Early Years Bulletin
Winter 2016 vol 4 no 2
Focus on Infants & Toddlers editors: Nur Tanyel and Laura Hooks
The Role of Teacher Education Programs in Infant Toddler Care: Educating Preservice Teachers to Work With Our Youngest Learners By Tracey K. Hoffman, Department of Education and Society, Miami University Oliver is sitting with the support of a cushion behind him and is holding a plastic ring in his hands. At seven months old, he is attempting to crawl by scooting on his tummy to a nearby object. When he is interacting with his caregivers, he babbles and imitates the sounds they make and he is holding eye contact for longer periods of time. Oliver shows a strong attachment to his father when he is dropped off at child care in the morning, becoming distressed and upset when Dad leaves. However, he is quickly soothed when his primary caregiver comes to reassure and hold him. Down the hall in a preschool classroom, Shawnda is jumping over a small bridge she has constructed with wooden blocks. She and a peer are building a series of block structures in the block building area of the classroom. At 3 years old, Shawnda has a vocabulary of over 200 words, including adjectives and complex words. She exhibits egocentrism in her behavior during her play, but she is learning to share and take turns during circle time and when doing activities in classroom centers.
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liver and Shawnda provide two illustrating the vast differences between the developmental skills and play behaviors of infants, toddlers, and preschoolers. Teaching and caring for infants and toddlers requires a unique set of skills compared to working with preschool or school-age children. Preservice teachers need a strong knowledge base in infant and toddler development in order to fully understand the development of older children. Undergraduate and associate degree programs in early childhood education at colleges and universities
throughout the United States typically provide a greater focus on children from prekindergarten to the early elementary grades (Rechia & Shin, 2010). This reflects a gap in teacher education programs, since the foundation of early learning occurs during the first three years of a child’s life. Teaching experiences in infant and toddler programs can provide preservice educators with a unique look at the differences in how adults and teachers respond and interact differently with infants compared to preschool or school-age children (Lally & Mangione, 2006). The aim of this article is to discuss the importance of including infant and toddler teaching experiences in early childhood teacher education programs. In addition, the need for high-quality infant and toddler teachers will be examined. The Role of Early Childhood Teacher Education Programs A common perception exists that infant and toddler teacher preparation programs are less rigorous than
Contents
p. 5 - Children’s Books
p. 7 - Focus on Pre-K & K
p. 11 - Activities for the Classroom
Early Years Bulletin programs focusing on older children. However, a qualified workforce of well-educated infant and toddler teachers is needed to help improve developmental outcomes in the early learning years. Competent teachers will nurture the children in their care and guide them to negotiate transitions throughout their lives (Manning, 2014). Student teaching and field experiences are also crucial components of early childhood teacher education programs. Instead of increasing the number of experiences in prekindergarten–3rd-grade settings, preservice teachers should have the opportunity to see the bigger picture of child development, beginning with infant and toddler programs. Ten days is the minimum recommended amount of time that preservice teachers need to gain the knowledge, skills, and experience required to work with infants and toddlers (Garvis & Manning, 2015). Research also has shown that preservice teachers completing fieldwork with infants and toddlers for at least one semester discovered new ideas and skills they would not have gained in a traditional classroom setting (Beck, 2013). As the prekindergarten coordinator at a higher education university in the midwestern United States, I coordinate field and student teaching experiences for students in the prekindergarten education program. All students in the prekindergarten associate degree program are required to complete two separate (160 hour) student teaching experiences for the completion of their degree. One of these placements is done in an infant/toddler program and the other is in a preschool classroom. The infant/toddler placement is typically located in a local child care setting, with children ranging in ages from birth-3 years old. With the guidance of their cooperating teacher and university supervisor, student teachers are required to plan developmentally appropriate activities for all of the infants and/or toddlers in the classroom, along with providing a nurturing learning environment. An additional requirement for students completing their infant/toddler student teaching is to take part in parent-teacher conferences and/or participate with the communication process between families and their cooperating teacher. This opportunity gives the preservice teachers an opportunity to witness numerous examples of family-centered care. The goal is for students to leave their student teaching classroom with a solid foundation of the unique
