Guide 1: Relationships and Environments

Early Childhood Faculty Infusion Guide*

This is a guide for college and university instructors working to infuse the pyramid model into coursework.

*Materials were adapted from Training Modules and other resources from:

*This guide was developed by Amy Davis, Brenda Jerles, Nancy Ledbetter, and Sandra Williamson, Nashville State Community College faculty and Cindy Ligon and Meg Thorstenson, Tennessee Voices for Children (TVC) staff. Funding for the development of this guide was provided through a contract with TVC from the Tennessee Early Childhood Training Alliance (TECTA). The TECTA Program is funded through a contract with the Tennessee Department of Human Services and Tennessee State University, Center of Excellence for Learning Sciences

Center on the Social and Emotional Foundations for Early Learning (CSEFEL)

www.vanderbilt.edu/csefel

Technical Assistance Center on Social Emotional Intervention for

Young Children (TACSEI)

www.challengingbehavior.org

Introduction to Infusion Guides for Instructors:

Please note the following key points about this Infusion Guide and the various sections:

Purpose: This guide can be used for various courses at both the

community college and university level. The purpose of the guide is to offer content, strategies,

and assessment possibilities related to infusing various aspects of the pyramid model of social-

emotional development into college coursework. It is believed that infusion into higher

education provides an important vehicle for supporting the implementation of this model into

all programs in early education in Tennessee.

Learning Outcomes: The guide begins with a section titled, Learning Outcomes. These are what

students should know and be able to do in relation to the topics covered in the infusion guide.

These outcomes will help you determine if the content of the guide matches course objectives

in your particular courses.

Fundamentals: As a beginning overview section, the guide provides content and strategies

related to four specific topics below:

a. The Pyramid Model – This section is important to understanding the pyramid model and

making connections for students to each level of the pyramid. It is recommended that

instructors intentionally view, review, and explain the pyramid throughout their

instruction. If instructors need to strengthen their own background knowledge about

the pyramid model, he or she can review this section in more detail.

b. Importance of Relationships with Children, Families, and Colleagues – It is

recommended that instructors “practice what they preach” and focus on all

relationships whether in an early childhood classroom or college classroom.

c. Building Relationships and Community in the College Classroom – Each guide provides

strategies for building and enhancing your relationships with your own college students,

building a strong lower level of the pyramid in college instruction.

d. Becoming Emotionally Intelligent (Developing Self-Awareness) – Many instructors find

that their college students need support in developing their own emotional intelligence.

This can be a lifetime journey for most adults. The guide provides some strategies that

can be used with college students to help them become more aware of this aspect of

their development and guide them in growth.

Relevant Course Topics: The guide offers specific course topics that might be addressed related

to the pyramid model.

Intentional Teaching of Course Topics: This section is developed for each of the course topics.

Each topic is broken out into these sections: Readings, Multimedia, Book Nook, Activities, and

Additional Materials and Resources. The materials are adapted from the CSEFEL and TACSEI

websites (see cover page.) All the materials and multimedia are provided with the guide. You do

not have to go to the websites to print or download the materials and media; they are included

in the guide materials.

Assessment Strategies: A few suggested assessment strategies for college courses are included

in this section. These are only beginning ideas to prompt additional ideas.

Handouts: Handouts are provided that are in a separate section at the end of the guide.

Practice What You Preach! Walk the talk!

Integrate-Embed-Model Experience-Practice-Reflect

Early Childhood Faculty Infusion Guide

Guide 1: Relationships and Environments

This guide provides outcomes, topics, teaching strategies and assessments related to the physical and human qualities that combine to create an environment that is safe and healthy, and promotes optimum learning for young children ages birth through eight. (In Tennessee Community Colleges this correlates to ECED 2130)

Outcomes and List of Topics

Learning Outcomes The student will be able to:

a. Explain the overall connection of the CSEFEL Pyramid model to the social emotional aspects of this course

b. Describe the importance of building relationships with children, families and colleagues

c. Create a safe, healthy, respectful, supportive, and challenging learning environment for young children.

d. Evaluate and reflect on the effectiveness of learning environments. e. Demonstrate understanding of positive relationships and appropriate guidance through a supportive environment.

Fundamentals a. The Pyramid Model b. Importance of Relationships with Children, Families, and Colleagues c. Building Relationships and Community in the College Classroom d. Becoming Emotionally Intelligent (Developing Self-Awareness)

Relevant Course Topics a. Relationships and Interactions (with children, parents, and colleagues) b. Physical Environment and Learning Centers c. Schedules, Routines, and Transitions d. Rules and Expectations

Teaching Strategies

Fundamentals -- The essential areas for building an understanding of The Pyramid

Model

Pyramid Model (overall connection to the CSEFEL Pyramid model as a

framework for social-emotional development in young children):

Team Tennessee CSEFEL Higher

Education Infusion Project

Introduction to the CSEFEL

Pyramid Model

For Instructor

Infusion Guides

o View the Power Point Presentation: Introduction to the Pyramid Model.

o Read article, ―The Pyramid Model: A Model for Supporting Social Competence

and Preventing Challenging Behavior in Young Children‖ (Young Children, 2003).

o Show and review the Pyramid Model one-page handout. Define each level and

help students make connections to prior experiences and the Pyramid as a

whole.

o Show one of the videos from the ―Pyramid Model Stories‖ from the TACSEI

website to offer the perspective from those whose testimonies underscore the

value they gained from utilizing the Pyramid Model. Follow-up with group

discussion.

o For additional excellent resources on learning about the Pyramid Model, go to

http://www.challengingbehavior.org/do/pyramid_model.htm.

