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K Research Binder

To be a better future educator.
by

Rachel Reimert

on 13 November 2012

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Transcript of K Research Binder

By:
Rachel Reimert Research Binder The K child, family, and programs Developing
cognitive, social,
emotional, and physical skills Language
and Literacy 5. How Children Develop and Learn 5. Grade-by-Grade Learning: Kindergarten Pbs. (n.d.). Retrieved from http://www.pbs.org/parents/goingtoschool/how_kinder.html Note Citation This articles expresses how kindergarten children learn. The key sentence of the article is "Kindergarteners learn best by active, hands-on exploration and discovery." Yes, reading a book is great but unless the children get to explore and work hands on they may struggle understanding the world around them. As future teachers, we need to understand that kindergarten children are ready to explore and think abstractly but they might not be able to comprehend it yet. Link http://www.pbs.org/parents/goingtoschool/how_kinder.html Note Link Citation http://www.mountainphoenix.org/wp-content/uploads/2012/06/The-Kindergarten-Child.pdf 3. The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in all Children 3. Developing Young Children’s Self-Regulation through Everyday Experiences Note Link Citation http://www.naeyc.org/files/yc/file/201107/Self-Regulation_Florez_OnlineJuly2011.pdf Ray, K., & Smith, M. (2010). The kindergarten child: What teachers and administrators need to know to promote academic success in all children. Springer Science Business Media, LLC. Retrieved from http://www.mountainphoenix.org/wp-content/uploads/2012/06/The-Kindergarten-Child.pdf Florez, I. R. (2011, July). Young children. Retrieved from http://www.naeyc.org/files/yc/file/201107/Self-Regulation_Florez_OnlineJuly2011.pdf Link http://www.naeyc.org/files/tyc/file/TYC_V3N1_Jones.pdf Citation Note Jones, N. (2008, May). 2, 4, or 6? grouping children to promote social and emotional development. Retrieved from http://www.naeyc.org/files/tyc/file/TYC_V3N1_Jones.pdf 4. 2, 4, or 6? Grouping Children to Promote Social and Emotional Development Roskos, K., Christie, J., & Richgels, D. (2003, March). The essentials of early literacy instruction. Retrieved from http://www.naeyc.org/files/tyc/file/Roskos.pdf Citation Link http://www.naeyc.org/files/tyc/file/Roskos.pdf Note 5. The Essentials of Early Literacy Instruction Note Link Citation Note Like Citation Link Citation Note Note Link Citation Note Note Note Note Link Link Link Link Citation Citation Citation Citation Note Note Link Link Citation Citation http://www.hepg.org/hel/article/479#home 1. Kids Haven’t Changed; Kindergarten Has Pappano, L. (Oct ). Harvard education letter. Retrieved from http://www.hepg.org/hel/article/479 http://encompassnw.org/DownFiles/DL34/CC4_Ch1_exrpt.pdf http://www.reading.org/Publish.aspx?page=/publications/bbv/books/bk847/abstracts/bk847-8-rog.html&mode=redirect 2. “Now I Use My Strategies”: Small-Group Reading Instruction in Kindergarten Rog, L. (2011). “Now i use my strategies”: Small-group reading instruction in kindergarten. (pp. 84-102). Retrieved from http://www.reading.org/Publish.aspx?page=bk847-8-Rog.pdf&mode=retrieve&D=10.1598/9780872078475.8&F=bk847-8-Rog.pdf&key=E017E3AD-47F1-4341-9684-97AFE06C3133 3. Supporting language and early literacy practices in kindergarten http://www.qsa.qld.edu.au/downloads/early_middle/qklg_pd_resource_supporting_literacy.pdf Raban, B. (2011). Supporting language and early literacy practices in kindergarten. Retrieved from website: http://www.qsa.qld.edu.au/downloads/early_middle/qklg_pd_resource_supporting_literacy.pdf 4. What Early Childhood Teachers Need to Know About Language http://www.cal.org/resources/digest/0007bredekamp.html Unknown, N. (2000, November). What early childhood teachers need to know about language. Retrieved from http://www.cal.org/resources/digest/0007bredekamp.html http://www.pbs.org/teacherline/courses/rdla170/docs/fostering_language.pdf 1. Fostering Language and Literacy in Classrooms and Homes Dickinson, D. K., & Tabors, P. O. (2004). Fostering language and literacy in classrooms and homes. Retrieved from http://www.pbs.org/teacherline/courses/rdla170/docs/fostering_language.pdf Rafoth, M., Grimes, S., & Buzi, B. (2004). Kindergarten - full versus half-day: Information for parents and early childhood educators. Retrieved from http://www.naspcenter.org/assessment/kindergarten_ho.html http://www.naspcenter.org/assessment/kindergarten_ho.html 2. Kindergarten - Full Versus Half-Day: Information for Parents and Early Childhood Educators Kraft-Sayre, M. E., & Pianta, R. C. (2000). Enhancing the transition to kindergarten linking children, families, & schools. Retrieved from http://www.cpirc.org/vertical/Sites/{95025A21-DD4C-45C2-AE37-D35CA63B7AD9}/uploads/{B2FC278E-5FC7-47FA-9039-E69743ABAF64}.PDF http://www.cpirc.org/vertical/sites/%7B95025a21-dd4c-45c2-ae37-d35ca63b7ad9%7D/uploads/%7Bb2fc278e-5fc7-47fa-9039-e69743abaf64%7D.pdf 4. Enhancing the Transition to