1. Heather Cook and Alicia Charbonneau 2011 CHILD Summit Imagine of North Port

2. Old School vs. New School “I get nap time and play games all day! School is soooo much fun!” “I have to study for tests like the SAT 10.” “I hardly ever get to play. I have to stay in my seat and listen all day.”

3. The Kindergarten Gap Kindergartens were first introduced in this country as nurturing, play-based programs, intended to enhance “whole child” As programs expanded in the early 20th century, kindergarten teachers sought professional status and began to affiliate themselves with the primary school, not with the social welfare day nursery movement Today, as a consequence, kindergarten is pulled between the developmental, child-centered focus of early care and education and the academic achievement focus of the formal K–12 system.

4. How did this happen? 1983 A Nation at Risk: Our schools are failing 2000 Standards Based Instruction Begins 2001 NCLB mandates high stakes testing holds schools accountable and introduces AYP Methods of measurement begin-Tests and Data Accountability Present Pressure to teach what’s on Test Merit Pay Stress and Pressure to

5. Positive Outcomes Increased student performance Clarity of expectation that informs teachers, administrators and policymakers about what could and should be expected and achieved. (Ladd, 1999; Roderick, Jacob & Bryk, 2002).

6. What do we do now? Use the history of educational evolution and political movements to our advantage. Combine our knowledge of young children’s developmental levels with the most researched pedagogical practices. Use children’s development to guide their activities. Think creatively about assessment-there is more than one way.

7. Thoughts on Present Day "There's been an explosion of knowledge over the last 20 years in child-development research," he notes. "But one would be hard pressed to go through most classrooms in the United States and see a reflection of what we now know about child development." Too often, those studying the minds of children and those shaping those minds operate on separate planes, with only the occasional crossover, notes Pianta, who adds that most teacher-training programs require only one course in child psychology or child development. Cris Collin Edutopia, 2011

8. And the Research says…. “A play-based curriculum offers children opportunities throughout the day to develop the ability to think abstractly by experiencing real objects using their senses.” (Bredekamp, 1987; Kostelnik, Soderman, & Whiren, 1993) “Play is a vital part of early childhood education and development. When children explore, experiment, and interact through play, they learn about how the world works. Children also need caring and knowledgeable adults to guide and be a part of their play experience.” NAEYC Let them PLAY!

9. The Average Kindergartener Cognitive Fine Motor Skills Gross Motor Visual Motor Skills Attention Span Language Skills Social and Emotional

10. S.E.A.M Most importantly, knowledgeable about standards and expectations. Plan what experience you want them to have. For play based learning. Teacher accountability/ assessment -How do I know it’s working? Observations, checklists, work samples, portfolios, appropriate worksheets like recording sheets, photographs. Make sure you make it purposeful for the whole child! (everything that was on the previous slide)

11. Do You Measure Up? Developmentally Appropriate Kindergarten Checklist

12. The 8 Essential Components of Play Based Learning Children are playing and working with materials or other children.

13. Children have access to various activities through out the day. Children are not all doing the same things at the same time. Teachers work with individual children, small groups and whole groups at different times during the day. They do not spend time only with the entire group.

14. The classroom is decorated with children’s original artwork and stories Look around! Children learn numbers and letters in the context of their everyday experiences.

15. Children work on projects, playing and exploring for at least 1 hour a day. Worksheets are not the primary activity. Teachers read books through out the day not just in reading.

16. Children and their parents look forward to school. Curriculum is adopted for those that are ahead, as well as those who need additional help- knowing children do not learn the same things at the same time in the same way. DIFFERENTIATE LEARNING! !

17. The 90 Minute Block: No Time Wasted TimeActivityPurpose 5 minutesStudent Led Activity Establish routine, social emotional, motor skills 10 minutesSnack Counting, patterning, discussion, real world contexts 15 MinutesMath Journal Problem solving, discussion, literacy, invented strategies 5 MinutesDiscussion/Talk Share solving a problem taking turns, social emotional 3 MinutesClean Up Procedures Routine and expectation, turn taking, smooth transitions 3 MinutesTransition Activity Practice skills, quick thinking, fun, motivation to transition 30 MinutesStations Practice skills independently 5 MinutesClean Up Procedures Routine and expectation, self control, social emotional, responsibility 2 MinutesTransition Activity Practice Skills, quick thinking turn taking smooth transitions 15 MinutesWhole Group Lesson Learn a new skill