All posts by fantasticfelicia

About fantasticfelicia

An early childhood professional who loves and has a passion for children. I have a dedication to see excellence go forth from colleagues to students. I also expect excellence from leaders and administration who run the programs for children development and together we work for the best interest of children.

Scholar-Practitioners Who Impact Future Change in an Expecting Excellence Educator’s Point of View

I entered the early childhood field because I did not appreciate how I grew up.  I had a bad school experience and teachers from preschool through 3rd grade I did not relate to.  I was told by my first-grade teacher if I wanted to change something I should become a teacher.  I did become a teacher, but to my surprise teachers do not have the voice I thought they did.  Instead, other stakeholders dictated what would go in their classrooms and not give the teachers the autonomy to do what was best for their children.  We became a part of the race to the top funding that unfortunately prepared our students for the worst, not the best.  Schools were no longer working together but against each other to keep best-kept secrets to beat the next school.  The teaching world had become a business in corporate America.

My voice wanted for children to be who they were and yet believe they could accomplish anything to a good support system.  This support included parents, librarians, community workers, teachers, everyone who could and were willing to support students.  As a teacher, I should have a voice and a responsibility to speak out against assessments that do not measure student growth and individual achievement.  “Information on the children should include data on their prior out-of-home program experiences, primary language, and any identified special needs.  To complement these data, states would design a child assessment effort to document the status and progress of children’s knowledge, skills, and behaviors” (National Early Childhood Accountability Task Force, 2013, p. 65).  I believe the presence of these state funding tests is the greatest barrier. It is hard to measure children and teach all required standards.  We may overlook something or take away teaching time to get in standardized assessments.

As a scholar petitioner, I would love to talk to the presidential administration and the House of Representatives and Senate on what initiatives to evaluate programs on growth, not achievement.  Funding should not be taken away because they did not meet your national standard. Standards need to be realistic and not compared globally.  If they are compared globally, why not ask for assistance instead of competition?  We can learn from each other so all students are successful and not bound by where they live or their culture.  “Research shows that the quality of programs, as indicated by multiple dimensions, such as cultural appropriateness, staff skills, intensity and duration, and features of the physical and social environment of programs, is key to improving health, cognitive and socio-emotional development” (Britto et al, 2011, p. 3).  The only downfall is most times to really get a politician or agencies like NAEYC to listen you have to hold an office to fight.  Stakeholders say they listen to teachers, but they do not necessarily follow the advice.  To minimize the downfall, we have teacher unions where teacher serves on those boards and head to Washington and local state decision making legislative conferences.   I think coming together has made a huge impact on what can be done. Unfortunately, teachers in the early childhood field have become complacent, and tired of doing unnecessary assessments that they either make-up something on tests to get by and same on documentation.  They are falling out of love with what they loved to do.  I think bringing preschool teachers, day/ home care teachers, Head Start, Bright Horizons, Porter Leath, and any other early organization would help.  These teachers need to sit down and figure out what worked best in each area and why.  Can one assessment truly cover all domains and is it effective to be universal for all children and cultures?  Then we need to find out how to lessen the stress of paperwork and actually know what is required by evaluators and have time to implement those strategies.  Everyone hates to see an evaluator coming when, if they knew up front this is what should be posted, what your classroom should look like and sound like, then that would lessen the load on accreditation agencies, evaluators, and other stakeholders.  Everyone needs a specific sheet to evaluate from that covers what needs to be seen.  Then schools, parents should know also. Once the country can know what should happen, other stakeholders would know too.  Then politicians would not be trying to cut 9.2 billion from the education budget because it seems like we do not need all the resources previously given.  We might save money if everyone knew best practices and those were given universally.  But without a goal and purpose.  Right now, we need to take a step back and see what is really helping our children and what is not.  Then we may see more educators in a classroom achieves more or technology integrated into classroom helped to achieve more.  As scholar-practitioner, I see a need, but the question is: “Will stakeholders listen?”

