Essential Learning Essential Learning ExperiencesExperiencesJanuary 31, 2013January 31, 2013

AgendaAgenda Celebrations & Purchasing/Budget UpdatesCelebrations & Purchasing/Budget Updates Ministry UpdateMinistry Update

Early Years Evaluation EYEEarly Years Evaluation EYEEssential Learning ExperiencesEssential Learning Experiences

Social & Emotional ExperiencesSocial & Emotional Experiences Physical Development ExperiencesPhysical Development Experiences Family Engagement – intro/Focus Topic in MarchFamily Engagement – intro/Focus Topic in March COR DATA Initial ReviewCOR DATA Initial Review The future of COR & Digital PortfoliosThe future of COR & Digital Portfolios Using Ipads with our Digital Gurus!Using Ipads with our Digital Gurus! NESD Professional Growth for Early Learning TeachersNESD Professional Growth for Early Learning Teachers

Ministry UpdateMinistry Update

Early Years Evaluation (EYE)Early Years Evaluation (EYE)

5 dimensions of early learning:5 dimensions of early learning:

1.1. Awareness of Self and EnvironmentAwareness of Self and Environment

2.2. Social Skills & Approaches to Social Skills & Approaches to LearningLearning

3.3. Cognitive SkillsCognitive Skills

4.4. Language & CommunicationLanguage & Communication

5.5. Physical DevelopmentPhysical Development

EYE-TA (Teacher Rating Scale)EYE-TA (Teacher Rating Scale)EYE –DA (Individually EYE –DA (Individually Administered)Administered) Training for TeachersTraining for Teachers Scheduled Assessment BlockScheduled Assessment Block Data Upload Data Upload ReportsReports Communication Communication Follow-up and planningFollow-up and planning

A Key Reminder for A Key Reminder for TeachersTeachers

• The EYE is a snapshot of a child’s learning and The EYE is a snapshot of a child’s learning and development in a given 45 minute period on a development in a given 45 minute period on a given day.given day.

• It is not about what you have taught the child It is not about what you have taught the child up to the date of the assessment.up to the date of the assessment.

• It is about where the child is today.It is about where the child is today.• It is about the opportunities and experiences It is about the opportunities and experiences

you will plan to enhance and extend the child’s you will plan to enhance and extend the child’s development and learning.development and learning.

The EYE is not designed The EYE is not designed to:to:• Label childrenLabel children• Diagnose specific learning Diagnose specific learning

problemsproblems• Identify children who are Identify children who are

intellectually giftedintellectually gifted

The EYE is:The EYE is:

not aboutnot about ““what we have taught the child”what we have taught the child”

butbut ““where the child is today”where the child is today”

andand ““where we will take the child”where we will take the child”

EYE Webinar EYE Webinar

ESSENTIAL LEARNING ESSENTIAL LEARNING EXPERIENCESEXPERIENCES

PrekindergartenPrekindergarten

Essential Learning Essential Learning ExperiencesExperiences

• Is not an additional curriculum.Is not an additional curriculum.• It is not a checklist.It is not a checklist.• Ministry is building supports to the Ministry is building supports to the

experiences.experiences.• Assessment continues through Assessment continues through

observation & documentation.observation & documentation.• Reporting to parents will be Reporting to parents will be

through portfolios.through portfolios.

Social & Emotional Social & Emotional DevelopmentDevelopment

Why is Social Emotional Development Important?Why is Social Emotional Development Important?

• Research shows us that Social Research shows us that Social Emotional competence leads Emotional competence leads toto::• Success in school Success in school • Increased school attendance Increased school attendance

and lower drop out ratesand lower drop out rates• Ability to hold a jobAbility to hold a job• Ability to work well with othersAbility to work well with others• More positive relationships More positive relationships

with others throughout lifewith others throughout life

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

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

What is social emotional development?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.

Importance of Self Regulation Importance of Self Regulation

““Self regulation also predicts success throughout a child’s Self regulation also predicts success throughout a child’s lifespan. According to research, children who were better at lifespan. According to research, children who were better at self-regulation in the preschool years have more self-self-regulation in the preschool years have more self-confidence and self-esteem; better cognitive and social skills; confidence and self-esteem; better cognitive and social skills; and more independence, better academic performance, and and more independence, better academic performance, and greater ability to handle stress and frustration during greater ability to handle stress and frustration during adolescence.”adolescence.”

““Even more amazing is the fact that better self regulation Even more amazing is the fact that better self regulation during early childhood predicts occupational success and during early childhood predicts occupational success and general life satisfaction during adulthood.”general life satisfaction during adulthood.”

From From Social & Emotional Development: Connecting Science and Practice in Early Social & Emotional Development: Connecting Science and Practice in Early Childhood Settings Childhood Settings by Riley, San Juan, Klinkner and Ramminger. (2008), p67. by Riley, San Juan, Klinkner and Ramminger. (2008), p67.

Interacting Successfully with OthersInteracting Successfully with Others

What are the skills and abilities that are required to interact with others successfully.

Here are a few possibilities:•Effective communication•Understanding the social rules (turn taking, eye contact, body position etc)•Perspective Taking•Empathy•Conflict resolution•Ability to recognize our own emotions •Ability to persevere•Ability to focus

Social emotional development is complex and related to other areas of development.

ConnectionsConnections

There is variation in how There is variation in how easily we recognize the easily we recognize the connections to the other connections to the other domains of development.domains of development.

Play based programs allow Play based programs allow social emotional social emotional development to be an development to be an integral component in all integral component in all activities.activities.

Intellectual ConnectionsIntellectual Connections

This is perhaps the easiest connection for educators to identify.This is perhaps the easiest connection for educators to identify.

For children to benefit from For children to benefit from cognitive activities, they must cognitive activities, they must be able to listen, focus, persist be able to listen, focus, persist to complete a task, be curious, to complete a task, be curious, confident and eager learners.confident and eager learners.

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

Physical connections Physical connections

Social competence Social competence connects with physical connects with physical

development:development:

• Understanding personal space• Interpreting non-verbal behaviour of others• Ability to regulate behaviour.

Spiritual DevelopmentSpiritual Development

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

Basic needs must be met Basic needs must be met before higher levels.before higher levels.

For example: If you are For example: If you are starving then you are not starving then you are not concerned about making concerned about making friends or being creative.friends or being creative.

Maslow’s Hierarchy of NeedsMaslow’s Hierarchy of Needs

Consider the children’s previous experiences and how this will influence your environment and program.

Physiological NeedsPhysiological Needs

It is difficult to learn if you are:•Hungry•Tired •Sick •Hurt or experiencing pain•Too hot/cold

You 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 Need for Safety We need to feel secure in our environment or it becomes the primary focus of our attentionWe need to feel secure in our environment or it becomes the primary focus of our attention ..

Trip Metaphor Children 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.

But what if something goes wrong?What if we can’t trust others to keep us 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

AttachmentAttachmentOccurs during infancy but has an impact on later relationships.•Secure attachment•Insecure attachment

Affects the quality of future relationships

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

Snowflake Activity Snowflake Activity

Brainstorm, with your trio, ideas as to how you can provide opportunities in your classroom for:•Belonging•Building Empathy•Understanding Emotions•Developing Self AwarenessRecord you answers on chart paper.

Social & Emotional Social & Emotional DevelopmentDevelopment

SEP.1 Developing Self AwarenessSEP.1 Developing Self Awareness SEP.2 Developing Self WorthSEP.2 Developing Self Worth SEP.3 Developing a Sense of OthersSEP.3 Developing a Sense of Others SEP.4 Developing a Sense of BelongingSEP.4 Developing a Sense of Belonging SEP.5 Separating from family without distressSEP.5 Separating from family without distress SEP.6 Taking Perspectives of Others and Showing SEP.6 Taking Perspectives of Others and Showing

EmpathyEmpathy SEP.7 Identifying & Regulating EmotionsSEP.7 Identifying & Regulating Emotions SEP.8 Interacting with PeersSEP.8 Interacting with Peers SEP.9 Resolving ConflictsSEP.9 Resolving Conflicts

Unpack & Build RubricsUnpack & Build RubricsSocial & Emotional DevelopmentSocial & Emotional Development

Physical DevelopmentPhysical Development

Physical Physical DevelopmentDevelopment

A fundamental movement phase occurs A fundamental movement phase occurs between 2 and 7 years old, wherein between 2 and 7 years old, wherein coordination improves every year, making it coordination improves every year, making it an ideal time for adults to capitalize on an ideal time for adults to capitalize on development of children’s basic physical skills development of children’s basic physical skills such as running, throwing, and balancing such as running, throwing, and balancing (Gabbard 2007; Gallahue 1995). (Gabbard 2007; Gallahue 1995).

By preschool age, children spend 5% of their By preschool age, children spend 5% of their free time in big body play (Pellegrini 1997).free time in big body play (Pellegrini 1997).

Physical DevelopmentPhysical DevelopmentMy students My students havehave these these opportunities for physical opportunities for physical development:development:

My students My students needneed these opportunities for these opportunities for physical development:physical development:

Physical Physical DevelopmentDevelopment

PDP.1 Developing Loco-motor SkillsPDP.1 Developing Loco-motor Skills PDP.2 Developing Fine motor SkillsPDP.2 Developing Fine motor Skills PDP.3 Developing Stability/BalancePDP.3 Developing Stability/Balance PDP.4 Developing Manipulative SkillsPDP.4 Developing Manipulative Skills PDP.5 Developing Space and Body PDP.5 Developing Space and Body

AwarenessAwareness

Unpack & Build RubricsUnpack & Build RubricsPhysical DevelopmentPhysical Development

Family EngagementFamily Engagement

Core BeliefsCore Beliefs1. All families and schools want the best for 1. All families and schools want the best for

their children.their children.

2. All children have the right to the opportunity 2. All children have the right to the opportunity to reach their full potential.to reach their full potential.

3. Families are the first and continuing 3. Families are the first and continuing educators of their children.educators of their children.

4. Effective schools provide a nurturing and 4. Effective schools provide a nurturing and supportive learning environment.supportive learning environment.

5. The diversity of families is valued and is used 5. The diversity of families is valued and is used as a resource for building partnerships and as a resource for building partnerships and communities.communities.

Engagement ExpectationsEngagement Expectations

Key PracticesKey Practices

Share with your table groups how you are:Share with your table groups how you are: Communicating purposefully, positively and Communicating purposefully, positively and

frequently.frequently. Encouraging, participating, sharing of Encouraging, participating, sharing of

family knowledge and experience.family knowledge and experience. Conducting home visits and integrating Conducting home visits and integrating

families in the classroomfamilies in the classroom Sharing children’s learning goals and goal Sharing children’s learning goals and goal

setting and focusing on child development.setting and focusing on child development.

Check this out for support:Check this out for support:

The FutureThe Future...COR ...COR ...Digital Portfolios...Digital Portfolios... Assessment... Assessment

Digital LearningDigital LearningWith Stephanie Pipke-Painchaud & With Stephanie Pipke-Painchaud &

Robert NystuenRobert Nystuen

NESD Teacher Growth NESD Teacher Growth FormForm

For Early LearningFor Early Learning

Today was like...Today was like...

Sliding down a hill because...Sliding down a hill because...

Skating on a pond because...Skating on a pond because...

Building a snowman because...Building a snowman because...