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Indiana’s Early Learning Development Framework

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Page 1: Indiana’s Early Learning Development Framework. INTRODUCTION

Indiana’s Early Learning Development Framework

Page 2: Indiana’s Early Learning Development Framework. INTRODUCTION

INTRODUCTION

Page 3: Indiana’s Early Learning Development Framework. INTRODUCTION
Page 4: 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

Page 5: Indiana’s Early Learning Development Framework. INTRODUCTION

K W L

Page 6: Indiana’s Early Learning Development Framework. INTRODUCTION

OVERVIEW: FOUNDATIONS AND DEVELOPMENT

Page 7: Indiana’s Early Learning Development Framework. INTRODUCTION

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

Page 8: Indiana’s Early Learning Development Framework. INTRODUCTION

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.

Page 9: Indiana’s Early Learning Development Framework. INTRODUCTION

FORMAT

Page 10: Indiana’s Early Learning Development Framework. INTRODUCTION

1000s of Foundations

were streamlined into 34 core

Foundations.

Page 11: Indiana’s Early Learning Development Framework. INTRODUCTION
Page 12: Indiana’s Early Learning Development Framework. INTRODUCTION
Page 13: Indiana’s Early Learning Development Framework. INTRODUCTION

The core Foundation outlines the

essential concepts and skills early learners should

know and/or demonstrate in a

particular developmental

area.

Core Foundation

Page 14: Indiana’s Early Learning Development Framework. INTRODUCTION

The topics are subcategories of

the core Foundations. They

outline the concepts covered in the foundation.

Topic

Page 15: Indiana’s Early Learning Development Framework. INTRODUCTION

The age ranges are not numerical. The user must interpret the developmental level of the child

based on the child’s ability.

Age Ranges

Page 16: Indiana’s Early Learning Development Framework. INTRODUCTION

The indicators detail

developmental progression by

age. The indicators are not an

exhaustive list.

Indicators

Page 17: Indiana’s Early Learning Development Framework. INTRODUCTION

Certain development is continual across

age ranges.

Indicators

Page 18: Indiana’s Early Learning Development Framework. INTRODUCTION

The Foundations are aligned to the

2014 Indiana Academic Standards.

Kindergarten Standards

Page 19: Indiana’s Early Learning Development Framework. INTRODUCTION

TOOLS

Page 20: Indiana’s Early Learning Development Framework. INTRODUCTION

The Foundations: WIDA

© WIDA

Page 21: Indiana’s Early Learning Development Framework. INTRODUCTION

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

Page 22: Indiana’s Early Learning Development Framework. INTRODUCTION

The Foundations: Glossary and References

• Key terms found throughout the Foundations and Foundations document

• References may be reviewed for more information

Page 23: Indiana’s Early Learning Development Framework. INTRODUCTION

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: ISTAR-KR Alignment

Page 24: Indiana’s Early Learning Development Framework. INTRODUCTION

• The Foundations are not a curriculum

• Purposeful planning that leads to outcomes

The Foundations: Classroom Planning

Matrix

Page 25: Indiana’s Early Learning Development Framework. INTRODUCTION

www.doe.in.gov/earlylearning

http://www.doe.in.gov/earlylearning
Page 26: Indiana’s Early Learning Development Framework. INTRODUCTION

GUIDANCE: HOW TO USE THE FOUNDATIONS

Page 27: Indiana’s Early Learning Development Framework. INTRODUCTION

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

Page 28: Indiana’s Early Learning Development Framework. INTRODUCTION

Areas of Development

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

Page 29: Indiana’s Early Learning Development Framework. INTRODUCTION

APPROACHES TO PLAY AND LEARNING FOUNDATIONS

Page 30: Indiana’s Early Learning Development Framework. INTRODUCTION

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?