The class I am currently taking has impacted how I think about evaluators and how I think about the evaluations we give children. I want to help children but believe that I almost need to work with and train others outside of classroom experience what needs to be met inside the classroom. Standards are great but are our children really measuring up? Programs seek quality, but it goes back to my initial question when I started this class: What is a quality program? Are we only looking at the environment and saying it’s safe for children? CLASS evaluations are listening to the relationship and interactions between the children and caregiver. Looking into evaluations this course has taught me that there are different aspects to quality. My goal would be to transform all these wonderful assessments into a single assessment that teachers, stakeholders, agencies can use one assessment to cover all domains and children and adults feel respected and valued in the end. If we have to ask what is a quality program and how is it assessed, we need to correct some evaluations and assessments toward centers, teachers, and students.

References

National Early Childhood Accountability Task Force (2013). The report of the national early childhood accountability task force: Taking stock: Assessing and improving early childhood learning and program quality. Chapter 4 Retrieved from http://policyforchildren.org/wp-content/uploads/2013/07/Taking-Stock.pdf

Britto, P. R., Yoshikawa, H., & Boller, K. (2011). Quality of early childhood development programs in global contexts: Rationale for investment, conceptual framework, and implications for equity. Sharing Child and Youth Development Knowledge, 25(2), 1–31. Retrieved from http://eric.ed.gov/?id=ED519240

Scholars Practitioners as Program Evaluators

 

 

Lorraine Cook decided to take her program through accreditation after she joined

National Association for the Education of Young Children (NAEYC) in 1995 (Laureate

Education, 2016a). She wanted the national recognition and evidence that they were an

excellent organization from an outside source (Laureate Education, 2016a). Cook was

able to co-chair in a government program for New Jersey (Laureate Education, 2016a).

New Jersey was able to get the five percent increase in subsidies reimbursement for

accredited centers (Laureate Education, 2016a). Listening to the stories of early

childhood professionals who took the next step in making sure they had quality

education for their staff, the children and themselves was inspiring yet for me daunting.

I am a fearless educator and advocate for making sure that all children get a quality

education. I do not particularly care for being over other adults who may or may not

share the same aspirations as myself. Being a program evaluator can cause great friends

or major enemies. If the center and staff are willing to embrace changes and can be

flexible to change, then checking for quality, making sure program interventions match

the purpose of the program, and the curriculum that engaged all stakeholders would be

an easy feat.

Unfortunately, like Cook spoke on, I also believe not all centers are going for

accreditation even with extra incentives in place. They do not want a program evaluator

to come in and be a part of their center. Their comfort zone would be compromised.

People who have been in the field for a long time may not want to change their way of

thinking or doing things. I think this is the first class that is interesting to me as

understanding what a program evaluator does but not fully understanding the role and

not so ready to jump in as an evaluator. I can be more proactive in ensuring quality

environment and instruction for all children taking on a perspective of a program

evaluator in my school as a teacher, not necessary an administrator after the class is

over.

One question I would have since I learned that some of the leaders no longer teach in

a classroom, is how do you still relate to teachers? At first being a program evaluator

could mean you can connect because you were just fresh out the classroom and you

understand the hardships teachers face and can come up with easy ways to meet

standards, ideas for quality instruction, and environment. My problem would be after

years of stepping out of the classroom how easy is it to impact the classroom and stay in

touch with all stakeholders, from parents, teachers, principals, students and the list can

go on. I have a deputy superintendent of our school system. She is out in her six-inch

heels daily walking into someone’s school building. Dr. Griffin stays in touch and then

comes back to tell them suggestions on how to meet the needs of their students. She

evaluates them on rigor, school climate and culture, and academics. Schools who hate to

see her coming are those who may do just enough to get by and may not be offering the

highest quality of education. Those who love to see her come invite her to the school to

see how they are implementing a strategy that will enhance quality instruction and

environment. If I had to step out of the classroom, I would want to be a program

evaluator like her. If I stay a teacher which is what I want to do, I could be a leader in the

sense of impacting through peer collaborations, teaching workshops at local conferences

on what to look for in a quality education program, or be on boards or committees

outside of school time to impact childcare in the same lines as Lorraine Cook did to help

out New Jersey.

Reference

Laureate Education (Producer). (2016a). NAYEC accreditation [Audio file]. Baltimore, MD:

Author.

