Developmentally appropriate programs areprograms that contribute to children’sdevelopment.The principles of this practice are based on asetof goals for children:1. What we want for them, both in their presentlives and as they develop to adulthood2. What personal characteristics should be fosteredbecause these contribute to a peaceful,prosperous, and democratic societyCompetency: 3.1
DAP -Creates an appropriate environment fordiverse learners. This includes diversityin families, cognitive function, physicaldifferences, children in agencies, andeverything else that makes each childunique and special.Competency: 4.5-4.7
When creating a developmentally appropriatelearning environment consider the following:1. What is known about childdevelopment and learning—◦ Knowledge of age-related characteristics thatpermit general predictions about whatexperiences are likely to best promotechildren’s learning and development.Competency: 5.4
When creating a developmentally appropriatelearning environment consider the following:2. What is known about each child asan individual—◦ What practitioners learn about each child thathas implications for how best to adapt and beresponsive to that individual variation.◦ AssessmentCompetency: 5.6, 3.1, 3.2
When creating a developmentally appropriatelearning environment consider the following:3. What is known about the social andcultural contexts in which childrenlive◦ Know the values, expectations, and behavioraland linguistic conventions that shape children’slives at home and in their communities.Educators must strive to understand thesefactors in order to ensure that learningexperiences in the program or school aremeaningful, relevant, and respectful for eachchild and family.Competency: 4.6, 4.7
Domains Domains of children’s development—physical, social, emotional, andcognitive—are closely related.Development in one domain influencesand is influenced by development in otherdomains We must teach across all domains, andrelate them.Competency: 9.1-9.6.6
Rate of Development Development proceeds at varying rates fromchild to child as well as unevenly withindifferent areas of each child’s functioning◦ We must utilize our knowledge of each child inevery domain and assess the best course of actionfor each individual.◦ Children develop at different rates because of manyfactors: culture, family, genes, environment, etc.We must accept these things and use them to ouradvantage in the child’s education.Competency: 2.3
PLAY! Play is an important means for children’ssocial, emotional, and cognitivedevelopment. Play also functions as a reflection of theirdevelopment.◦ Children test the skills they require during the‘learning’ time while they are playing. For example: language, dramatic play, (fine,gross) motor skills.Competency: 3.1, 5.10
Current Jobs Opportunities Head start positions Early childcare centers Child Care Centers Preschool through 3rd grade positions Public school positions Private school positions Daycare centers School program administrators
Opportunities Employment opportunities in this field areexpected to increase by around 18% through2018 this has been the highest growth rate inthe area of education. Most entry level positions in this field also paybetter than other positions in education, withaverage wages for entry level professionals at$87,000 per year Wages and benefits also continue to increasethrough the years you work and gainexperience.http://www.excite.com/education/education-teaching/early-childhood-education/careers
Early Achievers OpportunityGrants Awards: 4000$ tuition not to exceed 47credits 1000$ a year for books Student responsibilities: 2.0 GPA Completes FASFA application
Race to the Top Early LearningChallenge In Washington alone the federalgovernment gave 60 million dollars for theearly learning program. This grant helps 73,000 who startkindergarten each year get a better earlylearning education. Higher quality learning opportunity meansgreater success.
