STANDARD 1:
Promoting Child Development and Learning
Candidates prepared in early childhood degree programs are
rounded in a child development knowledge base. They use their
understanding of young children's characteristics and needs of
the multiple interacting influences on children's development
and learning to create environments that are healthy, respectful,
supportive, and challenging for each child.
Artifact: The Artifact that I chose for Standard: 1 is our Pre-k 3 Classroom Layout
classroom layout. (see sample on right).
Rationale: The reason I chose our classroom layout is because it shows my work in designing different play areas that are in line with the High Scope Curriculum, which supports the development and learning of the whole child's needs. Children are able to construct their knowledge as this arrangement allows them to move, interact, and explore all areas. Some considerations in designing were: Ample square footage for children to move and play in, functional furniture, safety, open ended materials/toys, a warm and engaging environment that children are comfortable with, yet challenges their growth and development. These High Scope Curriculum Areas for work time include: Kitchen/Pretend Play, Puppets, Blocks/Cars, Math, Science, Sensory, Art, and Books. There are also tables set up for small group (blue & red), Large Group time (colorful carpet), and a cozy area where children can go to read, problem solve, and/or take a break as they feel needed.
STANDARD 2:
Building Family and Community Relationships
Candidates prepared in early childhood degree programs understand
that successful early childhood education depends upon partnerships,
families and communities. They know about, understand, and value the importance and complex characteristics of children's families and communities. They use this understanding to involve all families in their children's development and learning.
Artifact: The Artifact fact that I chose for Standard 2 , is "The Family" Sheet." project (see sample - on right). "My Family"
Rationale: For Standard 2 the reason I chose the "Family Background Sheet" is because
it partnerships with the child's family and school as they share interesting facts
about the child and their family. Some of these include: A picture of their family
and their sibling's names/ages, their favorite food and books, what they like to do
with their family, and how they celebrate with their family, There is also a family
binder in the Book Area where the children can look at their classmates' pictures
and talk about their characteristics with adults and their peers. This project meets
this standard because it demonstrates to be respectful of other families no matter
of their color, race, backgrounds, and differences. In the Kitchen Area, children also
have Family Pictures that they can manipulate and talk about. Parents can also
come into our classroom to share about their backgrounds, celebrations, culture
and home language. This Family sheet engages the parents and keeps lines of
communication open and shows how we respect others and their differences.
STANDARD 3:
Observing, Documenting, and Assessing to Support Young Children and Families
Candidates prepared in early childhood degree programs understand that child observation documentation, and other forms of assessment are central to the practice of all early child professionals. They know about and understand the goals, benefits, and uses of assessment.
They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way in partnership with families and other professionals to positively influence the development of every child.
Artifact: The Artifact that I chose for this Standard is a Child Case Study-Peyton.
Rationale: There are many ways to support young children and their families to determine their growth and development. The reason I chose this Artifact (Child Study-Peyton) was to show evidence of his developmental stages and skills using the High Scope KDI's (Key Developmental Indicators) and COR (Child Observation Record). With using anecdotal notes to observe Peyton in all Developmental Areas, I was able to assess him and share with his family ways to promote positive outcomes in his growth and development. Recommendations were also given to encourage engaging activities and experiences, according to his needs/interests at school and in partnership with families at home. In this child study, I was able to evaluate Peyton in all the High Scope Areas in: Approaches to Learning, Social/Emotional Development, Physical Development and Health, Language and Literacy, Mathematics, Creative Arts, Science and Technology, and Social Studies
(see sample above).
STANDARD 4:
Using Developmentally Effective Approaches to Connect with Children and Families
Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children's ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children.and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child's development and learning.
Artifact: Small Group COR Lesson on Animals.
Rationale: The reason I chose this Artifact for this Standard is because this Small Group Lesson helped young children to build relationships with adults and their peers. The children were introduced to the lesson by me sharing a short story about animals and that they needed to get across the river, but didn't know how. The children needed to do something so the animals could cross. The story and materials were developmentally appropriate for three year olds and engaging. Their baskets of materials were: cups, popsicle sticks, and plastic animals to explore. Some children built a bridge on their own while some worked as a Team to build so their animals could cross the River. In this lesson I used an effective strategy and learning approach with materials and tools. This lesson met the Standard for it was kept simple, engaging and utilized teaching strategies of how they could problem solve and extend their thinking. I also reflected upon my teaching strategies of scaffolding the children as some of them built a bridge and used extended conversation. I later used High Scope approaches to reflect upon my own practices so I could promote positive outcomes and experiences for each child. (see sample below).
STANDARD 5:
Using Content Knowledge to Build Meaningful Curriculum
Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in an early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, Lesson Plan
implement, and evaluate meaningful, challenging curricula that promotes
comprehensive developmental and learning outcomes for every young child.
Artifact: The Artifact that I chose for this Standard was "How are you feeling?" Lesson.
Click Lesson Plan to right.
Rationale: The reason that I chose the Artifact for this lesson is because it supported the children's Social-Emotional Development (Emotions). I observed that the children were interested in the feeling books. We read them at snack time and lunch time. My observation and assessment (anecdotal notes) demonstrated that the children knew some feelings, like Happy and Sad. However, as we read more feeling books, they learned more feelings like: angry, sleepy and frustrated. The curriculum content of Social -Emotional (KDI's/COR) was concentrated on as the children made feeling faces and talked about how they were feeling and what makes them feel that way. The High Scope curriculum and lesson plan was meaningful for the children and they were able to become more knowledgeable as they read and shared their experiences with their feelings.
Using Content Knowledge to Build Meaningful Curriculum
Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in an early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, Lesson Plan
implement, and evaluate meaningful, challenging curricula that promotes
comprehensive developmental and learning outcomes for every young child.
Artifact: The Artifact that I chose for this Standard was "How are you feeling?" Lesson.
Click Lesson Plan to right.
Rationale: The reason that I chose the Artifact for this lesson is because it supported the children's Social-Emotional Development (Emotions). I observed that the children were interested in the feeling books. We read them at snack time and lunch time. My observation and assessment (anecdotal notes) demonstrated that the children knew some feelings, like Happy and Sad. However, as we read more feeling books, they learned more feelings like: angry, sleepy and frustrated. The curriculum content of Social -Emotional (KDI's/COR) was concentrated on as the children made feeling faces and talked about how they were feeling and what makes them feel that way. The High Scope curriculum and lesson plan was meaningful for the children and they were able to become more knowledgeable as they read and shared their experiences with their feelings.
STANDARD 6: Becoming a Professional
Candidates prepared in early childhood degree programs identify and
conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates, for sound educational practices and policies.
Artifact: The Artifact that I chose for Standard 6 is my High Scope Training Certificate.
STANDARD 6: Becoming a Professional
Candidates prepared in early childhood degree programs identify and
conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates, for sound educational practices and policies.
Artifact: The Artifact that I chose for Standard 6 is my High Scope Training Certificate.
Rationale: The reason I chose my Training Certificate in High Scope is because these workshops have helped me to improving my skills and becoming a better teacher. They have supported me to become more knowledgeable in being a Child-Directed professional rather than just Teacher-Directed. They have also given me knowledge to make informed decisions regarding High Scope educational practices. I have engaged in collaborative learning to share practices and exchange ideas with others. These workshops have also given me sources to become more professional as I practice ethical guidelines in all areas of teaching in Early Childhood. My committment to early childhood education is on-going and so is additional education of training, workshops and endorsements.