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Winter 2016 requirements of caring for and educating infants and toddlers. In addition to completing field work and student teaching in infant toddler settings, my university requires students in the associate degree program to complete a course in the area of infant toddler caregiving and supervision. This course offers practical suggestions on how to work effectively with children birth-3 years old. Preservice teachers taking this course also have an opportunity to complete an extensive developmental profile to examine the developmental milestones of an infant or toddler in a home or child care setting. This experience gives students a hands-on look at the developmental strengths and weaknesses of the children they are observing. Students are often amazed by how quickly children learn skills and concepts at this young age. Although this information can be found in a book, firsthand experiences are needed to fully understand. Students who took this course have shared that they feel more prepared and equipped to begin teaching and working with infants and toddlers in their future careers. Infant and toddler teachers typically have more dayto-day contact with families compared to teachers working with preschool or school-age children (Norris, 2010). Ideally, caregivers and families use this time to communicate behavioral patterns and routines, in an effort to provide more continuity between home and child care settings. College and university courses should focus on communication skills with diverse families and are an important aspect of the college curriculum when working with infant and toddlers. In addition, colleges and universities should offer field experiences that provide opportunities for preservice teachers to interact and communicate with parents and families from a variety of ethnic and cultural backgrounds (Isenberg, 2000; Lim & A’Ole-Boune, 2005). Working with families effectively is a skill that all teachers should possess. The Need for High-Quality Infant and Toddler Teachers Highly qualified teachers are important at every age, but particularly during the infant and toddler years (Duncan & Magnuson, 2013). All teachers, regardless of age or grade, are charged with the important mission to implement developmentally appropriate educational experiences for all learners. The lack of education and
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Early Years Bulletin
training for child care teachers has resulted in marginal quality of child care programs throughout the United States (Peisner-Feinberg et al., 2001). The majority of states do not always require college degrees or preservice training for those who are working in infant and toddler classrooms (Ackerman, 2004). Therefore, classrooms may have teachers with a wide range of education and experience. Due to the significant proportion of children in non-parental care and the importance of early experiences for development, a teacher’s ability to improve a child’s overall development is crucial (Rosenthal, Crowley, & Curry, 2009). The interactions that take place in early care settings and at home during the first three years of child’s life lay the foundation for development in all areas, such as cognitive, language, and social/emotional development (Bowman, Donovan, & Burns, 2001). The higher the quality of instruction is for children ages 6 to 36 months of age, the better their language and cognitive scores (Burchinal et al., 2000). Studies of child care quality, including infant care, assert that higher paid professionals provide higher quality care (Whitebook, 2003). However, early childhood educators are typically the least paid professionals in the teaching field, especially in regard to infant toddler care (Nelson, 2001). Since teachers of preschool and school-age children tend to receive better pay on average than infant and toddler teachers, the salary discrepancy may discourage preservice teachers from seeking employment opportunities teaching infants and toddlers (Raikes et al., 2003). With federal and state initiatives requiring more education and training for those teaching and caring for our youngest learners, child care teachers are returning to college to obtain their degree in education. Step Up to Quality (SUTQ) in Ohio is a five star quality and improvement rating system administered by the Ohio Department of Education (ODE) and the Ohio Department of Job and Family Services (ODJFS). The SUTQ standards include four domains: (1) Learning and Development, (2) Administrative and Leadership Practices, (3) Staff Qualifications and Professional Development, and (4) Family and Community Partnerships. Each domain has several sub-domains, with specific standard statements related to each topic. The goal of SUTQ is to provide a definition of quality, inclusive of all program types in Ohio, which is
