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NAEYC Professional Preparation Standards
Transcript of NAEYC Professional Preparation Standards
BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
PROMOTING CHILD DEVELOPMENT AND LEARNING
OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children
4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches
4d: Reflecting on own practice to promote positive outcomes for each child
USING CONTENT KNOWLEDGE TO BUILD
EARLY CHILDHOOD FIELD EXPERIENCES
1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8.
1b: Knowing and understanding the multiple influences on early development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
Having two young godchildren, I realize the importance in knowing and understanding the characteristics and needs of children from birth through age 8. Bubba, 4, and Breanna, 3, are developing and learning from multiple influences. My husband and I recognize the need to create a healthy, respectful, supportive, and challenging learning environment for them, which is why we have a children’s bookshelf and mirror in their bedroom. The mirror allows Bubba and Breanna to watch themselves and develop a sense of identify and self, while the bookshelf, full of children books, encourages language development. Our godchildren love to explore reading material and often bring us books which we are eager and happy to read to them. Their bedroom at our house offers the perfect environment for them to continue developing and learning while interacting and playing with us.
Without a doubt, my service learning hours were the best spent one hundred hours of my life. I spent the majority of one summer at the Boys and Girls Club of Parkersburg completing my service learning requirement. What I assumed would be a long summer turned out to be one of the most rewarding seasons. Volunteering at the club, I was assigned to assist the Director of Education, Sally Stull. It was my job to tutor the children. My responsibilities included reading to and with the children, practicing math skills, preparing lunch, and occasionally helping Nona in the arts and crafts room.
The Boys and Girls Club fosters a diverse atmosphere that incorporates all kinds of backgrounds, beliefs, values, morals, and so on. Their focus is to keep kids safe. I found it part of my civic duty to be there for the members, to encourage them to be the best they can be, and to serve as a positive role model. By supporting and encouraging them, I have built lasting relationships in the community.
I am so grateful for the opportunity I have had to form familial and communal relationships with these people. It has been so touching to make a difference in someone’s life. I enjoy frequently running into members all over town. They always speak and ask when they will see me again.
2a: Knowing about and understanding diverse family and community characteristics
2b: Supporting and engaging families and communities through respectful, reciprocal relationships
2c: Involving families and communities in young children’s development and learning
3a: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children
3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.
3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments.
From my forty-five hours of observations in Williamstown’s preschool, I have equipped myself with a better understanding of observing, documenting, and assessing children. I now understand the goals, benefits, and uses of various types of assessments.
With my understanding, I have been able to implement appropriate goals, curriculum, and teaching strategies. I even wrote my own Curriculum Statement (below). All assessment strategies aid in influencing the development of early childhood; therefore, implementation of them in the classroom is vital. During my field experience, I was able to practice using various types of assessments. My favorite was using technology to collect data and serve as documentation of a specific preschooler. Of the available equipment, I favored my video camera which recorded film and took pictures. Because of this technology, I was able show my observations and assessment to teachers and parents. With this information, I have been able to alter or develop effective and positive learning environments that benefit early learners best.
USING DEVELOPMENTALLY EFFECTIVE APPROACHES
One of the most important aspects of becoming a teacher is realizing that positive relationships and supportive interactions lay the foundation of working with children and their families. After establishing a relationship, it is important to know and understand effective strategies and tools used in the development of early learners.
As a teacher, it is my job to establish a healthy relationship with my children and use a broad repertoire of effective strategies and tools to ensure that they learn and develop well. From my WVUP education classes, I have learned some developmentally appropriate learning approaches that will aid in my primary job in early childhood education.
In addition to being the most important aspect, this standard is also the most rewarding. By developing relationships and supportive interactions, I am connecting with children who will make a difference one day. These children are our future and I take full responsibility for reflecting on my own practice to promote positive outcomes for each child I encounter.
5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.
Planned and spontaneous experiences that are developmentally appropriate, meaningful, and challenging allow children to gain positive dispositions to learning. By implementing an effective curriculum, children can secure a base and regulate themselves to manage problem solving and higher level thinking. Children need to grow academically and socially through these planned and spontaneous experiences. One example of a planned challenging designed task was having my cousins participate in creating a wedding dress from toilet paper. As shown in the pictures, Addison and Jordan used rolls of toilet paper to make a wedding dress for themselves. They had help from some other family members, but the girls verbally communicated their ideas to them in order to make their final product. Addison and Jordan had to think outside of the box and incorporate their problem solving and higher level thinking skills. They were able to focus on the big idea and relate what they were doing to my life and wedding. A connection between my big day and their creations involved central concepts and inquiry tools in a learning environment that I supported.
Another example of this standard is using inquiry tools through a science experiment. The curriculum I planned was appropriate for the students, but also provided a challenge for the students. The experiment was designed to spark their interest in polymers and broaden their scientific terms.
BECOMING A PROFESSIONAL
6a: Identifying and involving oneself with the early childhood field
6b: Knowing about and upholding ethical standards and other early childhood professional guidelines
6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource
6d: Integrating knowledgeable, reflective, and critical perspectives on early education
6e: Engaging in informed advocacy for young children and the early childhood profession
I have been an active member of my church’s parish school of religion classes for nearly eleven years. At the young age of twelve, I volunteered my Sunday mornings as an aide to the preschool PSR class. After four years of service, I became the teacher. By teaching preschoolers during Sunday School, I have identified myself as an educator in the early childhood field.
Teaching Sunday School, I value promoting ethical standards and instilling them in my students. I also am a strong advocate for children’s rights. It is paramount that they are given every opportunity to succeed in life.
Guiding children each Sunday has opened the window of central policy issues in education. This experience has shown me the financial and standard sides of education that will be evident in the Wood County School system. I plan on staying informed about public policies and advocating for children and the profession.
I also have been introducing myself to the education world by meeting other professionals. I have made a professional brochure that I love to hand out to the new people I am meeting. It is a way of further explaining myself and a way for them to remember me by. Hopefully, these new acquaintances will be able to help me grow professionally.
7a. Opportunities to observe and practice in at least two of the three early childhood age groups (birth – age 3, 3-5, 5-8)
7b. Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
Luckily, I was able to gain a wonderful hands on learning experience at Williamstown with its preschoolers and first graders. These students belong to the early childhood age group 3-5 and 5-8. Through my field experiences, I was given the opportunity to observe and practice my teaching skills in an educational setting. My field experiences were well planned and sequenced within and across degree levels to prepare me for early childhood development. Each age group has developmentally needs to take into consideration when lesson planning and assessing.
From these observations, I can discern without a doubt that education is my true passion and calling. Early childhood education will be the best career for me. Aligning myself with adults from the Williamstown faculty, I have provided myself with positive models of the early childhood practice who will continue to influence my experiences while student teaching and into my career.
In Education 401, I was given the opportunity to practice my skills and observe in one of the second grade classes at Mineral Wells. This observation allowed practice with older students in an elementary school setting.
My godchildren, Breanna and Bubba, have provided a wonderful opportunity to observe children from birth to age three and four, respectively. This also has allowed me the opportunity to observe children in my own home. It has been a true blessing to practice parenting and teaching with these wonderful children.