21st Century Full-Day KHigh Impact Teaching for All

Learners

Eva C. Phillips, EdD

Minnesota Department of EducationFDK Seminar

August 18, 2014

Discuss “Why Full-Day Kindergarten?” Revisit: What We KNOW about Kindergartners Discuss core components of developmentally

appropriate practice Explore strategies for practical application in a

Kindergarten setting Explore components of an effective and

appropriate learning environment for each and every child

Explore connections to learning standards Reflect and Plan Next Steps 

Goals for Today

Talk to your neighbor.◦ How would YOU answer these questions?

Why is the kindergarten year so powerful? Why do we need a focus on kindergarten? Why do we need to have full-day kindergarten? Why are you here today?

◦ Be prepared to share your thoughts.

Why Kindergarten?

Kindergarten Children TodayAre technologically savvyUse technology as a main means of

communication & playLive in a fast-paced worldAre exposed to more dangers and threats than

their parents were as childrenSpend more time INSIDE than OUTSIDEAre more overweight than the generation beforeSpend less time with their families than they do

in child-careLive in increasingly diverse communities

What Do We Know?

Although the 21st Century brings new experiences for young children, their developmental patterns and ways of learning have not changed

What Do We Know?

The early childhood years (birth – age 8) are the most powerful years for learning, growth and development

Very sensitive time for brain development

Development occurs in ALL domains

Young children need a wide variety of engaging and appropriately challenging environments and experiences during this phase

What Do We Know?

Solid Foundation of Theory◦ Piaget◦ Dewey◦ Montessori◦ Froebel◦ Bruner◦ Vygotsky

What Do We Know?

Young children learn skills and concepts best through active exploration and interaction with their environment

What Do We Know?

The brain’s synaptic network makes connections when children…

PlayTouchThinkMoveDiscussInteract with each other and their teachers

in an enriched learning environment where they have opportunities to be physically, socially, and intellectually immersed in learning.

(Rushton, 2001)

What Do We Know?

When children are actively engaged in a task, learning outcomes are strengthened

Classroom’s function best and provide the most opportunities for learning when students are well-behaved, consistently have important things to do and are interested and engaged in learning tasks.

(Boykin & Noguera, 2011; CLASS, 2009)

What Do We Know?..

David Elkin (2007) writes:

Children learn more easily through play than they do through [direct] instruction◦ They are programmed for play◦ It is their birthright◦ Plays serves as a fundamental way of learning

about self and the world and is a mode of discovery and invention

What Do We Know?

Positive correlation between play and cognitive development

Optimal brain development occurs when the child interacts with the environment and the environment is responsive to that interaction

Children engaged in play - develop a variety of important brain connections

What Do We Know?

• Correlation between high-quality play and– Perspective taking– Abstract thought– Narrative recall– Problem solving– Literacy skills

What Do We Know?

Play-based programs are more beneficial for low-income children relative to promoting academic achievement over time.

Math & reading achievement favored children from play-oriented programs, the effects of which are still evident at 8th grade.

◦ These findings are particularly true for males - usually the most difficult group to reach!

What Do We Know?

“research shows that pretend play strengthens capacities, including sustained attention, memory, logical reasoning, language and literacy skills, imagination, creativity, understanding of emotions, and the ability to reflect on one’s own thinking, inhibit impulses, control one’s behavior, and take another person’s perspective…”

DAP p. 132

What Do We Know?

Not just any old play, but sustained, mature imaginative play

What Do We Know?

Brain research shows that children need opportunities to rest their bodies and their minds as they

◦ Process information into long term memory◦ Re-charge their batteries for more learning

(AAP, Jensen, 1998)

What Do We Know?

Key Foundational Processes underlie children’s developing competence and predict success in school across the age-span from age 3 through grade 3:◦ Positive relationships◦ Language development◦ Self-regulation: regulating emotions, behavior, &

thinking according to situation◦ Executive function: focused attention, persistence,

planning, reasoning, flexible problem-solving

(Bredekamp, 2012)

What Do We Know?

Executive Function: “The Brain’s Air Traffic Control System” is critical to success in life

◦ Inhibitory Control – self-control & self-discipline Problems in self-regulation are strongly related to learning

difficulties and poor social relationships◦ Cognitive Flexibility – ability to switch perspectives &

see things in a new light◦ Working Memory - a system for temporarily storing

and managing the information required to carry out complex cognitive tasks such as learning, reasoning, and comprehension

(Bredekamp, 2012; Harvard Center on the Developing Child)

What Do We Know?

Self-regulated learning= active constructive process whereby learners set goals for their learning and attempt to monitor, regulate and control their own learning, motivation and behaviors.

Self-Regulated Learners display increased initiative, engagement, persistence, attention and effort which in turn leads to higher academic performance.

(Boykin & Noguera, 2011)

What Do We Know?

