indiana’s early learning development framework. introduction
TRANSCRIPT
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Indiana’s Early Learning Development Framework
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INTRODUCTION
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Purpose of Training
• To provide an overview of the Foundations and development process
• To offer guidance in how to use the Foundations and the Foundations document
• To practice applying the Foundations and linking the Foundations to curriculum
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K W L
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OVERVIEW: FOUNDATIONS AND DEVELOPMENT
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The Foundations: Revision Process
• Alignment to the 2014 Indiana Academic Standards• Recognition of the early learning continuum, birth to
Kindergarten• Identification of core foundations in each of the eight
content areas• Alignment to the ISTAR-KR assessment tool• Addition of:• Approaches to Play and Learning Foundations• Health Foundations
• Addition of English Language Development Standards• User friendly format
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The Foundations: Revision Process
Primary Audience:• Early Childhood Educators• Program Directors• School Administrators• College and University Faculty
The Foundations were developed for use in all types of early childhood programs.
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FORMAT
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1000s of Foundations
were streamlined into 34 core
Foundations.
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The core Foundation outlines the
essential concepts and skills early learners should
know and/or demonstrate in a
particular developmental
area.
Core Foundation
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The topics are subcategories of
the core Foundations. They
outline the concepts covered in the foundation.
Topic
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The age ranges are not numerical. The user must interpret the developmental level of the child
based on the child’s ability.
Age Ranges
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The indicators detail
developmental progression by
age. The indicators are not an
exhaustive list.
Indicators
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Certain development is continual across
age ranges.
Indicators
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The Foundations are aligned to the
2014 Indiana Academic Standards.
Kindergarten Standards
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TOOLS
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The Foundations: WIDA
© WIDA
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The Foundations: Supporting Exceptional Learners
• Early childhood programs should be inclusive offering experiences for children with disabilities and developmental delays along side their peers
• The Foundations were designed for all children
• Adaptations and modifications may be necessary to meet the needs of all children
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The Foundations: Glossary and References
• Key terms found throughout the Foundations and Foundations document
• References may be reviewed for more information
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ISTAR-KR Alignment Study• Assessment use increasing• SPED programs use tool for federal reporting• Addition information about ISTAR-KR can be
found at www.doe.in.gov/assessment
The Foundations: ISTAR-KR Alignment
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• The Foundations are not a curriculum
• Purposeful planning that leads to outcomes
The Foundations: Classroom Planning
Matrix
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GUIDANCE: HOW TO USE THE FOUNDATIONS
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Remember….
• The Foundations are not your curriculum• The Foundations are not your lesson plan• The Foundations are not your assessment
instrument• The Foundations are more than just a
document• The Foundations are what we want children to
know and be able to do
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Areas of Development
• English / Language Arts• Mathematics• Social Emotional Skills• Approaches to Play and Learning• Science• Social Studies• Creative Arts• Physical Health and Growth
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APPROACHES TO PLAY AND LEARNING FOUNDATIONS
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Walking Through the Foundations
• Identify the key concepts that the Foundation and Topic(s) address?
• How do these key concepts set the child up for future academic and life success?
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Approaches to Play and Learning
• APL1: Initiative and Exploration: Early learners develop foundational skills that support initiative, self-direction, interest, and curiosity as a learner. – APL1.1: Demonstrate initiative and self direction‐– APL1.2: Demonstrate interest and curiosity as a
learner
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Approaches to Play and Learning
• APL2: Flexible Thinking: Early learners develop foundational skills that support flexible thinking and social interactions during play. – APL2.1: Demonstrate development of flexible
thinking skills during play
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Approaches to Play and Learning
• APL3: Attentiveness and Persistence: Early learners develop foundational skills that support focus and attention to a specific activity and persistence to complete a task. – APL3.1: Demonstrate development of sustained
attention and persistence
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Approaches to Play and Learning
• APL4: Social Interactions: Early learners develop foundational skills that support the engagement in imaginative and cooperative play with others. – APL4.1: Demonstrate development of social
interactions during play
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SOCIAL EMOTIONAL FOUNDATIONS
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Walking Through the Foundations
• Identify the key concepts that the Foundation and Topic(s) address?
• How do these key concepts set the child up for future academic and life success?
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Social Emotional
• SE1: Sense of Self: Early learners develop foundational skills that support self-awareness, confidence, and the identification and expression of emotions. – SE1.1: Demonstrate self awareness and
confidence– SE1.2: Demonstrate identification and expression
of emotions
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Social Emotional
• SE2: Self– Regulation: Early learners develop foundational skills that support executive functions including impulse control, planning skills, and emotional regulation. – SE2.1: Demonstrate self control‐
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Social Emotional
• SE3: Conflict Resolution: Early learners develop foundational skills that support conflict resolution. – SE3.1: Demonstrate conflict resolution
• SE4: Building Relationships: Early learners develop foundational skills that support social development and engagement with others. – SE4.1: Demonstrate relationship skills
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“Group Walk”
• For the remainder of the developmental areas we will take “group walks”–English Language Arts–Mathematics–Science–Social Studies–Creative Arts–Physical Health and Growth
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“Group Walk”
• Divide into three groups• Each group discuss and answer the 2
questions for the entire developmental area you are assigned–English Language Arts–Mathematics–Science
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Walking Through the Foundations
• Identify the key concepts that the Foundation and Topic(s) address?
• How do these key concepts set the child up for future academic and life success?
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Jigsaw!
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Jigsaw
• Now, make 3 new groups with at least one person from each developmental area• Share your insights from your
group discussions
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“Group Walk”
• Divide into three groups• Each group discuss and answer the 2
questions for the entire developmental area you are assigned–Social Studies–Creative Arts–Physical Health and Growth
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Walking Through the Foundations
• Identify the key concepts that the Foundation and Topic(s) address?
• How do these key concepts set the child up for future academic and life success?
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Jigsaw!
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Jigsaw
• Now, make 3 new groups with at least one person from each developmental area• Share your insights from your
group discussions
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APPLICATION & PRACTICE: FOUNDATIONS AND CURRICULUM
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Scenario Activity
• With each scenario–Write down at least 3 Foundations and
appropriate Topic that apply to the behavior in your scenarios•Write the full Foundation and Topic• Try for at least 3 different
developmental areas
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BUT FIRST!
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Intentional Teaching
“Intentional teaching does not happen by chance;it is planful, thoughtful, and purposeful.” (p.1)
Epstein, A. A. (2014). The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning. Ypsilanti, MI: HighScope Press.
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Intentionality
When we seek intentionality–We are acting purposefully–We plan for specific outcomes–We build lessons and provide materials
that will elicit the outcomes–We can explain why we selected those
materials or planned for that activity
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Put it Together
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Center Building Activity
• Peruse the catalogs• Write down what you would purchase to enhance
your assigned center and it’s cost• With each item you list for purchase, write down
four Foundation and Topic pairs that give purpose to this purchase– One from the developmental area of your assigned
center– One from another developmental area– One from Approaches to Play and Learning– One from Social Emotional Skills
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Let’s Build It!
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Your Intentionality
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Wrapping it Up
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The Foundations
• Are more than a document• Help you plan for intentionality in your
curriculum• Help you plan for depth and breadth of skills
and concepts in your curriculum• Were designed for all children• Are user friendly
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Training Developed in Collaboration