Importance of Relationships with Children, Families, and Colleagues

o Using the handout, Some Starters for Giving Positive Feedback and

Encouragement (Handout 1.3), review the list with the class and then ask the

students to walk around the classroom offering at least five statements of positive

feedback or encouragement to fellow classmates.

Building Relationships and Community in the College Classroom (rationales

and strategies for developing supportive relationships with students):

o Encourage the establishment of a class email/phone chain.

o Create a ―How Do You Feel Today‖ activity.

Use a silverware or utility caddy, anything with several compartments, and label

each with a different feeling. Students can put a straw or coffee stirrer in the

compartment that identifies how they are feeling. The emotions can be changed

as appropriate.

o Provide opportunities within the class for students to interact with one another.

o Establish study groups for work inside or outside the classroom depending on your

student population.

o Plan a class project that will benefit children in the community: abused children, homeless shelter, a family in need, etc.

Becoming Emotionally Intelligent (Developing Self-Awareness) (rationales and strategies for supporting the emotional competence of students):

o Definition -- ―Emotional intelligence‖ (EI): ―Emotional Intelligence refers to how you

handle your own feelings, and how well you empathize and get along with other people.‖ (Daniel Goleman, http://www.edutopia.org/daniel-goleman-emtional-intelligence) Brainstorm with the class guiding them each to create a definition of EI in their own words; write some of the definitions on chart paper.

o Identifying Feelings in Self and Others:

Identifying Feelings in

Self and Others

• Learning words for different feelings

• Empathy training

• Learning to recognize how someone else is feeling

– Facial cues

– Body language

– Tone of voice

– Situational cues

• Learning how to control anger, relax, and calm down

Empathy

Empathy is the identification

with and understanding of

another’s feelings and situation.

Teaching Empathy

• Model empathy

• ―Alike‖ & ―different‖ activities

• Draw children’s attention to how

others are feeling

• Role plays and role reversals

• Reinforce empathy behaviors

Show the slides above and discuss that it is impossible for a child to be able to coordinate their own feelings with those of others unless they are aware of others’ feelings and unless they care about the effect of their behavior on others (Hyson, M. 2004. The emotional development of young children.

New York, NY: Teachers College Press.). Discuss ways in which children learn to identify feelings in themselves and others. Explain to students that we are going to continue to build on the ideas and strategies that we just talked about for building children’s emotional literacy skills. Define empathy, and discuss ways to teach empathy skills.

Building Relationships and Interactions (with Children, Parents, and Colleagues)

Readings

Building Positive Teacher-Child Relationships (What Works Brief 12)

Promoting Positive Peer Social Interactions (What Works Brief 8) Strategies for Increasing Peer Social Interactions: Prompting and Acknowledgement (What Works Brief 17) Expressing Warmth and Affection to Children (What Works Brief 20)

Building Positive Relationships with Young Children (it is a handout by Gail E. Joseph, Ph.D., & Phillip S. Strain, Ph.D. Center on Evidence Based Practices for Early Learning University of Colorado at Denver)

Multi-Media

Adult Child Conversations Video

Show the video and discuss the ways in which one teacher engaged in conversation as they play. Ask the class what things the teacher does to build relationships with children?

The Balance of Close, Secure Relationships and the Ability to Explore and Learn (Infant/Toddler Relationships, Routines, and Environments to Support Social Emotional Development Powerpoint)

Show the first slide, Early Social and Emotional Development. Point out that the second and third elements of the definition of social emotional development are often described as two internal, psychological systems that balance each other. Achieving this balance is key to social and emotional competence during childhood as well as throughout life. A child who is secure in his or her primary relationships is a child who will be likely to be comfortable exploring and learning about new things. The phrase used in the definition of social emotional wellness ―the

capacity to form close and secure interpersonal relationships‖ refers to the important concept of attachment. The feelings of protection, safety, and security a child gets from an attachment relationship give him the courage and confidence to pay attention to exploring the world. Follow up with the next ten slides and the accompanying text for an overview of this topic.

Interactions Becoming Patterns of Relationships - Video

Show the video and ask students to observe and comment on what the child is doing and likely feeling, and what the mother is doing and likely feeling.

Book Nook No Matter What (Gliori)

Activities Practices Which Contribute to Building Relationships Look at the Inventory of Practices (Handout) and discuss how these practices contribute to building relationships with children and enhancing interactions.

Reflective Inventory (Handout)

Ask students to complete the inventory, and when finished, to choose a partner with whom to discuss the reflections.

Social Emotional Development within the Context of Relationships (Infant/Toddler

Relationships Powerpoint and Definition of Social Emotional Development Handout). Begin with this slide and continue with the next ten slides.

CSEFEL Definition of Social

Emotional DevelopmentThe term social emotional development refers to the developing capacity of the child from birth through five years of age to form close and secure adult and peer relationships; experience, regulate, and express emotions in socially and culturally appropriate ways; and explore the environment and learn - all in the context of family, community, and culture.

Caregivers promote healthy development by working to support social emotional wellness in all young children, and make every effort to prevent the occurrence or escalation of social emotional problems in children at-risk, identifying and working to

remediate problems that surface, and, when necessary, referring children and their families to appropriate services.

Adapted from ZERO TO THREE, 2001

CSEFEL Definition of Social Emotional Development:. The term social emotional development refers to the developing capacity of the child from birth through five years of age to form close

and secure adult and peer relationships; experience, regulate, and express emotions in socially and culturally appropriate ways; and explore the environment and learn – all in the context of family, community, and culture. (Handout 1.2, Infant/Toddler Module 1)

Using Your Relationship to Promote a Child’s Social Emotional Development

Point out that the way social emotional wellness develops within the context of relationships has

been a consistent theme throughout the class. Ask students to generate a list of the essential

messages that we want to send to children that communicate how valuable they are to us and

how committed we are to them. Use the flipchart to capture the ideas that the students suggest.