Assessing for Development, Emerging Knowledge, Intervention, and Modification: Using Assistive Technology

 

The importance of assistive technology is to help those in need with the normalcy that

too many take for granted. “According to the Technology-Related Assistance for

Individuals with Disabilities Act of 1988 (Public Law 100-407), an assistive

technology means any item, piece of equipment, or product system, whether acquired

commercially, off-the-shelf, modified or customized, that is used to increase, maintain,

or improve functional capabilities of individuals with disabilities.” (Stokes, n.d., para 3)

Even as educators working with young children it is necessary to be able to use tools that

assist them in learning and address delays early so early childhood educators can help

each child reach towards their fullest potential. When educators modify tasks, they take

in consideration all students and break the mold from the one size fits all with education

and the assessments children must take.

       Picture communication symbol(PCS), has a software system called Broadmaker, that

ELL and special needs children and adults can use, black and white pictures symbols

with messages to help students with word and picture recognition. (Stokes, n.d., para 6)

True Based Objects Icons are suggested to use with children who may have problems

identifying objects. It takes shapes and lines and create a way for children to see and feel

what the object it’s trying to represent a two-dimensional shape. (Stokes, n.d., para, 9)

These technologies can be used for preschool to adult in reading comprehension, self-

help, academic skills, and scheduling organization. Even in music visual impaired

students use/ Braille embossers and note takers to transcribe music. Text to speech

computer laptops used programs such as “GOODFEEL, a program designed by Dancing

Dots Software, can open scores created with Lime, translate them into braille music

notation, and send them to a connected braille embosser.” (Rush,2015, p. 79, para

6)Visual systems can be used to assist in mathematical concepts with pictures to

represent numbers and word problems. Visual systems can also assist with scheduling to

show little ones where to move to help with time. Visual systems are great in identifying

reading concepts and words also. Placing pictures with words helps with reading. Visual

systems can include anything used to help stimulate the mind through the eyes. Visual

stimulation can be in any object real or non-real, pictures, drawings or written words

(Stokes, n. d.) Culturally this is great because it helps English Language Learners (ELL)

with a picture to recognize the words to have a path to their long-term memory to

connect pictures with words. Teachers are called upon at most times to differentiate

instruction and show pictures to ELL children. This system is effective.  Educators can

use real life objects like taking a nature walk with ELL children and showing leaf, ant,

and rocks. Explaining everything slowly with an object meant more to the students.

Visual technology especially on computers are helpful. Children who are five years old

continue to click on a picture because it kept saying the word of that object. The only way

to determine effectiveness is show the child that object at a different time and see if they

could recall the picture schedule or the object at random in an informal assessment or

on a standardized test that also shows pictures. The fault colleagues have seen when

pictures and words are connected, are the different meanings or names for objects. For

example, the test may say dish and child is calling it a plate. Sometimes the visual and

words do not match. Double meanings like color word orange also being a fruit can

confuse an ELL student.

“Livescribe Pulse Smartpen, a pen that is slightly larger than a regular ballpoint pen.

The Smartpen contains a camera and microphone, which capture everything writers say

and draw. Students activate the pen’s audio and visual features by tapping “start”—one

of several icons that run across the bottom of special Smartpen dot paper.”  (Bogard &

McMackin, 2012, p. 316, para 1) They can replay any part they need and talk out their

plots. They can tap any part of their work and resume. Audio pens are wonderful that

can be used by older children and even kindergarten can use it. Their standards include

characters and plot so they can make up and discuss stories using the audio technology.

The technology is great in reading and help with language usage and grammar. This

would help ELL children to see their words become a part of a picture on the computer.

It also helps them to cognitively concentrate so that what they really want to say shows

up on their picture. An issue would be the mispronunciation of words which may cause

frustration of unwanted drawings on the computer.

References

Bogard, J. & McMackin, M. (2012). Combining traditional and new literacies in a 21st-

century writing workshop. Reading Teacher65(5), 313-323. doi:10.1002/TRTR.01048

Stokes, S. (n.d.). Assistive technology for children with autism. CESA 7. Wisconsin

Department of Public Instruction. Retrieved from

http://www.cesa7.org/sped/autism/assist/asst10.htm on Nielsen, L. (2011). 25

incredible assistive technologies. Retrieved from

http://theinnovativeeducator.blogspot.com/2011/09/25-incredible-assistive-

technologies.html

 

 

 

Can You Choose the Proper Assessment for My Students?

