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Mee eeting g the e nee eeds ds of the e Standa dards rds while e Mee eeting the he Nee eeds ds of the e Childr dren en
Barbara ra Friedri drich, ch, Principal l Veron ronica ca Azizi, Teacher cher Stanle ley y Mosk Elementar mentary y School
Los Angeles Unified School District February 6, 2013
Introduce yourselves to your table partners.
At your table, how many years experience do
you have combined as TK/ Kindergarten educators.
On a post-it, write any questions that you
hope to have answered today.
Share what you love most about working with
young children.
Understand the importance of social/emotional development in young
children and the vital role teachers play.
Learn about the use of Standards in the TK classroom. Learn the importance of effective communication between administrators
and teachers.
Learn the importance of the Professional Learning Community (PLC).
Place cell phones on vibrate Value each other’s input Actively Participate Keep an open mind Think outside of the box What is learned here, leaves here
On One e looks ks ba back with appre reciation ciation to the e br brilliant nt tea eachers, hers, bu but with gra ratitud tude e to those e who touched hed
r human fee eelings.
e curr rricul iculum um is so so much nec eces essary ary ra raw mater erial, al, bu but warm rmth h is the e vital el elem emen ent for r the e gro rowing ng plant t and fo d for r the e soul of the e child. d. Carl Jung
Key y Knowledge ledge and Ski kills ls
These skills are dependent on interpersonal interactions and other child guided experiences “Young children seem less likely to develop feelings of competence or to learn to recognize and label emotions with out adult teaching…”
The Intentional teacher – Ann Epstein
William Stafford
Social-emotional development consists of three main areas
) acting ing (behaving in socially appropriate ways and ways that foster learning), 2) ) fe feel eling (understanding others’ emotions and regulation
) thinkin king (regulating attention and thoughts).
Examples of behavioral self-regulation include: interacting with teachers and peers in positive ways (e.g., sharing,
taking turns);
inhibiting negative impulses (e.g., hitting, pushing, yelling); solving problems with increasing independence; and negotiating solutions to conflicts with peers.
http://www.tkcalifornia.org/#
Examples of emotional understanding and self-regulation include: accurately identifying emotions in themselves and others; managing strong emotions such as excitement, anger, frustration and
distress; and
being empathic and understanding others’ perspectives.
http tp://ww ://www. w.tk tkcal calif ifor
nia.org/# /#
Examples of cognitive self-regulation include: focusing attention on a lesson or an activity; screening distractions; and planning steps or strategies to complete a task or
activity http://www.tkcalifornia.org/#
Children need to talk to one another. The teacher must plan group activities to promote collaboration
rather than solitary activity.
Peer conversations need to be supported by redirection of
attention to one another.
Support sociodramatic play among children by providing props
for role-playing and pretending.
Coach ch yo youn ung childre dren n step p by by step p as they y learn n conf nflict lict resolutio
n skills. ills.
Model predictable, effective sequence of steps that children can use on their
Acknowledge feelings, gather info about the conflict , restate the problem,
ask children to suggest possible solutions, help them choose one to try, and then check back with them soon after they try their solution.
Acknowledge the ways that the children used to resolve the problem.
Using literature to help children learn appropriate
behavior
Using the books as teachable moments The Magic Fish/ Goldilocks and the Three
Bears/The Little Red Hen
Each table group needs:
1 teacher 3 storybook characters (the fisherman, the wife, and the fish) 4 other students The teacher will take a few minutes to read The Magic Fish, while the students act out
the story. (see guiding questions)
After completing the role play, brainstorm ideas for how this book can be an effective
tool for social emotional development.
Each individual group will chart their ideas and select a reporter to present their
findings to the whole group.
Empathy is comprehending another person's feelings, being able to
“put yourself in their shoes.”
Teaching empathy to young children is vital to their social
developmental processes.
The ground work is started in PreK and continues through 1st grade
and beyond.
Positive social and emotional development in the preschool years will
provide an essential foundation for cognitive and academic competence, not only in preschool but also in later years (McClelland, Morrison, &Holmes 2000;Blair 3003;Raver 2002; Zins.et al.2004).
Early childhood educators must recognize that these aspects of
development must be given the same level of attention as literacy development and understanding of mathematical facts.
Use kind words Be quick to forgive Listen Share Encourage others Take Turns Think before acting Talk it over
A positive nurturing classroom environment encourages children to develop a
strong sense of self, an understanding of others, and a love of learning. Classroom Environment:
Sets the stage for active and engaged learning Warm, welcoming, and inclusive of all students Safe, organized and has clear pathways for movement.
Developing an aligned system for PreK- 1st Grade The role of the administrator as facilitator TK/K combinations Importance of Collaboration within the PLC
In order to maximize the success of the TK/K classroom it is vital
to assess the children before school begins.
The ability to group students appropriately makes for a smooth
transition for students from the preschool setting to the elementary school classroom.
It is a must for the teacher to have students who have the same
educational needs.
Putting students together with the same educational needs provides for
greater success for the Kindergarten and TK students.
The emotional needs of the TK students may be different from most of the
Kindergarten students. By assessing all Kindergarten students you can place students by both academic and emotional needs.
By putting students with late birthdays together with students with academic
and social needs, you give them the gift of time.
The PLC is vital for the success of the TK Program Everyone must to be open to this experience. Finding time - work with together to provide time for
the PLC.
It’s all about the kids. Be flexible.
Shared Mission, Vision, Values, Goals Collaborative Teams Action Orientation/Experimentation Commitment to Continuous Improvement Results focus
Tell what happens at your school. Describe the people in your community. Obtain feedback on how community feels about
TK.
Inform the community about student learning and
development.
What does the social/emotional piece of TK look
like?
How do we involve preschool providers and 1st
grade teachers in the process?
What are the next steps?
California Preschool Curriculum Framework, California
Department of Education, Sacramento, 2010.
Copple, Carol & Bredekamp, editors, Developmentally
Appropriate Practice in Early Childhood Programs, National Association for the Education of Young Children, Washington DC, 2012.
Epstein, Ann S., The Intentional Teacher: Choosing the Best
Strategies for Young Children’s Learning, National Association for the Education of Young Children, Washington DC, 2011.
www.tkcalifornia.org http://www.cde.ca.gov/sp/cd/re/psalignment.asp
Jim Trelease, The Read-Aloud Handbook, 1985
Barbara Friedrich & Veronica Azizi Stanley Mosk Elementary School 7335 Lubao Ave Winnetka, CA 91306 818-700-2020 bfriedri@lausd.net vaa4686@lausd.net