...Demographics I am placed at Tolbert Elementary in Resaca, Georgia which is part of the Gordon County School System in a fourth grade classroom. The school is located in a rural area with a 54% of the population being males and 46% of the population being females. Furthermore, my site teacher’s homeroom reflects similar percentages with 54.2% (13 students) of the population being males and 45.8% (11 students) of the population being females. Further, Tolbert is made up of 68.4% of Caucasian students, 25.7% of Hispanic students, 1.6% of African American students, 3.3% of Two Races, and 0.5% of American Indian students. In addition, 69.4% of the students at this school qualify for free lunch and 11.5% of the students qualify for reduced lunch. According to the Georgia DOE, “While females at Tolbert Elementary School have achieved a higher math proficiency than males (female: 47%; male: 37%), at most elementary schools in the Gordon County School District, males and females have achieved about an equal level of math proficiency (female: 37%; male: 37%).” In turn, “At the state level, females at elementary schools in Georgia have performed about equally as well as males on the math assessment (female: 39%; male: 39%).” After reading this statement, I found this to be interesting. The reason I found this interesting is because throughout my school career the generalization made by many was that females are more likely to be more proficient in English and Reading and males are more proficient...
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...Early Childhood Research Quarterly 19 (2004) 375–397 The early childhood classroom observation measure Deborah Stipek∗ , Patricia Byler School of Education, Stanford University, 485 Lasuen Mall, Stanford, CA 94305-3096, USA Abstract This study assesses a new measure of early childhood classroom practice in 127 kindergarten- and first-grade classrooms. The measure was designed to be appropriate for classrooms serving children from the age of 4–7 years. It assesses the nature and quality of instruction as well as the social climate and management of the classroom. Two separate scales assess the degree to which constructivist, child-centered and the degree to which didactic, teachercentered instructional practices are implemented. Findings indicate that the measure produced reliable scores and meaningful, predictable associations were found between scores on the observation measure, on the one hand, and teachers’ self-reported practices, teaching goals, relationships with children, and perceptions of children’s ability to be self-directed learners, on the other. © 2004 Elsevier Inc. All rights reserved. Keywords: Early childhood; Classroom observation; Teaching; ECCOM; Measure 1. Introduction Political and public concerns about improving education have been fueled recently by reports highlighting the number of students, particularly from economically disadvantaged homes, who fail to achieve minimum academic standards. The National Center for Educational Statistics (2002)...
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...in Early Care and Education Programs on a Native American Indian Reservation ‘‘The drum is considered the heartbeat of the community’’ Jennifer L. Gilliard1,3 and Rita A. Moore2 This article investigates how culture shapes instruction in three early care and education programs on the Flathead Indian Reservation. Interviews with eight early childhood teachers as well as classroom observations were conducted. The investigation is framed by the following research question: How does the culture of the family and community shape curriculum? Data analysis suggested that ongoing communication with parents and community about teaching within a culturally relevant context, building a sense of belongingness and community through ritual, and respecting children, families, and community were essential to defining the Native American Indian culture within these early learning programs. KEY WORDS: culture; in; tribal; early; education; programs. INTRODUCTION Instruction informed by children’s home and community culture is critical to supporting a sense of belongingness that ultimately impacts academic achievement (Banks, 2002; Osterman, 2000). American school populations are increasingly diversified with immigrants and English language learners; but American teachers are over 90% European American (Nieto, 2000). Educators who are from different cultural perspectives than those present in the families and communities of the children they teach, ‘‘may 1 Department of Education, Early...
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...Portfolio of Child Observations | 1 The Brief: Observation report instructions: carry out three observations of the same child, one must be timed, one written and the other your own choice. In all the observations you must look at the child's physical, language, and social skills and ultimately their overall cognitive development. The report must be written up in the format: abstract, introduction, method, results, discussion and analysis. In the discussion and analysis you must tie together what you have observed with the theory of what would be expected of a child of the appropriate age. The report must contain the following: Abstract: where you outline briefly what you did and why, what you found and the recommendations, Introduction: include information about the child observed, discuss the reasons for observing, assessing young children, ethical considerations, the use of norms, cultural bias etc. Methods: where you explain the methods used, reasons for choice, limitations, strengths and weaknesses. Results: evaluate the child's holistic development, list the three areas of development, physical, social and language, discuss the links between these areas, refer to the stages of development and child development theory in making your judgments. Discussion: summarize your findings, make recommendations for the child's learning and development. Bibliography Overall: mention why is it important to observe young children, what might the information be used for? What rights...
