ERIC ED438033: First Class: A Guide for Early Primary Education. Preschool-Kindergarten-First Grade.

202 Pages·1999·3.4 MB·English

by  ERIC

DOCUMENT RESUME
PS 028 217
ED 438 033
Hand, Ada J.; Nourot, Patricia Monighan
AUTHOR
First Class: A Guide for Early Primary Education.
TITLE
Preschool-Kindergarten-First Grade.
California State Dept. of Education, Sacramento. Div. of
INSTITUTION
Child Development.
ISBN-0-8011-1475-6
ISBN
1999-00-00
PUB DATE
NOTE
204p.
CDE Press, Sales Office, California Department of Education,
AVAILABLE FROM
P.O. Box 271, Sacramento, CA 95812-0271 (Item Number 1475,
$12.50 plus $4.95 shipping and handling). Tel: [phone]
(Toll Free); Fax: [phone].
Non-Classroom (055)
Guides
PUB TYPE
MF01/PC09 Plus Postage.
EDRS PRICE
Classroom Environment; *Curriculum Development; Curriculum
DESCRIPTORS
Guides; *Developmentally Appropriate Practices; Early
Childhood Education; *Elementary School Curriculum;
Evaluation; Instruction; Instructional Development;
*Preschool Curriculum; School Schedules; Teaching Guides;
Teaching Methods
California
IDENTIFIERS
ABSTRACT
Focusing on the argument that early childhood education
plays a crucial role in children's future success, this guide provides
information to educators about development-based education that leads to
active and productive learning for children ages 4 through 6. The guide
provides examples for planning and organizing classroom environments,
scheduling the day's activities, guiding interactions between children and
adults, and planning challenging curriculum and assessment activities.
Chapter one, "Guiding Principles for Quality Early Primary Programs," focuses
on models of child development and explanations of development-based
education. Chapter two, "Planning Environments for Early Primary Programs,"
addresses the importance of environment and physical space in meeting
children's needs. Chapter three, "Scheduling the Day in the Early Primary
Program," addresses the need to balance classroom activities in the daily
schedule, while chapter four, "Planning Classroom Instruction and
Management," focuses on the goals of quality learning and managing inevitable
issues that arise in the classrooms of young children. Chapter five,
"Applying Child Development Principles to Curriculum," addresses specific
areas of study and how they fit into the education of young children. Chapter
six, "Planning an Integrated Early Primary Program," addresses incorporation
and integration of diversity, special services, and teaching strategies into
the program. The guide's four appendices address specific issues of reading,
writing, assessment, and working with English language learners. (Contains
approximately 350 references.)
(SD)
Reproductions supplied by EDRS are the best that can be made
from the original document.
First
U.S. DEPARTMENT OF
EDUCATION
Office of Educational Research
and Improvement
EDUCATIONAL RESOURCES
A Guide for icLar:
INFORMATION
CENTER (ERIC)
This document has been
reproduced as
received from the person
or organization
originating it.
Primary Educati n
Minor changes have been
made to
improve reproduction quality.
Points of view or opinions
stated in this
document do not necessarily
represent
official OERI position
or policy.
0
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL
HAS BEEN GRANTED BY
C.
.A3
t n5cYcx
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
California Department of Education
Sacramento, 1999
2
A Guide for Early
Primary Education
CHILD DEVELOPMENT DIVISION/
ELEMENTARY EDUCATION DIVISION
California Department of Education
Authors: Ada J. Hand and Patricia Monighan Nourot
,
Publlishing ffnformatfton
First Class: A Guide for Early Primary Education, Preschool
KindergartenFirst Grade was developed by the Child Development
Division and the Elementary Education Division, California Department of
Education. This publication was edited by Janet Lundin. It was prepared
for printing by the staff of CDE Press. The cover and interior design
were
created and prepared by Juan Sanchez. Typesetting was done by Gloria
Barreiro and Jeannette Huff. The document was published by the
Department, 721 Capitol Mall, Sacramento, California (mailing address:
P.O. Box 944272, Sacramento, CA 94244-2720). It was distributed under
the provisions of the Library Distribution Act and Government Code
Section 11096.
