It shows Pre-school development and Professional development details.

1. THE PRESCHOOL YEARS:
GETTING READY FOR SCHOOL
CHAPTER 7
PREPARED BY:
JENNELYN ILAGAN & BEVERLY VANGUARDIA

2. • Professional development goals are specialized plans
that are chalked up to help you achieve certain
objectives. These goals are generally specific in
nature and cater to the unique career path you have
chosen.
• Children need a safe, secure environment with
caring, consistent relationships and positive role
models.
Professional Development

3. • Is to allow your child to have an enriching year that
builds solid skills for reading, writing, and math. But
more importantly, we both want your child to
develop self- confidence and a love for learning!
Goal

4. 10 teacher professional
development goals that can not only help
lead to a pathway of success, but can also
help our students.

5. 1.Avoid Teacher Burnout
- this goal is the hardest,
because teachers are natural
born “givers”, and the idea of
taking time for yourself seems
unrealistic or senseless.

6. 2. Give Students Some Reign
- in a traditional classroom,
the teacher is always in control, so
for many of you, the thought of
giving up that control can be a little
scary. It gives students a sense of
confidence and pride in their work. It
also gives them a sense of purpose
and motivation. Ease into this goal
by giving students a few options to
choose from.

7. 3. Integrate Tech Tools
-many teachers have
great intentions to use more
tech tools, but somehow never
seem to get around to actually
implementing. The more your
students are exposed to
technology, the better they will
get at using it for their future.

8. 4
4. Involve Parents More
-every teacher wants to get
parents involved more, but
oftentimes day-to-day tasks
prevent teachers from doing so.
Now is the time to invite parents
to actively participate in their
child’s education. Encourage
parents to come in and volunteer.

9. 5. Create an Online Presence
-creating an online
presence can mean joining in on
conversations with your fellow
colleagues, creating your own
teacher blog, or creating a
website with your students. It
means that you are actively
involved in the tech world and
people know you.

10. 6. Cultivate Relationships
with Colleagues
- some of you may
already know this, but for
those of you that don’t,
cultivating a relationship with
your colleagues can have a
major impact on your teaching
career. Take time to nurture
these relationships because
these people may turn out to be
like family.

11. 7.Incorporate Mindfulness
- all you have to do to
get started is to be in the
present moment, that’s it!
Take a moment to be in the
moment, bring your mind
back to what you are
currently doing.

12. 8. Encourage More Play
- you have probably read a lot about the benefits of play
and how it’s essential in a child’s development, but maybe you
struggle to incorporate it into your daily routine.

13. 9. Make Learning Fun
- let’s face it, learning can be boring. Make it fun by
turning worksheets into games and lessons into experiments.
Take learning outside and give your students more choices.
Make it your mission to make learning fun each and every day.
If you think the lesson is boring, imagine if you were the
student who had to do it. Put yourself in your students’
position and think about how you could make it fun.

14. 10. Reflect
- self-reflection can be a
powerful tool that can really
transform your teaching. Start a
journal and reflect upon each
lesson and your day. Then find a
way to implement positive
changes into your lessons. You
will find a deeper understanding
of not only yourself, but your
teaching. This information can
only benefit you in your life and
career.

15. Preschool is an early childhood program in which
children combine learning with play in a program run
by professionally trained adults. Children are most
commonly enrolled in preschool between the ages of
three and five, though those as young as two can
attend some schools. Preschools are different from
traditional day care in that their emphasis is learning
and development rather than enabling parents to work
or pursue other activities
PRESCHOOL

18. Types of Preschool Programs
PRIVATE SCHOOL
• Private preschools operate as for-profits, independent nonprofits,
and programs sponsored by religious organizations. Most are
part-day programs. Some so-called lower schools are affiliated
with private schools and maintain an educational philosophy in
accord with the parent institution.
• Though the margin is small, private preschools still claimed the
majority of total preschool enrollment in 2001. The educational
quality of private preschools varies from program to program.
Regulation is primarily by state child care agencies, but the
arrangement varies from state to state.

19. PUBLIC PRESCHOOLS
• A growing number of states have started to fund
preschool programs offered at public schools, called pre-
kindergarten (or pre-K) programs. They may be
administered by the local school board or by an
independent contractor paid by the state. Like private
preschools, they may operate for a full day or just half a
day.

