Assignment: Let the learning begin! LINK to Pennsylvania Standards: https://www.mediafire.com/file/ou2ojqve4jgmtzq/2014-Pennsylvania-Learning-Standards-for-Early-Childhood-PreKindergarten.pdf/

Assignment: Let the learning begin!

LINK to Pennsylvania Standards:        

https://www.mediafire.com/file/ou2ojqve4jgmtzq/2014-Pennsylvania-Learning-Standards-for-Early-Childhood-PreKindergarten.pdf/file

Consider this scenario:

You’re almost a month into the new school year, and there’s so much to be excited about! Children are happy to be back, walking in the door each morning sharing thoughts and ideas, and offering up tons of questions: “Did you see the moon last night? It was so cool! Why was it so big and orange?” “We found a kitten under our porch and fed it a little milk. Is it going to be okay without its mom?” “My brother broke his leg. Here’s a picture of it. Do you think he’ll be able to run again soon?”

Your preschoolers are coming together as a group, and you can’t wait to build on their curiosity and enthusiasm through your first integrated, multidisciplinary unit. Your plan is to share your initial thinking about what you and your group will be learning in a PowerPoint presentation for families at “Back-to-School” night. You want to be sure to keep families in the loop about what their children are learning and invite their participation.

For this Assignment, you will begin work on an integrated/multidisciplinary unit.  

Resources

• National Association for the Education of Young Children & National Association of Early Childhood Specialists in State Departments of Education. (2002). Early learning standards: Creating the conditions for success.Links to an external site.https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/position_statement.pdf

Reid, J. L., Scott-Little, C., & Kagan, S. L. (2019). Diverse children, uniform standards: Using early learning and development standards in multicultural classrooms.Links to an external site. Young Children, 74(5), 46–54.Note: Though you read this article for your analysis of early learning standards in Module 1, it may be helpful to the development of your philosophy of individualized teaching for Part 2 of your Assignment: Meaningful Curriculum: Reaching Out to Every Child.

• Rouse, E., & Hadley, F. (2018). Where did love and care get lost? Educators and parents’ perceptions of early childhood practice.Links to an external site. International Journal of Early Years Education, 26(2), 159–172. https://doi.org/10.1080/09669760.2018.1461613
• Flores, R. L., Curby, T. W., Coleman, H., & Melo, K. (2016). Using early learning standards to provide high-quality education for all children: The Early Learning Guidelines Toolkit.Links to an external site. Theory Into Practice, 55(2), 145–152. https://doi.org/10.1080/00405841.2016.1157422
• Graue, M. E., Ryan, S., Nocera, A., Northey, K., & Wilinski, B. (2017). Pulling preK into a K–12 orbit: The evolution of preK in the age of standards.Links to an external site. Early Years: An International Research Journal, 37(1), 108–122. https://doi.org/10.1080/09575146.2016.1220925

National Association for the Education of Young Children. (2020, April). Developmentally appropriate practice.Links to an external site.

https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/dap-statement_0.pdf

• Note: This position paper outlines the basis, definition, and core considerations for early childhood professionals to use when making decisions about young children and their learning that result in developmentally appropriate practice. It also describes the nine principles of child development along with the six guidelines for developmentally appropriate practice in action.

Office of Child Development and Early Learning. (2014). Pennsylvania learning standards for early childhood: Pre-kindergartenLinks to an external site.. https://www.pakeys.org/wp-content/uploads/2017/11/2014-Pennsylvania-Learning-Standards-for-Early-Childhood-PreKindergarten.pdfNote: Please read pp. 3–9 for the Week 3 Discussion. You will be using the entire resource for your Assignment.

• Ministry of Education. (2015). Knowing all students.Links to an external site.The New Zealand Curriculum Online. https://nzcurriculum.tki.org.nz/Inclusive-practices/Implementing-an-inclusive-curriculum/Building-a-rich-knowledge-of-the-learner/Knowing-all-students
• Ministry of Education. (2015). Encouraging student voiceLinks to an external site.. The New Zealand Curriculum Online. https://nzcurriculum.tki.org.nz/Inclusive-practices/Implementing-an-inclusive-curriculum/Building-a-rich-knowledge-of-the-learner/Encouraging-student-voice

Powell, W., & Kusuma-Powell, O. (2011). Knowing our students as learners.Links to an external site. ASCD. http://www.ascd.org/publications/books/111011/chapters/Knowing-Our-Students-as-Learners.aspxNote: Though focused on older children, there is much to be learned from this multifaceted view of how teachers can and should get to know children as individuals.

