I need help -informal survey -may be a book idea

[kid2]

I am curious about something. I run a site based preschool program in
a local school
district and teach ECE part time at the community college near by. As
more emphasis is
placed on literacy and standards, is there a need to develop a process
for designing
appropriate outcome based curriculum? Granted there are several
formats out there
(High Scope, Creative Curriculum, High Reach etc.) However, it is my
impression that
you still need to set goals and determine what foundation skills are
necessary, then
determine the scope and sequence of those skills, as well as the
actual activities
presented. If we value scaffolding and other theoretic principles how do
we gurantee our
practices are in alignment with these? Are we really doing what we are
saying we are?
Would it be benefical to identify and outline steps in this process?
Many of us are out
here without guidance or leadership to address this. I see many ECE
students struggling
to put theory into practice and develop appropriate curriculum. Is this
one factor that
leads to poor quality? So many of our programs are funded with the
premise that we will
produce results. I was just wondering if anyone else has considered
this. If you have run
across this idea or are interested in discussing it more let's talk. I'm
just curious. Thanks.

Good topic...
Then you throw in the stated (and re-stated) parent goals that are in direct contrast to DAP. (Why don't you give worksheets; They just play all day; When is he going to learn something;...)
The biggest challenge, I think, is having a wide range of age, interest, and ability is the same class. Coming up with a coherent curriculum that reaches and supports children where they are can be frustrating. A couple of years experience has really helped. It also has been good to spend a lot of time with parents, telling them the "whys" of DAP, and phrasing progress talks stressing what the child has learned, not just what they've done. (It doesn't hurt to have a specific lesson plan that gives intended outcomes.)
I do tend to follow the children's interests, and we only plan a week or so ahead (within a really broad yearlong outline--mine, since the program doesn't have one.) That helps me keep re-evaluating where we've been and where we need to be for those kids who will be entering kindergarten in a few months.
Those thoughts aside, I'm not sure setting "goals" is the right thing as it sets up a more teacher directed program. That works better when they are a little older in my opinion. I've thought about this a lot and on different days I sway a little on whether I'm doing the right thing for my kids....

[kid2]

Thanks Cathy, I've posted on several boards and your response has been the closest to what I was hoping for.

You said you came up with a loose year-long framework - that your program didn't have one. What compeled you to do so? you said coming up with a coherent curriculum was frustrating.. tel me what you mean by coherent and why is it frustrating for you?

When I used goals - I was referring to our pracice of goals that are mutually written by the parents and the teacher for the child. Outcomes is probably a better term.

What I am still wondering is how many of us struggle to come up with those loose frameworks to guide our activities towards those outcome and how can we do this and still remain child focused. I strongly feel curriculum needs to reflect interests and current needs so how do you keep literacy skills in mind?

thanks

I meant coherent in that we tend to use a "shotgun" approach and hit as many topics and skills as we can. It would be great to have a curriculum that builds on acquired skills and extends them to the next level. I have a hard time figuring out which should come first. It is also a challenge to adapt to the coming and going of children (with various strengths and needs) in my program. I think it's the nature of preschool, though.
My framework includes things that follow a calendar year (fire-safety has to be early, weather is an important theme that has to be timed, kindergarten preparation[transition] coincides with district registration, and of course holidays--that the program doesn't observe, but of course the children do [that's another topic!]). I need a sense of where I'll be as the year moves along and how I'll coordinate activities with the children's experiences.
I try to present multi-level materials and activities that allow the children to take what they need to move forward in their thinking, without boring those who have the skill or frustrating the others. Some days, I feel that I've accomplished neither. But I love the times when I see both!
I'm a little nervous about the noises I hear about strengthening our literacy standards. The environment is the best place for forming pre-reading and pre-writing, but I'm a bit concerned that "observable" outcomes will encourage more teacher direction, be it worksheets or flashcard type teaching. I'm struggling a bit with how I can achieve a balance between encouraging interest and documenting demonstrated skills.
Now I have a headache--- but these are things that are only a part of my classroom. I also spend a lot of time and effort helping children to feel safe, coping with violence and abuse in their environment, searching for support for disabilities and advocating for services when needed, and encouraging them to treat others with respect. If we get some of those issues addressed, I'm not going to feel that I've failed if they can't read when they start kindergarten.

Now, have you got a plan for that? Thanks for the opportunity to put some of these thoughts into words. I feel better for having begun to clarify the issues in my own mind.

[kid2]

Bravo for your outspokenness and compassion to the children you work with. You echo many thoughts that I have had, but have had no one at the same level to talk to them about. When I start trying to express myself so I can make sense of my thoughts others get that glazed over "deer in the headlights" look and tend to tune me out -that's part of my frustration. I know that there are thoughtful folks out there struggling I'd like to find some "like-minds" to discuss and perhaps formulate this imaginary frmework I'm talking about.

