1. Applying What We Know Presenter: Whit Hayslip Early Childhood: Contra Costa County Office of Education California Conditions of Learning Symposium: Engage, Teach and Lead Afternoon Breakout Session San Ramon Valley Conference Center January 28, 2016

2. ? How can we effectively apply what we know and meet the needs of each child?

3. ? What ideas about early childhood education resonated for you from the morning session?

4. Applying What We Know

5. DAP Accountability & Standards A Feared Collision High Quality Instruction

6. The Essential Questions for High Quality Instruciton What is the child learning? What am I teaching?

7. My Ma Gave Me a Nickel My Ma gave me a nickel to buy a pickle. I didn ’ t buy a pickle, I bought some bubble gum. Some bub-bub-bub-bub bubble gum, I bought some bubble gum. Some bub-bub-bub-bub bubble gum, I bought some bubble gum.

8. My Ma Gave Me a Nickel What is the child learning? What am I teaching?

9. Key Principles of Learning in High Quality Early Childhood Instructional Programs

10. Domains of children ’ s development are closely related. Physical Language Social & Emotional Cognitive

11. Early childhood educators should use these interrelationships to organize children ’ s learning experiences.

12. Importance of Social Competence

13. is confident, friendly, has developed or will be able to develop good relationships with peers; is able to concentrate on and persist at challenging tasks; is able to effectively communicate frustration, anger, and joy; and is able to listen to instructions and be attentive.” -A Good Beginning – p. vii “A child who is socially and emotionally ready… A Good Beginning

14. Children learn in the context of relationships.

15. “ …care and education cannot be thought of as separate entities in dealing with young children… ” -Eager to Learn: Educating Our Preschoolers (2000), p. 2 Eager to Learn

16. Children are active learners.

17. Children construct understanding.

19. The adult’s role is vital in connecting content and learning.

20. Curriculum Assessment and curriculum are linked.

21. Development occurs in a relatively orderly sequence Later abilities, skills and knowledge build on those already acquired.

22. Development proceeds in predictable directions towards greater complexity, organization and internalization.

23. Learning during early childhood proceeds from behavioral knowledge to symbolic or representational knowledge. Educators provide a variety of first hand experiences to help children acquire symbolic knowledge.

24. Development advances when children have opportunities to practice newly acquired skills as well as when they experience a challenge just beyond the level of their present mastery.

25. Children can do things first in a supportive context and then later independently in a variety of contexts. Teachers provide the “scaffolding” that allows the child to take the next step. Learning occurs through “guided participation”. It is a collaborative process between the teacher and child.

26. Development proceeds at varying rates from child to child and unevenly within different areas of each child ’ s functioning.

27. Individual variation is not only to be expected but also valued. Decisions about adult ’ s interactions with children should be as individualized as possible.

28. How does the application of these principles look in a classroom?

29. Let’s observe Barbara’s TK classroom and see how her instruction addresses children’s developmental needs.

30. The Developmental Themes Active: Bodies in Motion Concrete Thinkers : Real/Relevant Need for Repetition, Predictability and Routine Use of Play to Make Sense of the World Drive towards Mastery

31. Developmental Themes How is this developmental theme addressed in Barbara’s language and literacy activities? Active Concrete Repetition Play Mastery

32. Video of Barbara’s TK Class

33. Developmental Themes How is this developmental theme addressed in Barbara’s language and literacy activities? Active Concrete Repetition Play Mastery

34. Reflective Practice EC Educators: and Support the Learning

35. We must support one another in improving our ability to care for all children Meet, reflect, plan and work together. No one can do it alone!

36. It’s Hard Work