20. What is Preschool?
The preschool years are characterized by
high energy, extreme curiosity, soaring
imagination, and excessive creativity. Healthy
preschoolers enjoy taking risks with anything
which challenges their mind and body.

21. • A rich learning environment that teaches reading,
math, and social skills
• High quality care for young children
• Gets children used to schedule
• Teaches school behaviors
• Encourages socialization
• Teaches life skills like patience, manners,
independence, kindness, etc.
• Safe place for children

22. Qualities of a good preschool
•opportunities to learn persistence when working
at tasks, direction following, and good listening
skills
•focus on language and literacy skills, as well as
interactive book reading
•emphasis on teaching children problem-solving
skills
•helping children expand their knowledge and
increase their vocabulary

23. • opportunities to learn beginning skills involving the
alphabet, numbers, and spatial awareness
• focus on scientific thinking skills as well as information
about the everyday environment, the world, and how
things work
• emphasis on teaching early literacy and mathematics
through a variety of activities and projects
• opportunity for preschoolers to engage in music, art, and
dramatic play
• educational program in which parents are involved and
have opportunities to watch and take part in classroom
activities

24. Advantages of preschool
• many children who attend high-
quality preschool programs have
their lives changed for the better.
In the first five years of life,
children acquire the basic
capabilities that prepare them for
later success in school and life.
• many studies show that high-
quality preschools improve
achievement, behavior, and school
readiness for economically
disadvantaged children.

25. Disadvantages of preschool
• the greatest academic and social progress seen in
preschools is in children from deprived backgrounds.
However, few programs have the quality necessary to bring
about the benefits promised. The costs of a high-quality
program can be far greater than the costs of education at
some public universities.
• Most children in preschool, however, are not
disadvantaged, and some researchers believe the same
gains can be had at home by providing educational toys ,
games and books for the child. In some preschools, the
emphasis on groups might mean that children will not
receive the individual attention they require.

26. • some believe that what children need
most is lots of play and free time and
close interaction with their parents,
something that may be compromised if
the child is away from home for long
periods of time.

27. Common problems
• inattention to established rules and regulations
(Schools should have clearly established written
guidelines for everything from operating hours to
managing emergencies.)
• lack of a sick-child policy (The preschool should
require both staff and children to have current
immunizations and regular checkups.)
• indicating they are hiding something, schools that
balk at parents dropping by unannounced

28. •schools that either have no structure
whatsoever or a structure that is
inflexible
•lack of age-appropriate activities and
toys
•an underqualified staff
•negative reactions from other parents
•large class sizes
•dirty, unsafe facilities
•an expired license
•schools that promise to put a child on
an academic fast track

29. What is
Preschooler Like?

30. Preschoolers’ Physical
Development
Preschoolers:
 lose baby fat
 have improved motor coordination which allows them to
participate in locomotor activities with more confidence;
 have more awareness of what they
can and cannot do:
 use activities to explore relationships
between themselves, space, and objects in
space:
 participate in fine motor activities such
as cutting, pasting, and coloring.

31. Cognitive Development
• Preschoolers are in Piaget’s preoperational stage of
cognitive development.
The following are characteristics of the preoperational stage:
 children will be able to use symbols;
 children will not be able to reverse mental actions;
 children will focus on one thought or idea to the exclusion of
others;
 children will not understand that quantity does not change
simply because appearance changes;
 children will be egocentric.

32. Language Development

33. Preschoolers’ Social and
Emotional Development
Preschool children are in Erickson’s initiative vs.
guilt psychosocial
stage of development. Children develop initiative
by doing things and
being involved in activities.
• Teachers should include ways for preschool
children to develop initiative during instruction.

34. Preschool children also learn self regulation,
which is the ability to
• control emotions
• control behaviors
• delay gratification
• build social relations with others.

35. Ready to Learn:
Ready for School
School Readiness Skills and
Dispositions
• Approaches to learning
– Curiosity/ initiative
– Persistence
– Attention.
– Self-direction
– Problem solving
– Creativity

36. School Readiness
School readiness refers to the extent to which a child
possesses the knowledge, skills, and abilities to be ready
for learning and school success. Readiness for
kindergarten focuses on preschoolers knowledge, skills,
and abilities in the following areas:
 Kindergarten academics
 Self regulation
 Self-care and motor skills
 Social expression

37. Preschool Curriculum,
Goals and State
Standards
 Standards
statements of what preschoolers should know
and be able to do
 Preschool goals and learning standards
being set by state departments of education,
 Preschool curriculum
more academic focused.