Holland-Marks, J. (2017, February 28). Using student interests as resources for instruction.Links to an external site. ASCD. https://www.ascd.org/blogs/using-student-interests-as-resources-for-instructionNote: Though written with a focus on third grade, this short blog entry offers relevant information to all teachers.

Helm, J. H. (2008). Got standards? Don’t give up on engaged learning!Links to an external site. Young Children, 63(4), 14–20.Note: You will be reviewing this resource for both Modules 1 and 2. For this module, pay particular attention to the author’s explanation of integrated/interdisciplinary learning and teaching based on children’s interests.

• Bradley, B. A. (2016). Integrating the curriculum to engage and challenge childrenLinks to an external site.. Young Children, 71(3), 8–16.Note: Though this article aligns children’s learning to Common Core Standards, 21st Century Skills, and Next Generation Science Standards, the foundations of integrating curriculum to foster meaningful, experiential learning are clear.
• Hurless, B., & Gittings, S. (2008). Weaving the tapestry: A first grade teacher integrates teaching and learning.Links to an external site.Young Children, 63(2), 40–44.Note: Though this teacher sometimes uses themes that she chooses rather than drawing on children’s interests, her approach to integrated (multidisciplinary) units is sound and successful in fostering children’s active and engaged learning through meaningful curriculum.

Be sure to review the Learning Resources before completing this activity.Click the weekly resources link to access the resources. 

WEEKLY RESOURCES

To Prepare for this Assignment:

• Put yourself in the place of the preschool teacher in the scenario.
• Choose one of the essential questions below to be the focus of your multidisciplinary unit:
  • How do plants help people?
  • Where does food come from?
  • Where does paper come from?
  • How do things fly?
  • What happens when you mail a letter?

Note: As you know, essential questions (or topic questions) are used as the focus of multidisciplinary units to promote meaningful inquiry and authentic, integrated learning. Most often, these questions come directly from children as they share and discuss their interests in group settings. However, for the purpose of this Assignment, choices have been provided.

• Review the Key Learning Areas in the Pennsylvania Learning Standards for Early Childhood: Pre-kindergarten Approaches to Learning Through Play
  • Language and Literacy Development
  • Mathematical Thinking and Expression
  • Scientific Thinking and Technology
  • Social Studies Thinking
  • Creative Thinking and Expression
  • Health, Wellness, and Physical Development
  • Social and Emotional Development

To complete this Assignment:

Take time to consider how the focus of your essential question links to each of the Key Learning Areas and which of the standards will naturally and organically be addressed as children participate and learn in this unit. Using the Meaningful Curriculum PowerPoint Template Download Meaningful Curriculum PowerPoint Template, create a narrated PowerPoint presentation (approximately 15-20 minutes long) with bulleted slides, and place your script for each slide in the “Notes” section.

Begin with the following:

• A title slide for your integrated, multidisciplinary unit that links to your essential question (1 slide)

For each Key Learning Area, create a group of slides that includes the following:

• A title slide for each Key Learning Area with a summary that explains what the Key Learning Area covers (1 slide for each learning area)
• At least 2 standards for each Key Learning Area that you determine might align as children participate in the learning experiences for the unit and the corresponding concepts and competencies (1 slide for each learning area)
• A supportive practice families can participate in at home to help to foster children’s learning (1 slide for each learning area)
• A rationale to help families understand how each of the standards and supporting strategies relates to your essential question (1 slide for each learning area)

Note:

• You will use the Meaningful Curriculum PowerPoint Template for your Module 1 and Module 2 Assignments.
• Remember to delete the instructions for each slide and add the script for your narration in the “Notes” sections.
• For additional information, tips, and support, click on “How to Create a Video and/or Narrated PowerPoint Presentation Download How to Create a Video and/or Narrated PowerPoint Presentation.”  This document may also be useful for you Module 2 and 3 assignments.