How Do We Build Relationships With Children? – The “Piggy Bank” Idea (Building

Relationships and Creating Supportive Environments Powerpoint)

Building Positive Relationships

with Children

Play

Time &

Attention

Home

visits

ShareEmpathy Notes

home

Happy

Grams

Show the first slide and present the metaphor, adopted from the work of Carolyn Webster-Stratton, of a ―piggy bank‖ to illustrate ―making deposits into children’s emotional banks‖ as a way of building positive relationships (Webster-Stratton, C. 1999. How to promote children's social and

emotional competence. Thousand Oaks, CA: Sage Publications.)

Instead of a piggy bank, other metaphors might be a garden (growing) or basket (filling). Ask students to generate other possible metaphors. We make deposits when we do things to build relationships while we make withdrawals when we engage in behaviors that are detrimental to relationship building.

Self Regulation (Handout)

Divide the class up into groups of 4-5. Distribute the handout and assign each group to address one of the scenarios on the sheet. Allow each group 15-20 minutes to discuss the case study and record their responses to the questions. Invite a representative from each group to share their responses with the class.

Attachment Relationships (Handout)

Divide the class up into groups of 4-5. Distribute the handout and assign each group to address one of the vignettes on the sheet. Allow each group 15-20 minutes to discuss the case study and record their responses to the questions. Invite a representative from each group to share their responses with the class.

Additional Materials and Resources Positive Attention Data Sheet

Developmental Continuum from Birth to Age 3 ½: Social Emotional Indicators

Physical Environment and Learning Centers

Readings Using Environmental Strategies to Promote Positive Social Interactions by T. Bovey, P. Strain

You’ve Got to Have Friends by G. Joseph and P. Strain

Multi-Media Designing the Physical Environment – (Building Relationships and Creating Supportive

Environments Powerpoint) This section provides a comprehensive look at space design and covers the following areas related to classroom arrangement and design:

o Traffic Patterns o Physical Learning Center Design o Meaningful and Engaging Learning Centers

Responsive Environments – (Infant/Toddler Relationships, Routines, and Environments to

Support Social Emotional Development Powerpoint) This section explores how a well designed infant/toddler classroom can have an impact on children’s social emotional development but also on their language, cognitive and motor development. A well designed infant/toddler environment:

o Supports the social emotional needs of infants and toddlers as well as their language, cognitive, and motor development

o Encourages responsive care from adults o Supports peer relationships o Is developmentally appropriate

o Age appropriate o Individually appropriate o Culturally appropriate

Book Nook I Can Share (Katz)

Activities Planning Document – (Handout)

o Go over the content of the planning document discussing the support that each space and its components provide to the social emotional development of infants and toddlers.

o Use the criteria just discussed to explain how the components support a quality care environment.

o Ask students to work with another person at their table to discuss the potential improvements to the environment that their program provides for infants and toddlers.

o Give students about 20 minutes to do the environment evaluation and planning. Some of the group may not have time to complete the evaluation or plan. Suggest that this tool may be finished later and may be useful in their own work settings.

o Bring the large group back together and ask if anyone came up with a take home idea that they might add to their environment to make it more responsive to the needs of infants and toddlers or that might be particularly helpful in addressing a behavior difficulty evolving from a limitation in their infant or toddler environment such as needing a soft space away from active play so toddlers aren’t as likely to ―run over‖ infants.

Schedules, Routines and Transitions

Readings Helping Children Understand Routines and Classroom Schedules by M. M. Ostrosky, E. Y. Jung, M. L. Hemmeter, D. Thomas

Helping Children Make Transitions between Activities by M. M. Ostrosky, E. Y. Jung, M. L. Hemmeter

Using Classroom Activities and Routines as Opportunities to Support Peer Interaction by T. Bovey, P. Strain

Multi-Media Schedules, Routines, and Transitions (Schedules and Transitions Powerpoint)

This section offers extensive presentation points about the effect of developmentally appropriate and well planned schedules, routines and transitions on children’s behavior. Slides, videos, power point presentations and activities expand on the following information:

Schedules

o Schedules should be designed to promote child engagement. When children are engaged with a material, a peer, or an adult, they are less likely to be engaged in

challenging behavior. Some of the things that will keep them engaged are:

o Balancing the activities so there is a mix of small group and large group activities and a mix of teacher-directed and child-directed activities.

o Teaching children the routine: We can’t expect children to follow the routine if we don’t

teach it to them. Schedules and routines provide some security and a sense of what comes next; children are able to anticipate what will happen, and thus feel more secure. This is especially important for children whose primary language differs from that spoken in the classroom.

Routines and Schedules Children can learn to follow routines and schedules in the following ways:

o Teach it during circle using visual cues that all children understand. o Reinforce children as they go through the schedule of the day. o Provide individual instruction to children who need more assistance, and use

individualized picture cues. o Be consistent with your schedule and routines. Children will be more likely to learn to

follow a schedule if it is implemented consistently. o Post your schedule visually, and refer to it frequently throughout the day so children

learn what will happen next. o When changes are necessary, prepare children for those changes. You can prepare

children by making announcements at opening circle, using visual prompts on a posted schedule indicating a change (e.g., a stop sign on top of an activity that is not going to happen as planned), and reminding children about the changes as often as possible.

