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TRANSCRIPT
Using the Vermont Early Learning Standards (VELS) to Support Each Child’s Full Participation
Camille CatlettFPG Child Development Institute
Kate RogersVermont Agency of Education
[email protected] this handout at http://fpg.unc.edu/presentations/vels-institute
Commitments to the Learners at Today’s Presentations
Participants will learn how to use the VELS To support the continuum of learning and development from birth through third grade To support each young child, with emphasis on children who are culturally, linguistically, and individually
diverse In daily practice to support high quality, inclusive programs and practices To help families discover a tool to support their child’s learning and development To encourage and support family engagement
Participants in the VELS Institute will have opportunities for: Connections with other colleagues who support children of the same age and their families Reflection on new ideas, strategies, and opportunities for change and improvement
The Vermont Early Learning Standardshttp://education.vermont.gov/sites/aoe/files/documents/edu-early-education-early-learning-standards.pdf
Quality Dimensions of the VELS1. Reflects the importance of a continuum of learning and development
Reflects an emphasis on both what children learn and how they learn
What should children know and be able to do to prepare them to succeed in school and life?
What experiences should be available in homes, schools, and communities to help them gain the knowledge and skills that prepare them for school and life?
2. Underscores the distinction between standards and standardization
3. Recognizes the significant role family and community play in supporting the full potential of each young child.
4. Supports each child’s full potential – developmentally, contextually, and individually
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Developmentally appropriate practice in early childhood programs serving children from birth through age 8. https://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf
What is known about child development and learning—referring to knowledge of age-related characteristics that permits general predictions about what experiences are likely to best promote children’s learning and development
What is known about the social and cultural contexts in which children live— referring to the values, expectations, and behavioral and linguistic conventions that shape children’s lives at home and in their communities that practitioners must strive to understand in order to ensure that learning experiences in the program or school are meaningful, relevant, and respectful for each child and family
What is known about each child as an individual—referring to what practitioners learn about each child that has implications for how best to adapt and be responsive to that individual variation
Section Domain What Did You Notice?
DEVELOPINGSELF
Approaches to LearningSocial and Emotional DevelopmentGrowing, Moving and Being Healthy
COMMUNICATION
& EXPRESSION
Language DevelopmentLiteracy DevelopmentCreative Arts and Expression
LEARNING ABOUT THE WORLD
MathematicsScienceSocial Studies
A Creative Adventure http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Domains%20of%20Child%20Development/Creative%20Arts/ACreativeAdvent.htm
A Stroll Through the VELS
Approaches to Learning (page 21) The ways in which children approach new learning opportunities are as varied as each
child. Children’s primary approach to learning is through play. How can each adult in an early childhood setting learn about each child and how he
prefers to learn? How can new approaches to learning (technology) be part of a high-quality approach? How can early childhood professionals support families in understanding the
importance of play?
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Social-Emotional Development (page 30) Social and emotional skills are the “bricks and mortar” of all areas of development Attachment, self-regulation, the ability to represent learning in a variety of ways, and
the ability to utilize strategies to sustain learning are foundational processes that must be in place in order for young children to maximize their learning opportunities.
These processes appear to underlie children’s developing competence and predict success in school across the span from PreK-3rd grade.
Data from multiple sources should be gathered in order to build on children’s strengths, understand their behaviors, and better address their socio-emotional, cognitive, academic and cultural needs.
Growing, Moving and Being Healthy (page 39) Health is the state of complete physical, oral, mental and social well-being and not
merely the absence of disease or infirmity (World Health Organization). Children need to be as healthy as possible to benefit from education.
Children depend on adults to provide preventive and responsive care, make healthy choices for them, and help them to make healthy choices for themselves. Children from home cultures that place a different value on becoming independent may acquire skills at a different rate in this domain
If we take the time to get to know families’ cultural beliefs and preferences, we can build a foundation of trust, mutual understanding and respect.
Language (page 50) In addition to receptive and expressive language, mastery of the social components of
language is essential for school success. For children with home languages other than English, it is important for families to
support development in that home language so young dual language learners will develop mastery of the grammar, vocabulary and pragmatics of both.
Learning two languages or dialects does not confuse children as long as both are supported. Culture is intrinsically tied to language and to identity.
