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What children, birth to five, should know and be able to do. Social and Emotional Standards as a Tool for Improving School Climate. How can learning standards support a positive and healthy school climate ?. What children, birth to five, should know and be able to do. - PowerPoint PPT Presentation
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What children, birth to five, should know and be able to do
Social and Emotional Standards as a Tool for Improving School Climate
How can learning standards support a positive and healthy
school climate?
What children, birth to five, should know and be able to do
Child or learning
standards
Program standards
Adult Standards
Content of Learning Standards
• By including multiple domains of development, the focus of a school includes
social and intellectual habits.• By ensuring these areas are a priority, the
school climate can be improved. • Including areas of study that interest
children (science, social studies and the arts) promotes an engaged school community
Common Core State
Standards in English
Language Arts
English Language
Learner
Framework
Healthy & Balanced Living
Curriculum Framework
Physical Development &
Health
Physical
Development and
Health
Socia
l &
Emoti
onal
Deve
lopm
ent
Socia
l & E
moti
onal
Deve
lopm
ent
Cognition
Cognition
Under Development
Crea
tive
Arts
Crea
tive
Arts
Mathematics
Science
PK-8 Science Curr. Standards & Assessment Expectations
Language & Literacy
(Supplementary Dual Language
Development Framework)
Early Language
Communication & Literacy
(Supplementary Dual Lang.
Dev. Framework)
Early Scientific Inquiry
Connecticut’s Birth to Five
Early Learning and Development Domains with Alignment to K-3
Standards
0-3
3-5
K-3
* The supplemental Dual Language Development Framework applies to children learning multiple languages. Early learning environments must respect family language preference and honor children’s development in their primary language and promote continued bi-lingual development.
.
Under
De
velop
men
tSo
cial
Stu
dies
Early
Mathematical
Discovery
Common Core State
Standards in Mathematics
CT’s
Arts
K-1
2 Go
als &
St
anda
rds
Soci
al S
tudi
es
Fram
ewor
k
Essential Dispositions: Across all ages and domains, early learning experiences
will support children to be:
INQUISITIVE
Critical Thinkers
Social Learners
Purposeful and Reflective
Creative Arts
0-6 months 6-12 months 12- 18 Months 18-24 Months
Learning Progression
Indicators
This is evident, for example, when children:
Indicators
This is evident, for example, when children:
Indicators
This is evident, for example, when children:
Indicators
This is evident, for example, when children:
Strand: Early learning experiences will support children to engage in and enjoy the arts.
Music CA.6.1 React to music by turning to a sound source, cooing in response, wiggling or moving, soothing one ’s self, etc.
CA.12.1 Show interest in singing, moving, and dancing, using their body
CA.18.1 Use instruments to explore rhythm and melody
CA.24.1 React to changes in music by joining in with more extended segments of familiar music using voice, physical gestures and/or instruments
Learning Progression
Strand
Domain Name Age Range
Indicator
Small Groups Exploring the CT ELDS Social and Emotional Standards
5 minutes to explore individually5 minutes for group talk about why including these learning goals might support a strong
school climateSharing discussions
K-3 Social and Intellectual Habits Standards-Draft Strands
• Develop a positive self-concept• Develop a positive attitude toward learning• Identify and understand emotions of self and
others• Develop positive interpersonal relationships• Executive Function • Logic and Reasoning• Symbolic Representation
Implementation of Learning Standards(connected to adult standards and
program standards)• What the adults and programs do to help children achieve the learning and development
goals may be as important as what the goals are.
• Using developmentally appropriate and effective practices when implementing
standards across all domains and content areas supports a positive and healthy climate.
Early Learning and Development Standards are Guides not Gates
Guides point us in the right direction and provide support to get us where we want to go
Gates block access and give control to the gate
keeper
Guiding Principles
• Reflect developmentally and culturally appropriate and effective practices
• Help families, communities, and schools work together to support children’s early learning and growth and address: – how children learn and grow– the role of families and communities– how early learning environments best support children’s growth and development
Review of the Guiding Principles
• What aspects of these principles promote a positive school climate?
• How do these Guiding Principles match up with the School Climate Standards or the 12 dimensions of School Climate?
The ELDS should be used as a part of the cycle of intentional teaching
Strategies to Support Growth and Development
Guidance linking evidence-based strategies
to the ELDS is currently under development. The
most basic level of this guidance is within the
domain “action pages” included in the document.
Examples of More Detailed Guidance (to come)
Domain: MathematicsStrand: Counting and Cardinality
12-18 Months 3 to 4 years
• Sing songs with numbers such as “One, Two Buckle My Shoe”
• Talk about “how many”, such as you have two eyes, ten toes, etc.
• Ask child to collect materials for a project, requesting that they collect 5 pieces of paper and 3 markers
Dual Language Development Framework: Learning Progressions for 2nd Language Acquisition
This is a framework considering the development of 2nd language learning to be used in conjunction with the Language and Literacy Domain. It outlines learning
progressions that, while common, are influenced by many factors.
Beginning Middle Later
Home Language Beginning Use Increasing Use and first experiences of Second Language of Second Language with Second Language
Alignment to Common Core State Standards
• Learning progressions, including the K Common Core are included in Appendix D
• ELDS are crucial for supporting entering Kindergarten students because: – The kindergarten CCSS are end-of-year goals – Not all children enter kindergarten with the same
skills, knowledge or experiences– To effectively support children one must
understand the necessary foundational skills
Promoting Alignment Through Common Language
and UnderstandingEarly Learning and Development Standards
Questions?
Contact Information
Website: www.ct.gov/oec/elds
Presenter contact: Michelle Levymichelle.levy@ct.gov
(860) 713-6756
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