Kindergarten Linking Children, Families, & Schools Unknown, N. (2008). Milestones of child development a guide to young children’s learning and development from birth to kindergarten. Retrieved from http://www.dss.virginia.gov/files/division/cc/provider_training_development/intro_page/publications/milestones/milestones_one_document/milestones.pdf http://www.dss.virginia.gov/files/division/cc/provider_training_development/intro_page/publications/milestones/milestones_one_document/milestones.pdf This article examines the team that revolves around a child’s development. It expresses what parents and other different members of a team should be doing to help in a child's development. The article covers birth to kindergarten; this allows teachers and parents to understand what skills a child should have at different benchmarks. This article breaks each domain down into sub sections. I feel that this resource would be beneficial to teachers. It gives them an easy straight forward visual guide as to how to help develop all the different skills in each domain. 1. Milestones of Child Development This articles goes in depth about what self-regulation is and how to support the development it in a child. Before reading this article, I never noticed that as future teacher we are teaching students how to self-regulate intentionally. Self-regulation is a skill that individuals use their whole life. This articles explains great ways to help teachers promote a child's social and emotions skills. This article also focuses on making sure a child feels safe and that they belong. The article is straight forward and helps to clearly outline how to use each group and arrangement strategy. Each of the domains are expressed in this chapter. This resource also provides goals for each domain. The domains are also broken down into age ranges; an example of the physical domain is that a child at the age of 5 is more balanced and coordinated. It was also great to read about why children can develop differently. Some teachers may forget that each child is different and will develop differently. This article talks about how much kindergarten has changed in the past years. I found it interesting to read that some educators think that kindergarten children have become "smarter" because of the technology that is available. In return they have made kindergarten more rigorous, but this is not beneficial. In a study that is talked about in the articles, it explains how children develop on the same schedule as they have always been. As future teachers, we need to understand that even there has to be a balance in a kindergarten classroom of play and formal instruction. I found this article to be enjoyable to read. It explains the benefits of both half-day and full-day kindergarten. I think the key sentence I read in the article was "Full-day programs designed to push children to learn academic skills before they are really ready are likely to backfire." It also gave tips on how to help parents choose half-day vs. full-day kindergarten. As future teachers, it is important for us to know what will benefit the children. This article lists what a quality kindergarten would look like and how they align with the NACEY standards. This article looks at every aspect of a kindergarten child. It breaks down multiple part of the kindergarten child and examines the different characteristics of this young learner. This article also identifies ways to capitalize upon their strengths through different classroom and teaching techniques. It also talks about the benefits and drawbacks of a full-day kindergarten program. As future educators, we are taught to understand that we need to teacher math and read but we need to understand the child/student as a whole. This manual was created to help children and families transition from pre-school to kindergarten. This process is requires a team effort and to make a smooth and successful transition. Children and families are connected with other children and families. It is important to know that the child is not the only one who transitions, everyone around the child transitions too. As future teachers, we need to understand that some of the children may not get as involved in this transition as others. This study is about how to develop language skills in low income homes. Teachers and parents work together to help develop language skills in each child. In this study they show examples of conversations and explain activities that help to develop language skills. As future educators, we need to understand that not all children come from or go home to the same type of language atmosphere. Click on Full Text PDF This chapter explains how to use small groups within reading instruction. This resource would be beneficial to teachers to help implement small group learning and the strategies to use within them. This chapter guides a teacher right thought the grouping and teaching process. This articles talks about the benefits of taking conceptual framework and implementing it in the classroom to support language development. It benefits