The ability to communicate is essential to success in all aspects of learning and may unfold in a process that is unique to each young learner and family.
Literacy (page 60) Literacy is inextricably linked to other domains of development, including language
and movement. Opportunities to share stories verbally or to physically act stories out are part of the literacy development process and may have very strong roots in the culture of each child and family.
Academic success beyond the third grade is highly dependent on children’s skills in writing and understanding written language.
For young dual language learners, becoming literate in both the home language and the language of school will increase opportunities for school success.
Creative Arts & Expression (page 77) Adults facilitating children’s creative learning should focus on the process. Provide materials and time for open-ended exploration of materials, pretend-play
scenarios, music, and movement experiences. Movement should be used as a learning tool. Imagination and improvisation should be fostered to promote creative thinking and
problem-solving skills.
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Mathematics (page 88) Mathematics is the active process of making sense of the world around us, discovering
regularities and patterns, and exploring big ideas related to number, operations, measurement, geometry, and spatial reasoning.
Opportunities to develop mathematical thinking are enhanced in in intentional, well-designed and positive learning environments that engage children.
Science (page 103) Science is focused on developing habits of the mind such as curiosity, questioning,
openness to new ideas, and persistence. The younger the child, the more tangible the experience should be. Science can provide children with the “connective tissue” across the domains that
comes from an understanding of patterns, cause and effect, cycles, stability/instability, scale, structure, and function.
Social Studies (page 113) Social studies is an interdisciplinary field that includes sociology, anthropology,
economics, civics, geography and history. The daily lives of young children and families provide a context to inform an evolving
sense of family, community, environment and the world. Each day provides opportunities to connect to the personal experiences of each child
and their history, similarities and differences.
Using the VELS to Engage and Support Families
Inform families about the development and capabilities of children birth through Grade 5
Provide examples to support each child’s trajectory in each domain
Guide expectations and opportunities at home and in the community that are developmentally appropriate and prepare children for success throughout school and life
Support the importance of getting additional information from experts when needed
Using the VELS Every DayRead and share the VELS 1-Page Overview http://fpg.unc.edu/presentations/vels-institute
Watch and share the VELS Introduction Module http://velsoverview.articulate-online.com/0917877089
Find information in the VELS Toolkit http://fpg.unc.edu/presentations/vels-institute
Get monthly updates and ideas in The Right Stuff (October issue attached)
Go on a VELS scavenger hunt http://fpg.unc.edu/presentations/vels-institute
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The Right StuffResources to Help Realize the Promiseof Each Vermont Child
Issue No. 2 October 2016
Featured Domain of the Vermont Early Learning Standards:Social and Emotional Learning and Development
Elements of this Domain Emotion and Self-Regulation: Children express a range of emotions, and regulate their emotional and social responses Self-Awareness: Children demonstrate awareness of personal characteristics, skills and abilities Relationships with Adults and Peers: Children develop healthy positive relationships with adults and peers
Diversity-Informed Infant Mental Health Tenets (birth – 12 months)The Tenets are a set of guiding principles that raise awareness about inequities and injustices embedded in our society. The Tenets empower individual practitioners, agencies and systems of care to identify and address the social justice issues intricately intertwined with all infant mental health work. The Tenets can be used to reflect on personal, team or organizational values and practices and to guide priorities for change and enhancement. They could also be applied to practices for supporting toddlers and families. The Tenets are available in English and Spanish at https://imhdivtenets.org/
NOTE: To access the November 2012 issue of ZERO TO THREE, with additional information on infant mental health, go to http://www.nxtbook.com/nxtbooks/zerotothree/201211/#/1/OnePage
Developing Young Children’s Self-Regulation Through Everyday Experiences (birth-5)This article explains what self-regulation is and how it develops in young children. It also describes ways in which scaffolding can be provided in a deliberate manner to help develop self-regulation in children. These include modeling, using hints and cues, and gradually withdrawing adult support. http://www.naeyc.org/files/yc/file/201107/Self-Regulation_Florez_OnlineJuly2011.pdf
To find ideas for using this article, go to http://www.naeyc.org/files/yc/file/NEXTStudyGuides/NEXT%20for%20Young%20Children_July2011.pdf
What You See Doesn’t Always Show What’s Beneath (3-5)Children's behavior and social-emotional competence is linked to their home culture. This webinar and companion resources show how they are linked to culture and provides examples of behavioral and social competence diversity. The content also covers how to assess and address behavior in ways that are appropriate to children's cultures.https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/practice/fp/fpArchive2014.html
Thoughtful Transitions Reduce Traffic Jams and Challenges (3-5)This three-hour make-and-take workshop provides teachers with tools and strategies to use when teaching children how to transition between activities and places within the early childhood environment. The workshop includes all presentation materials, embedded videos, handouts, and colorful patterns for activities and props. Participants will learn about tools to reduce challenges with transitions, strategies to assist in actively engaging children during transitions, and individualized transition strategies for children in need of additional supports.
