Developmentally Appropriate Early Childhood Education: Presenter's Guide for Program ...

254 Pages·2007·11.33 MB·English

DOCUMENT RESUME
PS 020 273
ED 341 484
Stoops, Jack; And Others
AUTHOR
Developmentally Appropriate Early Childhood
TITLE
Education: Presenter's Guide for Program Development
Workshop.
Chapter 1 Rural Technical Assistance Center,
INSTITUTION
Portland, OR. Region 6.; Northwest Regional
Educational Lab., Portland, Oreg.
Department of Education, Washington, DC. Office of
SPONS AGENCY
Planning, Budget, and Evaluation.
TAC-B-181
REPORT NO
Jun 91
PUB DATE
LC90086006
CONTRACT
273p.; For related documents, see PS 020 274-275.
NOTE
Guides - Non-Classroom Use (055)
PUB TYPE
NFO1/PC13 Plus Postage.
EDRS PRICE
Administrators; *Child Development; *Class
DESCRIPTORS
Organization; Disadvantaged Youth; *Early Childhood
Education; *High Risk Students; Inservice Education;
Parent Participation; Parent School Relationship;
*Program Development; Teachers; *Workshops
Age Appropriateness; *Developmentally Appropriate
IDENTIFIERS
Programs; Education Coner'lidation Improvement Act
Chapter 1
ABSTRACT
A workshop designed to familiarize teachers and
administrators with developmentally appropriate issues and practices
for use in early childhood education is described in this presenter's
guide. The workshop is process-oriented, meaning that participants
engage in activities that require them to absorb and share new
(1) presentation of introductory
information. Activities include:
material, resource information, and a summary; (2) exercises in which
small groups discuss developmentally appropriate issues and practices
and complete surveys about developmentally appropriate programs; and
(3) sessions that provide an overview of developmentally appropriat
issues and practices and cover the topics of classroom organization
and the development of a plan of action for improving developmentally
appropriate programs. The guide presents an crverall design and
purposes for the workshop and a training agenda that lists each
activity and the time and materials required for the activity. Also
included are individual instruction sheets that give the procedures
to be followed during the activity and references to appropriate
transparencies and handouts. Copies of the 9 transparencies and 24
handouts used are provided. One of the handouts is an annotated
bibliography containing 35 items. Ten lists of resource materials are
appended. (BC)
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from the original document.
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DEVELOPMENTALLY
APPROPRIATE
EARLY CHILDHOOD
EDUCATION
FOR
PRESENTER'S GUIDE
PROGRAM
DEVELOPMENT
WORKSHOP
Jack Stoops
Page Kalkowski
Joan Shaughnessy
Carole Hunt
Barbara Hernandez
June 1991
Region 6
Center
Rural Technical Assistance
Laboratory
Northwest Regional Educational
101 S.W. Main, Suite 500
Portland, Oregon 97204
BEST COPY AVAILABLE
Acknowledgements
Caroline Harsha
provided word processing assistance
which contributed greatly
of this project
to the timely completion
with the U. S.
The work reported was performed under Contract LC90086006
those of the authors and
Department of Education. Opinions expressed in this report arc
Department of Education,
do not necessarily reflect the position or policy of the U. S.
Office of Planning, Budget and Evaluation.
EARLY CHILDHOOD
DEVELOPMENTALLY APPROPRIATE EDUCATION
The purpose of this workshop is to familiarize teachers and
Goal:
administrators with developmentally appropriate issues and
practices (DAP) for use in early childhood education. Besides
the knowledge and skills participants will acquiit, they may also
expand their knowledge beyond the scope of this workshop by
reading the selections provided in the Annotated Bibliography.
The presenter needs wcfrking knowledge of early childhood
Assumptions:
education (ECE), including a knowledge of
developmentally apprcliriate practices, parent involvement,
and classroom organization. In addition, it is assumed the
presenter has basic presenting skills and is able to set the
flow of the workshop without overly detailed instructions.
Workshop
To help participants obtain an understanding
1.
of developmental appropriateness
Purposes:
To provide participants with sufficient knowledge
2.
and skills in developmentally appropriate practices
to enhance their teaching in early childhood
programs
Provide participants with enough information about
3.
early childhood education and developmental
appropriateness to provide feedback to their
districts about their ECE programs
Workshop Format:
This workshop is process oriented. Participants will be
engaged in several activities that require them to absorb
and share new information.
School district personnel who are involved in planning,
Audience:
teaching or administering early childhood programs
Number of
Number of participants may vary; however, the size
Participants:
of audience needs to be large enough to provide for igoup
activities.
Estimated Length
Schedule 3-4 hours for this workshop, depending on
of Workshop:
audience participation
Equipment/
Overhead projector and screen, transparencies,
Materials Needed:
training handouts, resource materials
The presenter's guide contains the overall design and
How Materials
an at-a-glance training agenda
Are Organized
purposes for the works .
the time and materials required,
that lists each activity
.
and individual instruction sheets fir each activity which
give the 2rocedures to follow and carry out the activity.
Procedures give step-by-step instructions and include
refetences to appropriate transwencies, participant
handouts and resource materiah, which are numbered in
sequence as they appear in the procedures. Separate
packets contain the nansparencles, participant handouts
and resource matenals. Resounze materials are provided
for participants to review towtud the end of the workshop.