the children and teacher in developing grade appropriate language. This model brings in the child's prior knowledge and cultural experiences into their learning and development language. This model is not a one-size -fits-all, it is one that recognizes a child's differences and individualism. This article also, gives teachers strategies to use to prompt different language and literacy skills. Before a teacher can teach to a child, they need to know what and how to teach language and literacy. This article talks about five different roles teachers have. A teacher is all ways teaching and educating their students even after the formal lesson is over. The article talks about how having conversations with a child help to promote language development. This article asks a teacher to step back and look at how they model themselves in the classroom. This article gives teachers strategies to help promote early literacy. This article is focuses on the years leading up to kindergarten; however, many of the strategies can still be used to promote literacy during a kindergartner’s development. This article also talks about what children need to learn and different ways to promote it. Since some children may not have the same literacy stills, this article provides teachers with ways to promote literacy in their classroom and to facilitate different experiences. 2. Characteristics of Kindergarten Children This article explains what kindergarten children may be developing at this age. It also talks about what areas children may not have mastered yet. It also, talks about a few ways on how to promote a certain skill. This article starts out talking about how each child is different and how they develop at their own rate. They might have mastered one domain but is struggling in another. As future teachers, we need to keep this in mind as we interact with each student. We cannot group them all into one bunch. https://www.k12.gov.sk.ca/docs/kindergarten/kindchar.html Katz, L. (1988). Characteristics of kindergarten children. Retrieved from https://www.k12.gov.sk.ca/docs/kindergarten/kindchar.html Unknown, N. (2010). How children develop and learn. Retrieved from http://encompassnw.org/DownFiles/DL34/CC4_Ch1_exrpt.pdf Part One Part Two Mathematics Science Social Studies 1. Teaching Math in the Primary Grades Sarama, J. & Clement, D. H. (2009, March). Teaching math in the primary grades: The learning trajectories approach. Retrieved from Citation Link Citation Link http://www.naeyc.org/files/yc/file/Primary_Interest_BTJ.pdf Note Note 2. Your Kindergartner and Math http://www.greatschools.org/students/academic-skills/138-kindergarten-math.gs GreatSchools Staff (n.d.). Your kindergartner and math. Retrieved from http://www.greatschools.org/students/academic-skills/138-kindergarten-math.gs Citation Note Link 4. Early Childhood Mathematics: Promoting Good Beginnings Citation Link Note http://www.naeyc.org/files/naeyc/file/positions/psmath.pdf National Association of the Education of Young Children. (2010). Early childhood mathematics: Promoting good beginnings. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/psmath.pdf 5. Playing With Numbers: Kindergarten Math Note Citation Link Scholastic, I. (2011). Playing with numbers: Kindergarten math. Retrieved from http://www.scholastic.com/resources/article/kindergarten-math/ http://www.scholastic.com/resources/article/kindergarten-math/ 3. Your Kindergarten and Social Studies http://www.greatschools.org/students/academic-skills/166-kindergarten-social-studies.gs GreatSchools Straff. (n.d.). Your kindergartener and social studies: how the world works. Retrieved from http://www.greatschools.org/students/academic-skills/166-kindergarten-social-studies.gs Link Citation Note Mindes, G. (2005). Social studies in todays early childhood curricula. Retrieved from http://www.naeyc.org/files/yc/file/200509/MindesBTJ905.pdfMindes, G. (2005). Social studies in todays early childhood curricula. Retrieved from http://www.naeyc.org/files/yc/file/200509/MindesBTJ905.pdf Citation Link http://www.naeyc.org/files/yc/file/200509/MindesBTJ905.pdf Note 4. Social Studies in Today’s Early Childhood Curricula Massachusetts Department of Elementary and Secondary Education. (2008, April). Kindergarten learning experiences. Retrieved from http://www.doe.mass.edu/kindergarten/reports/0408kle.pdf http://www.doe.mass.edu/kindergarten/reports/0408kle.pdf Note 5 Kindergarten Learning Experiences Link Citation Massachusetts Department of Elementary and Secondary Education. (2008, April). Kindergarten learning experiences. Retrieved from http://www.doe.mass.edu/kindergarten/reports/0408kle.pdf http://www.doe.mass.edu/kindergarten/reports/0408kle.pdf Note 3. Kindergarten Learning Experiences Link Citation Massachusetts Department of Elementary and Secondary Education. (2008, April). Kindergarten learning experiences. Retrieved from http://www.doe.mass.edu/kindergarten/reports/0408kle.pdf http://www.doe.mass.edu/kindergarten/reports/0408kle.pdf Note 3. Kindergarten Learning Experiences Savrock, J. (2009, October). Penn state