Page 31: Indiana’s Early Learning Development Framework. INTRODUCTION

Approaches to Play and Learning

• APL1: Initiative and Exploration: Early learners develop foundational skills that support initiative, self-direction, interest, and curiosity as a learner. – APL1.1: Demonstrate initiative and self direction‐– APL1.2: Demonstrate interest and curiosity as a

learner

Page 32: Indiana’s Early Learning Development Framework. INTRODUCTION

Approaches to Play and Learning

• APL2: Flexible Thinking: Early learners develop foundational skills that support flexible thinking and social interactions during play. – APL2.1: Demonstrate development of flexible

thinking skills during play

Page 33: Indiana’s Early Learning Development Framework. INTRODUCTION

Approaches to Play and Learning

• APL3: Attentiveness and Persistence: Early learners develop foundational skills that support focus and attention to a specific activity and persistence to complete a task. – APL3.1: Demonstrate development of sustained

attention and persistence

Page 34: Indiana’s Early Learning Development Framework. INTRODUCTION

Approaches to Play and Learning

• APL4: Social Interactions: Early learners develop foundational skills that support the engagement in imaginative and cooperative play with others. – APL4.1: Demonstrate development of social

interactions during play

Page 35: Indiana’s Early Learning Development Framework. INTRODUCTION

SOCIAL EMOTIONAL FOUNDATIONS

Page 36: Indiana’s Early Learning Development Framework. INTRODUCTION

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?

Page 37: Indiana’s Early Learning Development Framework. INTRODUCTION

Social Emotional

• SE1: Sense of Self: Early learners develop foundational skills that support self-awareness, confidence, and the identification and expression of emotions. – SE1.1: Demonstrate self awareness and

confidence– SE1.2: Demonstrate identification and expression

of emotions

Page 38: Indiana’s Early Learning Development Framework. INTRODUCTION

Social Emotional

• SE2: Self– Regulation: Early learners develop foundational skills that support executive functions including impulse control, planning skills, and emotional regulation. – SE2.1: Demonstrate self control‐

Page 39: Indiana’s Early Learning Development Framework. INTRODUCTION

Social Emotional

• SE3: Conflict Resolution: Early learners develop foundational skills that support conflict resolution. – SE3.1: Demonstrate conflict resolution

• SE4: Building Relationships: Early learners develop foundational skills that support social development and engagement with others. – SE4.1: Demonstrate relationship skills

Page 40: Indiana’s Early Learning Development Framework. INTRODUCTION

“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

Page 41: Indiana’s Early Learning Development Framework. INTRODUCTION

“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

Page 42: Indiana’s Early Learning Development Framework. INTRODUCTION

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?

Page 43: Indiana’s Early Learning Development Framework. INTRODUCTION

Jigsaw!

Page 44: Indiana’s Early Learning Development Framework. INTRODUCTION

Jigsaw

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

group discussions

Page 45: Indiana’s Early Learning Development Framework. INTRODUCTION

“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

Page 46: Indiana’s Early Learning Development Framework. INTRODUCTION

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?

Page 47: Indiana’s Early Learning Development Framework. INTRODUCTION

Jigsaw!

Page 48: Indiana’s Early Learning Development Framework. INTRODUCTION

Jigsaw

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

group discussions

Page 49: Indiana’s Early Learning Development Framework. INTRODUCTION

APPLICATION & PRACTICE: FOUNDATIONS AND CURRICULUM

Page 50: Indiana’s Early Learning Development Framework. INTRODUCTION

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

Page 51: Indiana’s Early Learning Development Framework. INTRODUCTION

BUT FIRST!

Page 52: Indiana’s Early Learning Development Framework. INTRODUCTION

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: HighScope Press.

Page 53: Indiana’s Early Learning Development Framework. INTRODUCTION

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

Page 54: Indiana’s Early Learning Development Framework. INTRODUCTION

Put it Together

Page 55: Indiana’s Early Learning Development Framework. INTRODUCTION

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

Page 56: Indiana’s Early Learning Development Framework. INTRODUCTION

Let’s Build It!

Page 57: Indiana’s Early Learning Development Framework. INTRODUCTION

Your Intentionality

Page 58: Indiana’s Early Learning Development Framework. INTRODUCTION

Wrapping it Up

Page 59: Indiana’s Early Learning Development Framework. INTRODUCTION

www.doe.in.gov/earlylearning

http://www.doe.in.gov/earlylearning
Page 60: Indiana’s Early Learning Development Framework. INTRODUCTION

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

Page 61: Indiana’s Early Learning Development Framework. INTRODUCTION
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Page 63: Indiana’s Early Learning Development Framework. INTRODUCTION

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