Full-Day Early Learning Curriculum and Best Practices

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Information about Full-Day Early Learning Curriculum and Best Practices
Education

Published on July 24, 2014

Author: mskatherine

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PowerPoint Presentation: Curriculum and Best Practices Full Day Early Learning Model EDU5602 – Assignment 3 By Katherine Wong ©2014 Algonquin College of Applied Arts and Technology For Velma Doran, Instructor Sheridan College 7/24/2014 1 Katherine Wong, RECE, B.A. Full Day Early Learning (FDEL): Full Day Early Learning (FDEL) The Ministry of Education’s plan for full day early learning is to help “ more” children get a strong start in school so they can lead successful, rewarding lives. 7/24/2014 2 Katherine Wong, RECE, B.A. Full Day Early Learning Goals: Full Day Early Learning Goals 7/24/2014 Katherine Wong, RECE, B.A. 3 Develop a strong foundation Provide a play-based learning environment Create a smoother transition into grade 1 Improve success in school and beyond Dr. Charles Pascal on the Full-Day Early Learning Model: Dr. Charles Pascal on the Full-Day Early Learning Model 7/24/2014 Katherine Wong, RECE, B.A. 4 Click on Image 20 min. interview (youtube) Children Develop Within a Complex Set of Interrelated Systems : Children Develop Within a Complex Set of Interrelated Systems 7/24/2014 Katherine Wong, RECE, B.A. 5 FDEL recognizes the importance of these interrelationships and holds this interconnectedness at the centre of its vision. Full-Day Early Learning Curriculum (in its entirety – 162 pages): Full-Day Early Learning Curriculum (in its entirety – 162 pages) Click on image to view 7/24/2014 Katherine Wong, RECE, B.A. 6 20 Principles of Best Practices : 20 Principles of Best Practices This presentation will demonstrate where the FDEL program meets the 20 Principles of ‘Best Practices’ as discussed in Modules 1-2. This will provide you with a more accurate understanding of the model and where this program may need to go in order to meet best practices in specific areas. 7/24/2014 Katherine Wong, RECE, B.A. 7 1. Development of the Whole Child : 1. Development of the Whole Child FDEL meets the development of the whole child through its play-based and inquiry-based methodology. The kindergarten curriculum, with elements of the ELECT, include learning along a developmental continuum with specific learning areas: personal and social development, language, mathematics, science and technology, health and physical activity, the arts. The curriculum stresses the importance of interrelationships (slide 5). 7/24/2014 Katherine Wong, RECE, B.A. 8 2. Meaningful to Children : 2. Meaningful to Children The curriculum is meaningful to children as it focusses on children’s interests. It is therefore constantly changing and evolving based on the environment, the teaching staff and the children in the classroom at any one time. 7/24/2014 Katherine Wong, RECE, B.A. 9 Sensory Construction “under the Ocean 3D” 3. Experiential Learning : 3. Experiential Learning Learning is experiential as it is hands-on. Children have access to materials to touch and feel and construct in a safe environment. However, some schools and school boards do not allow children this young to go into the community nor do they have fieldtrips for safety reasons. 7/24/2014 Katherine Wong, RECE, B.A. 10 Building and sailing cork boats after the winter’s thaw. PowerPoint Presentation: 7/24/2014 Katherine Wong, RECE, B.A. 11 Discussion Question Do you think experiential learning in the FDEL program meets best practices? Are children learning as much as they can by not being allowed to go into the community or on field trips? Should experiential learning beyond the classroom be left up to the parents and why? 4. Builds on Current Knowledge and Skills: 4. Builds on Current Knowledge and Skills The FDEL program builds on a child’s current knowledge and skills. Teachers and Educators scaffold and extend a child’s learning from the basis of what they currently know and it’s different for each child. For example, if a child can already print letters, an Educator builds on skills by having the child write words and helps them begin to read. 7/24/2014 Katherine Wong, RECE, B.A. 12 These children are playing alphabet bingo. 5. Fosters Children’s Construction of New Knowledge (Piaget) : 5. Fosters Children’s Construction of New Knowledge (Piaget) Educators introduce children to new ideas and concepts and then provide materials for the children to explore and investigate. Children will ask questions which will result in new ideas and materials for a deeper understanding. 7/24/2014 Katherine Wong, RECE, B.A. 13 Learning about shadows - Shadow puppets 6. Play-Based, Child-Centered Learning : 6. Play-Based, Child-Centered Learning The FDEL curriculum is intentional play-based learning and meets the interests of the children. When children bring in new interests, the Educators try to implement them into the program. The program is child-centered as all materials and learning are age-appropriate. 7/24/2014 Katherine Wong, RECE, B.A. 14 Play-Based Kindergarten Curriculum Explained : Play-Based Kindergarten Curriculum Explained 7/24/2014 Katherine Wong, RECE, B.A. 15 Click on image to read 7. Expressive and Reflective Practice : 7. Expressive and Reflective Practice Each school board, school and classroom have different ideas on expressive and reflective practice. Some Principals offer workshops to encourage this and encourage Teacher-ECE collaboration. Each Teacher-ECE partner reflects with the children differently. 