1. The Creative Curriculum Developmental Continuum Assessment System
Allen Brook Preschool
Patricia Casey, ECSE

2. Act 62
As part of the Preschool Act 62 an assessment tool is required to be used by publically funded preschools.
The Creative Curriculum assessment was chosen to be used in all of Chittenden County.
Allen Brook teachers received training in using the assessment in June 2009.

3. Theory and Research Behind The Creative Curriculum
Maslow: Basic Needs and Learning
Erikson: The Emotions of Learning
Piaget: Logical Thinking and Reasoning
Vygotsky: Social Interaction and Learning
Gardner: Multiple Intelligences
Smilansky: The Role of Children’s Play in Learning

4. Theory and Research The Learning Environment What Children Learn
The Teacher’s Role
The Family’s Role
How Children Develop and Learn

5. Linking Curriculum and Assessment
Collecting Facts
Analyzing and Evaluating Facts
Planning for Each Child and the Group
Reporting on Children’s Progress
Ongoing Process

6. Looking at Objectives on a Continuum
It breaks down each objective so teachers can have realistic expectations as they plan.
It helps teachers observe and plan for all children.
It is strengths-based
It reveals a wealth of information to share with families

7. Four Areas of Development
Social-emotional
Physical
Language
Cognitive

8. Social-Emotional Development
Social-emotional readiness is critical to a successful kindergarten transition, early school success, and even later accomplishments in the workplace
Characteristics include: confidence, friendly nature, can develop good relationships with peers, persists at challenging tasks, able to effectively communicate emotions, able to listen and be attentive

9. Goals Areas
Sense of Self
How children feel accepted and valued by the people who are most important to them.
Responsibility of Self and Others
Developing responsibility, independence, and self-direction and following rules and routines.
Pro-social Behavior
Traits that will help children get along in the world, such as empathy, sharing, and taking turns.

11. Physical Development
Physical skills are important in their own right and for future tasks in reading, writing, scientific explorations, and math, as well as for the development of self-confidence . Movement wakes up the brain!
Opportunities to move skillfully, manipulate objects, balance and control their bodies, and refine small muscle skills

12. Goal Areas Gross Motor Development (Big Muscles)
Fine Motor Development
(Small muscles)

15. Cognitive Development
Cognitive and thinking skills are embedded within literacy, math, science, social studies, the arts and technology
In the early childhood years, children are not only learning knowledge, skills and concepts, but also acquiring the “learn to learn” skills that are so important for future learning.

16. Goal Areas Learning and Problem Solving
Being thoughtful about how they use information, resources, and materials
Curiosity, persistence, applying knowledge, making predictions
Logical Thinking
Making sense of information
Compare, contrast, sort, classify, count, measure, recognize patterns
Representation and Symbolic Thinking
How to use symbols
Symbols stand for things such as objects, people
Representational drawing and graphing

18. Language Development
Children who have rich language and literacy experiences in preschool are more likely to develop strong language and literacy skills
The skills of listening, speaking, reading, and writing develop interdependently in children

19. Goal Areas Listening and Speaking
Expressing oneself, vocabulary, understanding oral speech of others, participating in a conversation, using language to solve problems
Reading and Writing
Handling books, understanding the purpose of print and how it works, story comprehension

21. What to Expect 3 Progress Checkpoints October, January and May
Parent Conference
Child Progress and Planning Report

22. Thank you for sharing your children with us everyday.