38. Preschool Curriculum
• Preschools are currently viewed
as places where preschoolers are
prepared for kindergarten.
Academic skills (reading,
writing, math), along with social
skills are stressed in preschool.

39. • Thirty-eight state departments of education
provide preschool standards for programs within
their states. Standards are explicit statements of
what preschoolers should know and be able to do
before they enter kindergarten.
• Subjects for early learning standards include
mathematics, literacy, science, social studies, fine
arts, health, and safety.
• Since they set required standards, states are now
in control of setting preschool curriculum.

40. Preschool Curriculum:
Essential curricular content areas for preschool programs
are
Preschool Curriculum

41. Play in Preschool
Programs
Play has been central to preschool
programs. The value of play in
children’s learning and development
has been promoted by a number of
theorists, including:
Froebel (who first promoted the
idea)
Piaget
Dewey
Vygotsky

42. Implementing the
Curriculum Through Play
When implementing the curriculum through play,
teachers should:
• Provide a time for play as a legitimate part of the
curriculum;
• Supervise and participate in play activities;
• Observe children while they play;
• Make sure the indoor and outdoor learning environment is
structured so that children will learn through play;
• Provide developmentally appropriate materials and
equipment for children;
• Attend to indoor and outdoor safety;
• Ask children questions about their play.

43. Different Kinds of
Play
• Socio Play
• Functional Play
• Symbolic Play
• Free/ Informal Play
• Sociodramatic Play
• Outdoor Play

44. The Preschool Daily
Schedule
Opening activities
Group meeting/planning
Learning centers
Bathroom/hand washing
Snacks
Outdoor
activity/play/walking

45. Bathroom/toileting
Lunch
Relaxation
Nap time
Centers or special projects
Group time
Good-bye time

46. Quality Preschool
Programs
 Environments and experiences that encourage active,
playful exploration and experimentation
 Purposeful teaching to help children gain knowledge and
skills
 Specific support for children learning English
 Specific accommodations and adaptations for children with
special needs
 For children to attain the knowledge and skills in the PLF,
programs must work to provide appropriate conditions for
learning and individually assist each child in her learning
and development.

47. Indicators of a Good-
Quality Preschool
Program Include:
Physical Accommodations
Children’s Emotional
States
Types of Materials
Balance of Activities
Health and Safety
Philosophy and Goals

48. Literacy Development
Written Curriculum
Daily Plans
Adult-Child Ratio
Staff Interaction

49. Guiding Behavior
Gender and Cultural Needs
Outdoor Activities
Mealtime
Staff Turnover
Staff Education

50. Director Qualifications
Staff-Adult Relationships
Cost and Affordability
Parent Satisfaction
Hours and Services
Emergency Care III Children

51. Children need
time each day
to play, read,
eat, interact
and engage
with the world
around them.
Designing your
schedule and
space to

52. The Preschool Daily Schedule
8:50 to 9:00 – Welcome
I greet the children as they come into the
classroom. They hang up their backpacks,
bring in their daily folders and water bottles,
then sign in.
9:00 to 10:30 – Developmental Learning
Centers
I used to allocate about an hour for centers,
but last year I added more time. I absolutely
loved having that extra time for the kids to
explore and learn.

53. 10:30 to 11:00 – Snack
Around this time, I usually take the children down to the restroom
as a group. All of the children wash their hands before snack. Then
it’s on to snack time together.
If they’re done early, they’re allowed to choose from a few “quiet
choices” (reading, writing, drawing, puzzles, etc.).
11:00 to 11:30 – Playground
The “big” pre-k kids get to use the playground for
free play during this time. We do movement and
gross motor play inside if we can’t go outside.
11:30 to 11:50 – Circle Time
This is when we get together as a whole class. We do
the calendar, talk about the weather, and say the
Pledge. I usually read a book during this time.

54. Know
Preschool children are very sensitive to their
settings, and their behaviors and interactions
with other children and adults are often
different in different situations (Vitiello,
Booren, Downer, & Williford, 2012). This
means that preschool-age children are likely
to have different learning experiences when
involved in different types of activities. To help
preschool children develop all of the diverse
skills they need to succeed, they should be
exposed to different settings and activities
throughout the school day.