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measureable and provides the flexibility necessary for early learning and development programs to provide high levels of quality. SUTQ will have a positive impact by helping to increase the number of highly educated teachers caring for children birth-5 years old. Since SUTQ encourages child care centers to have teachers with at least an associate degree, the outcome will be a higher level of quality for teaching practices and instruction. Ohio’s Early Childhood Core Knowledge and Competencies (EC-CKC, 2015) is another important document that describes specific guidelines and recommendations for best practice for individuals working with young children. EC-CKC describes the critical areas of knowledge and learning that are necessary for preservice teachers to discern and implement in their infant and toddler classrooms. The six content areas covered in this document are (1) Child Growth & Development, (2) Family & Community Relations, (3) Health, Safety, & Nutrition, (4) Child Observation & Assessment, (5) Professionalism, and (6) Learning Environments & Experiences. Each content area has three competency levels: Level 1 (entry level professionals), Level 2 (experienced level professionals), and Level 3 (advanced level professionals). This document is a valuable resource to help guide the instruction and teaching methods in early childhood teacher education programs throughout the state of Ohio. Conclusion Infant and toddler teachers who are competent in providing developmentally appropriate activities and experiences for the children in their care can have a significant impact on child development (Bredekamp & Copple, 2009). Providing high-quality care also leads to positive developmental outcomes for children in the areas of cognitive and social development (Peisner-Feinberg et al., 2001). Given the importance of experiences during the early years of a child’s life, it is crucial that highly qualified and well-educated teachers are able to care for and nurture their development. Early childhood teacher education programs have a strong influence on the teaching practices and quality interactions of young children’s experiences in early childhood settings (Ackerman, 2005). The skills needed to work with infants and toddlers are highly specific
Early Years Bulletin
and cannot be taught in accordance with standard educational training (Manning-Morton, 2006). Therefore, these skills must be taught through meaningful interactions and experiences in infant and toddler classrooms. References Ackerman, D. J. (2004). States’ efforts in improving the qualifications of early care and education teachers. Education Policy, 18, 311-337. Ackerman, D. J. (2005). Getting teachers from here to there: Examining issues related to an early care and education teacher policy. Early Childhood Research and Practice, 7(1), 1-17. Beck, L. M. (2013). Fieldwork with infants: What preservice teachers can learn from taking care of babies. Journal of Early Childhood Teacher Education, 34, 7-22. Bowman, B. T., Donovan, M. S., & Burns, M. S. (Eds.). (2001). Eager to learn: Educating our preschoolers. Washington, DC: Committee on Early Childhood Pedagogy, National Research Council. ED 447 963 Bredekamp, S., & Copple, C. (2009). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children. Burchinal, M. R., Roberts, J. E., Riggins, R., Jr., Zeisel, S. A., Neebe, E., & Bryant, D. (2000). Relating quality of center-based child care to early cognitive and language development longitudinally. Child Development, 71, 339-357. Duncan, G. J., & Magnuson, K. (2013). Investing in preschool programs. The Journal of Economic Perspectives, 27(2), 109132. Garvis, S., & Manning, M. (2015). Do master early childhood teacher education programs provide adequate coverage of infants and toddlers? A review of content. Australian Journal of Teacher Education, 40(8), 164-175. Isenberg, J. P. (2000). The state of the art in early childhood professional preparation. In D. Horm-Wingerd, M. Hyson, & N. Karp (Eds.), New teachers for a new century: The future of early childhood professional preparation (pp. 17-52). Washington DC: National Institute on Early Childhood Development and Education, U.S. Department of Education. Lally, J. R., & Mangione, P. (2006). The uniqueness of infancy demands a responsive approach to care. Young Children, 61(4), 14-20.
