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Outcomes:
IdentifykeyenvironmentalfeaturesofIowa evidence andresearchbasedpreschool curricula. Describetheorybasedcomponentsof environmentalsupportsforlearningin preschool. Summarizeresearchfindingsdemonstratingthe impactofpreschoolenvironmentonchildrens learning.
Early Development, Care, & Education 2
Teaching1620preschoolersatone timeischallenging.
Preschoolershavelimited: Experiences Patience Vocabulary Motorskills Selfregulation Understandingofothers Literacyskills Sotheyneed: Lotsofhandsonexperiences Shortwaittimes Labelsfortheiractions Nonfrustratingmotoractivities Visualandverbalreminders Coachingonsocialskills Pictorialreminders
EffectivePreschoolPhysical Environmentis*
Wellorganizedintowelldefinedlearningcenters thatattractandengagechildren Severallearningcenters,eachwithavarietyof learningmaterialsthatarebothavailableand accessibletochildren Promoteseachchildsactivelearning throughinteractionswith
peers, teachers,& physicalmaterials
*CreativeCurriculum(TeachingStrategies)
Early Development, Care, & Education 6
Thepreschoolteacherarrangesthe physicalenvironmentto*
Guidechildrenintolearningactivitiesappropriatefortheir developmentallevel. Provide25%moreplayspacesthanchildrentomatch interestsanddevelopmentalneedsofchildren. Structurethedailyandweeklyroutinesothatchildren knowwhatactivitiestoexpectandwhatisexpectedin eachactivity. Developaclassroomcommunitythathelpschildrenlearn torespectandtointeractappropriatelywithotherchildren.
*CreativeCurriculum(TeachingStrategies)
Early Development, Care, & Education 7
Thepreschoolteacherusesthe environmenttoteachchildren*to
Chooseactivitiesandmaterialsthatwillbuild theirskillsandunderstandings. Usematerialspurposefully. Planandimplementactivitiesthatinvolvetheir sustainedattentionovermultiplesteps. Workcollaborativelywithpeerstocreateand build. Recognizetheirownskillsthroughdisplaying theirworkattheireyelevel
*CreativeCurriculum(TeachingStrategies) Early Development, Care, & Education 8
Theteacheradaptsthephysical environment
Sothatallchildren,includingthosewith disabilities,canparticipateinclassroom activitiesasfullyaspossible.* Toadjusttochildrenschanginginterests& abilities.
Theteacher
1. Setsupinterestcenterswithlearning materialsforsmallgroupsofchildren. 2. Separatesactiveandquiet interestcenters 3. Separatesdryareas(e.g.,library,blocks) fromwetareas(e.g.,houseplay,art)with accesstowatersource. 4. Providesabalancebetweenadultinitiated andchildinitiatedactivities.
Early Development, Care, & Education 11
Theteachersetsuptheenvironmentby
Storingmaterialsthatareusedtogetherin thesameplace Usingsmalldishpanstoholdmaterialswith smallpieces Labelingcontainersandshelvestofacilitate sortingandcleanup Displayinglearningmaterials onlowshelves accessibletochildren
Early Development, Care, & Education 12
Theteacherputsintheenvironment
Real,familiarmaterialstostimulate childrensmemoriesandplanning* Interesting,challengingmaterialstopromote childrensproblemsolvinganddiscovery*
*CreativeCurriculum(TeachingStrategies)
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ResearchonPreschoolEnvironment
Preschoolenvironment(physicaland social)predictedsocial&academicscores throughsecondgrade(PeisnerFeinberg, etal.,2001) Physicalenvironmentmoderatedthe relationshipbetweenfamilyincomeand academicscores(Mashburn,2008)
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KeystrategiesinToolsoftheMind
Mediators
Visual Verbal Physical MediatorseeninIowapreschool:
MediatorsinIowapreschools: CleanUptransitionsong
Nowsthetimetoputaway Putaway Putaway Nowsthetimetoputaway Beforeweendthissong.
MediatorsinIowapreschools: ToothBrushingSong
Brush,brush,brushyourteeth. Brushthebacksandunderneath. Brushthefrontsandbrushthebacks. Brushawaythatnastyplaque!
