October 11, 2012Amy Carriere
cesa10.k12.wi.us/qnet
Series HistoryAs many of you know this was the first year
that we had to worry about funding. It is why we have increased the cost of this series. To help with funding. In the past we have accessed many partners and grants to keep the cost low. This years partners are:
Importance of letting us know if you will not be here for a session you have registered for
Connection to PDPRegistry and University Credit
Series FormatAlways start with food and camaraderie to encourage
networking and resource developmentEach session will start with a walk through the teaching cycleWe will start with a reflection on what we have seen children
do, (observations-Six Simple Ways)Look at how that works with our standards and expectations of
children this age (Creative Curriculum, WMELS, HS Child Outcomes)
Look to see what skills we will see children display nextHow can we plan activities to foster the development of these
skills We will then explore the content of the sessionAnd end with action planning, from our observation, where do
we go next.
Session ObjectivesExplore the Teaching CycleIdentify 6 Simple Ways to AssessIdentify early scientific skills and knowledge
Wisconsin Model Early Learning StandardsHead Start Child OutcomesCreative Curriculum Child Indicators
Describe indicators of early scientific skills and knowledge for infants and toddlers and Preschoolers
Explain how infants and toddlers and Preschoolers acquire those concepts
The Teaching Cycle
Simple Ways to AssessParent InterviewsSelf PortraitsAnecdotal RecordsScribbling Drawing Writing SamplesDevelopmental ChecklistsAudio or Video Recordings
When you think of science in the early childhood setting, what comes to mind?
Scientific Skills and Scientific Knowledge
Learning AboutScientific Skills
Problem SolvingReasoningCommunicationConnectionsRepresentation
Activity:Use pages 70-77; 82-86; 98-102 in Early Learning
Standards bookLook at the child Sample Behaviors ColumnKeeping the age range that you work with in mind,
find 2 examples of each scientific skill that you have seen exhibited or are likely to see from childrenProblem SolvingReasoningCommunicationConnectionsRepresentation
Learning aboutScientific KnowledgePhysical Science (group 1)Life Science (group 2)Earth and Space Science (group 3)Technology (group 4)Personal and Social Perspectives (group 5)History and Nature of Science (group 6)
National Science Education Standards (NRC 1996)
The development of inquiry and scientific skills begins at birth
Children are born natural scientists curious about the
world around them. It occurs in a very natural way
through play, routines, and
loving interactions with adults.
What we know about kids…Curiosity results in Exploration
Exploration results in Discovery
Discovery results in Pleasure
Pleasure results in Repetition
Repetition results in Mastery
Mastery results in New Skills
New Skills results in Confidence
Confidence results in Self esteem
Self esteem results in Sense of Security
Security results in More Exploration
So now what? What do we do? What is our role?
Wisdom of Fred Rogers…Questions are more important than answers
Wisdom of Fred Rogers…Use everyday experiences
Children need to make sense of “their” worldChildren have an inner driven sense of wonder-
you don’t need anything fancyEnjoy their thinking and how they figure it out,
even if it is off-based, You don’t have to always supply the right answer, they will discover it
Take pictures of children’s engagement and faces of discovery during their process
Wisdom of Fred RogersPut it in context
Wisdom of Fred Rogers…You are not alone
Questions lead to Adventures! Kids ask
questions, a lot of questions! When we listen to the questions, then the magic happens.
Homework for Next time…Observation
Please Bring for Next Time:HomeworkFoldersNametagsStandards Books
University CreditEven if you are remotely interested, Met up front for a moment. Sign up will only be at next session.