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Lim, C., & A’Ole-Boune, H. (2005). Diversity competencies within early childhood teacher preparation: Innovative practices and future directions. Journal of Early Childhood Teacher Education, 26(3), 225-238. Manning, M. (2014). Developmental interventions on children and familial well-being. In S. Garvis & D. Pendergast (Eds.), Health and well-being in the early years. Cambridge, England: Cambridge University Press. Manning-Morton, J. (2006). The personal is professional: Professionalism and the birth-3 practitioner. Contemporary Issues in Early Childhood, 7(1), 45-52. Nelson, J. A. (2001). Why are early education and child care wages so low? A critical guide to common explanations. New York, NY: Foundation for Child Development Working Paper Series. Norris, D. J. (2010). Raising the educational requirements for teachers in infant toddler classrooms: Implications for institutions of higher education. Journal of Early Childhood Teacher Education, 31, 146-158. Ohio’s Early Childhood Core Knowledge and Competencies. (2015). Retrieved from http://www.earlychildhoodohio.org/ files/resources/CoreKnowledge.pdf Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., & Yazejian, N. (2001). The relation of preschool child-care quality to children’s cognitive and social development trajectories through second grade. Child Development, 72, 1534-1553. Raikes, H., Wilcox, B., Peterson, C., Hegland, S., Atwater, J., Summers, J., . . . Raikes, A. (2003). Child care quality and workforce characteristics in four midwestern states. Lincoln, NE: Midwest Child Care Research Consortium and the Gallup Organization. Recchia, S. L., & Shin, M. (2010). Baby teachers: How pre-service early childhood students transform their conceptions of teaching and learning through an infant practicum. Early Years: An International Journal of Research and Development, 30(2), 135-145. Rosenthal, S. R., Crowley, A. A., & Curry, L. (2009). Promoting child development and behavioral health: Family child care providers’ perspectives. Journal of Pediatric Health, September/October, 289-297. Whitebrook, M. (2003). Early education: Higher teacher qualifications for better learning environments—A review of the literature. Berkley, CA: Center for the Study of Child Care Employment.
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Early Years Bulletin
Children’s Books By Jeremy Winters, Middle Tennessee State University
Joose, Barbara EVERMORE DRAGON. ISBN 0763668826. Somerville, MA: Candlewick Press, 2015. 32 pp. $15.99. Dragon is a good hider and a good friend. This semi-rhyming book has a tale of a game between dragon and a girl. As you turn the pages, you see the adventures as each hides and then hunts for the other. Ages 3-7.
Wood, Audrey THE FULL MOON AT THE NAPPING HOUSE. ISBN 0544308328. New York, NY: Houghton Mifflin Harcourt Books for Young Readers, 2015. 32 pp. $17.99. If you loved The Napping House, you will love this book as well. This story involves a lot of restless people and animals. This building story provides a great way for children to learn to read or improve on reading. Ages 4-7.
Berger, Carin FINDING SPRING. ISBN 0062250191. New York, NY: Greenwillow Books, 2015. 40 pp. $17.99. Maurice is persistent in the pursuit of Spring. This bear is very excited to see Spring for the first time. As Maurice is looking, he encounters other animals along the way. Maurice even thinks that snow indicates Spring. But in the end, persistence pays off. In addition to the story, the illustrations in this book are amazing. Ages 4-8.
Paul, Alison THE PLAN. ISBN 0544283333. New York, NY: Houghton Mifflin Harcourt Books for Young Readers, 2015. 32 pp. $17.99. This book takes the readers on a moving journey with just one change of a letter each page. The illustrations tell the moving story of how plan turns to pain and back to plan again. This interesting word trail would be great to explore with students to deepen their vocabulary. Ages 4-7.
Long, Ethan MS. SPELL. ISBN 0823432920. New York, NY: Holiday House, 2015. 32 pp. $14.91. Ever dreamed of a spelling class where your words and sentences come alive? Ms. Spell’s class does. The adventure begins as the class reviews its spelling words. Several ideas come out that can help children to think about spelling and how to be better spellers. Ages 6-10. Schneider, Antonie MR. HAPPY & MISS GRIMM. ISBN 0823431983. New York, NY: Holiday House, 2015. 32 pp. $16.95. Are you working with children on opposites? Mr. Happy and Miss Grimm provide a great start to the discussion. This book also shows the reader that no one is incapable of being happy. Ages 5-7.
