National Board Early Childhood Generalist Component 1

Reflection

Minute-to- minute adjustments a teacher makes or in the more thoughtful analysis and deliberate adjustments made at the end of a unit

Orthography

A set of conventions for writing a language (spelling, capitalization, punctuation)

Students need lots of opportunities to

count and produce sets

composing/decomposing

Mathematical processes of putting together and taking apart (for example, addition and subtraction)

Unitizing

Must be grasped before moving students to base 10 blocks

Stages of language development

1- Preproduction minimal comprehension

2- Early productivity limited comprehension

3- Speech emergence good comprehension

4-Intermediate fluency excellent comprehension

5- Advanced fluency near native language

Carol Tomlinson

Differentiated instruction - A more qualitative than quantitative approach to teaching and learning for students of differing abilities to maximize each students growth and individual success by meeting each student where they are and assisting in the learning process

Differentiation

Teachers response to the learners needs : respectful tasks, continual assessment, flexible grouping

Teachers can differentiate

Content, process, product

Differentiate according to students

Readiness, interests, learning profile

Differentiated Instructional strategies

Learning stations, task cards, target different senses, think-pair-share, group students with similar learning styles

Stages of Phonological Awareness/Literacy Development

1&2-Listening and speaking

3-Rhyme awareness

4-Syllable awareness (Mon•day)

5-Onset & Rhyme (t•all)

6&7- Phonemic Awareness (pencil) 5 sounds

8- Phonics - sound /letter relationships

9&10 Phonics - reading & spelling

Homonyms

Spruce- to spruce up

Spruce - spruce tree

Homographs

Bow- to bend down

Bow- ribbon

Homophones

Rode/Road

Affixes

prefixes and suffixes

Root words

morphemes

Schwa

Mysterious unstressed vowel (banana) /u/

Developmental Stages of Writing

1. Pre-Literate - scribble, symbolic stage, directional scribble, mock letters

2. Emergent - letter strings, letter groups, labels pictures, environmental print

3. Transitional - Letter/Word representation, first/last letter (ct=cat)

4. Fluent - Beginning phrase writing, sentence writing

Stages of Writing

1. Planning

2. First Draft

3. Revising

4. Editing

5. Publishing

Steps in the research paper

1. Identify topic

2. Develop ideas

3. Gather content

4. Evaluate resources

5. Create citations

Commutative Property

A+B=C

B+A=C

Associative Property

(a+b)+c=a+(b+c)

(ab)c=a(bc)

Distributive Property

a(b + c) = ab + ac

Identity Property of Multiplication

If you multiply a number by one, the product is the same as that number.

Identity Property of Addition

If you add zero to a number, the sum is the same as that number.

Convert percentage to a decimal

divide by 100

EX: 45%: 45% / 100= 0.45

To convert a fraction to a percent

1. change the fraction to a decimal

2. change the decimal to a percentage

EX: 2/5 = 0.4 = 40%

Conflict Resolution Strategies

Be calm, apologize, listen, share feelings, choose different activity, take turns, ask for help, creative drama, journaling

• for emotional development and self regulation

Inquiry-based learning

Students develop hypotheses, collect information/data to test the hypotheses and analyze information/data and formulate conclusions based on the analyses. This is sometimes referred to as the scientific method.

•Ask, Investigate, Create, Discuss, Reflects

Inquiry-based learning

Discovering the question

Project-based learning

Exploring the answer

Howard Gardner's Theory of Multiple Intelligence

1- verbal linguistic

2- Logical/mathematics

3- Spatial/visual

4- Body/kinesthetic

5-Musical

6- Interpersonal

7- Intrapersonal

8- Naturalist

9-Existential

Piaget's Theory

The theory that children construct their understanding of the world and go through four stages of cognitive development. -Facilitate learning- student centered- learn by doing- problem solving must be discovered not taught- collaborate- active learning-build schema-evaluate development- development comes before learning

Piaget: Assimilation and Accommodation

1. ASSIMILATION: The process of taking in new information and interpreting it in such a manner that the information conforms to a current held model of the world. (Individuals perceive the environment in a way that fits existing schemata.)

2. ACCOMMODATION: The process of changing a schema to make it a better match to the world of reality. A schema is a formation of mental or cognitive representations derived from adaptations. A child assimilates new information and attempts to fit it to present schemas and if this representation does not fit an accommodation takes place. (Schemata is modified to meet demands of the environment.)

Piaget's equilibration

Moves development along- progress/ leaps and bounds

Vygotsky's Sociocultural Theory

emphasizes how culture and social interaction guide cognitive development-language plays a major role in shaping thought-establish opportunities for children to learn with teacher or more skilled peer-scaffold learning

Piaget's stages of cognitive development

1. sensorimotor- coordination sense with motor dev

2. preoperational - symbolic thinking

3. concrete operational - concepts are concrete

4. formal operational - abstract logic, planning

Vygotsky

Zone of proximal development-child's range between solving a problem alone and the level they can solve a problem with an adult or more skilled peer

Parten's Stages of Play

1. Unoccupied- no play/ important to future play

2. solitary play - play alone/ entertain themselves

3. onlooker play - observes play

4. parallel play - plays side-by-side

5. associative play - begins to play, develops cooperation, language development, problem solving

6. cooperative play - plays together, role/group play

Helix/ Architecture of Accomplished Teaching

1. Students - who? What they need? Begin?

2. Goals - worthwhile/ high, timeline/setting

3. Implement Instruction - design to attain goals

4. Assess/Evaluate - student learning from goals

5. Reflect - student learning, concerns/ issues

6. Set - new worthwhile/high goals timeline/setting

5 Core propositions of NBCT

Teachers are: committed to students and learning, responsible for managing and monitoring student learning, members of learning communities

Teachers know subjects and how to teach subjects

Teachers think systematically about their practice and learn from experience

Accomplished teachers

Use theories for differentiated instruction

To meet the needs of all children

Accomplished teachers analyze research domains of child development and apply knowledge to meet the needs of all children.