7/24/2014 Katherine Wong, RECE, B.A. 16 Children reflect on “Who they are”. 8. Collaborative and Democratic : 8. Collaborative and Democratic The Teacher-ECE partnership is a 50/50 collaboration and for the most part, the individual partnership determines how they want to operate within the classroom. There are some partnerships that are stronger than others and it is a work in progress, but must never interfere with the children’s learning. You will hear many stories from different Teachers-ECEs on this subject. 7/24/2014 Katherine Wong, RECE, B.A. 17 An Atkinson Centre Study on Teachers and ECEs Working Together : An Atkinson Centre Study on Teachers and ECEs Working Together 7/24/2014 Katherine Wong, RECE, B.A. 18 Click on above image to access 9. Supports the Family, Acknowledges Parents as Partners : 9. Supports the Family, Acknowledges Parents as Partners FDEL supports the family by offering before and after school programs so parents don’t have to worry about the transition from school to an after care program (a seamless day). ECEs are able to assess children’s special needs to start the process for additional support. Through the after school programs, parents and ECEs can discuss issues and work on a co-operative program to assist a child with issues such as behaviour or self-regulation. 7/24/2014 Katherine Wong, RECE, B.A. 19 10. Demonstrates Cultural Sensitivity : 10. Demonstrates Cultural Sensitivity Cultural sensitivity is encouraged through planning activities related to special holidays. Children are encouraged to speak their native language with other children of the same culture during recess and free time and share their language with the class. Students in older grades with common cultural languages are brought into the classroom to assist children communicate who have minimal English as required. 7/24/2014 Katherine Wong, RECE, B.A. 20 11. Realistic and Developmentally Attainable for Children : 11. Realistic and Developmentally Attainable for Children Kindergarten is a two-year program with a wide range of expectations for children between the ages of 3-6 as per the Kindergarten curriculum and ELECT framework. Some school boards are opting for split JK-SK classes to allow modelling for the younger children. 7/24/2014 Katherine Wong, RECE, B.A. 21 Buttons : sorting by color and shape, counting, patterning, using small pincer tools to strengthen fine motor muscles.. 12. Promotes Understanding, Curiosity and Problem Solving : 12. Promotes Understanding, Curiosity and Problem Solving This is a play-based and inquiry-based curriculum with a focus on understanding, curiosity and problem solving through intentional planning. The knowledge of the Teachers and Educators is key to how this all unfolds in the classroom. Each individual has their specialty. 7/24/2014 Katherine Wong, RECE, B.A. 22 How does ‘goop’ work? Is that a garden snail? PowerPoint Presentation: 7/24/2014 Katherine Wong, RECE, B.A. 23 Discussion Question My concern for the FDEL program is that each classroom really depends on the Teacher-ECE knowledge and skills. This comes not only from basic educational requirements but through additional professional development, life experiences, interests and personality of the staff. What does this say about ‘Best Practices”? How can we ensure that children in each classroom have equal opportunity for learning? What is/are your personal specialties? 13. Low Numbers of Children for Each Educator : 13. Low Numbers of Children for Each Educator Each school board in Ontario manages this process slightly differently but the guideline is a cap of 26 children per class or 13 children per teacher Depending on the location of the school, some classrooms have up to 32 children or 16 children per Teacher. Some have as low as 18 or 9 children per Teacher. In some instances, Educational Assistants find time to spend with the children who have unidentified special concerns. 7/24/2014 Katherine Wong, RECE, B.A. 24 PowerPoint Presentation: 7/24/2014 Katherine Wong, RECE, B.A. 25 Discussion Question Do you feel the full-day early learning program meets best practices in terms of teacher-child ratios? If not, how do you think they can solve the inconsistencies from school to school and school board to school board? 14. Smaller Group Sizes to a Maximum of 16 Preschool Children : 14. Smaller Group Sizes to a Maximum of 16 Preschool Children Since Kindergarten is no longer considered preschool, this point under best practices is not applicable to the full-day early learning program. The before and after school programs are not considered “child care” but an “extension of the core day”. Kindergarten and the before/after school programs are not required to abide by the Day Nurseries Act. 7/24/2014 Katherine Wong, RECE, B.A. 26 15. Genuine, Authentic and Consistent Educator/Children Relationships : 15. Genuine, Authentic and Consistent Educator/Children Relationships The Teacher-ECE team supports the classroom during the ten-month school year providing consistent relationships with the children resulting in important child-adult bonding and belonging. The before/after school program operates for 12 months of the year allowing ECE-child bonds to continue beyond the regular s chool year. 7/24/2014 Katherine Wong, RECE, B.A. 27 ECEs work one-one developing strong bonds. 