college of education. Retrieved from http://www.ed.psu.edu/educ/news/2009-news-items/kindergarten-scientists Note Note Note Note Link Link Link Link Citation Citation Citation Citation http://www.ed.psu.edu/educ/news/2009-news-items/kindergarten-scientists 2. Kindergarten Students Can Collaborate and Think Like Scientists, Research Shows GreatSchools Straff. (n.d.). Retrieved from http://www.greatschools.org/students/academic-skills/152-kindergarten-science.gs http://www.greatschools.org/students/academic-skills/152-kindergarten-science.gs 1.Your Kindergartner and Science Scholastic. (n.d.). Science discoveries. Retrieved from http://www.scholastic.com/resources/article/science-discoveries/ http://www.scholastic.com/resources/article/science-discoveries/ 5. Science Discoveries http://navigator-millersville.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ725408&login.asp&site=ehost-live&scope=site Note Link Zhao, Y., & Hoge, J. D. (2005). What Elementary Students and Teachers Say about Social Studies. Social Studies, 96(5), 216. Citation 2. What Elementary Students and Teachers Say about Social Studies. 1. Designing Classroom Spaces to Maximize Social Studies Learning Citation Link http://www.socialstudies.org/files/images/210220.pdf O’Mahony, C., & Siegel, S. (2008, November). Designing classroom spaces to maximize social studies learning. Retrieved from http://www.socialstudies.org/files/images/210220.pdf 4.WHAT WORKS? Research into Practice Elliott, P. (Febr). What works? research into practice. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_science_literacy.pdf http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_science_literacy.pdf This article is great for teachers because it explains how they can use their classroom to help teach social studies. In this article it discusses how to incorporate social studies into other subjects, such as language arts or math. It gives great ideas for displays in the classroom for children to explore on their own. This article is packed with many ideas I will use as a future teacher. This study dives into how well teacher are teaching social studies. Children were asked to answer ten simple questions about topics of socials studies, many of them did not have a basic understand of these topics. Within this study it also found that many teachers were doing the bare minimum in this subject and not educating the student to their full potential. This study is great for teachers to understand that when teaching social studies it needs to be more than just reading from a book. There needs to be hands on experience and allow children to dive into the different topics in social studies with activities. This article is great for parents as well as teachers. In the article it encourages parents to check out the grade by grade milestones within social studies. It also gives parents a list of what their children should learn in kindergarten and what they should look for in their children’s classroom. Yes, this article is more for parents but it is also great for teachers to be aware of what should be taught and what parents will be looking for. This article explains the learning trajectories approach. It gives details of the three parts of the approach. This article is great for teachers to learn about the benefits of useing this approach in their classroom. The article is also great for teachers because explains three different reasons why teaching math to young children is key. Math in the early years of a child’s academic career is the foundation for further grades. This article is a great for teachers, it dives into many different aspects of the Social Studies. It does not stop at what should be taught but goes further into detail. It discusses how the room arrangement can be done and the class schedule. This article would answer many of teacher’s questions about teaching social studies. I have placed this document under each of the parts on this binder, because this article covers all the different areas. This document was created for Massachusetts for teacher to have a plan for teaching kindergarteners. In the content area of Social Studies it talks about all the different area that the children will be learning about. It also gives teachers strategies and questions to ask themselves to help create great lessons. This document is beneficial for all teachers to gain and understand of what children are learning in different states as well as information to help them in their own state. This article is beneficial for parents as well as, teachers. In the article it talks about how parents should be aware of the standards in their start and what their child should be learning. Even thought this article addresses parents more than teachers, teachers need to be aware of what articles are out there are for parent to read. It also gives a teacher in a kindergarten classroom a list of what they could be teaching. This article explains the Jump approach in math. In the article it gives statements from students and teachers about using this approach. Many of the students