1999 by the California Department of Education
All rights reserved
ISBN 0-8011-1475-6
Ordering Information
Copies of this publication are available for $12.50 each, plus shipping and
handling charges. California residents are charged sales tax. Orders may
be sent to CDE Press, Sales Office, California Department of Education,
P.O. Box 271, Sacramento, CA 95812-0271; FAX [phone]. See
page 202 for further information on payment, including credit card
purchases. Prices on all publications are subject to change.
A partial list of other educational resources available from the
Department appears on page 201. In addition, an illustrated Educational
Resources Catalog describing publications, videos, and other instructional
media available from the Department can be obtained without charge by
writing to the address given above or by calling the Sales Office at
[phone].
Notice
The guidance in First Class: A Guide for Early Primary Education,
PreschoolKindergartenFirst Grade is not binding on local educational
agencies or other entities. Except for the statutes, regulations, and court
=XM
decisions that are referenced herein, the document is exemplary, and
compliance with it is not mandatory. (See Education Code Section
Prepared for publication
33308.5.)
by CSEA members.
4
Contents
Preface
vi
Acknowledgments
Introduction
1
Guiding Principles for Quality Early Primary Programs
5
Chapter 1
6
Theoretical Models of Children's Development
7
Definition of Development-Based Education
7
Principles of Development-Based Education
Interrelationships Among the Principles
11
11
Recent Research
Planning Environments for Early Primary Programs
13
Chapter 2
13
Using the Environment to Meet Children's Needs
14
Using the Physical Space to Promote Teaching and Learning
19
Scheduling the Day in the Early Primary Program
Chapter 3
19
Taking the Child's Eye View and Teacher's Eye View
20
Balancing Classroom Activities
21
Scheduling Early Intervention
22
Orchestrating the Rhythm of the Day
24
Planning Sample Daily Schedules
27
Planning Classroom Instruction and Management
Chapter 4
27
Using Knowledge of Child Development to Support Learning
29
Identifying Goals for Young Children's Learning
31
Understanding the Role of Play in Early Primary Programs
33
Understanding Status in the Peer Culture
34
Considering Mixed-Age Grouping in Early Primary Programs
34
Planning for Discipline in Early Primary Programs
37
Understanding the Roles of the Teacher
39
Applying Child Development Principles to Curriculum
Chapter 5
39
Incorporating Standards into Educational Programs for Young Children
43
ReadingLanguage Arts for Young Children
65
Intervention
69
Health and Physical Education for Young Children
75
HistorySocial Science for Young Children
81
Mathematics for Young Children
89
Science for Young Children
95
The Visual and Performing Arts for Young Children
Chapter 6
Planning an Integrated Early Primary Program
101
Incorporating Thematic Learning
102
Integrating Diversity into the Curriculum
107
Using Whole-Group Teaching Strategies
111
Providing Special Services
111
Nurturing School and Community Partnerships
112
Appendixes
A. Reading
Developing Phonemic Awareness in Young Children
117
Teaching Reading
125
Maximizing Literacy in the Classroom
131
Learning and Using Phonics in Beginning Reading
133
Onsets/Rimes
141
B. Writing
Stages of Writing Development
145
Overview of Writing as a Process
147
Interactive Writing
149
C. Assessment
Sample Observation Recording Forms
153
The Learning Record
155
A Test for Assessing Phonemic Awareness in Young Children
163
Monitoring and Evaluating Children's Reading
173
D. English Language Learners
Phonics for Spanish Speakers
181
Multilingual and Multicultural Resources
183
Selected References
185
Index
199
iv
Preface
C-Th
ceive
Nyenop kto/w that the developmental opportunities, including education, that children receive
11 years of life largely determine their chances for success in later i e. To help
'their
edv
ucat;provide
the best possible education experience, First Class: A Guide for Early
Primary Education describes an effective early primary program. This guide, which is based
children's early years,
on the premise that connections are particularly important during
outlines how to forge these linkages.
