Best practice is what sets great, passionate teachers apart. Upon successful participation, the participant will review the 10 best practices of working in early childhood education to improve their practice and the lives of the children and families that they serve.
2. Belief Driven Practice
• What do you believe about young children and how do you put it into
practice
• Children’s competence
3. Objectives
• Review all the things we already
knew but somehow forget in the
day to day
• Internalize a belief about our
work that speaks to you as a
teacher and caregiver
• Improve our practice
4. 1. Children are Welcome
• Development is allowed to unfold naturally
• We understand our role in a child’s development
• We aren’t scared of children or in any way see them
as an enemy
• We are ready for them everyday
• We expect far more from ourselves than we do the
child – every time
5. Behavior Onset Offset
Biting 6 months 2.5 years
Swatting 2 years 3.5 years
Pushing 2 years 3.5 years
Not sharing 0 months 4.5 years
Saying no 2 years 4 years
Screaming 1.5 years 3.5 years
Throwing/Dumping 12 months 2.5 years
Unfriending/Uninviting 3 years 5 years
Tattling 3 years 5 years
Developmentally Normative Behaviors
6. Common beliefs about behavior
Conflict is bad
Conflict is a
disruption to
learning
Punishment for bad
behavior will
change the child’s
behavior
We can control
other’s behavior
Children should
know how to
behave
appropriately
I shouldn’t have to
tell them so many
times
Children must be
obedient
Attention spoils a
child
7. 2. Partner with Parents
• Confidence in the teacher and program
• Clear and efficient communication
• Meaningful documentation and
information
• Respect for individual differences and
needs
• Strive for partnership, not just
participation
8. 3. Daily Routines
• Prioritize Play
• Large blocks of open-choice
center time
• Limit interruptions/transitions
• Age-appropriate whole group
activities
• Flexible and logical
9. 4. Environment
• Stimulating but not
overwhelming
• Organized and beautiful
• Supports individual and small
group play
10. Materials
• Developmentally appropriate
• Reflective of children’s interests
• Organized and Labeled
• Consider quality over quantity
• Open-ended
• Inviting and engaging
11. 5. Interactions
that Build Trust
Build
relationships
• Listen and share
• Connect
• Reflect Interests
Intentional
• Select your words
carefully
• Be authentic
Offer valid
choices
• Only when a choice
actually exist
• More for younger
children
Redirection
• Away from conflict
• Consider the child’s
needs/interests
• Offer specific
direction
14. 7. Documentation
• Provides opportunities for reflection and
revisiting experiences
• Tells the story of classroom activities
• Lends credibility
• Communicates the process and progress
• Shows parents the most important part of
their child’s day
15. Documenting Learning
What we learned:
Creative expression
Science - Cause and Effect
Science – States of matter
Math - Size and shape
Math - Parts of a whole
Patience
Baking Cookies
What we used:
New vocabulary
All 5 senses
Large and small muscles
Cooperation
17. 9. Projects
• Long term work and ongoing
projects indicate an
investment in the child’s
learning, a patience for the
outcome, and an ability to
plan beyond today
• Support collaboration and
child initiative,
innovation, and industry
18. 10. Outdoor Learning
• Builds resilience
• Builds self-esteem
• Increases physical activity
• Develops social skills and
self-confidence
• Supports critical thinking and
problem-solving skills
• Practice managing risk and
builds safety awareness
reducing the risk of injury.
19. When I'm big, I'll know how to ...
problem solve,
communicate,
keep myself safe,
manage stress,
create,
try again,
reimagine,
navigate relationships,
be independent,
relax,
find simple joys,
and dream up big ideas
..because I played outside
when I was little.