said that they loved it and that made them love math. The teachers said that by using this approach they find it earlier to teach mathematics to their students. This is a great article for teacher because teachers often use different approaches to be effective. This article was written by National Association for the Education of Young children and the National Council of Teachers of Mathematics (NCTM). In the article it discusses why math is important for children to learn. It also mentions the NCTM principles for mathematics. The biggest pieces of information for teachers to take away for this article are the recommendations, within this section it explains different techniques teacher should use in the classroom. This article explains different subject areas within mathematics that kindergarten children learn through play. It explains further about how children may learn the different subject areas thought their play. This article is great for parents as well as teacher, because they both need to understand what kindergarten children may learn and also how they accomplish it thought their play. This article speaks to parents and teachers; it lays out what a child will learn during the kindergarten year in science. This article is compiled with the information in different states standers for kindergarteners. This article is good for teacher to read so that they know what parents are going to be looking for in their classroom and what is available for parents to read. This article explains about how using the four strands of science in the classroom can further a kindergartens learning experience. Many teachers think because kindergarten children are young that they cannot go as in depth with a lesson, but this article explains how infusing the four strands into a classroom you can reach the students full potential. This article is great for teacher to understand that children are sponges and they are ready to soak up knowledge and be challenged in the classroom. This document was made for Massachusetts but I feel that it is beneficial to know what other states are teaching. In this document it explains science and how to teach it to kindergarteners. One of the best pieces to this article is that it gives strategies for the teacher to use. In the document it also lists the learning standers for the state. It is nice to see that Massachusetts have a document ready to give new kindergarten teachers. I feel that within this document there are items that all teachers will benefit from. This article explains to teachers how to incorporate science and literacy together. On the side of the articles it gives teacher ideas on how to bring science to life thought literacy. This article is great for teachers because students need to understand that literacy is not only for reading or language arts time but can be brought into every subject. This article explains how teachers teach science in the kindergarten classroom. It also states what areas and skills kindergarten children tend to learn about. This articles is great for teacher because it is gives a teacher three main ways and reason on how kindergarten children learn science. In many cases kindergarten is the start of a child’s academic career and teachers need to understand what is going to be meaningful to his/her children. Part Three Trends and Policy Issues Assessment, Screening, and Reporting Creative Expression Citation Link Citation Link Note Note Citation Note Link Citation Link Note Note Citation Link Link Citation Note Citation Link Note Note Link Citation Note Link Citation NAEYC. (2003, November). Naeyc.org. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdf Note Note Note Note Note Link Link Link Link Citation Citation Citation Citation Shepard, L., Kagan, S. L., & Wurtz, E. (1998). Retrieved from Goal 1 Early Childhood Assessments Resource Group website: http://govinfo.library.unt.edu/negp/reports/prinrec.pdf http://govinfo.library.unt.edu/negp/reports/prinrec.pdf Note Link Citation Citation Link American Federation of Teachers. (2004). Selecting assessments for your school. Retrieved from http://www.readingrockets.org/article/11338/ http://www.readingrockets.org/article/11338/ http://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdf http://www.education.com/reference/article/Ref_Creativity_Young/ 1. Creativity in Young Children http://www.scholastic.com/resources/article/playing-to-learn/ Leong, D., & Bodrova , E. (n.d.). Playing to learn. Retrieved from http://www.scholastic.com/resources/article/playing-to-learn/ 2. Playing to Learn Honig, A. (2011). How to promote creative thinking. Retrieved from http://www.scholastic.com/teachers/article/how-promote-creative-thinking http://www.scholastic.com/teachers/article/how-promote-creative-thinking 3. How to Promote Creative Thinking 4. Children's Creative Development http://www.scholastic.com/teachers/article/children39s-creative-development Montgomery County Public Schools. (2010, September). Elementary integrated curriculum framework. Retrieved from http://www.montgomeryschoolsmd.org/uploadedFiles/curriculum/integrated/EIC-Framework.pdf