Indianas Early Learning Development Framework INTRODUCTION Purpose of

Indiana’s Early Learning Development Framework

INTRODUCTION

Purpose of Training • To provide an overview of the Foundations and development process • To offer guidance in how to use the Foundations and the Foundations document • To practice applying the Foundations and linking the Foundations to curriculum

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OVERVIEW: FOUNDATIONS AND DEVELOPMENT

The Foundations: Revision Process • Alignment to the 2014 Indiana Academic Standards • Recognition of the early learning continuum, birth to Kindergarten • Identification of core foundations in each of the eight content areas • Alignment to the ISTAR‐KR assessment tool • Addition of: • Approaches to Play and Learning Foundations • Health Foundations • Addition of English Language Development Standards • User friendly format

The Foundations: Revision Process Primary Audience: • Early Childhood Educators • Program Directors • School Administrators • College and University Faculty The Foundations were developed for use in all types of early childhood programs.

FORMAT

1000 s of Foundations were streamlined into 34 core Foundations.

Core Foundation The core Foundation outlines the essential concepts and skills early learners should know and/or demonstrate in a particular developmental area.

Topic The topics are subcategories of the core Foundations. They outline the concepts covered in the foundation.

Age Ranges The age ranges are not numerical. The user must interpret the developmental level of the child based on the child’s ability.

Indicators The indicators detail developmental progression by age. The indicators are not an exhaustive list.

Indicators Certain development is continual across age ranges.

Kindergarten Standards The Foundations are aligned to the 2014 Indiana Academic Standards.

TOOLS

The Foundations: WIDA © WIDA

The Foundations: Supporting Exceptional Learners • Early childhood programs should be inclusive offering experiences for children with disabilities and developmental delays along side their peers • The Foundations were designed for all children • Adaptations and modifications may be necessary to meet the needs of all children

The Foundations: Glossary and References • Key terms found throughout the Foundations and Foundations document • References may be reviewed for more information

The Foundations: ISTAR‐KR Alignment Study • Assessment use increasing • SPED programs use tool for federal reporting • Addition information about ISTAR‐KR can be found at www. doe. in. gov/assessment

The Foundations: Classroom Planning Matrix • The Foundations are not a curriculum • Purposeful planning that leads to outcomes

www. doe. in. gov/earlylearning

GUIDANCE: HOW TO USE THE FOUNDATIONS

Remember…. • The Foundations are not your curriculum • The Foundations are not your lesson plan • The Foundations are not your assessment instrument • The Foundations are more than just a document • The Foundations are what we want children to know and be able to do

Areas of Development • • English / Language Arts Mathematics Social Emotional Skills Approaches to Play and Learning Science Social Studies Creative Arts Physical Health and Growth

APPROACHES TO PLAY AND LEARNING FOUNDATIONS

Walking Through the Foundations • Identify the key concepts that the Foundation and Topic(s) address? • How do these key concepts set the child up for future academic and life success?

Approaches to Play and Learning • APL 1: Initiative and Exploration: Early learners develop foundational skills that support initiative, self-direction, interest, and curiosity as a learner. – APL 1. 1: Demonstrate initiative and self‐direction – APL 1. 2: Demonstrate interest and curiosity as a learner

Approaches to Play and Learning • APL 2: Flexible Thinking: Early learners develop foundational skills that support flexible thinking and social interactions during play. – APL 2. 1: Demonstrate development of flexible thinking skills during play

Approaches to Play and Learning • APL 3: Attentiveness and Persistence: Early learners develop foundational skills that support focus and attention to a specific activity and persistence to complete a task. – APL 3. 1: Demonstrate development of sustained attention and persistence

Approaches to Play and Learning • APL 4: Social Interactions: Early learners develop foundational skills that support the engagement in imaginative and cooperative play with others. – APL 4. 1: Demonstrate development of social interactions during play

SOCIAL EMOTIONAL FOUNDATIONS

Walking Through the Foundations • Identify the key concepts that the Foundation and Topic(s) address? • How do these key concepts set the child up for future academic and life success?

Social Emotional • SE 1: Sense of Self: Early learners develop foundational skills that support selfawareness, confidence, and the identification and expression of emotions. – SE 1. 1: Demonstrate self awareness and confidence – SE 1. 2: Demonstrate identification and expression of emotions

Social Emotional • SE 2: Self– Regulation: Early learners develop foundational skills that support executive functions including impulse control, planning skills, and emotional regulation. – SE 2. 1: Demonstrate self‐control

Social Emotional • SE 3: Conflict Resolution: Early learners develop foundational skills that support conflict resolution. – SE 3. 1: Demonstrate conflict resolution • SE 4: Building Relationships: Early learners develop foundational skills that support social development and engagement with others. – SE 4. 1: Demonstrate relationship skills

“Group Walk” • For the remainder of the developmental areas we will take “group walks” – English Language Arts – Mathematics – Science – Social Studies – Creative Arts – Physical Health and Growth

“Group Walk” • Divide into three groups • Each group discuss and answer the 2 questions for the entire developmental area you are assigned –English Language Arts –Mathematics –Science

Walking Through the Foundations • Identify the key concepts that the Foundation and Topic(s) address? • How do these key concepts set the child up for future academic and life success?

Jigsaw!

Jigsaw • Now, make 3 new groups with at least one person from each developmental area • Share your insights from your group discussions

“Group Walk” • Divide into three groups • Each group discuss and answer the 2 questions for the entire developmental area you are assigned –Social Studies –Creative Arts –Physical Health and Growth

Walking Through the Foundations • Identify the key concepts that the Foundation and Topic(s) address? • How do these key concepts set the child up for future academic and life success?

Jigsaw!

Jigsaw • Now, make 3 new groups with at least one person from each developmental area • Share your insights from your group discussions

APPLICATION & PRACTICE: FOUNDATIONS AND CURRICULUM

Scenario Activity • With each scenario – Write down at least 3 Foundations and appropriate Topic that apply to the behavior in your scenarios • Write the full Foundation and Topic • Try for at least 3 different developmental areas

BUT FIRST!

Intentional Teaching “Intentional teaching does not happen by chance; it is planful, thoughtful, and purposeful. ” (p. 1) Epstein, A. A. (2014). The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning. Ypsilanti, MI: High. Scope Press.

Intentionality When we seek intentionality – We are acting purposefully – We plan for specific outcomes – We build lessons and provide materials that will elicit the outcomes – We can explain why we selected those materials or planned for that activity

Put it Together

Center Building Activity • Peruse the catalogs • Write down what you would purchase to enhance your assigned center and it’s cost • With each item you list for purchase, write down four Foundation and Topic pairs that give purpose to this purchase – One from the developmental area of your assigned center – One from another developmental area – One from Approaches to Play and Learning – One from Social Emotional Skills

Let’s Build It!

Your Intentionality

Wrapping it Up

www. doe. in. gov/earlylearning

The Foundations • Are more than a document • Help you plan for intentionality in your curriculum • Help you plan for depth and breadth of skills and concepts in your curriculum • Were designed for all children • Are user friendly

Training Developed By Megan Purcell, Ph. D. Clinical Assistant Professor, Purdue University In collaboration with