Transcript Essential Learning Experiences

Essential Learning
Experiences
January 31, 2013
Agenda
 Celebrations & Purchasing/Budget Updates
 Ministry Update
Early Years Evaluation EYE
Essential Learning Experiences
 Social & Emotional Experiences
 Physical Development Experiences
 Family Engagement – intro/Focus Topic in March
 COR DATA Initial Review
 The future of COR & Digital Portfolios
 Using Ipads with our Digital Gurus!
 NESD Professional Growth for Early Learning
Teachers
Ministry Update
Early Years Evaluation (EYE)
5 dimensions of early learning:
1. Awareness of Self and Environment
2. Social Skills & Approaches to
Learning
3. Cognitive Skills
4. Language & Communication
5. Physical Development
EYE-TA (Teacher Rating Scale)
EYE –DA (Individually Administered)
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Training for Teachers
Scheduled Assessment
Block
Data Upload
Reports
Communication
Follow-up and planning
A Key Reminder for Teachers
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The EYE is a snapshot of a child’s learning and
development in a given 45 minute period on a
given day.
It is not about what you have taught the child up
to the date of the assessment.
It is about where the child is today.
It is about the opportunities and experiences you
will plan to enhance and extend the child’s
development and learning.
The EYE is not designed to:
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Label children
Diagnose specific learning problems
Identify children who are
intellectually gifted
The EYE is:
not about
 “what we have taught the child”
but
 “where the child is today”
and
 “where we will take the child”
EYE Webinar
Prekindergarten
ESSENTIAL LEARNING
EXPERIENCES
Essential Learning Experiences
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Is not an additional curriculum.
It is not a checklist.
Ministry is building supports to the
experiences.
Assessment continues through
observation & documentation.
Reporting to parents will be through
portfolios.
Social & Emotional
Development
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Why is Social Emotional Development
Important?
Studies show a causal
Research shows us that Social
Emotional competence leads
to:
• Success in school
• Increased school attendance
and lower drop out rates
• Ability to hold a job
• Ability to work well with
others
• More positive relationships
with others throughout life
relationship between
social emotional
competence in young
children and future
academic achievement.
What is social emotional
development?
Social emotional development
involves being able to interact
with others as well as regulate
emotions and behaviour.
There are many foundational skills and
experiences that children must take
part in and develop in order to be
successful.
Importance of Self Regulation
“Self regulation also predicts success throughout a child’s
lifespan. According to research, children who were better
at self-regulation in the preschool years have more selfconfidence and self-esteem; better cognitive and social
skills; and more independence, better academic
performance, and greater ability to handle stress and
frustration during adolescence.”
“Even more amazing is the fact that better self regulation
during early childhood predicts occupational success and
general life satisfaction during adulthood.”
From Social & Emotional Development: Connecting Science and Practice in Early
Childhood Settings by Riley, San Juan, Klinkner and Ramminger. (2008), p67.
Interacting Successfully with Others
What are the skills and abilities that are required to interact
with others successfully.
Here are a few possibilities:
•Effective communication
•Understanding the social rules (turn taking, eye contact,
body position etc)
•Perspective Taking
•Empathy
•Conflict resolution
•Ability to recognize our own emotions
•Ability to persevere
•Ability to focus
Social emotional development is complex and related to other areas of
development.
Connections
There is variation in how
easily we recognize the
connections to the other
domains of development.
Play based programs allow
social emotional
development to be an
integral component in all
activities.
Intellectual Connections
This is perhaps the easiest connection for
educators to identify.
For children to benefit from
cognitive activities, they must
be able to listen, focus, persist
to complete a task, be curious,
confident and eager learners.
Language is also an essential tool
for learning with and from
others.
Physical connections
Social competence
connects with
physical
development:
• Understanding personal space
• Interpreting non-verbal
behaviour of others
• Ability to regulate behaviour.
Spiritual Development
Self awareness and
self concept are
integral to spiritual
development. This
includes how we
perceive our
connections to others
and the natural world.
Consider the children’s previous
experiences and how this will
influence your environment and
program.
Maslow’s Hierarchy of
Needs
Basic needs must be met before
higher levels.
For example: If you are starving
then you are not concerned
about making friends or being
creative.
Physiological Needs
It is difficult to learn if you are:
• Hungry
• Tired
• Sick
• Hurt or experiencing pain
• Too hot/cold
You can likely think of examples from your own life
when physiological needs interfered with your learning.
It is important to ensure that we consider
accommodations for these needs in the learning
environment.
Need for Safety
We need to feel secure in our environment or it becomes the primary focus of our
attention.
Trip Metaphor
Children in the Early Learning
Environment
Procedures such as security at the
airport and wearing seatbelts on the
plane.
Procedures such as car seats, CSA
safety standards, policies and
regulations.
We rely on others to ensure the
Children rely on family are caregivers to
certification of the pilot and safety of the ensure the environment is safe.
aircraft.
But what if something goes wrong?
What if we can’t trust others to keep us safe?
For children to feel safe and secure at
school, they need to know that adults
will be in charge and will be
responsive to their feelings of hurt, fear
and anxiety.
Bilmes, P50 Beyond Behavior Management 2nd edition
Attachment
Occurs during infancy but has an impact on
later relationships.
•Secure attachment
•Insecure attachment
Affects the quality of future relationships
More info available from:
Attachment Network (Manitoba)
Saskatchewan Prevention Institute
Snowflake Activity
Brainstorm, with your trio, ideas as to how you
can provide opportunities in your classroom for:
•Belonging
•Building Empathy
•Understanding Emotions
•Developing Self Awareness
Record you answers on chart paper.
Social & Emotional Development
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SEP.1 Developing Self Awareness
SEP.2 Developing Self Worth
SEP.3 Developing a Sense of Others
SEP.4 Developing a Sense of Belonging
SEP.5 Separating from family without distress
SEP.6 Taking Perspectives of Others and Showing
Empathy
SEP.7 Identifying & Regulating Emotions
SEP.8 Interacting with Peers
SEP.9 Resolving Conflicts
Unpack & Build Rubrics
Social & Emotional Development
Physical Development
Physical Development
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A fundamental movement phase occurs between
2 and 7 years old, wherein coordination
improves every year, making it an ideal time for
adults to capitalize on development of children’s
basic physical skills such as running, throwing,
and balancing (Gabbard 2007; Gallahue 1995).
By preschool age, children spend 5% of their
free time in big body play (Pellegrini 1997).
Physical Development
My students have these
opportunities for
physical development:
My students need these
opportunities for
physical development:
Physical Development
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PDP.1 Developing Loco-motor Skills
PDP.2 Developing Fine motor Skills
PDP.3 Developing Stability/Balance
PDP.4 Developing Manipulative Skills
PDP.5 Developing Space and Body
Awareness
Unpack & Build Rubrics
Physical Development
Family Engagement
Core Beliefs
1. All families and schools want the best for their
children.
2. All children have the right to the opportunity to reach
their full potential.
3. Families are the first and continuing educators of their
children.
4. Effective schools provide a nurturing and supportive
learning environment.
5. The diversity of families is valued and is used as a
resource for building partnerships and communities.
Engagement Expectations
Key Practices
Share with your table groups how you are:
n Communicating purposefully, positively and
frequently.
n Encouraging, participating, sharing of family
knowledge and experience.
n Conducting home visits and integrating
families in the classroom
n Sharing children’s learning goals and goal
setting and focusing on child development.
Check this out for support:
The Future
...COR
...Digital Portfolios
... Assessment
Digital Learning
With Stephanie Pipke-Painchaud &
Robert Nystuen
NESD Teacher Growth
Form
For Early Learning
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