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High Quality Kindergarten Programs. Today’s Objective. Provide an understanding of the current state of kindergarten and resources to maximize learning at this grade level. The Kindergarten Experience. Demographics. Demographics cont.

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High Quality Kindergarten Programs


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high quality kindergarten programs
High Quality Kindergarten Programs

Division of Early Childhood Education

today s objective
Today’s Objective

Provide an understanding of the current state of kindergarten and resources to maximize learning at this grade level.

Division of Early Childhood Education

the kindergarten experience
The Kindergarten Experience

Division of Early Childhood Education

demographics
Demographics

Division of Early Childhood Education

demographics cont
Demographics cont.
  • 2.5% of students (1,634 kids) are either reported as retained in K, or are in a transitional 1st grade program. 

**Assumes base aid amount in the SFRA $9,649 and doesn’t include any added funding for students who are low-income, ELL, special needs, etc.

Division of Early Childhood Education

snapshot of quality in k total sample 135 classrooms in nj
Snapshot of Quality in KTotal sample = 135 classrooms in NJ

The measures:

Assessment of Practices in Early Elementary Classrooms (APEEC; Hemmeter, Maxwell, Ault & Schuster, 2001)

Physical Environment room arrangement, child display, classroom accessibility, and health and classroom safety

Instructional Context use of materials, use of computers, monitoring child progress, instructional methods, integration and breadth of subjects

Social Context children’s role in decision-making, participation of children with disabilities in classroom activities, social skills, diversity, appropriate transitions, and family involvement

slide7
Early Language and Literacy Classroom Observation Toolkit (ELLCO; Smith & Dickerson, 2002).

General classroom environment organization, contents, technology, child choice and initiative, classroom management and climate

Language, literacy, curriculum supporting language and literacy through materials, activities, instruction, strategies and teaching practices

apeec findings
APEEC Findings

Division of Early Childhood Education

takeaways
Takeaways
  • In 50 % of the classrooms, children did not have an opportunity to speak with their peers about classroom activities.
  • 52% of the teachers did not engage in some informal conversations with the children.
  • Whole group instruction was used during the entire observation in 22% of the classrooms.
  • Hands on materials for one or two subject areas were not used in 56% of the classrooms.
  • 62% of the classrooms did not offer gross motor opportunities to children daily.

Division of Early Childhood Education

ellco findings
ELLCO Findings

Division of Early Childhood Education

takeaways1
Takeaways
  • In most classrooms, adults did not engage in either individual or small-group book reading
  • Few rooms had times built into their schedules for choice
  • Materials to support writing were not located in centers
  • Little evidence of scaffolded instruction or differentiation
  • Teachers often used whole group instruction with follow-up workbook activities

Division of Early Childhood Education

multi state k study
Multi-State K Study

NCEDL 730 K classrooms across six states (La Paro, et al. ,2009).

  • 6% of observed day in free choice/centers
    • More time in individual or whole group
  • 1% of classrooms in kindergarten score high in Instructional Support
    • Teaching practices that promote understanding of concepts, feedback and language modeling
    • Such practices are associated with positive child outcomes

Division of Early Childhood Education

public expenditures
Public Expenditures

Division of Early Childhood Education

slide15
“Although intelligence is generally thought to play a key role in children’s early academic achievement, aspects of children’s self-regulation abilities—including the ability to alternately shift and focus attention and to inhibit impulsive responding—are uniquely related to early academic success and account for greater variation in early academic progress than do measures of intelligence.”

Child Development

slide16

“…consistently positive teacher-child relationships in PK and K have been found to be related to positive child outcomes, both academic and social.” (Pianta et al in Bogard, 2005).   “…factors such as teacher sensitivity, the quality of teacher-child interactions, and teachers’ satisfaction with their job, are also associated with child outcomes. “ (Bogard, 2005)

Division of Early Childhood Education

elevating learning
Elevating Learning

What should kindergarten look like

in the twenty-first century?

http://www.youtube.com/watch?v=hTaNRZhRPgk

Division of Early Childhood Education

the guidelines
The Guidelines

Guiding High-Quality Practice

in Kindergarten

School Structures that Support

High-Quality Kindergarten

High-Quality Kindergarten in Action

Division of Early Childhood Education

learning through play
Learning through Play

Division of Early Childhood Education

environments
Environments

“All kindergarten classrooms should be designed around learning centers to support purposefully designed, play based activity as the main vehicle for children’s learning.” (Kindergarten Guidelines, p. 51)

Division of Early Childhood Education

self regulation
Self-regulation

Young children who know how to delay gratification are more likely to pursue academic and personal goals with less frustration, with less distraction. (Graziano et al., 2006)

http://www.youtube.com/watch?v=QX_oy9614HQ

  • Decision-making
  • Reminders and visuals
  • Make-believe play
  • Games with rules
  • Goal-setting

Division of Early Childhood Education

assessment
Assessment

Major Purposes of Early Child Assessment

  • To plan instruction for individuals and groups
  • Identify children for health and special services
  • Monitor trends and evaluate programs
  • Individual student, teacher, and school accountability

(NAEYC&NAECS/SDE, 2003)

Division of Early Childhood Education

who has the time
“Who has the time?”
  • Literacy
  • Blocks
  • Free choice/Centers
  • Integrated curriculum
  • Outside

Division of Early Childhood Education

professional development
Professional Development
  • Kindergarten Seminar
  • ThePreK-3rd Leadership Training Series
    • PreK-3rd Leadership Training Work Groups

3rd Annual PreK-3rd Leadership Conference October 28, 2011

Division of Early Childhood Education

http www state nj us education ece
http://www.state.nj.us/education/ece/

Division of Early Childhood Education

slide27

Renee Whelan, Ed.D.

Renee.whelan@doe.state.nj.us

http://www.state.nj.us/education/ece/guide/KindergartenGuidelines.pdf

Division of Early Childhood Education