Transitions o Another issue that is closely related to schedules and routines is transition. Challenging

behaviors often occur during transitions, especially when all children are expected to do the same thing at the same time and then end up waiting with nothing to do. We know from research that children often spend a significant proportion of their preschool day making transitions between activities. Therefore, the following goals apply:

o Minimize the number of transitions that children have during the day. o Plan transitions so that there is a minimal amount of time spent in transition and that

children are highly engaged during the transition. o Give children a warning before a transition occurs. o Minimize those transitions during which every child has to do the same thing at the same

time (Does every child have to go to the bathroom at the same time? Could snack be part of center time?). Structure the transition so that children have something to do

o while they are waiting (e.g., finger plays, songs, guessing games). Provide some children with chores, and give children helping roles during transitions (e.g., handing out the paper towels, holding the door, helping a friend).

o Teach children about the expectations for transitions. This instruction can occur during a group time and should be reinforced throughout the day.

o Individualize the instruction and cues provided to children. Some children will make the transition with a minimal amount of support, while others may need a picture schedule, verbal prompt, adult assistance, or some other type of cue.

Planning Activities that Promote Engagement; Large and Small Group Time. (these

slides are from Building Relationships and Creating Supporting Environments Powerpoint).

One of the keys to preventing challenging behavior is to ensure that children are engaged with activities, peers, or adults. In addition to building relationships with children on an individual basis, adults should plan activities in ways that will promote engagement. The two keys to this are the use of both small and large group activities and the design and adaptation so that all children can participate in a meaningful way. This section offers slides, videos and activities that expand upon the following:

o Large Group Activities o Planning the activity o Implementing the activity

o Small Group Activities o Planning the activity o Implementing the activity

“What Do We Do In Circle?” (Powerpoint - Scripted Stories for Social Situations) Show the scripted story which was designed to help children understand appropriate expectations for circle time. Discuss the messages conveyed in the story and evaluate them using the criteria listed in the Scripted Stories for Social Situations Tip Sheet found readings section.

Book Nook Too Loud Lilly (Laguna)

Activities

Helping Children Understand Routines and Classroom Schedules (in Readings)

Have small groups read the handout and discuss how the content relates to classroom spaces in which they have worked or observed.

Helping Children Make Transitions between Activities (in Readings)

Divide the class into five small groups and distribute the handout. Assign each group one of the pointers listed on the handout and ask each group to discuss additional ways to implement the suggestions for creating smooth transitions between activities.

Using Classroom Activities and Routines as Opportunities to Support Peer

Interaction (in Readings)

Distribute the handout and have students discuss the content with a partner. Ask them to reflect on the suggestions as they apply to an early care environment in which they have had experience.

Using Picture Schedules With Children (Building Relationships and Creating Supportive

Environments Powerpoint and Tips and Ideas for making Visuals to Support Young Children With Challenging Behavior Handout). Show fourteen slides beginning with this one:

Distribute Handout and review the following points related to the question, Why Use Visual Strategies:

o Visual strategies can be used to prevent challenging behavior. o Visual strategies are helpful in supporting and increasing both receptive and expressive

communication.

o Just as adults use calendars, grocery lists, and ―to do‖ lists to enhance memory, children also benefit from visual reminders.

o Visuals are static, meaning that they remain present after words are spoken. Children can refer to them once the spoken words are no longer present. Visuals serve as a reminder of the verbal direction.

o Visuals assist children in knowing exactly what is expected of them (e.g., washing hands independently, cleaning up toys).

o Regular routines, when represented visually, can be taught to children at a very young age. Once taught, the adult can fade out of the routine and allow the child to self-monitor the routine to completion.

o For many children, visual supports are most beneficial when used in conjunction with spoken language and/or sign language.

o Visuals can act as a cue to teach appropriate behavior or new skills for children who are having challenging behavior.

As a large group, read the last 5 slides of this section and discuss solutions for each vignette.

Additional Materials and Resources

Class Visual Schedule

Centers Choice Board

Rules and Expectations

Readings Logical Consequences by L. Fox and S. Langhans

Multi-Media

Rules and Expectations Powerpoint which covers the following sections:

Giving directions: This section discusses strategies that can be used to increase the

likelihood that children will follow teacher directions:

Make sure you have the child’s attention before you give the direction. Minimize the number of directions given to children. Individualize the way directions are given. Give clear directions.

Teaching Children Classroom Rules

Ongoing Monitoring and Positive Attention -- The idea of ―catching children being

good‖ is explored in this section.

Using Positive Feedback and Encouragement -- In this section, the following four

principles of positive feedback and attention are addressed:

Contingent on appropriate behavior

Descriptive

Conveyed with enthusiasm

Contingent on effort

Pulling It All Together: Summary and Completion of Action Plan -- This section

offers a summary of four major messages related to building relationships and creating

supportive environments:

o The first and most important thing that we can do is to build positive relationships with every child and family (as well as with the other professionals who work with the child and his/her family).

o Focus on prevention and teaching appropriate skills (strategies we have discussed during this session such as looking closely at the physical environment, considering the schedules/routines/transitions/rules within your setting, and forms and frequency of positive feedback/encouragement used).

o Promoting social emotional development is not easy. There are no quick fixes to challenging behavior.

o Promoting children’s social emotional development requires a comprehensive approach that includes building relationships, evaluating our own classrooms and behaviors, and TEACHING.

Book Nook Hands Are Not for Hitting (Agassi)

Activities Hot Buttons (Handout )

Distribute Handout and have students individually fill in the top row with their ―hot button behaviors‖ or behaviors that push their buttons.

o Each student can complete several circles. Ask for volunteers to name some of the behaviors listed. Record the answers on a flip chart. Make the point that what pushes one person’s button might be very different from what pushes another individual’s buttons. Past experiences with children, training experiences, and level of support for dealing with challenging behaviors are just some of those factors.

