ERIC ED598973: Kansas Prekindergarten Guide

2.8 MB·English

by  ERIC

KANSAS STATE DEPARTMENT OF EDUCATION
KANSAS
PREKINDERGARTEN
GUIDE
Early
Childhood
www.ksde.org
August 6, 2018
Kansas Leadership
Kansas leads the world in
the success of each student.
Landon State Office Building
[phone]
900 S.W. Jackson Street, Suite 600
Mission Topeka, Kansas 66612-1212 www.ksde.org/board
To prepare Kansas students for lifelong
DISTRICT 1 DISTRICT 6
success through rigorous, quality academic
Janet Deena
instruction, career training and character
Waugh, Horst
development according to each student’s Vice Chair
gifts and talents.
DISTRICT 2 DISTRICT 7
Steve Ben
Vision Roberts Jones
Kansas leads the world in the success of
each student. DISTRICT 3 DISTRICT 8
Michelle Kathy
Dombrosky Busch,
Motto Chairman
Kansans CAN. DISTRICT 4 DISTRICT 9
Ann E. Jim
Mah Porter
Successful Kansas
High School Graduate
DISTRICT 5 DISTRICT 10
A successful Kansas high school graduate has the Jean Jim
Clifford McNiece
• Academic preparation,
• Cognitive reparation,
• Technical skills,
• Employability skills and
• Civic engagement
to be successful in postsecondary education, in the
attainment of an industry recognized certification or
in the workforce, without the need for remediation.
Landon State Office Building
[phone]
900 S.W. Jackson Street, Suite 600
Outcomes for Topeka, Kansas 66612-1212 www.ksde.org
Measuring Progress
KANSAS DEPUTY
COMMISSIONER COMMISSIONER
• Social-Emotional growth measured locally
OF EDUCATION Division of Fiscal
• Kindergarten readiness and Administrative
Dr. Randy Services
• Individual Plan of Study focused on career interest Watson
Dale M. Dennis
• High school graduation
DEPUTY
• Postsecondary success COMMISSIONER
Division of Learning
Services
Brad
Neuenswander
The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability or age in its programs and activities and provides equal access to the Boy
Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the nondiscrimination policies: KSDE General Counsel, Office of General Counsel,
KSDE, Landon State Office Building, 900 S.W. Jackson, Suite 102, Topeka, KS 66612, [phone]
JANUARY 15, 2019
KANSAS STATE DEPARTMENT OF EDUCATION
KANSAS
PREKINDERGARTEN
GUIDE
Acknowledgments
Throughout this guide, the term “prekindergarten” refers
to those classrooms and programs serving children who
have reached age three but are not yet age-eligible for
kindergarten.
Thank you to the Kansas prekindergarten teachers,
curriculum leaders, administrators, education partners,
and content specialists who worked as a committee to
collaborate and create this document. Special thanks to
the 2017 Kansas Full-Day Kindergarten state committee
and to the State of Washington Office of the Superin-
tendent of Public Instruction for sharing resources.
This initiative is supported by a grant from the W.K.
Kellogg Foundation.
Early Childhood
Kansas State Department of Education
Landon State Office Building
900 S.W. Jackson Street, Suite 620
Topeka, Kansas 66612-1212
[phone]
Toll Free: 1-800-203-9462
[email protected]
www.ksde.org
KANSAS PREKINDERGARTEN GUIDE
GUIDE DEVELOPMENT COMMITTEE
David Brock Barbara Gannaway Natalie McClane Callie Peace
Coordinator for Special Services Assistant Director Education Program Consultant Executive Director
Spring Hill USD 230 Kansas Parent Information Kansas State Department of Kansas Parents as Teachers
Resource Center (KPIRC) Education (KSDE) Association
Amanda Cavaness
Principal Desaree’ Groene Amy Meek Melodee Penner
Dr. Jerry Hamm Early Principal Early Childhood Director Prekindergarten Teacher
Learning Center Country View and Winfield Early Kansas Children’s Cabinet and Sublette USD 374
Coffeyville Public Schools Learning Center Trust Fund
USD 445 Winfield USD 465 Penny Stoss
Dr. Leigh Anne Neal Assistant Superintendent
Dr. Craig A. Correll Dr. Jane Groff Assistant Superintendent for Early Nickerson-South Hutchinson
Superintendent Executive Director Childhood Education USD 309
Coffeyville Public Schools KPIRC Shawnee Mission USD 512
USD 445 Nis Wilbur
Melissa Harlan Dr. Chelie Nelson Education Program Consultant
Bridgette Fullington Early Learning Coordinator State Trainer KSDE
Title I Prekindergarten teacher Madison-Virgil USD 386 Kansas Multi-Tiered System of
Shawnee Mission USD 512 Supports (MTSS) and Alignment Annie Yungeberg
Prekindergarten Teacher
Washington USD 108
For more information, contact:
Early Childhood Jordan Christian Beccy Strohm
Kansas State Department of Education Public Service Executive Senior Administrative Assistant
Landon State Office Building [phone] [phone]
900 S.W. Jackson Street, Suite 620 [email protected] [email protected]
Topeka, Kansas 66612-1212
Natalie McClane Nis Wilbur
