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High Quality Kindergarten Programs

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Title: High Quality Kindergarten Programs


1
High Quality Kindergarten Programs
2
Todays Objective
  • Provide an understanding of the current state of
    kindergarten and resources to maximize learning
    at this grade level.

3
The Kindergarten Experience
4
Demographics
5
Demographics cont.
  • 2.5 of students (1,634 kids) are either reported
    as retained in K, or are in a transitional 1st
    grade program. 
  • Assumes base aid amount in the SFRA 9,649 and
    doesnt include any added funding for students
    who are low-income, ELL, special needs, etc.

Grade of Children Retained Retention Costs
K 1,634 15,766,466
6
Snapshot of Quality in KTotal sample 135
classrooms in NJ
  • The measures
  • Assessment of Practices in Early Elementary
    Classrooms (APEEC Hemmeter, Maxwell, Ault
    Schuster, 2001)
  • Physical Environment room arrangement, child
    display, classroom accessibility, and health and
    classroom safety
  • Instructional Context use of materials, use of
    computers, monitoring child progress,
    instructional methods, integration and breadth of
    subjects
  • Social Context childrens role in
    decision-making, participation of children with
    disabilities in classroom activities, social
    skills, diversity, appropriate transitions, and
    family involvement

7
  • Early Language and Literacy Classroom
    Observation Toolkit (ELLCO Smith Dickerson,
    2002).
  • General classroom environment organization,
    contents, technology, child choice and
    initiative, classroom management and climate
  • Language, literacy, curriculum supporting
    language and literacy through materials,
    activities, instruction, strategies and teaching
    practices

8
APEEC Findings
9
Takeaways
  • In 50 of the classrooms, children did not have
    an opportunity to speak with their peers about
    classroom activities.
  • 52 of the teachers did not engage in some
    informal conversations with the children.
  • Whole group instruction was used during the
    entire observation in 22 of the classrooms.
  • Hands on materials for one or two subject areas
    were not used in 56 of the classrooms.
  • 62 of the classrooms did not offer gross motor
    opportunities to children daily.

10
ELLCO Findings
11
Takeaways
  • In most classrooms, adults did not engage in
    either individual or small-group book reading
  • Few rooms had times built into their schedules
    for choice
  • Materials to support writing were not located in
    centers
  • Little evidence of scaffolded instruction or
    differentiation
  • Teachers often used whole group instruction with
    follow-up workbook activities

12
Multi-State K Study
  • NCEDL 730 K classrooms across six states (La
    Paro, et al. ,2009).
  • 6 of observed day in free choice/centers
  • More time in individual or whole group
  • 1 of classrooms in kindergarten score high in
    Instructional Support
  • Teaching practices that promote understanding of
    concepts, feedback and language modeling
  • Such practices are associated with positive child
    outcomes

13
Public Expenditures
14
The Childs Mind
15
  • Although intelligence is generally thought to
    play a key role in childrens early academic
    achievement, aspects of childrens
    self-regulation abilitiesincluding the ability
    to alternately shift and focus attention and to
    inhibit impulsive respondingare uniquely related
    to early academic success and account for greater
    variation in early academic progress than do
    measures of intelligence.
  • Child Development

16
  • consistently positive teacher-child
    relationships in PK and K have been found to be
    related to positive child outcomes, both academic
    and social. (Pianta et al in Bogard, 2005).  
    factors such as teacher sensitivity, the
    quality of teacher-child interactions, and
    teachers satisfaction with their job, are also
    associated with child outcomes. (Bogard, 2005)

17
Elevating Learning
  • What should kindergarten look like
  • in the twenty-first century?
  • http//www.youtube.com/watch?vhTaNRZhRPgk

18
The Guidelines
  • Guiding High-Quality Practice
  • in Kindergarten
  • School Structures that Support
  • High-Quality Kindergarten
  • High-Quality Kindergarten in Action

19
Learning through Play
20
Environments
  • All kindergarten classrooms should be designed
    around learning centers to support purposefully
    designed, play based activity as the main vehicle
    for childrens learning. (Kindergarten
    Guidelines, p. 51)

21
Self-regulation
  • Young children who know how to delay
    gratification are more likely to pursue academic
    and personal goals with less frustration, with
    less distraction. (Graziano et al., 2006)
  • http//www.youtube.com/watch?vQX_oy9614HQ
  • Decision-making
  • Reminders and visuals
  • Make-believe play
  • Games with rules
  • Goal-setting

22
Assessment
  • Major Purposes of Early Child Assessment
  • To plan instruction for individuals and groups
  • Identify children for health and special services
  • Monitor trends and evaluate programs
  • Individual student, teacher, and school
    accountability
  • (NAEYCNAECS/SDE, 2003)

23
Who has the time?
  • Literacy
  • Blocks
  • Free choice/Centers
  • Integrated curriculum
  • Outside

24
(No Transcript)
25
Professional Development
  • Kindergarten Seminar
  • The PreK-3rd Leadership Training Series
  • PreK-3rd Leadership Training Work Groups
  • 3rd Annual PreK-3rd Leadership Conference October
    28, 2011

26
http//www.state.nj.us/education/ece/
27
  • Renee Whelan, Ed.D.
  • Renee.whelan_at_doe.state.nj.us
  • http//www.state.nj.us/education/ece/guide/Kinderg
    artenGuidelines.pdf
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