2
APPROPRIATE
EARLY CHILDHOOD DEVELOPMENTALLY
PRACTICES WORKSHOP
PURPOSES AND AGENDA
PURPOSES:
appropriateness
To help participants obtain an understanding of developmental
1.
skills in developmentally
To provide participants with sufficient lcnowledge and
2.
childhood programs
appropriate practices to enhance their teaching in early
childhood education
Provide participants with enough information about early
3.
appmpriateness to provide feedback to their districts about
ar.A developmental
their ECE programs
AGENDA
Purpose
Activity
Introduce trainer to participants; focus on purposes of
Introductions and
1.
session; reach common understanding of agenda and
Agenda Review
give opportunity to surface concerns
purposes of workshop;
Provide information on ECE and DAP; give participants an
ECE Jigsaw
2.
opportunity to "teach" each other
Explain principles, components and outcomes of
Overview of DAP
3.
developmentally appropriate programs
Explore ways to organize classrooms into
Classroom
4.
environments; provide opportunity to design such a
Organization
classroom
Provide information to evaluate programs
DAP Survey
S.
for
Provide an opportunity to review available materials
Resources
6.
further investigation
Develop a plan to implement changes in classrooms
Action Plan
7.
Provic....., closure; allow for final clarifications;
Summary and
8.
evaluate training
Evaluation
At-A-Glance Training Agenda for 4-Hour Workshop
Materials
Activity
Time
Name Tags
1. Introductions
20 minutes
HO 1: Overall Design and Purposes*
and Agenda
HO 2: Philosophy and Definition
Sharing
HO 3: Sign-Up Sheet for Services
and Materials
Notes:
Thumbnail Descriptions of Articles
2. ECE Jigsaw
45 minutes
HO 4-10: Articles for Jigsaw Activity
HO 11: Expert Sheet
Notes:
15 minutes
BREAK
Overhead Screen
3. Overview of
25 minutes
Transparencies 1-9
DAP
Notes:
Screen, blank transparencies and
4. Classroom
30 minutes
pens
Organization
HO 12: Classroom Organization:
An Overview
Notes:
HO 13: Classroom Floor Plan
HO 14: Suggested Floor Plan
HO 15: "Designing the Classroom to
Promote Literacy Development"
HO 16: Article Abstracts
*HO=Handout
Materials
Activity
Time
5. DAP Survey
35 minutes
HO 17: Teacher Survey
Notes:
HO 18: Sample Curriculum
6. Resources (with
30 minutes
HO 19: Annotated Bibliography
stretch break)
HO 20: Child Development
HO 21: NAESP AccountabiliV
Notes:
Standards for Early Childhood
Education
HO 22: Early Childhood Key
Experiences Checklist
HO 17: Teacher Survey
7. Action Plan
25 minutes
HO 23: Action Planning Form
Notes:
HO 24: Workshop Evaluation Form
8. Summary and
15 minutes
Evaluation
Notes:
WORKSHOP PROCEDURES
Introductions and Agenda Review
Activity 1:
Time Required:
20 minutes
Materials:
Name Tags
Handout 1:
Overall Design and Purposes
Philosophy and Definition
Handout 2:
Handout 3:
Sign Up Sheet for Services and Material...
Individual trainers may have their own style of introducing
Procedures:
a workshop. The following is one suggested way.
Introduce self (and co-trainers) and give
1.
background for traininghow it was developed and
why it is being offered at a particular site.
Provide opportunity for participants to introduce
2.
themselves.
Refer participants to their handout packets; share
3.
overall purposes and design of the workshop
(HO 1).
Next, go over philosophy and definition of
4.
developmentally appropriate (HO 2).
Ask for clarification questions or concerns.
Tell participants that additional resource materials
6.
are available in the back of the room (see resource
materials packet). Remind them that time is
available on the agenda for them to review
materials and sign up to request copies (HO 3). An
Annotated Bibliography is also included in their
packet (HO 19).
WORKSHOP PROCEDURES
ECE Jigsaw
Activity 2:
45 minutes
Time Required:
Thumbnail Descriptions of Jigsaw Articles
Materials:
Handout 4:
NAEYC Position Statement on
Developmentally Apprwriate Practice in Early Childhood
Programs Serving Children from Birth Through Age 8
Handout 5:
Increasing Parental Involvement in
Elementary School: The Nitty-Gritty of One Successful
Program
Handout 6:
Fostering Communication Between Parents
and Preschools
Handout 7:
Research on Early Childhood Education
Handout 8:
NAEYC Position Statement on
Developmentally Appropriate Practice in Programs for 4-
and 5-Year-Olds
Right from the Start--A report on the NASBE
Handout 9:
Task Force on Early Childhood Education
4110
Handout 10: Prekindergarten: The Possible Dreams
Handout 11: Expert Sheet
Explain to participants that they will become an
Procedures:
1.
"expert" on an article discussing early childhood
education and DAP. They will be divided into
groups and assigned an article to read. Each group
member will have 15 minutes to read the article.
(Note: you may choose to use all or any of the
articles listed. You will need to make appropriate
numbers of copies before session and may wish to
make each article on a different color of paper.)
Divide participants into small groups, according to
2.
how many articles (HOs 4-10) ate being used.
Assign each group an article to read.