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Early Childhood Education. Workshop #1. Agreement Share practices of Early Childhood Education Increase the understanding of the development needs of children in Early Childhood Education. Overview:. Primary Resource : Thinking it Through- Teaching and Learning in the Kindergarten

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Presentation Transcript
workshop 1
Workshop #1

Agreement

Share practices of Early Childhood

Education

Increase the understanding of the

development needs of children in Early

Childhood Education

overview
Overview:

Primary Resource: Thinking it Through-

Teaching and Learning in the Kindergarten

Classroom, ETFO

Session One: Introduction and The

Kindergarten Child

Session Two: Play and Learning Centres

Session Three: Assessment & Planning

st lucia early childhood education practices
St. Lucia-Early Childhood Education Practices

On chart paper use

symbols, pictures, words

to represent experiences,

successes, challenges etc.

key learning objectives the kindergarten child
Key Learning/Objectives-The Kindergarten Child
  • Begin to get to know members of the group
  • Engage in Self-Reflection
  • Begin to think about values reflected in practice in a classroom
  • Focus on child development and the implications for practice in general and specifically individual practice
  • Think critically about your own practice
  • Through reflection and discussion determine actions

Thinking it Through, ETFO

introduction
Introduction

Each person in round-robin fashion

speaks to these points:

  • Name
  • Current Role
  • School
  • Expectations of the workshop
getting to know you four corners
Getting to Know You-Four Corners

Go the corner that has a

Statement with relevance

for you and discuss

image of the child
Image of the Child

What do we value about

children’s learning?

Record thoughts and post

ideas on chart paper

making connections
Making Connections

Teaching Practices vs.

Image of the child

the hundred languages of childhood
The Hundred Languages of Childhood

Reflection:

What do you think?

resource as expert
Resource as Expert

Thinkingit Through,

Teaching and learning

in the kindergarten

Classroom

Pg.8

areas of development using a jigsaw format
Areas of Development using a Jigsaw Format

This resource is focused on teaching the

“whole child. In order to plan developmentally

appropriate programs for young children, all

educators must understand the areas of

development. Each area has implications for

practice with regard to organization,

materials, learning experiences and even how

groups are organized.

areas of development using a jigsaw format1
Areas of Development using a Jigsaw Format

Number off 1, 2, 3, 4, 5

Remember your number and their home group

Group # 1-Social Development, pages 10-14

Group # 2-Emotional pages 14-16

Group # 3-Communication, Language and

Literacy pages16-21

Group # 4- Cognitive pages 21-26

Group # 5- Physical pages 26-29

areas of development using a jigsaw format2
Areas of Development using a Jigsaw Format

Meet in your number groups read and select

five-ten key points that you find relevant to

Share

Possible Questions to guide thinking:

What are the implications for practice?

What are the planning considerations in

relation to this area?

How might this information help you in

planning an aspect of your program?

Other considerations in relation to your area...

Materials; room organization; groupings; learning

experiences/centres; interaction

areas of development using a jigsaw format3
Areas of Development using a Jigsaw Format

Share Jig saw, your

area of child

development, with the

whole group

slide17
PLAY

Read ‘What is Play’ section, Playing is Learning pages 5-8

the twelve types of play
The Twelve Types of Play

“Play does not stay neatly in categories, but knowing and watching for the broad types helps sensitize teachers and parents to the shifting landscapes children create. It also provides a tool for assessing whether a playful kindergarten is providing adequate opportunity and materials for all types of play.”

assessment homework
Assessment Homework
  • Read pages 13-16, Assessment that informs instruction
  • Divide paper into 4 quadrants and respond to reading by using the strategy ‘3 A’s plus one’ (agree, aspire, aha!, argue)
say something about assessment
‘Say Something’ about Assessment
  • Key point
  • An interesting idea
  • A new connection or question
  • Tried this and it didn’t work for me
  • I like this idea
  • I wonder how that would work in my classroom?
  • I don’t understand how they did this
assessment
Assessment
  • Writing go round activity about assessment on 7 charts
smart goal
SMART GOAL

Specific: A specific goal addresses as many descriptor questions as possible (Who, What, When, Where, Why and How). It has a greater chance of being met if a specific plan is made for its completion.

Measurable: This involves deciding what will measure when the goal is attained; a finish line has to be set before it can be crossed.

Attainable: To properly set a goal, you must set the steps that are necessary to reach it. This scaffolding ensures that the goal actually is attainable, and therefore produces motivation as the goal’s completion has become a reality.

Realistic: A goal must be set in the spirit of desiring its completion. In setting a goal, one can determine if it’s realistic by asking the following questions; am I capable of attaining this goal? Am I willing to work for this goal? Setting an unrealistic goal will often result in a decrease in motivation over time.

Timely: Setting the goal within a time frame helps to motivate; without an end goal, there is no set limit to help drive the goal’s completion.