Why Engage Parents? An ongoing challenge for every educator isto develop and enhance skills that will offerstudents the best possible learningexperiences and opportunities, in school, athome, and in community settings. It istherefore essential that every effort bemade to ensure that ongoing and effectivecommunication and partnerships beestablished and maintained with parents.Competency: 1.0-2.0, 6.0
Key Findings about Parent-SchoolPartnerships Researchers at the University of Oxford foundthat children whose parents participated in thePeers Early Education Partnership (a programgeared towards supporting families of childrenages 0-5) "made significantly greater progress intheir learning than children whose parents didnot participate.“ A study published in the Journal of InstructionalPsychology reported that improving parentalinvolvement in the classroom can also improveschools in general (Machen, Wilson &Notar,2005). The authors describe how everyone withinthe school community can benefit when parentsand teachers work as partners.Competency:3.0
What do PARENTS want to know? In order to effectively engage parents, itis important to know their specificquestions and concerns with regard totheir childs learning and transition fromhome or day care to other educationalsettings ASK…Competency:1.0-2.0, 4.0
Feedback is Important! While two-thirds of the parents viewed their childs transition intokindergarten as generally smooth, nearly 35% of parentsmentioned a disruption to family life" - marked by havingdifficulty adjusting to a new schedule and not having a playmateavailable for a younger sibling. 53% of parent responses contained positive feedback regardingtheir childs ability to adjust well, the benefits of prior experienceto school setting, proactive transition planning by the school,positive qualities in the teachers, communication with the school,and the quality of the curriculum/program. Negative feedback shared by parents reflected the childsemotional/behavioral difficulties during transition (e.g., "nothandled well by the school,"), family adjustment difficulties (e.g.,sleep/work schedule), reluctance or refusal of child to attendschool, unrealistic expectations of the school (e.g., curriculum tooadvanced), and communication difficulties between parents andschool personnel (e.g., lost notes, missing money, skipped meals,hygiene difficulties)Competency:3.0,8.0
Why “Letters Home”The letters home concept comesfrom a recognition that, from theearliest years, family-schoolinteractions need to get started onthe right foot and develop aroundtrust; ongoing, sharedresponsibility, and reciprocal,strengths-based partnershipsCompetency:3.0
Children who have involved and engagedparents are more likely to:* Earn higher grades and better test scores.* Attend school regularly.* Demonstrate good social skills andbehavior.* Adapt well to the school environment.* Pass their classes and be promoted.* Graduate and enroll in higher leveleducation programsCompetency:1.0-3.0
How can teachers encourage parents to be involvedand engaged ?1. Recognize that all parents can be involved in theirchildren’s learning and want their children to do well.2. Create a program that will help families support andguide their children’s learning.3. Develop programs within the school to provide stafftraining on techniques, methods and parent involvementactivities that will promote parent engagement.4. Work to build trusting and respectful relationshipsbetween the family, the community and the school.5. Establish partnerships and shared power with families,encouraging all to understand the importance of theirparticipation in children’s educational growth anddevelopment.Competency:3.0
ECE FlyerWANTING TO START A CAREER IN EARLY CHILDHOOD EDUCATION???Early Childhood Education is a breeding ground for sparkingenthusiasm and creativity in the minds of youngsters. Learnhow to teach children though a series of games and interactivecontent. A teacher is likely the one who initially exposes thechild to new concepts and makes ideas clearer and brighter totheir young minds. Learn how to make a difference in a child’slife by starting a career in Early Childhood Education at EasternWashington University!•Flexible Schedule•Rewarding•Do what you love•Teachers will always be needed•Work from home. "Experts tell us that 90% of all brain developmentoccurs by the age of five. If we dont begin thinkingabout education in the early years, our children areat risk of falling behind by the time they startKindergarten."- Robert. L. EhrlichEastern Washington University
DAP(Developmental Appropriate Practice)3 Core Considerations for DAP• Knowing about child development and learning.Knowing what is typical at each age and stage ofearly development is crucial• Knowing what is individually appropriate.What we learn about specific children helps us teachand care for each child as an individual. Bycontinually observing children’s play and interactionwith the physical environment and others, we learnabout each child’s interests, abilities, anddevelopmental progress.• Knowing what is culturally important.We must make an effort to get to know thechildren’s families and learn about the values,expectations, and factors that shape their lives athome and in their communities. This backgroundinformation helps us provide meaningful, relevant,and respectful learning experiences for each childand family.Infants and toddlersPartnerships grow when teachers value thefamily as the primary source of informationabout the child and as the constant in thebaby’s life, and when families value theknowledge and personal characteristics oftheir child’s teachers. Good communicationis essential.• Young infants (0 to 9 months) seeksecurity.• Mobile infants (8 to 18 months) are eagerto explore.