I'm out here in Colorado. Recently, we have developed what we call "Building Blocks". Since our district's adoption of these I have struggled to organize various developmental experiences along the timelime similar to what you described (one that coninsides with the calendar and specific themes). Last semster I had my method students debate the appropriateness of standards in preschool. The conclusion is also similar to your thoughts. Preschool education should be geared to support children's interests and where they are at developmentally. Which we all know in a classroom of 15 it can be quite an age range. After reviewing our "standards the students weren't as nervous about implementing them if fact they were somewhat inspired because they helped preschool teachers understand what types of age appropriate activities could facilitate pre-literacy development. Our ECE Representative at the State Dept of ED -took a pro-active approach and inform the state of how this should be done instead of vicea versa. I suppose I should be having these conversation with them. They will be doing follow-up conversations.

Sorry for giving you a headache! Thanks so much for sharing
Take a look at our state web page - click on Building Blocks for reading and writing and then again for math. I'd love to see what you think. If you are still interested I'd love to continue to talk. I've been working on this for 2 years now and feel fairly successful in keeping DAP in mind while exposing children to literacy experinces. I don't do drill or worksheet, but provide a wide variety of experiences that give children chances to read charts, sign in at the centers of their choice (at their writing level), expressing themselves orally, and strengthening their listening skills (boy howdy! some days they don't listen - they are just 4 & 5 year olds) I facilitate alot through dramatic play and expose them to literacy tools ( phone books, menus, interactive charts, graphs and surveys). I empower them to be independent by the use of name labels and many picture labels.I have built in to the daily routine informal and structured storytimes and have a variety of ways for the children to tell and retell stories. I have a name wall which is similar to the older classroom's word wall - but with the names above the beginning letter in their name. I have a very print rich environment. I am in the process of doing some informal assessment to see if they are gaining letter recognition skills be incidental exposure.

It's been a hard row to hoe though and that's why I'm wondering if a guide would help others out there. I imagine with the states all starting to develop preschool standards that many are stryuggling to figure it out. Thanks again for your thoughts. You are helping me get some clarification.



http://www.cde.state.co.us/earlychildhoodconnections/early.htm

[kid2]

I think we can definitely have appropriate outcomes for kids, but by the the end of a stage instead of an age. (OK, that sounded confusing, I'll try to clarify.)

From birth to wallking - we can develop goals and outcomes walking to three - we can develop outcomes four - 7-(8) the end of early childhood - we can develop outcomes.

I think the outcomes need to deal with developmet For example Infants The infant will develop trust The infant will increase mobility The infant will bond with a caregiver The infant will increase communication skills.
etc.

We can break these things down into objectives - For example Goal - The infant will increase communication skills. Objectives: The infant will - make eye contact use different cries to communicate needs respond nonverbally to caregiver respond verbally to caregiver will coo imitate facial expressions and etc.

Then we use our assessment of these things to help the child meet our goals instead of holding them accountable for these things.

I think there is much controversy about this because it can easily lead to standardization and comparison rather than assessing development.

I also think we can have generalized goals and objectives, but we need to work on specialized things. Such as if a child experiences a loss of a mother, if they have moved, if they have experienced an illness, we need to help te
child develop a different set of coping skills.

I think creating a framework is important, but I don't think our society will be comfortable with it. When it comes to the preschool part, there will be much controversy. Personally, I would not want to see recognition of letters and numbers in the preschool goals and objectives.

For an interesting read on the subject of introducing things too early, read endangered minds by Jane healy. She introduces the concept that by forcing things into kids brains that their brains are not ready for, we may actually be creating a society of children with learning disabilities and add.

I feel better about the terms after scanning (notice--not reading)the blocks. I'll definitely return and try to digest a greater portion of the material. My program has just begun to re-think the assessment and documentation practices that we use and they are forming a committee to study and propose changes. I think it'll be a long process, as everyone tends to get pretty defensive and feel threatened by a suggestion that there could be a better way. The site you gave me will be a good check on emotions, as you've got a fairly comprehensive document.
I'm curious about the assessment method you're using to check letter awareness. Care to share? I'm always looking for ways that I can improve my program. I picked up a couple of ideas that will show up in my classroom next week. (I love language charts but I haven't been attentive to punctuation...and I haven't done much with graphing.)

I love the theoretical discussion of practices, but I have to admit sometimes it feels like I'm the deer in headlights. Thank goodness that I can spend most of the day with my class. They have boundless enthusiasm (and energy) and they teach as much as they learn. Even with the frustration, it's a great field to work in.

[kid2]

I think that a lot of these methods are created to make ECE teachers look like their centers are more effective than others. I have studied all of the methods mentioned, and neither of them are appropriate on their own. To use one
method exclusively is dangerous. Taking a little bit from each is much more effective. Basically, use common sense and do what is comfortable to you. Oue center uses NO method, and all the public and private schools tell us that Pre-K children coming from our are the most prepared and well-adjust out of all the preschools in town - including so-called DAP, high-scope, Montessouri and Head Start Programs.