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Observa(on Documenta(on Reflec(on Prepara(on Implementa(on The Learning Loop: Informing Classroom Prac6ces
Observa(on
Documenta(on
Reflec(on Prepara(on
Implementa(on
The Learning Loop: Informing Classroom Prac6ces
“Reggio-‐Inspired” Means…
• Image of the Child: All children are respected and have poten(al, are capable, and construct their own learning.
• Sense of Community: Children, families, teachers, parents, and community have dynamic interac(ons and share in mutual discovery and learning.
• Interest in Environment and Aesthe8cs: School and classrooms are beau(ful places for learning.
• Collabora8on among Teachers: Teaming, partnering, working together, sharing informa(on, and engaging in projects.
• Time Framed by Meaningful Ac8vity: Respect for children's pace, individual (metables, consistency in staffing, and con(nuity in rela(onships.
• Emergent Curriculum & Projects: Child-‐centered, followed and supported interests, planned possibili(es, revisi(ng to add new insights.
• Environment as the "Third Teacher": Encourages focused ac(vity, involvement, discovery, and use of a variety of media.
• Documenta8on: Observing, recording, reflec(ng and exhibi(ng children's learning. “Making learning visible.”
• Published by CDE/CDD
• Guidelines for Best Practice in ECE
• Developmentally Appropriate
• Three volumes linked to Kindergarten Standards
• Aligned with California Preschool Curriculum Frameworks
CA Preschool Learning Foundations
Overview of DRDP-‐PS (2010)
• The Desired Results Developmental Profile© – Preschool (DRDP-‐PS©) assessment instrument is one of three instruments developed by the California Department of Educa6on, Child Development Division (CDE/CDD).
• The Desired Results (DR) system is designed to improve the quality of programs and services provided to all children, birth through 12 years of age who are enrolled in early care and educa6on programs or before-‐ and aTer-‐ school programs, and their families.
The Project Approach
• A project is an in-‐depth inves6ga6on of a topic worth learning more about. The inves6ga6on is usually undertaken by a small group of children within a class, some6mes by a whole class, and occasionally by an individual child.
• The key feature of a project is that it is a research effort deliberately focused on finding answers to ques6ons about a topic posed either by the children, the teacher, or the teacher working with the children.
• The goal of a project is to learn more about the topic rather than to seek right answers to ques6ons posed by the teacher.
Environment Ra6ng Scales
• Developed by the Frank Porter Graham Child Development Center, ITERS and ECERS u6lize a broad range of research-‐based, developmentally appropriate criteria to guide prac6ce. The scales are used throughout the US for self-‐assessment by staff, to prepare for accredita6on, or as part of voluntary improvement efforts by licensing agencies and other bodies.
• Both scales measure the quality of the overall care and learning “environment” created by a par6cular early childhood program. Specific criteria are used to determine the quality for key aspects of a program’s space & furnishings, personal care rou6ne, language and reasoning, ac6vi6es, interac6on, program structure, and provision for parents and staff.
ECE Competencies 1. Child Development and Learning
2. Culture, Diversity, and Equity
3. Rela(onships, Interac(ons, and Guidance
4. Family and Community Engagement
5. Dual-‐Language Development
6. Observa(on, Screening, Assessment, and Documenta(on
7. Special Needs and Inclusion
8. Learning Environments and Curriculum
9. Health, Safety, and Nutri(on
10. Leadership in Early Childhood Educa(on
11. Professionalism
12. Administra(on and Supervision
