a standard paper
clip?
• Close your eyes
What color shirt is your trainer wearing?
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3 curves
Bashful
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Sooooo. . .
• We see many things daily, but may not be able
to recall them easily.
• It is the everyday happenings that are significant
in the lives of young children, and not just the
milestones.
• Observing children is where we begin to
understand how they develop.
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Why Observing Children is Important
• It is factual
• Looks at children’s strengths and interests
• Provides valuable up-to-date developmental
information for staff and families
• Respects and accommodates cultural and
ethnic differences
• Helps teachers become better observers of
children and more purposeful in their planning
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Taking Anecdotal Notes
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Format for Writing Anecdotes
• Date each anecdote
• Beginning: when, where, who
• Middle: what the child did or said,
their language in quotes
• Ending: state the outcome, if there is
one
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Play Scene
At work time in the house area, Madeline put
on the shiny play dress, a hat, and some beads
and then asked Michael if he would marry her
because he was “not the same” as her. When I
asked what the difference was, she said, “He is
older and has red hair.”
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Sample Anecdotes??
12/7 pretended in
house area
— dress-up, getting
married
12/7 Recognizes
same and different —
classification
Understands concept
of older— time
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Sample Anecdote!!!
At work time in the house
area, Madeline put on the
shiny play dress, a hat,
and some beads and then
asked Michael if he would
marry her because he
was not the same as her.
When I asked what the
difference was, she said,
“He is older and has red
hair.”
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Guidelines for Writing
Objective Anecdotes
• Focus on what the child did and said
• Be factual- Avoid judgmental language
• Be specific
• Be brief
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Writing Objective Anecdotes
1.
9/14 At WT in the block area, Latrice made a
mess with the train tracks and said it was her
nest.
2.
11/28 At WT in the art area, Latrice drew a
pretty house with the crayons. It had “grass,” a
“roof,” a “door,” and 2 “windows.”
3.
1/7 At WT, in the house area, Latrice threw a fit
when Jessica was wearing the apron that she
wanted.
4.
4/26 Outside, Latrice climbed up the ladder to
the climber using alternating feet.
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Example 1:
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Example 2:
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Example 3
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Example 4
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Practice with Video Clips
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Organizing Anecdotes
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Implementation Plan
• Please answer questions 1 and 2 on the Daily
Team Planning Implementation Plan on page
130.
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