California Department of Education (CDE) provides state
and federal funded child care programs that serve children from birth through
age 12. The programs provide educational curriculums that are developmentally,
culturally and linguistically appropriate and inclusive for all children
(Bagnato, McLean, Macy, and Neisworth, 2011). NAEYC (2003) stated “California has standards
specifying what children are expected to know and to be able to do in various
subject matter” and “federal and state expectations emphasized the need for
scientifically based research to guide curriculum adoption and items of
curriculum effectiveness” (p. 4).
California has designed a system specifically for
measuring children’s progress concerning desired outcomes. The Desired Results
(DR) is a system used by educators to document children and families progress
to achieve desired results. The DR system is a standard of early childhood
education. There are six components in the DR system, four for children and two
for families (Center on Enhancing Early Learning Outcomes, 2016).( http://ceelo.org/state-information/state-map/).
California’s DR
system aligns with the NAEYC early learning standards. NAEYC explains that the
early learning standards must support and teach across all domains to ensure
positive outcomes (NAEYC, 2003). The DR system documents children’s progress to
meet the desired results for positive outcomes. The NAEYC Developmentally Early
Learning Standards promote four features for children and families.
To actively engage children, preschool teachers provide a
plethora of learning experiences such as interest areas, books, blocks, manipulatives,
art, science, water and sand play, dramatic play props, and writing materials
(Copple and Bredekamp, 2012). Do you
think that worksheets/dittos and flashcards promote problem-solving or self-regulation
skills or should they be removed from learning experiences?
Research studies indicate that play is an important part
of children’s development (The Early Childhood Framework, n.d.) however, many
teachers in K-12 grades are focused on literacy, science, and math-based
curriculums and there is very little or no “play” time incorporated into daily
activities. Do you think the lack of play for children in early childhood
interferes with their learning outcomes?
There are teachers who believe “old school” teachings are
best educational practices for early childhood children therefore, they
practice outdated teaching methods. Consequently they are not informed on
current research and theories or early childhood standards (California Early
Childhood Competencies, 2011) Do you think early childhood educators should continue
to practice what some may deem as primitive teachings or does it make a
difference if teachers are current in early childhood standards?
References:
Aistear: The Early Childhood Curriculum
Framework. (n.d.). Retrieved from http://www.ncca.ie/en/Practice-Guide/Aistear/Guidelines-for-good-practice-Learning-and-developing-through-play-pp-56-57-and-103-106-.pdf
Bagnato, S. J., McLean, M., Macy, M., & Neisworth, J.
T. (2011). Identifying instructional targets for early childhood via authentic
assessment: Alignment of professional standards and practice-based evidence. Journal
of Early Intervention, 33(4), 243–253.
California Department of Education and First 5
California. (2011). California Early Childhood Educator Competencies
. Retrieved from
http://www.cde.ca.gov/sp/cd/re/documents/ececompetencies2011.pdf
Center on Enhancing Early Learning Outcomes. (2016).
State-by-state. Retrieved from http://ceelo.org/state-information/state-map/
Copple, C. & Bredekamp, S. (Eds). (2009). Developmentally
appropriate practice in early childhood programs: Serving children from birth
through age 8 (3rd ed.). Washington, DC: National Association for the Education
of Young Children
(NAEYC).