Research repeatedly shows that the quality of interactions between children and teachers has long lasting impacts on child development and learning.

A positive relationship between a child and her teacher predicts school success through 5th grade.

Relationships are constructed through meaningful language interactions.

(Pianta, 2009; Ritchie, 2013)

What Do We Know?

Children learn and develop best when they are a part of a community of learners – a cooperative group in which all participants consider and contribute to one another’s well-being and learning.

(Phillips & Scrinzi, 2013)

What Do We Know?

Families are their children’s first teachers

Families bring a wealth of knowledge to the table

The culture of a family influences a child’s experiences in kindergarten

Positive relationships between families and teachers support children’s success

(Keyser, 2006)

What Do We Know?

Choice in the classroom◦ Supports children’s intrinsic motivation to learn◦ Encourages children to learn from each other◦ Draws on different strengths, abilities and interests◦ Maximizes children’s learning◦ Gives meaningful practice

(Bredekamp & Copple, 1996; Hendrick, 1996; Deci & Ryan, 2002; American Psychology Association, 1997; Gardner, 2007)

What Do We Know?

When we offer children choices, we are allowing them to practice the skills of independence and responsibility, while we guard their health and safety by controlling and monitoring the options.

(Maxim, 1997)

What Do We Know?

Independence (Autonomy) in learners leads to greater engagement and deeper processing of information

When learners feel a sense of autonomy in their work, they are more willing to take risks

(Boykin & Noguera, 2011)

What Do We Know?

Oral language development is key to learning

Children need to talk…to think out loud Children need opportunities to build their

vocabulary through meaningful and engaging learning experiences and conversations.

What Do We Know?

The assessment of young children is very different from the assessment of older children and adults in several ways.

(Guddemi & Case, 2004; NAEYC, 2009)

What Do We Know?

Assessment is challenging during early childhood because a child’s development is rapid, uneven, episodic, and highly influenced by the environment.

Children develop in four domains––physical, cognitive, social, and emotional––and not at the same pace through each. No two children are the same; each child has a unique rate of development. In addition, no two children have the same family, cultural, and experiential backgrounds.

(Guddemi & Case, 2004)

What Do We Know?

The expression of what young children know and can do would best be served in ways other than traditional paper and pencil assessments.

(Guddemi & Case, 2004)

What Do We Know?

A “one-size-fits-all” assessment will not meet the needs of most kindergarten children

(Guddemi & Case, 2004)

What Do We Know?

Developmentally appropriate practice (DAP) means teaching young children in ways that

◦ meet children where they are, as individuals and as a group

◦ help each child reach challenging and achievable goals that contribute to his or her ongoing development and learning

The Main Idea

Phillips & Scrinzi, 2013

5 Fundamental Concepts of DAP

Divide into 5 groups

1. Creating a caring community of learners

2. Teaching to enhance development and learning (Play)

3. Planning appropriate curriculum

4. Assessing children’s development and learning

5. Developing reciprocal relationships with families

Group Experience: Part I

Answer this question:◦ What does this fundamental concept look like in

an excellent full-day kindergarten teacher’s classroom?

Jot down words and phrases on your “star point”

Use individual star recording sheet to take notes for yourself

Group Experience: Part I

Form new “Expert” groups

Using your individual star recording sheet, share your group’s ideas about each fundamental concept

As other “experts” share their ideas, add notes to your individual star recording sheet

Group Experience: Part II

Hitting the Highlights

Children know each other wellChildren “see” themselves reflectedStrong sense of group identity & belongingThe community is inclusive of all childrenChildren are learning to manage their

emotions and express their needs appropriately and constructively

Guidance approach Children develop emotionally and socially

through a guidance approach.

Creating a caring community of learners

There is no magic bullet

◦ Both/and rather than either/or

Wide range and variety of teaching strategies

Wide range and variety of learning contexts

Teachers guide and scaffold children’s learning

Experiences are playful and play-based

Discovery, exploration & creativity are

facilitated

Teaching to enhance development and learning

Effective curriculum

• Focus on the whole child

• Address all areas of child development

• Integrated not isolated

• Align with state standards

• Support diverse learners

• Offers meaningful opportunities for reflection

• Use evidence-based practices for planning

• Use evidence-based practices for instruction

Planning Appropriate Curriculum

Know what children need to learnUse a variety of assessment tools (formative/summative/informal/formal◦Plan on a daily, weekly, long-term basis

◦Within their daily routines and activities

◦See the big picture: consider all relevant assessment information

◦Use information to individualize

◦Involve children & families in the process

◦Modify the learning context/strategy when needed

Assessing Children’s Development and Learning

Partnership , not just involvement

◦ Shared Decision-making

◦ Two-way communication

◦ On-going, frequent, positive communication

◦ Inviting environment

◦ Diverse strategies for getting to know families

◦ Create a system of support

◦ Make sure families know you care about their

children

Developing Reciprocal Relationships with Families

Fundamental Concepts “in action”