Important research has revealed that the period from birth to age six is a crucial time in
brain development, when many important connections are made. The developmental experi-
brain development and a strong early
ences children have before the age of six are keys to full
primary education program allows students to flourish.
Further, solid connections between preschool, kindergarten, and early primary grades are
also crucial. We all need to work together to ensure that smooth transitions occur in the early
progression, using examples
years. Education is a continuum, and First Class describes this
of effective curricular, instructional, and assessment strategies and citing the research that
supports these practices in all subject areas.
First Class incorporates many of the recommendations found in reports from previous
California Department of Education task forces, including Here They Come: Ready or Not,
It's. Elementary, and Ready to Learn. First Class also incorporates guidelines found in
California's content standards and curriculum frameworks adopted in 1997 and 1998, respec-
tively, by the California State Board of Education.
Legislation enacted in 1998 (Chapter 807, Education Code Section 44259.3) calls for the
Commission on Teacher Credentialing to review credential requirements to ensure that
teachers of the elementary grades receive training on developmentally appropriate teaching
methods for students in kindergarten through grade three. This knowledge should result in
standards for each of those
success for and progress by all students in meeting the expected
grade levels by the end of the school year.
If we focus on the principles and practices presented in First Class, we will help all
students to be ready to learn and ready to achieve high standards that will enable them to
succeed in the twenty-first century.
I hope you find this guide to be a useful tool.
Zi
.,/...D
State Superintendent of Public Instruction
Acknowed
ments
'I/;he Child Development Division of the California Department of Education
initiated First
ICl/ aisio build on the Department's previously published document, Here
They Come: Ready
or lVot! The Elementary Education Division staff of the Department provided significant
assistance on early elementary school issues. The
purpose of First Class is to provide guid-
ance to teachers of preschool, kindergarten, and first grade on children's social, emotional,
physical, and cognitive development as well as on appropriate curricular and
instructional
practices for children ages four through six. Many people contributed
to the preparation of
this document. The editorial efforts, collegial critiques, and classroom stories
received from
early childhood educators throughout the state regarding the development of
this document
are sincerely appreciated.
Writers
Ada J. Hand, Education Programs Consultant, California Department
of Education and
Patricia Monighan Nourot, Professor of Education, Sonoma State University
Contributors
Special contributors include Jan Bandich, Riverside County Office of Education;
Judith
Van Hoorn, University of the Pacific; Gail Mon Pere, Ukiah Unified
School District;
Adrienne Herrell, California State University, Fresno; and Judith Wilson, San
Joaquin
County Office of Education and California K-12 Alliance. Editing assistance
was provided
by Marilyn Astore, Sacramento County Office of Education, and Hallie
Kay Yopp, California
State University, Fullerton. Early primary educators, administrators,
professors of early
childhood education, and California Department of Education staff contributed
to the text,
vignettes, and editing.
Special recognition is given to Robert Agee, Barbara Metzuk, Virginia Benson,
Susan
Thompson, Kay Witcher, Robert Cervantes, and Jan Agee, all of whom guided
the document
through its early stages; to Rose Loyola, who edited later drafts of the document;
and to
Barbara Baseggio and Michael Silver, both of whom provided leadership for its final
form.
Introduction
plant corn.
Those who want to leave an impression for one year should
plant trees.
Those who want to leave an impression for ten years should
should
Those who want to leave an impression for a hundred years
educate a human being.
Ancient Chinese Proverb
(The Heart and Wisdom of Teaching 1997)
it is
Because early childhood education plays such a crucial role in children's future success,
informed on current research and
important for every teacher of young children to be fully
the Universal
practices and know how to implement an appropriate program. The report of
the 21st Century
Preschool Task Force, Ready to LearnQuality Preschools for California in
and that
(1998), recommends that quality preschool programs be universally available to all
providers be raised. A previously published
program and professional standards for preschool
California Department of Education document It's Elementary!called for students to
and experi-
experience a rich learning environment that recognizes the unique backgrounds
Class: A Guide for Early Primary Education
ences each student brings to the classroom. First
is intended to assist with these efforts.
requested addi-
To better teach young children, educators of preschool through grade one
They
tional information on the relationship of child development theory to curriculum content.
children?
asked, "How do these teaching methods mesh with achieving high standards for all
methods of
What works with young children? What do the research studies say? What do these
teaching look like in classrooms for young children?"