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...Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings: Best Evidence Synthesis July 2003 Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings: Best Evidence Synthesis October 2003 This report is one of a series of best evidence syntheses commissioned by the Ministry of Education. It is part of a commitment to strengthen the evidence base that informs education policy and practice in New Zealand. It aims to contribute to an ongoing evidence-based discourse amongst policy makers, educators and researchers. The best evidence synthesis approach is being developed in collaboration with researchers. It draws together in a systematic way the available evidence about what works to improve education outcomes, and what can make a bigger difference for the education of all our children and young people. Prepared for the Ministry of Education Authors Linda Mitchell and Pam Cubey Copyright © Ministry of Education PO Box 1666 Wellington ISBN 0-478-18773-4 Web ISBN ISBN 0-478-18774-2 www.minedu.govt.nz Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings Best Evidence Synthesis Report prepared for the New Zealand Ministry of Education Linda Mitchell and Pam Cubey July 2003 New Zealand Council for Educational Research P O Box 3237 ...
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...effective early childhood leadership by taking a participant role in an early childhood-focused organisation or group. To complete the assessment, I have chosen an early childhood educational setting which is the primary school to observe the leadership processes when I actively participate in the activities associated with the group and to research the leadership strengths of the group. The primary school is located at a suburb of south Perth and it is a new primary school which only have classes for kindergarten and pre-primary children. This case study focuses on the factors that build up an effective early childhood workplace in early childhood services. Moreover, the observations of leadership...
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...Mapping Matrix from - CHC50908 Diploma of Children's Services (early childhood education and care) to - CHC50113 Diploma of Early Childhood Education and Care This mapping tool only includes additional training and assessment requirements for each unit. Changes to wording or additional words are highlighted in bold type Unit of competency: CHCECE023 Analyse information to inform learning SupersedesCHCPR509A - Gather, interpret and use information about children Elements of Competency/Performance Criteria 1. Gather and document information about children Changes Gaps to address in transition 1.1 Undertake observations and gather detailed information about children’s learning, using a wide range of approaches Changed wording 1.2 Ensure the assessment methods and tools used to gather information consider assessment principles New criteria 1.3 Gather information and observations over time and in a variety of spaces 1.4 Include the voices of educators, children, peers, families and other professionals where appropriate 2. Monitor children’s learning & development Changed wording New criteria 2.1 Use information and observations to analyse and monitor children’s strengths, interests, relationships and learning in conjunction with the approved framework’s learning outcomes New criteria 2.2 Identify children who may need additional support in order to achieve particular learning outcomes New criteria 2.3 Use summative...
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...Integrate Science and Arts Process Skills in the Early Childhood Curriculum How can early childhood teachers help children think creatively, discover new possibilities, and connect their ideas? Integrate science and the arts in the curriculum! “The greatest scientists are also artists as well.” –Albert Einstein Kathy Morrison Art and science are intrinsically linked—the essence of both fields is discovery. Artists and scientists function systematically and creatively. Their knowledge, understanding, and outcomes are explored in hands-on studios or high-tech labs. In classrooms for all ages, integrating science and the visual arts offer children the latitude to think, discover, and make connections (Alberts, 2011). • Young children are also natural artists (Althouse, Johnson, & Mitchell, 2003). Most are delighted to participate in open-ended art activities, dramatic play, singing, and dancing. Young children paint, sculpt, sing, or dance in their own unique ways. They want to be involved in the visual and performing arts, to try new things, and to experiment with the familiar (Pinciotti, 2001). For young children, the process in science and art is much more important than whatever product may result (Stivers & Schudel, 2008). The fundamental science process skills for early childhood are to • • • • • observe, communicate, compare, measure, and organize (Sarquis, 2009). Art and science are intrinsically linked. Scientists and artists typically observe life from...
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...Abstract This paper includes a reference list of literature relating to early intervention and children with special needs. In general, the literature seems to indicate that early intervention makes a impact on the success of children with disabilities when entering school. They perform to the abilities to that of their typically developing peers. Intervention programs are set up to help children and families. The articles research the affects of these programs on children with disabilities. Introduction The purpose of this review is to further understand early intervention and its role in special education. I wanted to study this topic because it is something I work with on a daily basis. The idea for my research came about during a staff meeting with the institute’s new president. As the president was asking questions and getting to know the staff and workings of the institute, the statement that the students who leave here are not as prepared for kindergarten when they leave here as they have been in the past. As a teacher this troubled me because isn’t the point of prekindergarten to prepare a child for kindergarten? If the typically developing peers aren’t prepared for kindergarten what does that mean for the students with disabilities? Are they farther behind or are they the ones being prepared to move forward in their education? With these questions in mind I wanted to see how an early intervention program helped children with disabilities when it comes time to...
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...The Fayetteville State University Birth through Kindergarten Education Program requires students enrolled in specific courses to complete field experience hours in public or private early childhood educational settings. Faculty realizes the importance of students completing on-site field experiences to get an understanding as to what takes place in typical early learning environments in public and private centers, as well as, primary grades in public school systems. The department recognizes that students will be able to use field experience opportunities to implement practices and strategies learned in various college courses in classrooms prior to graduating and entering the profession. These experiences also assist students in better...
