Monthly Archives: June 2017

Policies and National Regulations and Standards for Early Childhood Education: Tennessee

  • Summarize your state’s policies and standards for Early Childhood Education. Link the source of your information. Tennessee has attempted to do educational shifts in math and reading. They have attempted to include the Common Core Standards in Early Childhood. The goal is to make all students ready  for school and continue to build the bridge and foundation that will take a student through K -12. The revised standards in Foundations are used as a guide to assess and still plan meaningful experiences that meet the standards.

  • Compare and contrast these policies with NAEYC principles of child development and learning that inform practice and NBPTS Standard V. Include your suggestions for improvement. According to this statement, “What seemed like a daunting task in 1986 has come to pass: Young children with disabilities are receiving effective services. For most, these services are being provided in inclusive settings and natural environments” is coming true in all the following principles from either policy( Bagnato, McLean, Macy, & Neisworth, 2011). This is a good thing because children with diverse needs are usually left out of statements, and academic needs like reading or math disabilities are at the forefront of everyone’s minds most time when thinking on the standards.  We do not count ourselves fortunate to even have standards to compare. In order for ECE to fulfill its potential for social
    benefits, there is a need for reliable and valid measures of children’s development in Zambia, Africa. Documentation of child assessment tests in the African region remains fragmented (Serpell, 1999)(Matafwali, & Serpell, 2014). This has hampered the accuracy of individual assessments and consequently the generation of reliable estimates of prevalence of childhood disabilities in Sub-Saharan Africa (Durkin & Maenner, 2014; Fryers, 1986; Schuurman, 1995; Serpell & Jere-Folotiya, 2011) Matafwali, & Serpell, 2014).  If similar activities have different
    functions in different societies, their parameters cannot be used for
    comparative purposes”cultural variations also arise within a society, raising the possibility that a locally developed test might discriminate unfairly between groups
    within that society that differ in respect of cultural characteristics such as
    language or parental education(Matafwali, & Serpell, 2014). This is very important to take into consideration noticing that not all diverse needs are special needs but cultural needs. Family involvement would help when planning and implementing a curriculum.Tennessee, NAEYC , and NBPTS focus on meeting all children’s needs.  All have a commitment to development as being important through commitment, implementation and knowing that all areas of growth are important. The differences lie in what teachers should know and be able to do from the NBPTS. NAEYC focuses mainly on child and Tennessee is trying to focus on child while still maintaining its goal to have child ready for k-12 in the academic world while trying to still keep some of the meaningful learning experiences.
  • Tennessee(2012) framework for EC standards include: • A resource for guiding the design, selection and implementation of a high quality curriculum
    • A guide for planning meaningful experiences and instructional activities which enable
    children to meet the standards
    • A guide for selecting assessment tools appropriate for children with differing abilities and
    • A framework of developmental milestones for all children regardless of language,
    background, or diverse needs
    • A framework of learning expectations to develop and nurture the relationship between
    early learning and K-12 so all schools are ready for children and children are ready for school
    • A focus for discussions regarding the education of young children by educators, policy
    makers, families and community members
    • A template for planning professional development opportunities
  • NBPTS (National Board for Professional Teaching Standards)(2012) standards has the heart of five Core Prepositions: 1. Teachers are committed to students and their learning.
    2. Teachers know the subjects they teach and how to teach those subjects to students.
    3. Teachers are responsible for managing and monitoring student learning.
    4. Teachers think systematically about their practice and learn from experience.
    5. Teachers are members of learning communities.
  • NAEYC ( National Association for the Education of Young Children) (2009) had 12 principles of child development and learning that informed practices:
    1. All areas of development and learning are important.
    2. Learning and development follow sequences.
    3. Development and learning proceed at varying rates.
    4. Development and learning result from an interaction of maturation and experience.
    5. Early experiences have profound effects on development and learning.
    6. Development proceeds toward greater complexity, self-regulation, and symbolic or representational capacities.
    7. Children develop best when they have secure relationships.
    8. Development and learning occur in and are influenced by multiple social and cultural contexts.
    9. Children learn in a variety of ways.
    10. Play is an important vehicle for developing self-regulation and pro¬moting language, cognition, and social competence.
    11. Development and learning advance when children are challenged.
    12. Children’s experiences shape their motivation and approaches to learning.

    Areas of improvement: While the diagnostic-formative-summative sequence of
    assessment has traditionally been used to structure assessment integration, more contemporary notions of assessment as, for, and of learning have emerged as a set of strategies that involve students in using and understanding assessment data to support and guide teaching and learning(Earl 2003)( Pyle, & DeLuca, 2013). Specifically, assessment of learning and its sub component assessment as learning, involves actively engaging students in monitoring their learning through self-, peer-, and instructor-based feedback (Assessment Reform Group 2002), with the aim of not only developing their understanding of content but also developing students’ meta-cognitive and self-regulating capabilities( Pyle, & DeLuca, 2013). This statement could not have been better said for improvement. Educators and policy makers are always into diagnostic , formative and summative assessments. When we should be always into how to engage the students into there own learning and how they can monitor their success rate and have a say in their assessment. They need to know how they will be assessed.

  • Generate three questions for guests to answer based on your state’s policies on assessment and your readings for this module.

1) Tennessee says its, “A framework of developmental milestones for all children regardless of language,background, or diverse needs” .  Does using bloom taxonomy and commonly used vocab words such as “algebra, adverb, describe” a normality you would use from birth to four with your children?

2) Play based assessment was used as a medium to find social and development delays to be identified (Dennis, Rueter, & Simpson, 2013). Do you agree with unpacking a standard for a four year old, listing the nouns and then illustrating the standard for them so they understand what their goal is for the day? ( these include ‘I can’ statements with on-going mastery, and reteaching statements)

3) Tennessee offers parents guides on math, science, literacy, and health for birth through 4. Is it enough to introduce a parent to how to nurture their child or should we start on the academic side as early as birth?


   Bagnato, S. J., McLean, M., Macy, M., & Neisworth, J. T. (2011). Identifying instructional     targets for early childhood via authentic assessment: Alignment of professional      standards and practice-based evidence. Journal of Early Intervention, 33(4), 243–253.

Dennis, L. R., Rueter, J. A., & Simpson, C. G. (2013). Authentic assessment: Establishing a clear foundation for instructional practices. Preventing School Failure, 57(4), 189–195.

Matafwali, B., & Serpell, R. (2014). Design and Validation of Assessment Tests for Young Children in Zambia. New Directions For Child & Adolescent Development, 2014(146), 77-96. doi:10.1002/cad.20074

 National Association for the Education of Young Children (2009). DAP position statement. Retrieved from

National Board for Professional Teaching Standards (NBPTS). (2012). Early childhood generalist standards (3rd ed.). Retrieved from

Pyle, A. a., & DeLuca, C. (2013). Assessment in the Kindergarten Classroom: An Empirical Study of Teachers’ Assessment Approaches. Early Childhood Education Journal, 41(5), 373-380. doi:10.1007/s10643-012-0573-2