Module 1 Discussion Questions 2 National Association for the Education of Young Children & National Association of Early Childhood Specialists in State Departments of Education. (2002). Early lear

Module 1 Discussion Questions 2

• 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.

THE WHAT AND THE WHY OF EARLY CHILDHOOD STANDARDS

Regardless of the type of standard, their use in early childhood education represents a potentially perilous restructuring of the meaning of preschool that may result in academic escalation and fewer opportunities for children to learn based on their own interests and developmental needs (Graue, Ryan, Nocera, & Wiliniski, 2017).

How do you feel about the statement above? Most early childhood professionals would agree that issues related to early childhood standards are far from simple. For this Discussion, you will have the opportunity to thoughtfully consider your perspective, based on experience and the resources in this module, share with your colleagues, and learn from one another.

Early childhood standards are a reality. Nevertheless, young children and the early childhood field deserve the efforts and thought of leaders and advocates dedicated to preserving the ways young children learn best—child-centered approaches with an emphasis on process, discovery, and exploration. Perhaps we should be asking: How can standards foster quality learning experiences for all young children? SHAPE  \* MERGEFORMAT

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

WEEKLY RESOURCES

By Wednesday of Week 2

Post your response to the following:

• What is the role of early learning standards for teachers? For children?
• What are some of the benefits and what are some risks when expectations for development and learning are based on achieving standards?
• How do you view standards—as a blueprint that needs to be followed exactly or as a guideline to what children should know? Explain your rationale and how your rationale aligns with developmentally appropriate practice, including respecting the uniqueness of each child.

Module 2 DIscussion 1: Evaluating learning experiences

DIscussion 1: Evaluating learning experiences

How do you know when activities are truly fostering children’s involvement and learning? Many professionals will tell you that they can “feel” the positive, vibrant energy that pervades their settings. Others have shared that children’s countenances are a surefire giveaway. Teachers can do their part by taking time to evaluate the learning experiences in which they hope to engage children. Ensuring that children have opportunities to make choices, solve problems, and explore hands-on are just some of the ways to foster learning experiences that are truly engaging and meaningful. 

To Prepare for this Discussion:

Review the three activities described in the Evaluating Learning Activities for Young Children Download Evaluating Learning Activities for Young Childrendocument. Using the analysis charts, evaluate each for the following characteristics of meaningful curriculum.

• Engages children in active/experiential learning
• Offers opportunities for children to make choices and/or solve problems
• Builds on children’s individual interests and strengths
• Takes into consideration children’s individual challenges and needs
• Sparks curiosity, discovery, exploration, and wonder

By Wednesday of Week 3

Post your response to the following:

• A summary of your evaluation of the three learning activities, including which criteria are reflected in each learning activity and how they are represented
• At least 3 suggestions for improving the learning activities you analyzed using the bulleted criteria
• Additional insights you gleaned from this evaluation

Module 2 Discussion 2: Adapting curriculum for older children

As you know, children within age and grade levels have a wide range of abilities. In a group of 5-year-olds, some may be comfortable and competent storytellers, while others may not quite understand the concept of beginning, middle, and end. Some children may be able to assist in solving group social problems, negotiating, and suggesting options, while others may choose to walk away from situations where they can’t have their way. In this same group of 5-year-olds, individual children will have advanced abilities in some developmental domains and content areas and lesser abilities in others. There may even be a 5-year-old who has some abilities identified as second-grade.

Observing and truly getting to know children can help you understand the complex and fascinating aspects of each child’s talents and aptitudes. But how do you adapt/revise learning experiences designed for the abilities of younger children for children with more advanced abilities? Similarly, how might you help a second-grade teacher take some of your great preschool learning experiences and revise them for their group? 

By Wednesday of Week 4

Post your response to the following:

• Explain how planning for teaching and learning might be the same at the PreK and Grade 2 levels and how it might differ.
• Describe at least 2 ways you might adapt or revise the learning experience you chose to support children in second grade (or those children with second-grade abilities) in meeting the standards.
• Summarize your perspective on the usefulness of standards as a continuum to guide teaching and learning in the early years.

Module 3 Discussion 1: Adapting curriculum for older children

As you know, children within age and grade levels have a wide range of abilities. In a group of 5-year-olds, some may be comfortable and competent storytellers, while others may not quite understand the concept of beginning, middle, and end. Some children may be able to assist in solving group social problems, negotiating, and suggesting options, while others may choose to walk away from situations where they can’t have their way. In this same group of 5-year-olds, individual children will have advanced abilities in some developmental domains and content areas and lesser abilities in others. There may even be a 5-year-old who has some abilities identified as second-grade.

Observing and truly getting to know children can help you understand the complex and fascinating aspects of each child’s talents and aptitudes. But how do you adapt/revise learning experiences designed for the abilities of younger children for children with more advanced abilities? Similarly, how might you help a second-grade teacher take some of your great preschool learning experiences and revise them for their group? 

By Wednesday of Week 4

Post your response to the following:

• Explain how planning for teaching and learning might be the same at the PreK and Grade 2 levels and how it might differ.
• Describe at least 2 ways you might adapt or revise the learning experience you chose to support children in second grade (or those children with second-grade abilities) in meeting the standards.
• Summarize your perspective on the usefulness of standards as a continuum to guide teaching and learning in the early years.

Module 3 Discussion 2: Making a commitment to preserve and promote children's joy and excitement for learning

Take time to think about what you have been learning in your master’s program as you consider the following questions:

• How do children’s brains respond to active learning, discovery, and exploration?
• What does an early childhood teacher need to consider in order to recognize and respect the uniqueness of every child? And how can early childhood learning experiences reflect this perspective?
• Where does play fit into children’s healthy growth and learning? And what about the many types of creativity that inspire children’s growth?
• What is the adult’s role in fostering children’s healthy development and learning?
• And finally, when you think about children’s natural curiosity, exuberance, and marvelous drive to understand their world: How can we make sure that joy and excitement about learning are vital parts of creating meaningful curriculum?

To Prepare for this Discussion

• View the videos listed in the Learning Resources for this week:
• Take time to consider the influence curriculum and learning can have on children’s development, attitudes, sense of self-efficacy, and self-worth.
• Take time to consider the influence adults can have on children’s development, attitudes, sense of self-efficacy, and self-worth.

By Wednesday of Week 6

Post your response to the following:

• What do you see as the greatest challenge for teachers related to developing meaningful curriculum for and with young children?
• If you could achieve one goal related to children’s learning, what would it be, and why?
• What key takeaways would you like to share (and never forget) from Andrew Hammond’s Ted Talk?