• Toddlers (16 to 36 months) are workingon their identity; they want to know whothey are and who’s in charge.PreschoolersPreschool children learn best when theyhave positive and caring relationshipswith adults and other children; when theyreceive carefully planned, intentionalguidance and assistance; and when theycan safely encounter and explore manyinteresting things in their environment.• thrive when they can experience newmaterials, roles, ideas, and activities—especially in pretend play;• take great interest in feelings andbecome better able to express theiremotions and identify those of others;• make important cognitive gains thatinvite them to represent their world inpretend play, symbols, objects, drawings,and words; andshow astonishing gains in language skills.KindergartnersKindergarten is a time of change,challenge, and opportunity. In manyways, kindergartners are still likepreschoolers. Yet with the increasingfocus on school readiness, manykindergarten classroomsunfortunately bow to pressures andbegin to look more like a primaryclassroom than a kindergarten.Five- and 6-year-olds make greatintellectual leaps. They go through amajor shift, allowing them to developmore• personal responsibility,• self-direction, and• logical thinking.Early Primary GradesBest practices in first, second, and thirdgrades involve balancing children’s needfor focused instruction with their needto build on what they already know.Primary grade children benefit fromconcrete hands-on experiences. Theyneed to see and make connections,especially across subjects.• explanations;• direct instruction on about a newconcept, word, or event; and• opportunities to practice a new skill
Family InvolvementWhy Engage Parents?An ongoing challenge for every educator is to develop andenhance skills that will offer students the best possible learningexperiences and opportunities, in school, at home, and incommunity settings. It is therefore essential that every effort bemade to ensure that ongoing and effective communication andpartnerships be established and maintained with parents.WHAT DO PARENTS WANT TOKNOW???ASK.• While two-thirds of the parents viewed their childstransition into kindergarten as generally smooth,nearly 35% of parents mentioned a disruption tofamily life" - marked by having difficulty adjusting to anew schedule and not having a playmate available fora younger sibling.• 53% of parent responses contained positivefeedback regarding their childs ability to adjust well,the benefits of prior experience to school setting,proactive transition planning by the school, positivequalities in the teachers, communication with theschool, and the quality of the curriculum/program.• Negative feedback shared by parents reflected thechilds emotional/behavioral difficulties duringtransition (e.g., "not handled well by the school,"),family adjustment difficulties (e.g., sleep/workschedule), reluctance or refusal of child to attendschool, unrealistic expectations of the school (e.g.,curriculum too advanced), and communicationdifficulties between parents and school personnel(e.g., lost notes, missing money, skipped meals,hygiene difficulties)Researchers at the University ofOxford found that children whoseparents participated in the PeersEarly Education Partnership (aprogram geared towardssupporting families of children ages0-5) "made significantly greaterprogress in their learning thanchildren whose parents did notparticipate."
Professionalism in ECEInteraction with StudentsWhen it comes to interacting with students, teachers understandthere is a fine line between being a caring adult and being a friend.Professional teachers do not let their desire to be liked by studentsget in the way of enforcing classroom and school rules. They do notshow favoritism or discriminate against students. When it comes toinstruction, the teacher believes all students have the ability to learnand succeed, and fills lesson plans with strategies and materials tohelp make that happenAppearanceA teachers appearance plays a rolein conveying professionalism. Amale teacher should wear dresspants and a polo shirt or button-down shirt, adding a tie or jacket forspecial occasions. Female teachersshould wear conservative clothing,avoiding short skirts and revealingtops. Most schools do not allowteachers to display facial piercings,tattoos and brightly colored hairduring work. In addition, teachersshould refrain from drinking alcoholor smoking where they can be seenby students, and avoid using foullanguage or acting inappropriatelywith colleagues in view of students.Interaction with ColleaguesProfessional teachers strive to interacteffectively with one another. Teachers in thesame department may collaborate to shareteaching strategies, analyze data and discussissues with the curriculum. Those who teachthe same students meet regularly to discussways to improve student performance andmake connections between subjects, as well asto discuss specific behavior problems.Teachers who are focused on professionalismare not solely focused on their own studentsand classrooms. They are also concerned withthe school community and how they can workwith their colleagues to create an environmentthat is focused on learning and success. Theydo not engage in gossip, arguments and otherinappropriate behavior with colleagues.Professional InterestsMany states require teachers toparticipate in ongoing professionaldevelopment programs to maintain theircertification. Teachers who are focused onprofessionalism participate in theseevents regardless of the requirements.They are committed to staying up-to-dateon best practices and other strategies forteaching. They regularly read books,magazines and blogs about education andleadership, and conduct research to helpimprove their teaching methods and theperformance of their students. Theyattend conferences, sometimes even as apresenter, and join professionalorganizations to connect with others inthe field.