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Early Development, Care, & Education 21
ToolsoftheMindMediators: PlayPlanning
Teachersusescaffolded writingtohelp childrendrawandwritetheirplayplans. Achildsplayplanincludeshis/herown writtendescriptionoftheplayusing estimatedspelling.
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ToolsoftheMindMediator: BuddyReading
Pairsofchildrenlookatabooktogether Mediators(picturesonsmallcardsheldinthe childshand)remindeachmemberofthepair whathis/herroleis:
Pictureoflips:Itsmyturntotellthestory. Pictureofears:Itsmyturntolistentothestory.
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ToolsoftheMindMediators: MathChecking
Pairsofchildrenengageinacountingactivity (e.g.,countingbearsonagrid) Eachchildholdsasmallcardwithapictureof his/herrole:
Pictureofanumeral:Itsmyturntocount. Pictureofacheckmark:Itsmyturntocheck.
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ToolsoftheMind: MediatorsduringDramaticPlay
Hatsanddressupclotheshelpchildrenlearn toselfregulatetostayinrole AccordingtoVygotsky,engagementin plannedroleplayisamajormechanismfor developingself regulationskillsin preschoolers(Bodrova &Leong,2006)
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ToolsoftheMind: MediationthroughRolePlaying
Inroleplay,childlearns tointernalizerulesandexpectations. Roleplayimposeslimitsonthechildsbehavior. Childhastolearntocontrolhis/herbehaviorto playbytherules. Childneedstostayintherolethechildhas chosenbyrememberingwhatrolehe/shechose. Childneedstoinhibitotherbehaviors not compatiblewiththatroleevenwhen thechildwouldliketoactdifferently.
Early Development, Care, & Education 26
DiamondetalScience(2007) Barnettetal.(2008)ResearchStudies
Twogroups: DemonstrationGroup:ToolsoftheMindCurriculum ComparisonGroup:DistrictCurriculum ConductedinNewAbbottpreschools(NewJersey) Creating14newclassrooms All14classroomsincludedinthisstudy Sevenclassroomsassignedtoeachgroup Teachers,assistants,andchildren Randomlyassignedtooneoftwogroups
Early Development, Care, & Education 27
Bothgroupsinvolved
Newpreschoolprograms,institutedatthesametime, withthesame Books,classroomsetup,toys,andmaterials. Amountofinclassroomcoachingsupport, Numberofprofessionaldevelopmenthours Teacherstipendsforattendingworkshops. Curricularcontent Curriculumtopics. $7000 $17000ofequipment,materials,andsupplies perclassroom(Friedman,Frede etal.2009)
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Onlydifferenceingroups:
ToolsoftheMindclassroomsalsoincluded specificactivitiesandmaterialsdesignedto helpchildrendevelop ExecutiveFunctioning: InhibitoryControl WorkingMemory CognitiveFlexibility
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CurriculumFidelityRatings
Targetclassroomsshowedhigherfidelityto Toolsenvironmentalrequirementsthandid comparisonclassroom Fidelityincreasedovertimeandacrossboth yearsofthestudy
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OutcomesAssessments: FarTransferTasks
Executivefunctiontaskscompletelydifferent fromanythinganyofthechildrenhadever donebefore. Toseeadifferencebyconditionhere,the childrenwouldhavetoTRANSFER executive functioningskillstoutterlynewsituations.
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Otheroutcomemeasures
Toolschildren performedbetteronexecutivefunctioning tasks Scoresonexecutivefunctioningtasks correlatedwith
Scoresonacademicperformance Ratingsbyparentsandteachersofsocialandself controlskills
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Cautions
Resultsfromdemonstrationclassrooms,such asintheBarnett&Diamondstudies, frequentlydonottransfertoclassrooms wherestudydesignershavelesscontrolover teachersandcoaches
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FrameworkforEffectivePractice:
SupportingSchoolReadinessforAllChildren
Highly Individualized Teaching&Learning Research Based Curricula& Teaching Practices
NCQTL (HeadStartBureau)
EngagingInteractionsandEnvironment
Early Development, Care, & Education 35