As a result of implementing these strategies, children are happier moving from place to place, are actively engaged, and know exactly what is expected as they successfully transition.
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http://challengingbehavior.fmhi.usf.edu/communities/make_n_take/make_n_take_home.htmlDesigning Environments (3-5)This set of materials (video, tips for teachers, tips for families, tips for supervisors) emphasizes features of the physical and social classroom environment that maximize young children's engagement and learning. Specific strategies for young dual language learners are included.https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/practice/engage/iss/design.html
Center on the Social and Emotional Foundations for Early Learning (CSEFEL) (birth-5)One trip to the CSEFEL website will provide you with an endless supply of terrific free resources for supporting social and emotional development. You’ll find research, practical strategies (e.g., scripted stories), family tools, training kits, training modules, and videos. CSEFEL resources, many of which are available in Spanish, are designed for teachers/caregivers, trainers/coaches, families and state leaders. http://csefel.vanderbilt.edu/
Measuring Elementary School Students’ Social and Emotional Skills: Providing Educators With Tools to Measure and Monitor Social and Emotional Skills That Lead to Academic Success (5-9)This resource was created to help assess and monitor the extent to which improvements are being achieved for low-income students in the social and emotional skills associated with success in school and life. A secondary goal was to provide these tools and related guidance to educators who share a desire to strengthen students’ social and emotional skills as a strategy for supporting their success.http://www.childtrends.org/wp-content/uploads/2014/08/2014-37CombinedMeasuresApproachandTablepdf1.pdf
Family Routine Based Support Guides: Early Elementary (4-8)This guide was developed to assist family members and caregivers in building relationships and supporting social-emotional competence with young children, as well as in developing supportive plans.http://challengingbehavior.fmhi.usf.edu/do/resources/documents/tool_fam_routine_guide_early_ele.pdf
The Missing Piece: How Social and Emotional Learning Can Empower Children and Transform Schools (3-9) The national survey findings reported in this document have three major themes: (1) Teachers understand, value, and endorse social and emotional learning (SEL) for all students; (2) teachers believe SEL helps students achieve in school and life; and (3) teachers identify key accelerators for SEL. Throughout the report, the perspectives of teachers and what research tells us about various aspects of social and emotional learning are shared, including the importance of both adopting explicit evidence-based SEL strategies and integrating evidence-based SEL approaches.https://static1.squarespace.com/static/513f79f9e4b05ce7b70e9673/t/526a2589e4b01768fee91a6a/1382688137983/the-missing-piece.pdf
Want more information about this domain? Check out the Vermont Early Learning Standards (VELS) online at http://education.vermont.gov/student-support/early-education/vermont-early-learning-standards The Social and Emotional Learning and Development section starts on page 30.
Want more free resources related to this domain? An annotated collection of free resources related to social and emotional learning and development is available at http://fpg.unc.edu/presentations/vels-institute It includes free evidence sources, print materials, videos, websites and more.
The Right Stuff is a free, one-way listserv that is distributed monthly. Each issue features a domain of the Vermont Early Learning Standards (VELS) and resources for supporting the learning and development of young children, birth to Grade 3, in that domain. All resources are evidence-based, readily available and free.
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All or part of The Right Stuff may be freely shared or reproduced.
The Right Stuff is compiled by Camille Catlett. It is supported by a contract from the Vermont Agency of Education. Funding is provided through the Vermont Race to the Top Early Learning Challenge Grant.
To join the listserv, send an email with no message to [email protected] To suggest resources, please contact Camille Catlett at [email protected]
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