◦ Look carefully at each photo of real kindergarten classrooms

◦ Record the evidence you see that demonstrates your “point”

DAP Today:Looking for Evidence

• Intentionality: every decision you make must have a purpose• Based on what we know about how children

learn, in general• Based on what we know about individual children• Based on learning goals (Epstein, 2009)

• Serves as an additional “teacher”

Creating a Learning Environment

Physical Space (design, furniture, equipment, materials)

Schedule and Routines

Relationships and Interactions

The Learning Environment

Design

Furniture

Equipment

Materials

Physical Space: Decisions

IMPACTS

Grow

Learn

Develop

• Warm, Nurturing, Safe, Clean• Clearly defined spaces • Cozy and spacious areas• Resource-rich activity spaces• Free flowing traffic pattern• avoid large, open pathways

• A variety of learning contexts• whole group area• small group area • learning centers• individual spaces

Physical Space: Guiding Principles

• Tables integrated into learning areas• Materials labeled, organized, easily accessible• Diversity represented• Inviting displays• at children’s eye level • mostly child-created

• Effective use of wall outlets and water sources• Outdoor environment is an extension of the

indoor environment & provides opportunities for gross motor development

Physical Space: Guiding Principles

Individually review the “Environment Checklist” and do a quick self-assessment of your own classroom environment◦ What are some strengths of your physical

environment?

◦ Where are the gaps?

◦ What are some areas for improvement?

Physical Space: Reflection

Consider your own classroom.

Highlight the materials on the handout that your children use on a regular basis.

◦ Do the materials support all domains of development?

◦ Do they represent the diversity in your classroom? Your community?

◦ What’s missing? What needs to be replaced?

Physical Space: Materials

Next Steps:◦ Set a goal for designing & equipping your learning environment’s physical space

◦ What are your furniture needs?◦ What materials do you need?

◦ Make a plan for yourself: What are the first steps you can take to reach your

goal. Does your plan include considerations for meeting

the needs of each and every child?

Physical Space: Materials

Use the schedule to help children develop awareness of time

Provide learning opportunities in multiple contexts

Include time for planning, work, play, clean up, rest and reflection

Include enough time for purposeful daily routines & smooth transitions

Some children will need a personal daily schedule in order to transition smoothly to and from the many activities during the day…this may include icons that are moved on and off a schedule board

Schedules & Routines: Things to Think About

Allow sufficient time for children to become engaged in experiences

Integrate learning across domains and content areas

Balance ◦open-ended & structured times◦teacher-directed & child-choice times◦active & quiet times◦talking & listening times◦indoor & outdoor play and exploration

Be predictable, yet flexible: Embrace teachable moments

Schedules & Routines: Things to Think About

Consider the unique needs of 5 year olds

Schedules & Routines: The Big Takeaways

Integrated NOT Isolated

Schedules & Routines: The Big Takeaways

Meaningful, Active, Engaging

Schedules & Routines: The Big Takeaways

Relationships & Interactions:Teacher/Child

What words or characteristics come to mind?

purposeful

friendlyfun

kind

respectful

engaging

trusting

helpful

enjoyable

nurturing

meaningful

positive authentic genuine

loving

Opportunities for◦Relationship building◦Language development◦Play-based experiences◦Teamwork◦Friendships◦Shared goals◦Shared successes◦Conversations◦Learning from & with each other

Relationships & Interactions:Child/Child

Children… ◦help to create the caring community of learners◦feel part of something special◦genuinely care about and support each

other◦are accountable to each other ◦grow into responsible members of a democratic society

Relationships & Interactions: Building Community

A reciprocal “relationship between equals” where families are welcomed and valued partners within the school.

More than just “involvement”

Relationships & Interactions: Teacher/Family

“One of the best places to learn more about the children in our classrooms is from their families. Trying to develop a relationship with a child without getting to know the family is like seeing only half the picture!”

(NC Guide for the Early Years, 2009, p.23)

Relationships & Interactions: Teacher/Family

Get to know the families’ hopes and dreams for their children

Take time to get to know and build trust and rapport with families through meaningful ways: home visits, conferences, authentic conversations and community outings

Keep the channels of communication open - phone calls, emails, websites, newsletters

Encourage two-way communication

Relationships & Interactions: Teacher/Family

Frame concerns positively Reflect and value the diversity of the

families and the community through materials, toys, displays, interactions and experiences