[phone]
Education Program Consultant Education Program Consultant
Toll Free: 1-800-203-9462 [phone] [phone]
[email protected] [email protected]
[email protected]
www.ksde.org Amanda Petersen
Director
[phone]
[email protected]
KANSAS PREKINDERGARTEN GUIDE
CONTENTS
INTRODUCTION ...............................................1
Why Kindergarten Readiness? ............................................2
TRANSITIONS .................................................3
Early Learning Collaboration ..............................................4
CHILD DEVELOPMENT ..........................................5
Principles of Child Development and Learning that Inform Practice ................6
Understanding Child Development .........................................7
Child-Centered Learning .................................................8
LEARNING ENVIRONMENT ......................................9
Physical Space. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Teacher-Child Interaction ................................................12
CLASSROOM MANAGEMENT .................................... 13
Establishing Classroom Rules and Procedures ...............................13
Developing Behavior Patterns ............................................14
Elements of the Day ....................................................15
FAMILY ENGAGEMENT ......................................... 17
Sample Evidence-based Practices for Family Engagement in Schools . . . . . . . . . . . . .19
KANSAS CURRICULAR STANDARDS: PREKINDERGARTEN ........... 21
Approaches to Learning .................................................23
Physical Health and Development .........................................23
Social-Emotional Development ...........................................24
Communication and Literacy Skill Development ..............................24
Mathematical Knowledge ...............................................25
Science .............................................................25
Social Studies ........................................................26
Creative Arts .........................................................26
Multi-Tiered Systems of Supports .........................................27
ASSESSMENT ................................................29
Developmentally Appropriate Assessments ..................................30
PROGRAM STRUCTURES ...................................... 31
Professional Development ...............................................32
State and Federal Programs .............................................33
APPENDIX ...................................................35
KANSAS PREKINDERGARTEN GUIDE
This page blank for printing purposes.
Early Childhood | KSDE | www.ksde.org
KANSAS PREKINDERGARTEN GUIDE
INTRODUCTION
“ Kansas In October 2015, The Kansas State Board of Education announced
leads the a new vision for education in Kansas. The new vision was built using
world in the input from multiple stakeholders and took nearly a year to develop.
success The Kansans CAN Vision - “Kansas leads the world in the success
of each of each student” - became the branded theme for Kansas education.1
student. Kansans are demanding higher standards in academic skills, as well
”
as employability and citizenship skills. Kansans expressed the need
- Kansas Vision for
Education, Kansas to move away from a “one-size-fits-all” system reliant exclusively on
State Board of
state assessments. The Kansans CAN vision for education calls for
Education, 2015
a more child-focused system providing support and resources for
individual success. It will require everyone to work together to make
it a reality.
1 Kansas State Department of Education. (2017). Kansas Vision for Education. Retrieved from www.ksde.org/Agency/Fiscal-and-Administrative-Services/Communications-and-Recognition-
Programs/Vision-Kansans-Can
Early Childhood | KSDE | www.ksde.org 1
INTRODUCTION | KANSAS PREKINDERGARTEN GUIDE
Why Kindergarten Readiness?
The Kansans CAN initiative motivated the creation of this age 8, are necessary for school success and directly influence
document. Kindergarten Readiness is one of five Kansas State children’s future successes. Experiences to support health and
Board of Education measurable outcomes, which also include: physical well-being, cognitive development, communication
and social-emotional development provide a foundation for
● Social-emotional growth measured locally
school readiness. However, kindergarten readiness also
● Individual Plan of Study focused on career interest
requires policy, funding and effective systems supportive of
● High school graduation children’s ability to thrive and succeed in learning environments
throughout their lifespan.