Accomplished teachers provide stimulating activities that

Nurture curiosity, problem solving, persistence and autonomy

Accomplished teachers plan large motor exercises

To promote brain, lung and large organ development/ longer large movement-shorter quiet times

Accomplished teachers teach to

All learners visual, kinesthetic, auditory ex. Counting collections

Much brain development by age 3 is shaped by

Experience, build on prior knowledge ex. Teaching units that build upon one another.

Cognitive development

Memory, reasoning, decision making, problem solving, creative thinking - develops through experience over time ex. Science center seeds, measurement, melting snowman, journaling

Differentiate and individualize experiences to

Help all children move forward to fullest potential ex. Provocation materials, magnet activities, letter tiles in play dough without instructions.

Purposeful teaching builds on

Prior knowledge, experiences, curiosity, imagination- providing time, rich materials and resources

Children learn better

When they can work together ex. Math jobs and centers - especially when interacting with older peers

Early childhood is critical for language development

Receptive language develops before expressive language. Provide opportunities to interact with mature speakers. Engage in numerous conversations.

A child's native language is key for

Literacy and learning. Promote home language while advancing English

Promote language by

Modeling a variety of uses: oral, visual, written

Expose children to enriched

Vocabulary and positive affirmations daily

Language to a child's cognitive social and emotional development in turn may affect

their self-esteem. Support in building relationships, joint groups communicating wants and needs

An essential goal for young children

Social development - help children develop self control and empathy ex. Read alouds & role play

Is crucial to successful learning in groups and is a core component of success later in life

Social development-promote character education

Can alter children's thinking

Children's emotional state - conscious discipline, nurturing environment

A benefit that gives community members the opportunity to learn from each other

Diversity

Model and promote

Fairness, equity, diversity and equal participation ex. Equity sticks (different skin tones in art center)

Children's diversity

Enriches the learning environment- an opportunity to build on commonalities to promote cohesiveness and a global society

Prepare children to use subject matter incorporating the development in

Social, cognitive, linguistic, physical, emotional, moral and ethical domains in relevant meaningful and captivating ways for future learning.

Weave various aspects into the curriculum to

Engage interests, high expectations, high level thinking and encourage real world applications. Subject matter is meaningful and authentic

Literacy is developed

On a child's oral language

Social interaction is important to developing

Strong language and literacy skills

To foster critical and creative thinking

Use interactive writing, graphic organizers, graphs, charts, dramatic play, re-enacting literature.

Work constantly to expand

Children's vocabulary

Promote reading by a balanced approach to instruction incorporating

Early childhood- Print awareness, phonological awareness, alphabet knowledge, vocabulary and comprehension

Upper elementary- phonemic awareness, phonics, comprehension and vocabulary

A child's vocabulary is a strong predictor of

Reading comprehension—-primary goal of reading

Increase vocabulary by

Repeatedly reading books with rich vocabulary, child friendly definitions, word walls, predicting, generating questions, graphic organizers, discussing, summarizing, questions: before, during and after, print rich environment, literacy stations, learning centers

Model connections

Text- to- self, Text-to-text, text-to-world

Encourage writing and drawing by

Having supplies in each center

Lay a solid math foundation by

Modeling and using math daily

Young children develop number sense through

Counting collections, counting objects, quantifying, saying, reading and writing numbers, playing number games, grouping objects, skip counting, estimating

Older children develop number sense through

Operations, basic facts, algorithms, use of symbols, large numbers, choral counting

Math learning begins on

Children's insights and language builds on insights

Encourage math discussions to

Learn from one another

Part of developing the mathematical process

Invention, inefficiency and error

Provide opportunities for children to

Examine, explore, compare, classify, describe and ask questions about their environment

Inquiry approaches to learning science skills

Predicting, observing, gathering info, analyzing data - younger children - physical science older children- animal habitats

Ask probing questions to

Star towards discoveries

Authentic learning to teach social studies

Field trips, re-enactments and plays

Teach history to younger children

Develop a time line using monthly calendar

Teach history to older children

Advancements is technology

Use visual arts for math and social studies

Paint math patterns/create a flag for social studies

Music is one of the first ways children experience communication

Lullabies, rhymes, humming

Weaves throughout all subject areas and standards

Technology and using children's natural curiosity

Will enhance learning and development across the curriculum

Music - body coordination, language, reading, memory, spatial reasoning, number concepts, patterning, counting, colors, social skills

Technology misconceptions

Older children- calculators always give the correct answer

Younger children - confusion about the mouse/cursor on the computer screen

Goal of a well planned physical environment

Support independent learning using professional knowledge and research findings

Support diversity

Stocking housekeeping with items that represent different cultures

Physical space should

Accommodate all domains of development conducive to : movement, rest, play, fine &gross motor, communication, collaboration, redirection and reflection, regrouping after challenging experiences

Use a variety of materials to build

Concrete to abstract

Carefully select materials that

Enhance curriculum, developmentally appropriate, relatable to children, promote diversity and character education

Manage time as a resource to meet learners needs

Clear framework, organized transitions, sufficient time for reading, writing, social conversations, play collaboratively with peers, build on prior knowledge

Value play as

A powerful facilitator of growth and development across all domains providing time and space

Ensure materials are

Adaptive to different ages and stages, stimulate imaginations, language, independence, and social interactions

Bloom's Taxonomy

remember, understand, apply, analyze, evaluate, create