55. Ingredients of an
Effective Schedule
1. Free-Choice Time
Children need many opportunities to
engage in play and to follow their
interests. An easy and effective way to
provide these opportunities in the
preschool classroom is to give children
free-choice time. Free-choice time is time
during the school day in which children
make their own choices about what
activities they engage in. Typically, this
involves children choosing to play at one
or more interest areas in the classroom.

56. 2. Outdoor Time
Like indoor free-choice time, outdoor time is
also an important part of the preschool day.
Outdoor time is similar to free-choice time as
it often allows children to direct their own
play and learning and to follow their
interests.
3. Large-Group Activities
Preschool children also benefit from large-
group activities that are initiated by a
teacher. These activities involve instruction
or discussion focused on building children’s
academic and social skills.

57. This time provides an opportunity to read stories
to the group, sing songs, discuss the daily
schedule or calendar, and encourage children to
share special events, welcome a guest visitor or
new child and build classroom community.
4. Small-Group Activities
Small-group activities offer a chance to focus on
important learning goals in a personal setting. These
types of activities are ideal for promoting children’s
active engagement. Wait time is reduced because fewer
children are involved, and children get to spend more
time actively manipulating materials. Small-group
activities also allow children to interact with their peers
combined with one-on-one attention from the teacher.

58. 5. Transitions
Transitions are unavoidable in preschool
classrooms. There are times during the
day when children must stop one activity
and start another, for example, cleaning
up interest areas and lining up to go
outside. Transitions are often a difficult
part of the preschool day, and child
engagement can be low during this time
(Vitiello et al., 2012).

59. 6. Routines
Routines are an important part of the
classroom day. Routines in preschool
classrooms include things such as arrival
time, bathroom time, cleanup time, naptime
and departure time. Many routines, such as
meals or group time, are necessary and
helpful to building a consistent classroom
community. Planning is the key to successful
routines. Routines should match the child’s
stage of development. For preschool
children, this means that routines should
support children’s developing abilities to do
things on their own but should not be too
complicated for preschoolers to learn and
remember.

60. Indicators of a Good-Quality
Preschool Program Include:
 Physical Accommodations
 Children’s Emotional States
 Types of Materials
 Balance of Activities
 Health and Safety Philosophy and Goals
 Literacy Development
 Written Curriculum
 Daily Plans
 Adult-Child Ratio
 Staff Interaction

61.  Guiding Behavior
 Gender and Cultural Needs
 Outdoor Activities
 Mealtime
 Staff Turnover
 Staff Education
 Director Qualifications
 Staff-Adult Relationships
 Cost and Affordability
 Parent Satisfaction
 Hours and Services
 Emergency Care III Children

62. Quality preschool programs
When it comes to early childhood education
programs, quality is critical. High-quality
preschool gives children a strong start on the
path that leads to college or a career. Research
shows that all children benefit from high-quality
preschool, with low-income children and
English learners benefiting the most. A
substantial number of studies demonstrate the
benefits of high-quality pre-k programs.

63. The Building Blocks of Quality
Comprehensive early learning standards
and curricula
High-quality programs have curricula that
are based on comprehensive early learning
standards, address the whole child, are
developmentally appropriate, and are
effectively implemented.
Appropriate child assessments
High-quality early childhood education
programs assess the whole child.

64. Professional knowledge and skill
Strong programs ensure that staff know
how to support children’s learning and
development.
Ongoing support for teachers
Coaching and mentoring can improve
teaching quality.
Support for diverse learners
High-quality early learning programs
meet the needs of all students, including
English learners and students with
special needs.
Quality rating and improvement
systems
Many states use a QRIS to improve the
quality of early education programs.

65. Professional knowledge and skill
Strong programs ensure that staff
know how to support children’s
learning and development.
Ongoing support for teachers
Coaching and mentoring can improve
teaching quality.
Support for diverse learners
High-quality early learning programs
meet the needs of all students, including
English learners and students with
special needs.
Quality rating and improvement systems
Many states use a QRIS to improve the
quality of early education programs.

66. Meaningful family engagement
High-quality programs engage families
in meaningful ways.
Appropriate class size and
teacher-student ratio
The most successful preschool
programs have small class sizes and
low teacher-student ratios.
Comprehensive program assessments
Exemplary early childhood systems
assess program quality in terms of both
structure and classroom interactions.