      Please help me decide the best researched based assessment I can use for my students

in these two scenarios. The scenarios are not giving away what the assessment I chose to

use nor what my colleagues suggested I use. I value my guests here to help make

informed decisions. Thank you.

      Every assessment is meaningful for educators. Early Childhood educators need to be

informed of various assessments so that they can create meaningful lesson plans and

curriculum for our students and their future. The more assessments available,  parents

and stake holders can review data and make choices in the best interest of the child. The

tasks can be made authentic and the child can feel successful. The information provided

gives a purposeful assessment as defined by Ebbeck, Teo, Tan, & Goh. (2014).

                  “One of the primary purposes of assessment is to gather information about

              children’s development and use it as a basis for curriculum decision making.

              When seen in this light, it will allow children to make further progress in their

               learning. It also enables this information to be shared with all those who have a

              stake in the children’s future, including parents, teachers and caregivers, centre

              administrators and referral agencies for children who have additional needs.” (p.

              116)

     Here is a student who may have a Emotional Disturbed  disability and the teacher

needs to find an assessment that meets his needs and can benefit him later in his

education because he is very intelligent. Decide if he is gifted or needs other assessments

and guidance. I need your help in helping me decide on assessments to help this child. I

want him to be successful and need the best possible assessments to be authentic and

beneficial for him.

Scenario 1: There is a little boy who is five years old. He just started kindergarten. He

was quiet at first. He clung to his mom, she kissed him, and told him she had to go. Once

Mom was gone he cried but then sat down. On his first day at his new school, he could

write his first and last name. Since this was about three weeks into school when he came,

the teacher did not want to back track to the readiness assessment for beginning

kindergarten with him. He was able to grasp objects and  throw crayons to hit others

across the room. The teacher had exhausted all the work that day and he finished early

every time. He would run around the room and laugh as he took someone’s pencil or

knocked them out of their chair. When told to get back to work, he was finished, and it

was correct. According to  Banerjee & Luckner (2013), “The third most frequently

reported challenge was participation of young children when conducting assessment due

to their inappropriate behavior, limited attention span, or noncompliance during the

assessment process that could result in the development of functional goals.”(p.242) He

could write sentences if modeled what you needed for him to do. He became angry and

would tear things off the wall that helped others learn. He spit in one teacher’s face, bit

another teacher, and twisted the hand of an assistant and sprained it. Seemed to be a

bright young man. He was hard to assess because he was constantly moving. He did

seem to have liked the attention of a male figure.  The teachers and school kept trying to

figure out how we can assess this little boy. We can not tell his talents or weaknesses

unless we can get him to move quickly through the assessments in a timely matter.

References

Banerjee, R., & Luckner, J. L. (2013). Assessment practices and training needs of early

childhood professionals. Journal of Early Childhood Teacher Education, 34(3), 231–

248.

Ebbeck, M., Teo, G. L. C., Tan, C., & Goh, M. (2014). Relooking assessment: A study on

assessing developmental learning outcomes in toddlers. Early Childhood Education

Journal, 42(2), 115–123.

In this Scenario the children is clearly identified as having disability which is kept

from you so you can figure out  what it is he has and what intervention we can provide

to him.  He is also in kindergarten and need the intervention and assessments in place to

help him.

Scenario 2: A six-year old boy who is in kindergarten is currently being observed in his

classroom for his behavior and actions towards others. He is a very smart boy. He can

remember things academically. But if he stabs someone with a pencil or kick them in the

head, he cries when the teacher calls his hand to it. He says he does not remember it and

he is sorry.  He can run out of the room with others and laugh if they are doing good or

bad things. He says he wants to be their friend. No one wants to be his friend because he

hurts people. Even after telling him to stop he waits, but it doesn’t take two minutes

before he is up again touching someone. He loves one on one time with teacher and can

focus on his favorite task tracing the alphabet and finding the alphabet on cookies. He

constantly has an obsession with this game on alphabets and anything to do with the

alphabet, including magnets, computer games and the ABC cookies game. He sneaks

behind teacher’s work area to sprawl the alphabet cookies on the floor. Any find and

seek game he loves to play. He cries when no one will share but when he receives

anything he does not share. He will cry louder after teacher acknowledge he’s in trouble.