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...College Fathima Sadiki Introduction to Early Childhood Careers 1105-30 Carla Weigel 04/16/2015 The Theoretical origin of the field: Theory is figure of knowledge used to outline, clarify, and foretell the behavior. Theory is represent the starting point of intentional curriculum. Also it give the idea “why” effective practice. All the element are tied up together when it come up to development of children. Theory notifies planning, then it will affects the implementation of curriculum, and each informs appropriate assessment. The final result of the assessment feedback to theory. The origins of early childhood education is discover in 16th century work of Martin Luther (1483 -1546). Many finding of the early childhood education to the work of Martin Luther. From this foundation many theories has been found. They found the how to give the best education for young children. There are four main theories. * Psychoanalytic theory - it pressure that what happens to you as a child affects you as an adult. * Cultural transmissionists /behaviorism – main factor for child development is environment. * Maturationists – child natural development is the fact of child development. * Constructivism – Child development effect by how the child interact with the environment and peers. Now there are three theoretical prospective which early childhood educators fall into; Maturationists, behaviorist, constructivism. Maturationism is an early childhood educational philosophy asserting the...
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...The overall goal for early educational professionals, however, is to provide every child, including children who are linguistically and culturally diverse, with a responsive learning environment. For culturally and linguistically diverse students to reach their full potential, instructions should be provided. As educators, it is imperative that we recognize that all students are cognitively, linguistically, and emotionally connected to the language and culture of their home. A curriculum that is culturally responsive capitalizes on student’s cultural background rather than attempting to override them (Zero to Three, 2008). Cultural, ethnic and racial diversity are important and are valued characteristics of the population of young students currently served by early childhood education programs. According to research, early elementary educators are facing the challenge of creating quality educational programs for young students from diverse cultural...
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...This essay will aim to look at how curriculum and assessment are being operated in two different early years settings. The settings under examination are 3-5 year olds and 5-8 year olds. We will start with the definitions of curriculum and assessment and the relationships between them. After that, I will explore similarities and differences between approaches to curriculum and assessment in the two settings. Curriculum is an integrated system drawing together every element for learning and teaching, including learning outcomes, learning areas, teaching strategies, evaluation and assessment to help with children’s learning progression (MacLachlan, Fleer& Edwards, 2010). Curriculum refers to “all the experiences, activities and events, whether direct or indirect, which occur within an environment designed to foster children’s learning and development” (Department of Education, Employment and Workplace Relations [DEEWR], 1996). Early childhood educators regard ‘the curriculum’ as a guidance of learning instructions and assessment (Baxter, 2012). A good curriculum can offer the expert guidance, evidence of effectiveness and flexibility. It enables early childhood educators to draw upon a comprehensive view of early years education linked to their own observations and experiences; therefore educators set up and modify learning programs accordingly and timely (Early Childhood Australia, 2013). Assessment can be described as the process of finding out what children know, understand...
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...Acknowledgements This report would not have been possible without the support of two research assistants, Caroline Scott and Karin Barty. We thank them for their enthusiasm for the project and the many hours they spent searching the literature. The Early Childhood Education Research Team would also like to acknowledge the parents, primary school teachers, school principals, early childhood professionals and other support staff who were willing to provide their views on what they considered to be a successful transition to school. A very special thank you to the kindergarten teachers who, at the time, were very busy writing Transition Learning and Development Statements yet somehow put time aside to answer our questions. Finally, we would like to acknowledge the support and colleagueship provided by the Department of Education and Early Childhood Development, especially Pippa Procter, Gina Suntesic and Karen Weston. This has been an interesting and stimulating project for us all. The Early Childhood Education Research Team Victoria University December, 2009 Table of Contents Acknowledgements Introduction • Background • Purpose Methodology • Literature Review • Participants • Data Collection • Victorian Early Years Learning & Development Framework (Victorian Framework) • Outcomes • Indicators • Measures • Tables Outcomes & Indicators of a Positive Start to School • For Children • For Families • For Educators • Table 1: Outcomes & indicators of a positive start to school...
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...Early Childhood Guide Name Institution Planning a guide to early childhood program development is essential to serve as a tool for improving and developing high quality early childhood programs. It is essential for each childhood education setting to plan its program so as to facilitate achievements of the goals. Planning a curriculum should be a continuous process which involves identifying needs and capabilities of children, observation, provision of necessary resources, evaluation and assessment. To ensure that the curriculum goals are realized, childhood programs should be planned to offer sufficient learning experience for the children. A good plan usually starts from observing the children’s interests, needs, strength and behaviors. A good plan should focus on the environment, the setting and group of children or individuals. The focus could also be on a the routine, such as planning for activities and mealtime. A plan helps teachers working in early childhood education to understand what the children in their centers are learning and how learning happens. Teachers must accomplish some goals so as to create an effective learning environment. Goals refers to the competencies that children are expected to develop. Some of the goals that teachers should accomplish childhood programs, examples of specific goals are; developing a sense of trust and security, think critically, increase self-confidence, develop a nurturing and positive relationship with peers and the children...
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