Ask students to think of children who they have worked with who have these types of behaviors. o Have students complete the second row of circles by listing feeling words (how they felt

when they were working with that child or how they felt when people were sharing their list of behaviors that ―pushed their buttons‖). As group members share their ideas, write them on the flip chart paper. They will most likely say things like: ―It makes me frustrated.‖ ―I feel like I don’t know what I am doing.‖ ―It makes me mad.‖ ―I feel like a failure.‖ ―It makes me want to get another job.‖

Ask students to write responses to this third question on the third row of circles on their paper: o Ask how these feelings affect interactions with children when the children engage in

these behaviors? Students might say they avoid children when they act like this or that adults interact in a not-so-pleasant way after children engage in these behaviors, etc. Make the point that it is difficult to be effective with children when you are feeling this way. It is important to plan a strategy for dealing with these situations.

Positive Attention (Video Clip and Handout)

o While watching the video and using the handout to record observations, have students count and record the number of times the teacher says positive things or uses positive nonverbal behaviors such as high fives, pats on the back, and handshakes. Students should be encouraged to jot down specific things that the teacher says or does.

o After watching the video, engage students in a large group discussion regarding what

behaviors they saw and heard the teacher use. Have students discuss different ways they can provide positive attention.

o Occasionally students will remark that they would not do this activity because they do not have snow in their geographic location. Prompt them to consider if they would not teach about farm animals in an urban school, about oceans in the Midwest, etc.

o Continue the discussion by asking students for suggestions on how to keep teachers focused on the positive throughout the day. Examples might include having visual cues posted in the room as reminders (e.g., smiley faces, key words that trigger you to remember to acknowledge positive behavior).

Starters for Giving Positive Feedback and Encouragement for Effort, Thinking, and Problem Solving (Handout)

Distribute the handout to the class and ask students to jot down their favorites at the bottom of the page. Invite the group to share other phrases which give positive feedback and encouragement to young children.

Super Friend Award (Handout: Super Friend Award)

With a partner, have students list three to five behaviors that they would like to see more of in their classrooms (partners do not have to end up with the same list but rather through discussion develop their own lists of behaviors to target). Consider behaviors that are likely to take the place of challenging behaviors. This list becomes the behaviors students should encourage at high rates when they return to their early childhood settings. Have students refer to their Action Plan and add these behaviors that they hope to target. Distribute the handout as an example of a certificate they might send home as a way of reinforcing the behaviors they wish to see repeated.

Additional Materials and Resources Creating Teaching Tools for Young Children with Challenging Behavior

o Classroom Rules

o Scripted Stories

o Home Kit

Book List

Assessment Strategies

The following are three (s) assessment possibilities:

1. Case Study

2. Learning Center Project

3. Schedule Project.

Case Study (Handout)

Use this handout as a reflective, case study activity. Instruct students to be very detailed in their

responses citing their reasons for taking the actions they report.

The Learning Center Project and Schedule Project instructions and grading rubrics are on the

following pages.

Learning Center Project: Instructions

Choose one learning center in your practicum classroom which you will analyze and improve. This can be a center you are concerned about or that is not working well. If your practicum classroom is not your own, work with the teacher to decide the learning center you will work on for this project. You may choose from any of the learning centers in the Creative Curriculum for Preschool Chapters 6-13. (For infant-toddler teachers, the learning center should be for a toddler classroom, rather than a young infant classroom.) Improvements/changes must be substantial, significant, and appropriate. Your assessment, goals for improvement and reflection must be detailed and thoughtful. This project is a semester-long project. You are expected to use the Creative Curriculum as a resource for this project.

Assessment: There are three parts to this section of the project: Checklist, Questionnaire, and

Photos. The forms related to each of these items are below. Complete each form with details. Include 2-3 photos of the learning center as it is now picturing several different angles and materials available at the center for children to use. Print or attach photos on an 8 and ½ x 11 sheet of paper.

Goals: Write your goals for substantial, significant, and developmentally appropriate changes to the

learning center based on principles of designing highly engaging, appropriate learning centers. Goals must be specific and relate to the assessment you made of the center. Complete the attached chart. NOTE: You must complete the Assessment and Goals sections of the project before the Conference with your instructor. See the Assignment Schedule for due date.

Improvements: Describe the actual improvements you made to the center. As you observe and

interact with children in the ―newly improved center‖, think about how you, as the teacher, can support learning through interactions. List 10 encouraging statements you can make to the children to support their learning while playing in the center. Include 2-5 photos of the learning center after making changes picturing several different angles and materials available at the center for children to use.

Reflective Paper: Write a reflective paper describing the improvements you made and how the

improvements affected the children and you, as a professional. Reflect on the value of this experience for you as the teacher. Your reflection should include thoughtful, reflective answers to:

Analyze the Change Process: How did you utilize resources available to you? What would you do the same and differently if you had to redo this project? What strengths does the center now have that it did not have before the changes?

Impact on Children: What are the children doing now that they did not do before? What are children learning in the center that they did not learn before? (refer to your assessment observations)

Impact on You as an ECE Professional: How did you grow? What did you gain? What was the value of this ―change process‖ for you as an early childhood professional?

Future Implications: Describe two changes you plan to make in the future based on these experiences.

Connections to Standards: Explain how your work connects to NAEYC Standard 1c - Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments?

Families Handout: Develop a one (1) page handout for families on the learning values of the learning center. Refer to samples in the Creative Curriculum for Preschool. The handout should include developmentally appropriate information, be well-written and attractive with families in mind. It should invite family participation in children’s learning.

