Essential Learning Experiences January 31, 2013. Agenda  Celebrations & Purchasing/Budget Updates  Ministry Update  Early Years Evaluation EYE  Essential

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  • Essential Learning ExperiencesJanuary 31, 2013

  • AgendaCelebrations & Purchasing/Budget UpdatesMinistry UpdateEarly Years Evaluation EYEEssential Learning ExperiencesSocial & Emotional ExperiencesPhysical Development ExperiencesFamily Engagement intro/Focus Topic in MarchCOR DATA Initial ReviewThe future of COR & Digital PortfoliosUsing Ipads with our Digital Gurus!NESD Professional Growth for Early Learning Teachers

  • Ministry UpdateEarly Years Evaluation (EYE)5 dimensions of early learning:Awareness of Self and EnvironmentSocial Skills & Approaches to LearningCognitive SkillsLanguage & CommunicationPhysical Development

  • EYE-TA (Teacher Rating Scale)EYE DA (Individually Administered)Training for TeachersScheduled Assessment BlockData Upload ReportsCommunication Follow-up and planning

  • A Key Reminder for TeachersThe EYE is a snapshot of a childs learning and development in a given 45 minute period on a given day.It is not about what you have taught the child up to the date of the assessment.It is about where the child is today.It is about the opportunities and experiences you will plan to enhance and extend the childs development and learning.

  • The EYE is not designed to:Label childrenDiagnose specific learning problemsIdentify children who are intellectually gifted

  • The EYE is:

    not aboutwhat we have taught the childbutwhere the child is todayandwhere we will take the child

  • EYE Webinar

  • ESSENTIAL LEARNING EXPERIENCESPrekindergarten

  • Essential Learning ExperiencesIs not an additional curriculum.It is not a checklist.Ministry is building supports to the experiences.Assessment continues through observation & documentation.Reporting to parents will be through portfolios.

  • Social & Emotional Development

  • Why is Social Emotional Development Important?Research shows us that Social Emotional competence leads to:Success in school Increased school attendance and lower drop out ratesAbility to hold a jobAbility to work well with othersMore positive relationships with others throughout life

    Studies show a causal relationship between social emotional competence in young children and future academic achievement.

  • What is social emotional development?Social emotional development involves being able to interact with others as well as regulate emotions and behaviour.

    There are many foundational skills and experiences that children must take part in and develop in order to be successful.

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    Social Emotional Development is one of the Domains of Holistic Development

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  • Importance of Self Regulation Self regulation also predicts success throughout a childs lifespan. According to research, children who were better at self-regulation in the preschool years have more self-confidence and self-esteem; better cognitive and social skills; and more independence, better academic performance, and greater ability to handle stress and frustration during adolescence.Even more amazing is the fact that better self regulation during early childhood predicts occupational success and general life satisfaction during adulthood.From Social & Emotional Development: Connecting Science and Practice in Early Childhood Settings by Riley, San Juan, Klinkner and Ramminger. (2008), p67.

  • Interacting Successfully with OthersWhat are the skills and abilities that are required to interact with others successfully.

    Here are a few possibilities:Effective communicationUnderstanding the social rules (turn taking, eye contact, body position etc)Perspective TakingEmpathyConflict resolutionAbility to recognize our own emotions Ability to persevereAbility to focusSocial emotional development is complex and related to other areas of development.

  • ConnectionsThere is variation in how easily we recognize the connections to the other domains of development.Play based programs allow social emotional development to be an integral component in all activities.

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  • Intellectual ConnectionsThis is perhaps the easiest connection for educators to identify.For children to benefit from cognitive activities, they must be able to listen, focus, persist to complete a task, be curious, confident and eager learners.

    Language is also an essential tool for learning with and from others.

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  • Physical connections Social competence connects with physical development: Understanding personal space Interpreting non-verbal behaviour of others Ability to regulate behaviour.

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    Social Emotional Development is one of the domains of Holistic Development

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  • Spiritual DevelopmentSelf awareness and self concept are integral to spiritual development. This includes how we perceive our connections to others and the natural world.

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  • Basic needs must be met before higher levels.For example: If you are starving then you are not concerned about making friends or being creative.Maslows Hierarchy of Needs

    Consider the childrens previous experiences and how this will influence your environment and program.

  • Physiological NeedsIt is difficult to learn if you are:HungryTired Sick Hurt or experiencing painToo hot/coldYou can likely think of examples from your own life when physiological needs interfered with your learning. It is important to ensure that we consider accommodations for these needs in the learning environment.

  • Need for Safety We need to feel secure in our environment or it becomes the primary focus of our attention.But what if something goes wrong?What if we cant trust others to keep us safe?

    Trip MetaphorChildren in the Early Learning Environment Procedures such as security at the airport and wearing seatbelts on the plane.Procedures such as car seats, CSA safety standards, policies and regulations.We rely on others to ensure the certification of the pilot and safety of the aircraft.Children rely on family are caregivers to ensure the environment is safe.

  • For children to feel safe and secure at school, they need to know that adults will be in charge and will be responsive to their feelings of hurt, fear and anxiety. Bilmes, P50 Beyond Behavior Management 2nd edition

  • AttachmentOccurs during infancy but has an impact on later relationships.Secure attachmentInsecure attachmentAffects the quality of future relationships

    More info available from:Attachment Network (Manitoba)Saskatchewan Prevention Institute

  • Snowflake Activity Brainstorm, with your trio, ideas as to how you can provide opportunities in your classroom for:BelongingBuilding EmpathyUnderstanding EmotionsDeveloping Self AwarenessRecord you answers on chart paper.

  • Social & Emotional Development

    SEP.1 Developing Self AwarenessSEP.2 Developing Self WorthSEP.3 Developing a Sense of OthersSEP.4 Developing a Sense of BelongingSEP.5 Separating from family without distressSEP.6 Taking Perspectives of Others and Showing EmpathySEP.7 Identifying & Regulating EmotionsSEP.8 Interacting with PeersSEP.9 Resolving Conflicts

  • Unpack & Build RubricsSocial & Emotional Development

  • Physical Development

  • Physical DevelopmentA fundamental movement phase occurs between 2 and 7 years old, wherein coordination improves every year, making it an ideal time for adults to capitalize on development of childrens basic physical skills such as running, throwing, and balancing (Gabbard 2007; Gallahue 1995). By preschool age, children spend 5% of their free time in big body play (Pellegrini 1997).

  • Physical DevelopmentMy students have these opportunities for physical development:My students need these opportunities for physical development:

  • Physical DevelopmentPDP.1 Developing Loco-motor SkillsPDP.2 Developing Fine motor SkillsPDP.3 Developing Stability/BalancePDP.4 Developing Manipulative SkillsPDP.5 Developing Space and Body Awareness

  • Unpack & Build RubricsPhysical Development

  • Family Engagement

  • Core Beliefs1. All families and schools want the best for their children.2. All children have the right to the opportunity to reach their full potent