67. Good kindergarten programs:
o Support and encourage all children, regardless of prior
preschool experience, culture, language, ability, or
disability.
o Use teaching practices that are challenging but appropriate
for kindergarten-aged children.
o Encourage children’s enthusiasm about learning.
o Provide a balanced curriculum with activities in language
arts, mathematics, science, social studies, art, and physical
education.
o Invite parents to participate in their child’s education.

68. Successful Transistion
Preschoolers on their way to Kindergarten Strategy
1: Practice cues, routines, activities Prepare
the child for new routines: Gradually introduce
new songs, fingerplays, objects, and bathroom
procedures. Visit the new setting to identify
both familiar and unfamiliar cues and routines.
Regularly implement some of the upcoming
routines into present experiences: Remember
children’s developmental capabilities. Lining up
can be different for preschoolers - make it a
game and make it short. Create games that
require balancing objects on cafeteria trays.
Explain to parents how they can introduce cues
such as songs or hand signals.

69. 2: Talk about transition Talk about what will
remain the same and what will change: Show
children what activities they will also do in
kindergarten. Point out staff members who
they will still see. Take pictures of the new
setting - talk about it at home and at school.
Discuss the children’s feelings: Use books
about change and transition to start
discussions. Use baby pictures of children to
talk about changes and accomplishments.
3: Test out new behaviors Use play: Provide props from the new
setting for dramatic play. Use puppets to introduce new staff - have
children talk with them. Practice skills at home and at school: Have
a cafeteria tray day. Integrate practice of self-help skills into daily
activities. Practice calling home from the school’s office. Invite
classmates home to play. Schedule activities with other classes.

71. 5 Critical Elements or keys to successful transition for
young children as they move from home or preschool to
kindergarten.
1.Create and promote connections and relationships within the
community.
2.Maintain ongoing communication and cooperation between
preschool and kindergarten staff.
3.Prepare children for the transition.
4.Involve parents in the transition.
5.Provide program continuity through developmentally appropriate
curriculum for preschool and kindergarten children.

72. The future of preschool education
Early childhood care and education
(ECCE), as defined by UNESCO, is the
“holistic development of a child’s social,
emotional, cognitive and physical needs in
order to build a solid and broad foundation
for lifelong learning and wellbeing.” We
know these experiences shape young
learners minds, attitudes and often
behaviors.

73. Many early childhood education programs help
develop social and emotional learning, engage
students in place-based education and start to
develop core academic and readiness skills,
while others fail to meet those marks. High-
quality early learning programs are also often
out of reach to families due to cost or access
(we’ll dive deeper into this subject as well as the
changing trends and demographics that shift the
need and demand for early learning programs).

74. 1. ECCE promotes brain development and has positive long-
term economic benefits
2. Developing 21st Century Skills in early learners helps
prepare them for success in school and life.
3. ECCE can make a positive difference in the lives of young
children.
4. Age-appropriate use of technology can enhance learning
5. Uneven access.

75. Activities for Professional Development
Within the scope of a professional growth plan, teachers and
school administrators can undertake a range of professional
learning activities including reading professional journals,
trying out new practices in the classroom and joining
professional organizations. Below is a list of professional
development activities that can be undertaken individually or
collaboratively as part of a professional development plan. In
the past, professional development focused on individual
development, workshops, inservice and external delivery
systems. Today, the emphasis is on school-based activities
such as coaching, partnerships and team/group
development.

76. Activities for Professional Development
Within the scope of a professional growth plan, teachers and
school administrators can undertake a range of professional
learning activities including reading professional journals,
trying out new practices in the classroom and joining
professional organizations. Below is a list of professional
development activities that can be undertaken individually or
collaboratively as part of a professional development plan. In
the past, professional development focused on individual
development, workshops, inservice and external delivery
systems. Today, the emphasis is on school-based activities
such as coaching, partnerships and team/group development.

77.  Action Research
 Book Study
 Classroom/School Visitation
Collaborative Curriculum Development
Conferences
Community/Service Organizations
 Examining Student Work
 Hosting a Student Teacher

78.  Integrated Curriculum Planning
 Leadership Development Programs
 Networks
 Online PD Programs
 Peer Coaching
 School Improvement Teams
 Professional Portfolios