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Child Start CCR&R Newsletter July August 2012

Child Start CCR&R Newsletter July August 2012

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The K ElLe ocmet
By Jennifer Hecker, Child Care Aware
® 
of Kansas,Director of Provider Services
The
Kansas Early Learning
documentwas created to provide an overviewof the things children should knowand be ableto do so theycan succeed inkindergartenand beyond.It is usefulto child careproviders,early childhoodteachersand familieswith youngchildren.
The KansasEarly LearningGuidelines
alignwith K-12 learning standards.The Early Learning Guidelines aremeant to be used to:
Help you understand howimportant a child’s early yearsare for learning
Help you choose or develop acurriculum that meets children’slearning needs
Help you create a quality learningspace for childrenThe Early Learning Guidelines andthe Early Learning Standards arenot meant to serve as a curriculum,but rather to serve as a roadmapto ensure that children’s learningneeds are met. They are not meantto exclude children from programsor activities, to be used as anassessment of children’s skills, oras an assessment of families orprograms.The Early Learning Guidelinesconsist of four domains whichsupport eightEarly LearningStandards whichinclude:
Physical
Social-Emotional
Communication and Literacy
CognitiveEach domain, based on research,describes the things that children
A Publication for Child Care Professionals
EarLy LEarning guidELinEs
Chld Ca Aa
®
July/Augut 2012
News
See
sTandards
, page 2
OverviewChld Ca Aa
®
o Soh Cal Kasas
a Program of Child Start, Inc.Wichita682-3962 or Toll free 800-684-3962
www.childstart.org
Counti srvd: Butlr, Coly, Harpr, Harvy,Kingman, Marion, McPhron, Rno, Ric,sdgick and sumnr
Saf Dcoy
CEryL dunn
Program Director, CCR&R
MariLEE anEy
 Senior Manager, Resource Services
MarCy CnE
Senior Manager, Early Childhood
PLLy BanKs
Infant/Toddler Specialist
KiMBErLy garCia
Infant/Toddler Specialist
Tanya ussLEMan
Infant/Toddler Specialist
aMBEr iEs
Infant Recruitment Specialist
JaCquETTE TMPsn
Professional Development Specialist
JaCKiE TannEr
KQRIS Coach
MELissa BuCE
Data Specialist
aMiTai dELgad
Program Management Assistant
 
By Kelly Cain-Swart and Becky StewartChild Care Aware
® 
of Kansas,Quality Rating Specialists
Coordinating the Early LearningStandards (ELS) with the currentcurriculumyour programuses is animportant stepto ensure that children’s learningneeds are met. A robust curriculumoffers experiences for children that:
Are appropriate for the age anddevelopmental ability of the child
Engage the child by beinginteresting and challenging
Is “child-centered”, whichmeans that children can think,experience, explore, question andsearch for answersAligning your current curriculumwith the Early Learning Standardscan be done in 4 easy steps:
step 1:
Create a team to help withplanning. People to include might be:
Administrator(s)
Teacher(s)
Parent(s)
Or other program stakeholdersOnce the group is created, decidehow it will work and what eachperson’s role(s) will be.
step 2:
Explore and talk aboutwhether or not the curriculum isappropriate by comparing it to theELS benchmarks (found in AppendixB) and answering these questions:1. Do the daily activities fullyaddress this benchmark?2. Is planned daily instructionrequired to meet this benchmark?3. Are specic activities required?4. Is this benchmark already beingmet?5. How will/do we assess theachievement of this benchmark?
step 3:
Align the indicators. Afteryour team nds out if the curriculummeets the benchmarks, study theexample indicators to decide ifchanges are needed. You may ndthat more should be added to matchyour curriculum and ll any gaps.
step 4:
Finish the process. You’llknow you are done when:
Benchmark questions areanswered
Indicators match the curriculum,provider beliefs, and children’sneeds
All gaps are lledBecause benchmarks and indicatorsare very broad, you should be ableto meet them in many different andcreative ways that are child-centeredand developmentally appropriate.
should know and be able to dowhich support school readiness. Thedomains are broken down by vedifferent age groupings:
Young Infants
Mobile Infants
Toddlers
Preschoolers – aged 3
Preschoolers – aged 4It is important to note that whilethese domains describe a varietyof skills and ages, each childdevelops at a different pace and willdemonstrate skills and knowledge atdifferent times. It is also importantto note that children do not have tomaster 100% of the skills in order tobe successful in school or in life.The Early Learning Standardsare statements that describe theexpectations for what childrenshould know and be able to do(birth to ve years of age) as aresult of attending a high-qualityearly childhood program. The EarlyLearning Standards for Kansasinclude eight Content Areas:
Physical Health & Development
Social-Emotional Development
Communication & LiteracyDevelopment
Approaches to Learning
Science
Mathmatical Knowledge
Social Studies
Fine ArtsEach Content Area is broken downinto
t
,
bechmk
and
cto
. The standards describethe overall content area of what thechild should know or be able to do.The benchmarks are made up ofspecic activities or behaviors thatmake up the standard. The indicatorsdescribe the developmental level(age) at which the child should beable to reach the benchmark.The Kansas Early Learning documentprovides a roadmap for teachers,child care providers, administratorsand families to use to ensure thatchildren receive the support theyneed in order to enter school readyto learn. To download a free copy ofthe document, visit the Kansas StateDepartment of Education websiteat http://www.ksde.org/Default.aspx?tabid=3321
sTandards
, from page 1
beStprACtiCein ACtiOn
al the El Lest wth o cclm
“The Early Learning Standardsprovide the destination; thecurriculum provides a learningmap; and, assessments allow us to stay on course towardsmeaningful learning.” 
Kansas Early Guidelines, Section V, pg: V-3
 