Teacher and other people that work with him are frustrated because he does not seem to

stop and they feel that they are not equipped to handle a child like him. “The present

results from a study demonstrated that professional training related to assessment tools

and techniques is offered inconsistently to school professionals.” (Madaus, Rinaldi, Bigai,

&Chafouleas, 2009, p. 91, para 4.) All the assessments they have taken were academic to

even be considered an Response to Intervention(RTI) student. They figured his behavior

and peculiar actions at times where he would change his name and not answer unless

you called him by that name, would affect academics to place him on the RTI list and

have a team review him. He passed all academic test and beyond. The school

psychologist would not look at him and just said he had a behavior problem deal with

him, since he was so smart. Parents have worked with teacher and proved that this

behavior has followed him through preschool.  His teacher there said he needed help but

did not know what kind. The current school counselor, teacher and parents have sat

down to discuss his behavior. He is also sick a lot and mom says it is from allergies. No

one intervention is there for children with his condition. “Successful interventions may

share several common elements that can help improve the skills and lives of young

children with [this problem].” (Magiati, Charman, & Howlin, 2007, p.810, para 4) They

have a plan to start with and teacher will start implementation as soon as this little boy

returns from being sick.

References

Madaus, J., Rinaldi, C., Bigaj, S., & Chafouleas, S. (2009). An examination of current

assessment practices in northeastern school districts. Assessment for Effective

    Intervention, 34(2), 86-93.

Magiati, I., Charman, T., Howlin, P. (2007). A two-year prospective follow-up study of

community-based early intensive behavioural intervention and specialist nursery

provision for children with autism spectrum disorders. Journal of Child Psychology

and Psychiatry 48(8), p 803–812. doi:10.1111/j.1469-7610.2007.01756.x

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.

http://ceelo.org/tennessee/

http://tn.gov/education/article/early-learning-development-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
    challenges
    • 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?

References

   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 http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf

National Board for Professional Teaching Standards (NBPTS). (2012). Early childhood generalist standards (3rd ed.). Retrieved from http://boardcertifiedteachers.org/sites/default/files/EC-GEN.pdf

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

MD2Assgn1:Fostering Classroom Communities

 

 

The title of the dissertation: A Case Study to understanding Early Childhood Positive Socioemotional Skills in the Academic Environment

  • The early childhood problem researched in the dissertation along with a brief explanation of the study—study purpose, population/participants, methodology, data sources, and conclusions.

The purpose was to search and examine two intervention plan to help promote positive social emotional development in an academic classroom environment. Twenty participants were chosen mainly so that the research could have authentic responses. Only eight teachers were chosen. The rest were administrators and officials such as principals and social worker and central office staff. Data was collected by open ended questions interviews and Social Skills Improvement System (SSIS) measurement tool on teacher perception of implementing the interventions to promote successful positive classroom environment through social-emotional development. A mixed method was appropriate for the study because of the events and activities the participants were involved in when working with students in their environments using the models. Conclusions were on the teacher buy in. Unless teachers were interested and would be on board with implementing the models, that ensured success.

  • 3 resources used by the author, and why each was relevant to the study

Thompson, N. E. & Wheeler, J. P. (2008). Learning environment: Creating and implementing a safe, supportive learning environment. Journal of Family Consumer Sciences Education, 26 (National Teacher Standards 2), 33-43. This resource helped with asking questions that promotes a healthy learning environment. With the models that were introduced the questioning on environment.

Sugai, G. (2009, February). School-wide positive behavior support: Update & Sustainability, Storrs: University of Connecticut, OSEP Center on PBIS Center for Behavioral Education & Research. To create the social and emotional development culture in the school, the environment needs to be positive. So, in order to establish positive school culture, you have to have a positive behavior in the environment.

 

Dunlap, G., Sailor, W., Horner, R. H., & Sugai, G. (2009). Overview and history of positive behavior support. In W. Sailor, G. Dunlap, G. Sugai, & R. H. Horner (Eds.), Handbook of positive behavior support (pp. 3-16), New York: Springer. The handbook gives teachers tips and other school officials a way to impact their environment positively through social and emotional development.