● Postsecondary
This Kansas Prekindergarten Guide is not designed as a mandate
The goal of the Kindergarten Readiness outcome is that “each
prekindergarten. This resource provides prekindergarten
student enters kindergarten at ages five socially, emotionally and
teachers, providers and administrators with common references
academically prepared for success.” The Kansas State Board
for high-quality and evidence-based prekindergarten practices.
of Education understands that early childhood experiences and
This guide supports the implementation of developmentally
settings are the foundation for lifelong success.
appropriate and academically rigorous prekindergarten programs.
School readiness occurs within a broad context and includes Prekindergarten teachers and administrators are encouraged
four components: community, educational environment, family to discuss the contents of this guide together prekindergarten.
and the individual child. These four components function as This guide will be reviewed and may be updated, in response to
interdependent systems of support with multi-directional influ- feedback from those implementing high-quality pre kindergarten
ences. Rich early childhood experiences, from birth through practices across Kansas.
Kansas School Readiness Framework
Community: Educational Environment:
Ready communities enable each child and family Funding Ready educational environments (home-based,
to live in a safe and stable environment that center-based, and school-based settings) effectively
supports their healthy development and learning. provide evidence-based safe, high-quality learning
Comprehensive, coordinated and accessible experiences for every child. Serving children from
services meet the multiple needs of children and birth, these experiences support healthy
families. Communities embrace the concept of development and learning, and actively
providing varied, quality experiences that prepare engage families in their children’s
children for success. Child education.
EEdnuvicroantiomneanlts Family System
Supports
Family: Child:
Ready families, in a variety of forms, Community Ready children are competent in developmental
serve as the primary foundation for their milestones that are individually and age
children. Ready families provide safe, stable appropriate. These milestones are in the areas
and nurturing environments that promote of health and physical well-being, social and
healthy development and learning. Policy emotional competence, cognition and general
knowledge, communication and literacy.
2 Early Childhood | KSDE | www.ksde.org
KANSAS PREKINDERGARTEN GUIDE
TRANSITIONS
Successful transitions are most strongly influenced by children’s home
environment, the preschool program they attend and the continuity
between preschool and kindergarten.2
Prekindergarten is a special milestone in a child and family’s life. A
child’s transition into prekindergarten or from prekindergarten into
kindergarten, can be filled with joy, anticipation, apprehension and
concern. A child enters prekindergarten with a wide range of abilities
and experiences. A high-quality program is prepared to welcome
and respond to each child in a manner that intentionally promotes
developmentally appropriate practices. Prekindergarten is a place for
a child to learn, play, grow and prepare for success in kindergarten
and beyond.
Prekindergarten involves two major periods of transitions: a child’s
transition into a prekindergarten program and, then, the transition
from prekindergarten into kindergarten. A child transitions more
successfully when program administrators, teachers and families
plan and prepare together. Using a systems approach can assist in
smooth transitions. Coordinating transition efforts, prekindergarten
and elementary programs help a child maintain and maximize his
or her success.
2 Riedinger, S.A. (1997). Even Start: Facilitating Transitions to Kindergarten. Retrieved from https://eric.ed.gov/?id=ED413100
Early Childhood | KSDE | www.ksde.org 3
CHILD DEVELOPMENT | KANSAS PREKINDERGARTEN GUIDE
Early Learning Collaboration
The goal of collaboration is to increase communication and
Collaboration components:
build connections among early childhood, kindergarten
and other essential support programs to promote smooth ● Building and strengthening relationships
and successful transitions. The Kansas Early Learning between early learning providers and
Standards and Kansas Family Engagement and Partnership kindergarten teachers.
Standards for Early Childhood are two tools that may assist
● Developing and sharing common
with collaboration efforts between prekindergarten, families
expectations for kindergarten readiness.
and kindergarten programs.
● Sharing emerging best practices.
“Transition practices need to be effective to make a
● Analyzing and sharing data across programs
difference. Effective transition practices are activities
to inform practices and improve future school
that teachers, families and community members can
success
use to create supports and foster familiarity across early
childhood settings and kindergarten.” ● Guiding principles for high-quality
- LoCasale-Crouch et al.3 prekindergarten.
Guiding Principles for High-Quality Prekindergarten
Child
development
Curriculum/
Learning
assessment/
environment
instruction
Family
engagement
3 LoCasale-Crouch, J., Mashburn, A. J., Downer, J. T. and Pianta, R. C. (2008). Prekindergarten Teachers’ Use of Transition Practices and Children’s Adjustment to Kindergarten. Early
Childhood Research Quarterly, 23, 124–139.
4 Early Childhood | KSDE | www.ksde.org