Ect yo Chle
atho: M. ohm, d. P. Wekt,  a. s. Epte
This manual is the mostcomplete guide to theHigh/Scope PreschoolCurriculum and a classicin the eld that no earlychildhood professionalshould be without.Now in its 3rd edition,the book providesvaluable strategiesfor meaningful earlychildhood education.It is written forteachers, administrators,instructors/trainers, college students and professors,and reects High/Scope’s curriculum framework basedon 58 key developmental indicators (KDIs). The KDIs areorganized in categories that closely parallel Kansas EarlyLearning Standards.
Wok  the reo W
atho: Jle Wm
This helpful book for teachersand child care providers ofyoung children describeshow to bring the innovativepractices of the schools inReggio Emilia, Italy to childcare programs in the U.S. Theauthor observed and worked inthe world-famous schools, andknows rst-hand how to helpAmerican teachers transformtheir classrooms. The bookdescribes organization of timeand space; documentation ofchildren’s work, observation andquestioning and attention tochildren’s environments. It alsocontains interactive activities for individual or groupreection and a set of questions for practitioners to askthemselves along the way.
The Moteo Metho
atho: M Moteo
This book is Maria Montessori’s owndescription of the theory behind herinnovative educational techniques.The book describes for parents,teachers and administrators howto “free a child to learn throughhis own efforts”. The history ofMontessori, practical applicationand examples of Montessori usesare described from the author anddeveloper’s point of view.
bOOK nOOK
The K vofo chool ee
By Kris NicholsonChild Care Aware
® 
of Kansas, Quality Initiatives Manager 
There is a strong and direct connection between achild’s early years and later success in life. As achild care provider, part of your responsibility forchildren is to make sure that children in your careare ready to learn and can be successful once theyenter kindergarten.The move to kindergarten is a big milestone forboth children and their families. Understandingthe expectations of kindergarten programs helpsparents and early childhood staff offer experiencesto help children succeed. The Kansas Early LearningGuidelines (ELGs) provide information for parentsand teachers to determine school readiness. Theseindicators consist of areas such as:
Health and Development
Listening, Talking and Literacy
Math
Social-Emotional Development
Science, social studies, ne arts, andapproaches to learningThe indicators include a range of skills for childrenaged birth to kindergarten. The ELGs also lay outgoals needed for a child to succeed in a schoolsetting including:
Each child has a safe, healthy, nurturing learningenvironment from birth to school age.
Kansas has an integrated, comprehensive systemof programs for families and children.
Kansas strongly supports programs that ensureschool readiness.

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