Design flexible schedules to meet the variety of needs of your families

Help families find available community resources

Relationships & Interactions: Teacher/Family

Standards Increasing Expectations

◦ Children ◦ Teachers◦ Administrators

Assessment Benchmarks Focus on academic performance Etc. Etc. Etc……

Reality Check

Standards Curriculum Assessment

Instructional Practices

Environment Interactions

The WHAT The HOW

“Standards do not tell teachers how to teach, but they do help teachers figure out the knowledge and skills their students should have so that teachers can build the best lessons and environments for their classrooms”

http://www.corestandards.org/

The WHAT…

Effective teachers know the standards and other expectations (“the what”) so well that they can purposefully embed concepts and skills into appropriate experiences…◦ Play-based learning center experiences◦ Group experiences◦ Individual goal setting & planning◦ Choice-making opportunities◦ Conversations◦ Investigations◦ Routines◦ Teachable Moments

The HOW…

Effective Teachers provide more experiences that promote key foundational processes:

◦ Choices so children

can self-regulate◦ Planning and

“revisiting” opportunities

◦ Different ways of representing thinking, feelings & learning

◦ Collaborative group work for children to discover their own & others’ ideas, and negotiate different perspectives

◦ Teacher-supported socio-dramatic play

◦ Opportunities to talk◦ Opportunities to solve

real problems◦ Authentic assessment

In a Nutshell

Effective teachers provide fewer experiences that interfere with children’s capacity to self-regulate such as extended periods of whole group instruction or waiting during routines and transitions

In a Nutshell

Intentional and effective kindergarten teachers strive to balance accountability and standards, (what children need to learn) with all that is known about how kindergartners learn best, while remaining true to what is developmentally appropriate for all children.

Phillips & Scrinzi, 2013, p. 2

In a Nutshell..

An intentional kindergarten teacher who understands this balance provides materials and experiences that continue to promote learning and development while supporting kindergartners in developing the skills and concepts encompassed in the goals and standards.

Phillips & Scrinzi, 2013, p. 2

In a Nutshell

What will you do with this information?

How will it impact your work?

What are your next steps?

Next Step: Self Reflection

Last thoughts…It’s not easy…

BUT….It’s critical IF we really put children first!

You can’t do it alone

Find YOUR Village

Start the conversations

Find good resources

Spread the word

Strengthen your messages

As you make decisions

Ask yourself…

Is it RIGHT for children?

Great Resources

NC Guide for the Early Years, Second Editionhttp://www.ncpublicschools.org/docs/curriculum/primaryk3/guide4early-years.pdf

NC Office of Early Learninghttp://www.earlylearning.nc.gov/Kindergarten2Grade3/Kindergarten.asp

http://www.earlylearning.nc.gov/Kindergarten2Grade3/resources.asp

http://www.ncpublicschools.org/docs/curriculum-instruction/home/transitions.pdf

NC Online Resources

Online Resources The Crisis in the Kindergarten Report

http://files.eric.ed.gov/fulltext/ED504839.pdf

ASCD, The Whole Child Initiative http://www.ascd.org/whole-child.aspx

ASCD, The Whole Child Initiative, What Works http://www.wholechildeducation.org/what-works

ASCD, The Whole Child Initiative, Making The Case http://www.wholechildeducation.org/take-action/making-the-case

FirstSchool, Frank Porter Graham Child Development Institute, Chapel Hill, NC

http://firstschool.fpg.unc.edu/

http://firstschool.fpg.unc.edu/firstschool-briefs-firstschool-learning-environments-supporting-relationships

http://firstschool.fpg.unc.edu/node/99

Online Resources

National PreK-3rd Grade Workgroup: PreK-3rd Every Year Matters

http://prek-3rdgradenationalworkgroup.org/node/1

Reducing the Achievement Gap by 4th Grade Webinar Series

http://prek-3rdgradenationalworkgroup.org/sites/prek-3rdgradenationalworkgroup.org/files/PreK-3rd%20NWG%20Webinars-Summary.pdf

Online Resources

Center on the Developing Child, Harvard◦ Executive Function

http://developingchild.harvard.edu/resources/reports_and_working_papers/working_papers/wp11/

◦ Other Reports and Working Papershttp://developingchild.harvard.edu/resources/reports_and_working_papers/

Jensen Learning (Eric Jensen) – Teaching with the Brain in Mind

http://www.jensenlearning.com/

Online Resources

New Jersey Department of Education◦ Video Series: High Quality Kindergarten TodayHigh-Quality Kindergarten Today is a 3-part series that highlights best practices in kindergarten based on the comprehensive NJ Kindergarten Implementation Guidelines. Throughout the series, Dr. Dorothy Strickland, Rutgers University Education Professor, Emerita, talks about developmentally appropriate teaching practices in the kindergarten classroom. ◦ http://www.nj.gov/education/ece/k/hqktoday/

Video Resources

Eva C. PhillipsReady Schools CoordinatorWinston-Salem/Forsyth County Schoolsecphillips@wsfcs.k12.nc.usecpkteach@gmail.com