First Class was developed to help educators reflect on and solve those questions. The
educators about development-based
purpose of this publication is to provide information to
through six.
education that leads to active and productive learning for children ages four
in how young
Principles of development-based education guide knowledgeable professionals
the
children develop and learn. They use these principles to make informed decisions on
organizing class-
teaching of young children. This guide provides examples for planning and
interactions between children and
room environments, scheduling the day's activities, guiding
adults, and planning challenging curriculum and assessment activities.
1
Another inspiration for First Class
came from
Local, regional, and statewide efforts to make
responses by early childhood educators following
reading the highest priority and to improve student
the release of several California Department of
achievement are taking place, inspired by Every
Education publications that called for developmen-
Child a Reader (1995). Recommendation 6 of this
tally appropriate instructional practices and chal-
report of the California Reading Task Force includes
lenging, meaningful learning experiences. These
these statements: "Every early childhood teacher
departmental publications, which encourage teach-
must be fully informed on beginning reading
ers to think more deeply about their curriculum and
research and practices and know how to implement
instructional practices, are:
an appropriate program" and "the California Depart-
ment of Education should develop a strong collabo-
Continuity for Young Children: Positive
ration between preschool and K-12 curriculum
Transitions to Elementary School (1997)
reform efforts
." (Every Child a Reader 1995,
Every Child a Reader: The Report of the
. .
p. 9). This guide provides information on topics of
California Reading Task Force (1995)
mutual interest, especially in the area of early
Here They Come: Ready or Not! Report of
literacy, for early childhood educators.
the School Readiness Task Force (1988)
Children in California's early primary
programs
Improving Mathematics Achievement for
come from a mixture of ethnic, cultural, and linguis-
All California Students: The Report of the
tic backgrounds. Almost one-third of the incoming
California Mathematics Task Force (1995)
kindergarten children speak a language other than
It's Elementary! Elementary Grades Task
English at home. About half of the children have
Force Report (1992)
attended a preschool-age program, while other
Program Advisories, "Educating Young Chil-
children will enter kindergarten without that
group
dren" and "Appropriate Assessment Practices
experience. Despite these contrasts, the expectation,
for Young Children" (1989, 1992)
as stated in the National Education Goals Report
Ready to Learn: Quality Preschools for
(1997), is that all children will start school ready
California in the 21st Century (1998)
to
learn. Teachers and the educational community
Teaching Reading: A Balanced, Comprehensive
must
be ready to teach every child and to plan their
Approach to Teaching Reading in Prekinder-
programs to ensure that no child "slips through the
garten Through Grade Three (1996)
cracks" and that the child achieves academically,
Other sources of inspiration for this guide
are the
physically, socially, and emotionally.
California standards (in Englishlanguage arts,
As teachers become informed about the similari-
mathematics, science, and historysocial science)
ties in development and learning of preschoolers,
and curriculum frameworks (in mathematics,
kindergartners, and first graders, they will be
science, reading/language arts, historysocial
encouraged to follow First Class and the documents
science, visual and performing arts, health, and
named above to plan a curriculum that enables all
physical education). Each framework offers guid-
children to achieve high standards. Teachers will
ance for planning a core curriculum in a particular
understand more clearly how development and
subject area for various school grades. However,
learning proceed along a continuum of complexity.
First Class is intended to be inclusive; that is, to
Although not all children are expected to experience
include all aspects of teaching and learning that
each step of the journey in quite the same
sequence
affect young children's cognitive, social, emotional,
or manner, knowledge about child development will
and physical growth and development. In addition,
guide teachers to plan challenging, realistic goals
First Class references national standards that have
and experiences; to prepare an appropriate learning
been and are being developed in the various subject
environment; and to make decisions about all
areas.
aspects of children's care and education.
1®
2
Introduction