Preschool Learning Guidelines and Core Competencies Online Training Modules

Anne Douglass, Ph.D. University of Massachusetts Boston Angi Stone-MacDonald, Ph.D. University of Massachusetts Boston MaryLu Love, M.S. University of Massachusetts Boston

Online Module Walkthrough

Core Competencies Course

• Area #1 - Understanding the Growth and Core Development of Children and Youth • Area #2 – Guiding and Interacting with Children and Youth • Area #3 – Partnering with Families and Communities • Area #4 – Health, Safety, and Nutrition • Area #5 – Learning Environments and Implementing Curriculum • Area #6 – Observation, Assessment, and Documentation • Area #7 – Program Planning and Development • Area #8 – Professionalism and Leadership

Preschool Learning Experiences Course

• Mathematics • English/Language Arts • Science • History and Social Science • Arts • Health Education • Early Childhood Program Standards (Blue Book)

Course Logistics

15 hours required to complete each course • • • Theory and practice Presentations between 30-45 each including video links Course readings and web resources • • • • Reflection and application quizzes assessments assignments

Core Competencies for Early Education and Care and Out of School Time Educators:

# 5

Learning Environments and Implementing Curriculum

Massachusetts Department of Early Education and Care

Indicator and Levels

Know and be able to do:

Initial Mid

• Educator : With supervision, • No administrative responsibilities • Educator: Works directly with children and youth • May have administrative or supervisory responsibilities

Advance

Educator, leader, mentor: • Administrative, supervisory, mentoring or training role

Links with Other Professional Documents • Licensing Sections 7.06, 7.07

• Code of Ethics • NAEYC Accreditation: #2 Curriculum, #3 Teaching & #9 Physical Environment • NAFCC Accreditation: #2 Environment, & #3 Developmental Learning Activities • DEC Recommended Practice Child-Focused Practices & Technology

Applications

• COA Accreditation: ASP – PS #5 Programming and Activities , ASP – PS #6 Indoor Environment & ASP – PS #7 Outdoor Environment

Area 5: Learning Environments and Implementing Curriculum • High quality environments and utilizing strategies • • • • consistent schedules and routines, transition activities interesting materials and activities arranging a classroom to enhance learning • Understanding developmentally appropriate curriculum models that prepare children and youth for success in school

B. Curriculum

5. Schedule 6. Learning experiences 7. IEP’s and IFSP 8. All domains of learning 9. Language and literacy development 10. Promote physical, mental, nutritional , and oral health

B

Language Rich Environment

• Opportunities to experience oral and written communication • Communicate needs, thoughts and experiences • Describes things and events • Respond to questions • Build vocabulary – though rich experiences • Non-verbal communication strategies

B

Communication

Receptive Expressive

Oral language Listening Print Reading Talking Writing

B

Early Literacy Skills

Code-Related Skills

 Alphabet Knowledge  Print Concepts   Phonological Awareness Letter-Sound Knowledge

Early Literacy Meaning-Related Skills

 Vocabulary   Grammatical Understanding Narrative  Comprehension

Reflection of learning

Make a plan for how you will: • Deepen your knowledge of Learning Environments and Implementing Curriculum • Guide other adults working in the field deepen their knowledge of Learning Environments and Implementing Curriculum • Use your knowledge while developing policy, support families understanding of Learning Environments and Implementing Curriculum

Initial Level Discussion Questions

• Describe how you will deepen your knowledge to create learning environments and implement curriculum to support each child’s growth and development.

• Identify the specific age group you work with; talk about specific learning goals for this age group, describe the curriculum and environment you use to support children’s growth and development.

Core Competency Self-Assessment

Massachusetts State Preschool Learning Experiences Mathematics Module Created by UMass Boston EECIS faculty Please press the play button to move to the next slide.

Overview of the Math Preschool Learning Experiences

• • • • • Number Sense Patterns and Relations Shapes and Spatial Sense Measurement Data Collection and Analysis Review the Overview of Math document before continuing this module.

Number Sense 1

1. Listen to and say the names of numbers in meaningful contexts.

Children need to learn to say numbers and connect them to the appropriate quantities. Video clip: Five Little Monkeys Video

Shapes and Spatial Sense 10

10. Investigate and identify materials of various shapes, using appropriate language. In this video, children learn about shapes in their environment: Shapes video

Measurement 13

13. Use estimation in meaningful ways and follow up by verifying the accuracy of estimations.

Name

Sarah John Lei Michelle Ryan Alana Joanna ACTUAL

Guess

50 8 25 16 12 3 42 33

Math Module Quiz

OpenCourseWare

Purpose of Research

• Understand how technology-mediated learning can be used in MA professional development system • Understand the technological capacity of the EEC workforce and ways to improve capacity • Understand how trainers and participants used the modules and how the training will impact practice

Research Questions

• Did participants increase their knowledge of using the online training modules?

• How do participant characteristics impact growth? • Does job title and experience impact participants’ knowledge of specific core competency categories? • How do educators and providers use these courses to advance their professional development qualifications and/or the QRIS?

More Research Questions

• Can use of technology in training support technology use for future training? • What are the technology skills and comfort levels of the EEC workforce?

• What challenges/barriers do trainers/educators face in using these courses? How could MA strengthen its infrastructure for supporting online and distance learning professional development?

Research Plan

• • • • Participant Surveys Self-study via OpenCourseWare (OCW) Trainer/director facilitated trainings College credit course participants • • • Trainer Surveys At training After facilitating two training sessions