Format & Organization: Work must be typed, easy to read, and well-organized. Proofread to

insure you have few spelling, sentence structure, or grammatical writing errors (no more than 5-7 errors). Include the grading rubric with the other materials above.

Checklist Learning Center Project Assessment

Yes No

Arrangement of Space and Furniture

Does the furniture and arrangement fit with the guidelines in the Creative Curriculum related to the center?

Is the center defined by boundaries and separated from other centers?

Is the center located in an appropriate area of the classroom (quiet and noisy centers separated, sinks, etc.)?

Is there a clear entry point for the center?

Are children in the center visible from all other areas of the classroom?

Is the center large enough for several children to work there comfortably?

Is there play space provided---table, rug, chairs, floor space, etc?

Is there adequate furniture for storage of materials at child’s level—low shelving, etc.?

Is there appropriate lighting for the activities the center is designed for?

Do the items on the wall display belong in this center?

Does the display enhance the children’s learning in this center?

Notes/Comments

Materials

Does the center contain all the materials suggested in the Creative Curriculum for that center?

Are all materials safe for the children for whom the center is designed?

Are materials neatly displayed and organized so children can easily access them and use them independently?

Are all containers labeled with pictures and words (just pictures if toddler room)?

Yes No

Are all labels typed or written neatly?

Are all labels neatly attached with no peeling edges?

Are there additional materials in storage that are available for rotation?

Are there items in the center that do not belong there (materials, furniture, wall display)?

Does the center have materials that support diversity? (age, ethnicity, ability, etc. )

Does the center contain books and other printed materials that relate to the purpose or theme of the center?

Does the center contain writing materials?

Are there enough materials (3 units of play per child allowed in the center)?

Notes/Comments

Teacher Conversations and Questions

Do you and other teachers gently and respectfully remind children of rules and expectations for the center?

Do you and other teachers talk with the children while they are in the center?

Do you and other teachers offer encouragement and praise to the children on their efforts?

Do you and other teachers ask interesting, relevant open-ended questions of the children about their play and work?

Do you and other teachers hold conversations with the children about their play and work?

Notes/Comments

Questionnaire Learning Center Project Assessment

Spend time observing and interacting with children in the center you will make improvements in. Answer the following questions thoughtfully.

1. What age of children is the center designed for?

2. What should children learn from the center? (Use your Creative Curriculum and the TN-ELDS) Is the center designed in such a way that children can learn these skills?

3. What guidelines do children need to know to use the center correctly?

4. Is the center an appropriate size for the number of children allowed to play there? How is it appropriate? How is it inappropriate?

5. What furniture is in the center? How is it arranged? Does the furniture and arrangement fit with the guidelines in the Creative Curriculum related to the center?

6. Describe the display in the center – on walls, on furniture.

7. How is the center relevant to children’s needs? What needs to change to make it relevant?

8. Is there a system in place for entering and exiting the center? If so, what is the system? If not, describe a possible system you might implement?

9. Is the center located in an appropriate area of the classroom (quiet and noisy centers separated, sinks, etc.)? If yes, how? If no, where should it be moved to?

10. How does the center promote diversity? How could it better promote diversity?

11. What is interesting about the center? How could you make it more interesting?

12. What is welcoming/inviting about the center? Or, what changes need to be made to make it welcoming/inviting?

13. How does the center promote high levels of engagement? Or, what changes need to be made to promote high levels of engagement?

14. What are the strengths of the center? What is working well?

15. What is not working well in the center?

16. What would you like to see children do differently in this center?

17. Does the center promote interaction among children? If so, how? If not, what changes need to be made to promote interaction among children?

Goals Chart

Complete the following worksheet on setting goals for improvement for the center.

Goal Resources Needed Date Plan to

Complete

Learning Center Project Grading Rubric

Student Name_________________________________ Semester____________________________

Key elements of standard or components of supportive skills

Project Sections

Unacceptable Developing Competent Excellent Score

0-2 points 3 points 4 points 5 points

1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments 4b: Use development-ally effective approaches.

Learning Center Assessment:

Checklist

Checklist is less than 50% complete.

Checklist is at least 50% complete.

Checklist is at least 95% complete.

Checklist is complete.

Learning Center Assessment:

Questionnaire

Questionnaire is incomplete but provides little details for questions.

Questionnaire is complete but provides little details for questions.

Questionnaire is complete and includes some details for all questions.

Questionnaire is complete and very detailed thorough, and thoughtful.

Learning Center Assessment:

Photos

Photos may not be included or do not show several different angles and materials available.

2 Photos included. Photos are not submitted on 8 ½ by 11 paper.

2-3 Photos included showing materials available. Photos attached or inserted on 8 ½ x 11 paper.

2-3 Photos included showing several different angles and materials available. Photos attached or inserted on 8 ½ x 11 paper.

Goals:

Details & Connection to Assessment

Goals may be brief or incomplete, lacking detail. May show little or no connection to Learning Center Assessment.

Goals complete, include some details, and are somewhat related to the Learning Center Assessment

Goals are detailed and are related to Learning Center Assessment.

Goals include many details and are strongly related to Learning Center Assessment.

Goals:

Quality of Goals

Goals not included or not appropriate.

Some of goals are appropriate.

Goals are appropriate.

Goals are substantial, significant, and appropriate.

Improve-ments

A few minor changes and improvements have been made but they lack significant impact on center.

Some changes and improvements have been made but may not have major impact on center.

Improve-ments/ changes are substantial and appropriate.

