education

Labeling Labels A, B, and C represent three increasingly informative levels of description that complement the visual depiction of a classroom activity. By posting captioned photographs, teachers can give families a glimpse into the everyday lives of their young children at school or in child care. Extended documentation of children’s work and play over time […]

Using Technologies for Documentation and Communication With advances in user-friendly technologies, teachers now have at their disposal many options for creating documentation (Berson & Berson, 2010). Many tools are currently available that can serve to streamline the process and help families feel a part of the daily learning experiences of their children. Certainly the digital

The Power of Documentation Making the curriculum visible in the classroom and other appropriate areas of the school sends a powerful message to allchildren, families, and communitythat what young children learn and do is important. As mentioned in Chapter 2, visual documentation of learning is a concept associated with and highly developed in the Reggio

Helping Families to Understand the Curriculum As you begin to develop reciprocal relationships with families, you will want to share information about developmentally appropriate practice (DAP) with regard to curriculum; this will provide a foundation for further discussion (Copple & Bredekamp, 2009; Gestwicki, 2011). For example, programs and teachers can: Include a statement in promotional

Developmentally Appropriate Accountability Assessment and communicating information about assessments is a focus in Chapter 12, but here it is important to note that early childhood educators are mindful of the developmental issues associated with accountability and standards. The NAEYC position statements provide clearly articulated guidance about: The types of assessment that are appropriate for young

Accountability: Testing and Assessment Parents are entitled to accurate reporting designed to help them understand how the curriculum is working on behalf of their children. Teachers and programs need to provide information to families to help them understand the accountability measures in use and how that information is specifically relevant to the curriculum and its

Creative Curriculum Alignment (for 3-Year-Olds) Creative Curriculum Alignment (for 3-Year-Olds) Head Start Domain Element Examples of Objectives and Dimensions from the Creative Curriculum for Preschool Examples from the Creative Curriculum for Preschool Receptive language: the ability to comprehend or understand language 8. Listens to and understands increasingly complex language 8a. Comprehends language 8b. Follows directions

Aligning (Mapping) Curriculum with Standards Standards are written to allow educators to make decisions on behalf of each individual child. At the local/site/classroom level, teachers should share the ways in which they interpret the standards. Sometimes teachers do this by identifying how the curriculum connects with specific standards or desired learning and development outcomesa process

What are some of your preconceived notions about how families should be? What can you do to get to know the families and make everyone in your classroom feel welcome? There is widespread agreement that home/school/community programs succeed only when mutual trust is well established among those involved (Dombro & Lerner, 2005; Fiese, Eckert, &

What are some of your preconceived notions about how families should be? What can you do to get to know the families and make everyone in your classroom feel welcome? There is widespread agreement that home/school/community programs succeed only when mutual trust is well established among those involved (Dombro & Lerner, 2005; Fiese, Eckert, &