  • How the information gleaned from this dissertation may further your work related to fostering supportive learning environments through positive classroom cultures and classroom communities

The information extracted from this dissertation that would be useful in future work is to explore more intervention models possibly. The reason for this is that the study had limitations as all do, but the fact that more stakeholders were involved in this study was interesting and intriguing enough for further investigation. To create a support and positive environment you need more than just the teacher’s opinion. Everyone needs to be on board to support children and their readiness. Just as Styles suggested class meetings prompted personal growth, leadership, organizational, public speaking and so many more interpersonal skills (Styles, n.d.). This has helped create positive classroom environment. For students to be successful and ready for kindergarten, they need to have the positive home and school environment. And taking the time to teach students those social-emotional skills, she said, ultimately means that teachers “will have more time to teach as the school year moves forward.”(Edutopia, 2015). The video on community to build classrooms was great. There were strategies used from other resources from other authors that was done as an example in this video. It showed how to build a positive environment by creating student leaders. This will help in current and future study if it can start this early in daycare and preschools students can have social and the 21st century public speaking skills they need in kindergarten (Dabbs,2013). Spending focused time away with families from busy classrooms environments with families can be invaluable (Ernst,2014). This is very important with school fundraisers at game places and restaurants. Parents come to see children and teachers differently and parents can communicate well with children so they can be great in classroom for teacher. To have students ready for a positive environment does not always have to just be at school but a collaboration between both parents and school. Educators must know that learning is a social process (Bandura, 1986; Inhelder & Piaget, 2013). This concept highlights the importance of democratic education for social development (Soder, 1996; Trafford, 2008) (Ahmad, Said, &Jusoh,2015). Statement holds true. Children are social people and most observed in the current school this scholar practitioner teaches at learn by talking and doing things with people.

Resources

Ahmad, I., Said, H., & Jusoh, A. (2015). Empirical evidence on the relationship between democratic classroom and social skills development of students. Mediterranean Journal of Social Sciences, 6(2), 18–27. Retrieved from http://www.mcser.org/journal/index.php/mjss/article/viewFile/5858/5643

Dabbs, L. (2013). The power of the morning meeting: 5 steps toward changing your classroom and school culture. Edutopia. Retrieved from http://www.edutopia.org/blog/morning-meeting-changing-classroom-culture-lisa-dabbs

Duvernay, M. L. (2012). A case study to understanding early childhood positive socioemotional skills in the academic environment (Order No. 3647292). Available from ProQuest Dissertations & Theses Global. (1630026821). Retrieved from http://search.proquest.com.ezp.waldenulibrary.org/docview/1630026821?accountid=14872

Edutopia. (2015). Morning meetings: Creating a safe space for learning. Retrieved from http://www.edutopia.org/practice/morning-meetings-creating-safe-space-learning

Ernst, J. D. (2014). The welcoming classroom: Building strong home-to-school connections for early learning. Lewisville, NC: Gryphon House, Inc.

Styles, D. (n.d.). Class meetings: A democratic approach to classroom management.        Education World. Retrieved from http://www.educationworld.com/a_curr/profdev/profdev012.shtml