Improve--ments/ changes are substantial, significant, appropriate, and creative.

Section Score

0-2 points 3 points 4 points 5 points

Improve-ments:

Developmental Knowledge

Very little evidence of skills in using developmental knowledge to create an appropriate learning environment.

Demonstrates some beginning skills in using development-tal knowledge to create an appropriate learning environment.

Demonstrates competent skills in using development-tal knowledge to create an appropriate learning environment.

Demon--strates strong skills in using develop-mental knowledge to create an appropriate learning environment.

Improve-ments:

Encouraging Statements

Fewer than 5 statements that are appropriate and specific.

5-7 statements that are appropriate and specific

8-9 encouraging statements are appropriate and specific

10 encouraging statements are appropriate and highly specific

Improve-ments:

Photos

Photos do not clearly illustrate improvements.

May have fewer than 2 photos or they do not clearly illustrate the center.

Includes 2 to 5 photos illustrating the learning center.

Includes 2 or 5 photos clearly illustrating the changes.

SS: Self-assessment and self-advocacy

Reflective Paper:

Analysis of Change Process

Incomplete analysis of the process.

Briefly analyzes the change process.

Analyzes the change process including use of resources.

Analyzes in detail the change process including use of resources.

Reflective Paper:

Impact on Children

Incomplete description of impact on children.

Briefly describes the impact of the changes on the children.

Describes the impact of the changes on the children.

Describes in detail the impact of the changes on the children.

Reflective Paper:

Impact on You as ECE Professional

Very brief or incomplete description of impact of the changes on student as ECE professional. Little insight into self. Little, if any reference to change that has taken place and how experiences have affected the student.

Briefly describes the impact of the changes on the student as an ECE professional. Demonstrates some beginning insight into self with some mention of how experiences have affected the student.

Describes the impact of the changes on the student as an ECE professional. Demonstrates insight into self-indicating change has taken place.

Describes in detail the impact of the changes on the student as an ECE professional. Demonstrates strong insight into self-indicating change has taken place.

Reflective Paper: Future

Implications

Offers fewer than two changes the student plans to make in the future based on these experiences.

Lists two changes the student plans to make in the future based on these experiences.

Describes two changes the student plans to make in the future based on these experiences.

Describes in detail 2 changes the student plans to make in the future based on these experiences.

Section Score

0-2 points 3 points 4 points 5 points

Reflective Paper:

Connections to Standards

Does not show connection to Standard 1c.

Shows brief connection to Standard 1c.

Shows connections to Standard 1c.

Show strong connections to Standard 1c.

2c. Involves families and communities in children’s development & learning

Families Handout:

Layout

Handout may be very brief, disorganized or messy.

Handout is one (1) page, but may be somewhat disorganized or not typed.

Handout is one (1) page is typed, neat, and organized.

Handout is one (1) page and is well-written, typed, attractive, and creative.

Families Handout:

Develop-mentally Appropriate

Lacks develop-mentally appropriate information.

Includes mostly develop-mentally appropriate information

Includes develop-mentally appropriate information

Includes develop-mentally appropriate information that is clearly presented

Families Handout:

Family Involvement

Does not invite family involvement in children’s learning.

Encourages some family involvement in children’s learning.

Encourages family involvement in children’s learning.

Strongly encourages family involvement in children’s learning.

Families Handout:

Grammar

May include numerous writing errors.

May include several writing errors.

May include 1-2 writing errors.

No errors.

Section Score

0-6 points 7 points 8 points 9-10 points

SS: Written

Communication Format & Organization

Poorly organized; Numerous errors

Can understand and follow; Some errors but readable

Organized; Easy to follow and understand; Several minor errors

Exceptionally well-organized; Only 1 or 2 errors

Final Score Possible Points = 100

Comments:

Schedule Project Instructions

1. Written Daily Schedule:

a. Develop a written daily schedule and transitions that are developmentally appropriate for the children in your clinical practicum setting. Give the age group the schedule is planned for. (For infant-toddler teachers, the schedule should be for a toddler classroom, rather than a young infant classroom where each child is on their own individual schedule.) The schedule should be written in detail with time frames, main activities, and specific details included. It must be written in the same format as the schedule on pages 94-95 in the Creative Curriculum for Preschool. The schedule should include details that provide insight into the curriculum for the children’s learning and should not just focus only on daily routines and caretaking practices. It should be well-written and organized for families and staff to easily follow and understand.

2. Picture Schedule

a. Develop a ―picture schedule‖. Refer to sample on pg 96 in the Creative Curriculum for Preschool. The schedule should be easily followed by children with photos/pictures and print clearly illustrating familiar schedule activities. Make sure photos or clip art and font are large enough and the wording is printed neatly. Do NOT put the time frames on the schedule, just the major heading and a visual prompt (photo or clip art). The schedule must flow directionally from left to right or top to bottom.

b. Post the schedule in the classroom for a week and use it with the children. Introduce the schedule and refer to it throughout the week with the whole class and individual children as appropriate.

c. Include a photo of the picture schedule or bring to class for review.

3. Transitions a. Describe 2 transition activities for each of the following transitions and ―wait‖ times in your

practicum setting. (total of 6 activities) Note the age group of the children. These need to be interesting activities that help you create smooth and positive transition times for children. For this assignment, activities must include more than a song or fingerplay. (For example, use of visual props, hands-on materials, etc.)

b. Write an explanation of how each activity helps the children move successfully from one activity to the next or helps them through waiting times. Moving your group of children from indoors to outdoors (2 activities)

Moving your group of children from lunch to nap (2 activities)

Keeping children safe and engaged in a time they must ―wait‖ (2 activities)

4. Explanation and Reflection Write an explanation of why the schedule and transitions you developed are appropriate for the children in the practicum setting you are working in. Connect developmental knowledge of the children to the various aspects of the schedule. Answer the following:

a. Written Schedule: How does this detailed, planned schedule support the children’s development? Why is it appropriate for them?

b. Picture Schedule: Describe your experiences with using this in the classroom. How did the children react to the picture schedule? What value did you find in having this visual schedule available? How did it support children’s development?