16. Educator Training and Qualifications Related to Early Learning : 16. Educator Training and Qualifications Related to Early Learning In the full-day program, Educators have the skills and qualifications to work with children from ages 0-12. Educators are skilled in the areas of play-based and inquiry-based curriculum planning and design, programming, child development, assessment, teacher collaboration … and lead the before and after school program. Through the College of Early Childhood Educators, ECEs reflect on their practice through a program of “Continuous Professional Learning” and update their skills to meet demands of the job. 7/24/2014 Katherine Wong, RECE, B.A. 28 17. Safe and Healthy Environments for Children : 17. Safe and Healthy Environments for Children 7/24/2014 Katherine Wong, RECE, B.A. 29 The FDEL program focuses on four foundations that ensure optimal learning and healthy development with ELECT used as the foundational framework. 18. Child-Centred Physical Environment that Promotes Independence : 18. Child-Centred Physical Environment that Promotes Independence The FDEL program is set up with children in mind through an environment that focusses children’s attention on transitioning to grade 1. The Educators and Teachers ensure the environment is child-friendly and changes it as needed for engagement. 7/24/2014 Katherine Wong, RECE, B.A. 30 Children learn to dress independently. 19. Use of Both Child and Program Observation Tools for Feedback and Assessment : 19. Use of Both Child and Program Observation Tools for Feedback and Assessment The Educator is responsible for observing children using a variety of observation methods to evaluate for special needs, for curriculum planning and for assessment purposes. The Educator provides input to the Teacher for report cards and for Parent-Teacher meetings. Observation, feedback and assessment are also done by the school’s educational support team. 7/24/2014 Katherine Wong, RECE, B.A. 31 20. Administrators that Support a Curriculum of Reflective Best Practices: 20. Administrators that Support a Curriculum of Reflective Best Practices In many school boards, the Principal is the first step in supporting curriculum and reflective best practices and works closely with the FDEL team for all core day activities. The before and after school program may be run by a third party or by the school board’s early learning support team which may have different requirements. Professional Development is ongoing throughout the school year and in the summer. 7/24/2014 Katherine Wong, RECE, B.A. 32 SUMMARY : SUMMARY The full-day early learning program in Ontario meets many of the high standards of best practices. The Teachers and Educators in each classroom are key to ensuring that best practices are continually reflected on and are high on the priority list when programming, evaluating and setting up the third teacher … the environment. It is important for Teachers and Educators to strive for best practices by staying abreast of current ideas and trends. 7/24/2014 Katherine Wong, RECE, B.A. 33 LINKS : LINKS elearning module “Exploring the Voices of Full-Day Kindergarten – Toronto Region: Excellent resource http://www.misatoronto.ca/index.php/learning/exploring/index.html# A variety of full-day kindergarten resources and webcasts: http://www.edu.gov.on.ca/kindergarten/EL2013ResourceList.pdf How does Learning Happen? Ontario’s Pedagogy for the Early Years (52 pages) http://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf 7/24/2014 Katherine Wong, RECE, B.A. 34 Who am I? : Who am I? I am a Registered Early Childhood Educator with a B.A. in Psychology from the University of Ottawa, focussing on Children and Families. I currently work full-time for a school board in the core day and after school program. I am a part-time Advanced Art Instructor with the City of Ottawa (summer, breaks, weekends), programming and instructing in the areas of visual arts and dramatic performance for children ages 3-7. I am a national certified “Fundamental Movement Coach” with the Ontario Coaching Association helping young children advance their athletic skills for lifelong physical literacy. I am the Communications Officer on the Executive Committee of the OSSTF (Ontario Secondary School Teacher’s Federation) union District 25 for the current year. I am a lyricist, working with musicians, performers and producers from Russia to Australia online through virtual studios finishing off my 6 th album. I am a mother of two wonderful children. 7/24/2014 Katherine Wong, RECE, B.A. 35 Musical Credits : Musical Credits Song: “ Some Miracle will Happen” Lyricist: Katherine Wong, Canada Music and Production: Henry Mittnacht, Germany Melody and Vocals: Yolande Strauss, South Africa 7/24/2014 Katherine Wong, RECE, B.A. 36 References : References Interview with Dr. Charles Pascal: http://www.youtube.com/watch?v=BAI1HTyCOgw The Full Day Early Learning Kindergarten Curriculum: http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten_english_june3.pdf The New Play-Based Kindergarten Curriculum Explained: http://tvoparents.tvo.org/article/new-play-based-kindergarten-curriculum-explained Atkinson Centre Study “Can We Work Together”: http://www.oise.utoronto.ca/atkinson/UserFiles/File/Events/2011-06-01%20-%20Summer%20Institute/SI2011_Poster_ECEandKteacher.pdf Photos courtesy: the school board for educational purposes only. No duplication or reprint without permission. 7/24/2014 Katherine Wong, RECE, B.A. 37 PowerPoint Presentation: 7/24/2014 Katherine Wong, RECE, B.A. 38 THE END

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