http://www.montgomeryschoolsmd.org/uploadedFiles/curriculum/integrated/EIC-Framework.pdf 5. Elementary Integrated Curriculum Framework http://www.rtinetwork.org/essential/assessment/screening/screening-for-reading-problems-in-grades-1-through-3 1. Screening for Reading Problems in Grades 1 Through 3: An Overview of Select Measures Johnson, E., Pool, J., & Carter, D. (n.d.). Screening for reading problems in grades 1 through 3: An overview of select measures. Retrieved from http://www.rtinetwork.org/essential/assessment/screening/screening-for-reading-problems-in-grades-1-through-3 2. Screening, Diagnosing, and Progress Monitoring for Fluency: The Details http://www.readingrockets.org/article/11200/ Hasbrouck, J. (2011). Screening, diagnosing, progress monitoring for fluency: The details. Retrieved from http://www.readingrockets.org/article/11200/ http://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdf 3. Early Childhood Curriculum, Assessment, and Program Evaluation 4. Selecting Assessments for Your School 5. PRINCIPLES AND RECOMMENDATIONS FOR EARLY CHILDHOOD ASSESSMENTS 1. Early Childhood Curriculum, Assessment, and Program Evaluation 4. Full-Day Kindergarten: A Study of State Policies in the United States Full-Day Kindergarten: A Study of State Policies in the United States This article discusses the issues of full-day kindergarten and the lack of participation of states. It also discusses about how full-day kindergarten would help bridge the achievement gap. Since kindergarten is not mandatory and every state has their own programs and polices it is hard for the programs to be compared. This article sheds light on why some states or school districts do not offer full-day kindergarten. It is beneficial for teachers to be aware of different studies and information regarding different topics, this topic is one that had been around for many years and has updated valid information for teacher. Kauerz, K. (2005, June 1). Full-day kindergarten: A study of state policies in the united states. Retrieved from http://fcd-us.org/resources/full-day-kindergarten-study-state-policies-united-states http://fcd-us.org/resources/full-day-kindergarten-study-state-policies-united-states The Kindergarten Standards of PA is a necessary document for teachers to read and know. It is what PA expects or aims for the children in kindergarten to learn and know. This document is not only beneficial but necessity when creating meaningful lessons to teach to kindergarten children. http://www.pakeys.org/uploadedContent/Docs/PD/Standards/Kindergarten%202010.pdf Pennsylvania department of education and department of public welfare. (2009). Kindergarten pa learning standards for early childhood. Retrieved from http://www.pakeys.org/uploadedContent/Docs/PD/Standards/Kindergarten 2010.pdf 5. Kindergarten PA Learning Standards for Early Childhood 2. Recess—It’s Indispensable! This article covers why recess is so import for children. There are many benefits for recess; it can be view as more of a necessity than a privilege. This article was written by NAEYC and has evidence to support why recess is so important. It also talks about how play is a right and that it is recognized in the U.N. Convention of the Rights of the Child. It is beneficial for teachers to understand why recess is important so he/she can stand up for recess. http://www.naeyc.org/files/yc/file/200909/On%20Our%20Minds%20909.pdf NAEYC. (2009, September). Recess—it’s indispensable!. Retrieved from http://www.naeyc.org/files/yc/file/200909/On Our Minds 909.pdf 3. 2011 State Teacher Policy Yearbook This document was created by the National Council of Teacher Quality. These document discuses state all 50 states laws, rules, and regulations that are in regards to the teacher profession. Within the document it is broken down into five different areas. This document can not fully be brought to justice with all of the information it covers with a simple description. This document is beneficial for teachers to read because teachers need to be aware of the how all of the states are working together to meet the new challenges in education. National Council on Teacher Quality. (2011). 2011 state teacher policy yearbook. Retrieved from http://www.nctq.org/stpy11State.do?stateId=39 http://www.nctq.org/stpy11State.do?stateId=39 This article is divided into many questions that teachers may have when thinking about bringing creativity into the classroom. Some of the questions it answers are why, how, and do not’s to promote creativity in the classroom. To answer the question how to encourage creativity, it provides teachers with a list at the bottom of the page with examples such as providing an environment for a child that allow them to play freely without restrictions. This article is beneficial for teachers because it breaks down creativity and answers some of the questions teachers may have in regards to creativity. Moran, J. (n.d.). Creativity in young children. Retrieved from http://www.education.com/reference/article/Ref_Creativity_Young/ This article is directed towards parents but the information that is given is valuable to teachers as well. It discusses how a parent/guardian can prompt higher-level thinking through play. It also discusses about how to expand the play repertoire of children. At the end of the article it list props that parents can provide for their child to use. By using these props it can foster more creative thinking and experiences through play. This article is not only beneficial for parents but teachers, many of the tips that this article gives to the parents can be used and implemented into the classroom. This article breaks down what creativity is for teachers. This article discusses tips for teachers on how to teach creativity and how to encourage children to think deeper in the classroom. It also talks about how using movement with children can spark creative thinking. This article is beneficial for teachers because it gives ideas and evidence for why creativity is so important for children. This article states how children develop creative-thinking skills. Early Childhood Today Editorial Staff breaks it down into age groups. This is beneficial for teacher to see how creative-thinking develops over time. It is beneficial for teachers to know what skills children should be learning and already have developed according to their age groups. Early Childhood Today Editorial Staff. (2001, February). Children's creative development . Retrieved from http://www.scholastic.com/teachers/article/children39s-creative-development This document was created for Montgomery County Public School, Maryland it discuses reasons of why creativity thinking is beneficial for student. It also lists the standards that they use when teaching creative thinking. This document is beneficial for teachers because it is always to be knowledgeable about what/how other schools are teaching. This is a house curriculum framework for creative thinking. This document was produced my NEAEYC, in part of this document it covers trends and issues. Within this section of the document it discuses four different issues that are now arising in early childhood education. This is beneficial for teachers because they need to be aware of the changes that are happening in the world of education. There are many ideas for growth in this document as well and teachers need to be aware of what the upcoming trends may be. NAEYC. (2003, November). Early childhood curriculum, assessment, and program evaluation. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdf This document is all about assessment; it discusses the importance of assessment, the reason why children are assessed, and many other issues related to topic of assessment. It breaks down each purpose for assessment into smaller parts. Teacher need to be aware of the different purpose for assessment. At times teachers may have to asses but may not know why they are assessing children. This document can help teacher remember and focus their assessments. This article defined many different assessment tools and provides information on what the assessments can be used for. There are many tools out there for teacher, but they need to be aware of which one would best suit their needs and would give them the information they would want at the end of the assessment. This article is beneficial for teacher because it explores different assessment tool and their purpose. This is a great article for teacher to read so they had a better understanding of what assessment and produce the information they need. This article discusses screening for reading problems in grades 1-3. It lists the general requirements for children to learn to read well and explains the different tests that can be given to at-risk students. In this article is also states what test would be appropriate for what grate. This article would be beneficial for teachers because teachers need to be aware of what screening processes are out there to use to help identify a child’s reading problems. This article discussed each part of assessing students. The parts of assessing is screening, diagnosing, and monitoring student’s progress. This article talks about how teachers can use the three parts to make decisions about instructional needs for students. This article is beneficial for teachers because teachers may forget to keep monitoring a student’s progress. Teachers may forget that assessment is ongoing and does not stop after one time. This document was created by NAECY and discuses why assessment is beneficial. It also states the reason for assessing young children. This document explains how an assessment does not have to be a formal test. Teachers may forget that there are many different way to assess a young child and need a reminder. This document would be beneficial for teachers because it discuses indicators of effectiveness for assessment. Teacher need to know how and why assessments need to be effective. It the assessment is not conducted in the right manner than the evidence may not be valid. Citations
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