The Schedule Project must be typed, including the Picture Schedule.

Schedule Project Grading Rubric

Student Name___________________________________________Semester____________________________ NAEYC Key elements of standard or supportive

skills

Project Sections

Unacceptable

Developing

Competent

Excellent

Score

0-2 points 3 points 4 points 5 points

1c: Using develop-mental knowledge to create healthy, respectful, supportive, and challenging learning environments 4b: Use development-ally effective approaches.

Written Daily Schedule

The schedule includes very few details with time frames and main activities, Needs much more detail to be used effectively as a reference for staff and families.

The schedule includes some details with time frames, main activities, but could include more specifics in order to be useful as a reference for staff and families.

The schedule is written in adequate detail with time frames, main activities, and some specifics included.

The schedule is written in detail with time frames, main activities, and specifics included.

Written Daily Schedule:

Format

Format does not follow the schedule on pages 94-95 in the Creative Curriculum for Preschool.

Format shows beginning effort to follow the schedule on pages 94-95 in the Creative Curriculum for Preschool.

Format shows effort to follow the schedule on pages 94-95 in the Creative Curriculum for Preschool.

Format shows strong effort to follow the schedule on pages 94-95 in the Creative Curriculum for Preschool.

Written Daily Schedule:

Develop-mentally Appropriate

Schedule needs many adjustments to be developmentally appropriate and provides little or no insight into the learning opportunities available for children.

Schedule could be revised to be more developmentally appropriate. Provides information mostly on caretaking routines rather than specifics related to learning opportunities.

Schedule is developmentally appropriate and provides some insight into learning opportunities available for children.

Schedule is development-ally appropriate and provides much insight into learning opportunities available for children.

Written Daily Schedule:

Organization

May be messy or disorganized.

Somewhat difficult to follow.

Adequately written and easy to follow.

Exceptionally well-written and organized for families and staff to easily follow and understand.

NAEYC Key elements of standard or supportive skills

Project Sections

Unacceptable

Developing

Competent

Excellent

Score

Picture Schedule:

Visual Appeal

The schedule may be messy, not typed, hard for children to see and/or follow.

The schedule may be hard for children to see or follow.

The schedule is neat and can be easily followed by children.

The schedule is very neat, attractive, and can be easily followed by children.

0 points 3 points 4 points 5 points

Picture Schedule:

Photos

Photos or pictures do not illustrate familiar schedule activities.

Schedule has some photos or pictures illustrating familiar schedule activities.

Schedule has photos/pictures and print illustrating familiar schedule activities.

Schedule has photos/pictures and print clearly illustrating familiar schedule activities.

Picture Schedule:

Directionality

Schedule does not flow from top to bottom or left to right.

Not applicable-score is 0 or 5

Not applicable-score is 0 or 5

Schedule flows directionally from top to bottom or left to right.

0-2 points 3 points 4 points 5 points

Transitions

Number Less than 4 of the required activities included.

4 required activities included.

5 required activities included.

All 6 required activities included.

Transitions:

Develop-mentally Appropriate

Not all activities are developmentally appropriate.

Most activities are development-ally appropriate.

All activities are development-ally appropriate.

All activities are development-ally appropriate and varied.

Transitions:

Explanation Little or no explanation of the relationship of these activities to supporting smooth transitions is provided.

Brief explanation of the relationship of these activities to supporting smooth transitions is provided.

Relationship to supporting smooth transitions is adequately explained.

Relationship to supporting smooth transitions is fully explained.

Transitions:

Activities Activities are not creative or original.

Some activities may not be creative or original.

Activities are creative and original.

Activities are exceptionally creative and original.

Transitions:

Props Activities include fewer than 2 props or hands-on material.

Activities include 2-3 props or hands-on materials.

Activities include 4-5 props or hands-on materials.

All activities include props or hands-on materials.

0-9 points 10-11 points 12-13 points 14-15 points

NAEYC Key elements of standard or supportive skills

Project Sections

Unacceptable

Developing

Competent

Excellent

Score

Explanation Very little evidence of skills in using developmental knowledge to create an appropriate written daily schedule and using a picture schedule with the children.

Demonstrates some beginning skills in using developmental knowledge to create an appropriate written daily schedule using a picture schedule with the children.

Demonstrates competent skills in using developmental knowledge to create an appropriate written daily schedule using a picture schedule with the children.

Demonstrates strong skills in using developmental knowledge to create an appropriate written daily schedule use a picture schedule with the children.

0-9 points 10-11 points 12-13 points 14-15 points

Gives an incomplete or no explanation of the value of the picture schedule and how it is used to support children’s development.

Gives a brief explanation of the value of the picture schedule and how it is used to support children’s development.

Gives an explanation of the value of the picture schedule and how it is used to support children’s development.

Gives a detailed explanation of the value of the picture schedule and how it is used to support children’s development.

0-6 points 7 points 8 points 9-10 points SS: Written Communication

Format & Organi-zation

Poorly organized Numerous errors

Can understand and follow Some errors but readable

Organized; Easy to follow and understand. Several minor errors

Exceptionally well-organized Only 1 or 2 errors and very well-written

Final Score out of 100 points

Comments: