How Much Can Young Children Learn and How Should We Teach Them? Cathy Feldman Reach Associates cathy.feldman@reachassoc.net

How much can young children learn? The Sky’s the Limit My own practice and collaboration with teachers across the country has taught me to never underestimate the thinking of a child.

How should we teach them? -4 pivotal anchors. - 4 anchors come together to create an optimal learning environment.

4 Pivotal Anchors Developmentally Appropriate Practices Trajectory Balance Teacher’s Role

Developmentally Appropriate Practices Provide intentional learning opportunities that nurture and grow all domains of a child’s development Value the role of play in learning learning experiences - develop the cognitive, language, motor, social and emotional skills - foster a child’s play -all P- 3 students- a time for free choice where blocks, board games, in a real life dramatic center, arts etc. - taught and given practice developing problem solving, taking turns, task persistence, self confidence to speak

Developmentally Appropriate Practices Learning goals and opportunities are achievable and challenging Learning opportunities are appropriate to a child’s age and development Learning experiences recognize and address the whole child asked open-ended questions providing access to all learners while challenging their thinking

Trajectory Knowing and using the expected outcomes in all domains of learning Believing in the ability of all students to achieve at high levels Creating differentiated learning opportunities instructional practices reflect knowledge of the age and grade level expected outcomes in all domains of development teachers demonstrate high and fair expectations that are rigorous for all students all students expected to engage – scaffolds of support and encouragement are provided. materials are differentiated, culturally relevant, on various topics supporting all students’ success

Balance Achievable and challenging The whole child The types of learning experiences offering the next learning opportunity learning experiences develop a social emotional skills, approaches to learning and learning behaviors as well as cognitive/academic skills a balance of whole group and small group and independent learning experiences a balance between teacher directed, student directed, structured and inquiry based activities

Teacher’s Role Create a caring and safe learning environment Be responsive to students’ and families’ interests, cultures and needs Maintain positive interactions fostering a child’s identity and confidence in him/herself as a learner the impact of the teacher is pivotal –developmentally practices to be actualized, creating the needed balance, in knowing and bringing to fruition the trajectory. teacher promotes a positive learning environment – encourages risk taking teacher-child and teacher-family interactions are respectful, responsive and inclusive teacher fosters a child’s identify of her/himself as a learner is fostered - teachers refer to students as learners, thinkers, writers, authors, scientists, mathematicians and readers - teacher empowers children to think about themselves as learners – providing time for students to reflect on their learning and think about strategies and behaviors that helped them do their personal best and strategies and behaviors that didn’t help them do their personal best.

Teacher’s Role Nurture a child’s natural curiosity Stimulate children’s thinking through thought provoking questions Intentionally plan the learning environment and learning experiences teacher intentionally: - creates a learning environment plans learning experiences plans prompts and questions to stimulate each child’s higher level thinking creates opportunities for children to develop grit and stamina to reach his/her potential

How should we teach them? Teacher’s Role Balance Developmentally Appropriate Practices Trajectory when a teacher believes in the ability of all students to achieve at high levels intentionally creates a learning environment a balance of intentionally planned achievable and challenging learning experiences based on the expected outcomes in all domains of learning the Sky is the Limit for each child’s learning The Sky’s the Limit