EDDD8082-1 Supportive environments Introduction

  Hello future Doctorate colleagues! Hopefully, I will connect with more of my colleagues from other Early Childhood classes as well as learn from new people in the field. My name is Felicia Farr and I have been in Early Childhood since 2000. I started as an assistant and then moved into co-teaching into 2002 with infant and toddlers. After my son in 2005, I went back to preschool until 2009 when I taught first grade. Since then if I was not teaching a Kindergarten split with First Grade I was back and forth with preschool. I became involved with dance and am a cheer- dance coach for grades prek-5 at my current school. I am currently a kindergarten teacher in West Memphis, TN. It is the only Dual Language program that teaches English and Spanish throughout the day in West Tennessee. I actually am the English teacher there so I am supposed to speak English all day to the ELL learners and traditional students so they pick up English. We have a preschool to fifth grade at our school and connect with middle school in shared buildings. I always wanted to be a Kindergarten teacher after I had a great Kindergarten Teacher, Mrs. Groover in Fort Wayne Indiana, Ward Elementary School. In high school in pursuit of my degree as a kindergarten teacher I attended a technical vocational school where I earned my Child Development Associate Credential (CDA) in Preschool. That’s when I knew I wanted Preschool, because the demands in Kindergarten had become like First Grade work. Eventually I had to accept Kindergarten after applying for positions listed as Preschool but were actually Kindergarten and I’ve been in Kindergarten since 2012 with one year being a First Grade split.I am now the bridge between Preschool and First Grade. I connect Preschool to Kindergarten and build the foundation for First Grade. I want to pursue my Doctorate because as I am bridging a gap, I need help from Preschool teachers to lessen the gap between Preschool and Kindergarten so that children are stronger and can advance successfully into first grade. If they are so far behind from Preschool as a Kindergarten Teacher I have to catch them up to and they may fall short of the end of the year goal to be where they need to be for First Grade. I want there to be a readiness process that can be measured so all ( parents, teachers, and students) know they are headed for success in the next grade level they move forward to.

Personal Memory on Language Development

 

As I reflect on this class 8081, I think back on my language journey as a child and a teacher. I remember well my mother who never went on to college but wanted to be a teacher or nurse. She would read to us, buy language art workbooks over the summer for us to work on. We truly had summer school! She would correct me at every moment of speech to remind me that English was her favorite subject in school. I would have diaries from the moment I could write to put my thoughts together. At church, I was a part of a lot of youth activities. One was ushering in people to sit in their seats. We had to learn sign language to communicate to each other across aisles at church. The lady who introduced sign language also was my Sunday school teacher. She taught us words and signs and how to read the Bible. Mom talked to my sister and I all the time and would sign us up every summer for the summer reading program. The majority of our library came from the free books from the summer reading program or paying from a penny to twenty five cents for a book at Good will or Salvation Army. Television shows were kept down to a bare minimum. We either watched the movie together or watched educational shows such as Sesame Street. As a teacher, I barely let my children and students, watch movies. We do a lot of hands on material. We are always creating something, doing shared writing, or turning/talk/share with a partner.

This course has just confirmed that I am still heading in the right direction. The milestones have helped me the most in my argument with children need time to grow up. We are pushing them way too fast with standards. Not that standards are bad. We just have to have them per child and their ability when it comes academically. Not all children hit milestones at the same time. No one tells them you are not ready to move to the next age yet because of it. I am not implying that we should just move children through grade levels either. Milestones need to line up with standards. Parents should be involved, to where they know in school, “your child should be able to…. at this grade level”. Problem lies in when we stop communicating with parents and children. Then we raise the standards above their actual milestone achievement level and expect more. When they fail we hold them back a grade level. I see that now from studying the language milestones from this class.

The thing I will take from this class is the voice over power point. I am not a fan of technology, but I would like to incorporate it more. I can actually record my quick phonics routine and have the children follow along during intervention time with the smart board while I am pulling children aside who need the extra help. This voice over power point will help free up time to work on other things and I can use it as an interactive session with my kindergartners and include animations they would love.

I would still like to learn more about the bilingual brain and how it works with language. Currently working at a dual language school, parents assume all teachers speak Spanish. This is not the case and it’s hard to communicate with all parents. I know there are some similarities in language patterns between English and Spanish at times. I would like to research and find out more on how those patterns align. This will affect me as a scholar of change because it affects my teaching career at this school and continuing as a teacher anywhere. More and more immigrants are becoming citizens of the United States. We even have Thailand children at our school and I am going to have to learn a little of that also. Sometimes parents are just willing to know you will go the extra mile for them and then they are willing to work with you.

 

Language and Literacy Development Journey — Educator Expecting Excellence Journal

Feedback 8081 Lavy wk6assignharwelll-introductionFeedback 8081wk6assignharwelll-toddler-stageOriginally posted on Elle’s World – Everything Education: The subject of my language and literacy development paper is Lavy, a first generation child born in the United States to an Ecuadorian father and Jamaican mother. Lavy has two older brothers, one who developed language and cognitive disabilities from a car accident at the age…

via Language and Literacy Development Journey — Educator Expecting Excellence Journal