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Pinkwater, Daniel BEAR AND BUNNY. ISBN 0763671533. Somerville, MA: Candlewick Press, 2015. 40 pp. $15.99. Bear and Bunny are a little confused. Each thinks the other is an animal like them. I guess no one every taught them how to identify animals. They are best of friends though. This story would be great to initiate a conversation about how you know what something is. In this story, bear says a frog is a cat, but how do you know it is not? Ages 2-5. Eldarova, Sofia BUILDER MOUSE. ISBN 0544357663. New York, NY: Houghton Mifflin Harcourt Books for Young Readers, 2016. 32 pp. $16.99. Looking for a story to inspire the next architect? This mouse will help you to do that. This book
Early Years Bulletin
Winter 2016
Voake, Charlotte MELISSA’S OCTOPUS AND OTHER UNSUITABLE PETS. ISBN 0763674818. Somerville, MA: Candlewick Press, 2015. 32 pp. $16.99. Have you ever thought about what might be the worst possible pet? This author did, and put it in this very funny and imaginative book. Children might have a few more ideas that they can add to this list. Ages 3-7.
would be a great lesson starter for a design and build project. You could discuss the objects that are used to build as well as what the mouse might build in future. Ages 4-7. Christie, R. Gregory MOUSETROPOLIS. ISBN 0823423190. New York, NY: Holiday House, 2015. 32 pp. $16.95. This tale of city mouse, country mouse contains great illustrations of each mouse’s journey to the other’s home. This tale allows readers to see that sometimes home is the best place. Not to take away from the adventure that can be had, but sometimes a person’s favorite part of a trip is returning home. Ages 4-8.
Deedman, Heidi TOO MANY TOYS. ISBN 0763678619. Somerville, MA: Candlewick Press, 2015. 32 pp. $15.99. Most kids would love to have the problem that Lulu has—too many toys! It did not happen all at once, but over time. Lulu is not sure what to do. She has so many toys that she can’t play with all of them, which makes her sad. So, Lulu teaches her readers a great lesson about giving. This book could help children see that generosity is better than greed. Ages 4-6.
Gianferrari, Maria PENNY AND JELLY. ISBN 0544230140. New York, NY: Houghton Mifflin Harcourt Books for Young Readers, 2015. 32 pp. $16.99. Penny is struggling to find her talent. With the help of her dog, Jelly, she tries a lot of different things. This story teaches about perseverance and friendship as Penny seeks to find something to do for the talent show. Ages 4-7.
Parkinson, Kate GRACE. ISBN 0823432076. Somerville, MA: Candlewick Press, 2015. 24 pp. $14.95. Never give up is the lesson that Grace is trying to teach readers. She also teaches readers that even if you aren’t great at one thing, there is always something that you are good at. To know what Grace is good at, you will have to read and find out. Ages 4-6.
Vernick, Audrey FIRST GRADE DROPOUT. ISBN 9780544129856. New York, NY: Houghton Mifflin Harcourt Books for Young Readers, 2015. 32 pp. $16.99. Have you ever done something so embarrassing that you did not want to be seen again? So has the main character in this book. After being embarrassed at school, he thinks of all the things he can do to never go back. Eventually, with the help of his best friend and the “junk shot,” he realizes that nothing is so bad that you can’t get past it. Ages 3-6.
Green, Rod EMERGENCY VEHICLES. ISBN 0763679593. Somerville, MA: Templar Books, 2015. 16 pp. $15.99. This informative flap book contains a lot of facts about a variety of emergency vehicles. This is a great book for any child who wants to learn more about these vehicles in a fun way. The book would be interesting to all children, but the reading difficulty is more for older children. Ages 5-9.
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Early Years Bulletin
Focus on Pre-K & K editors: Jennifer Baumgartner and Cynthia F. DiCarlo
Social Studies Surprises Found in the Garden By Erin Casey, Ph.D. and Cynthia F. DiCarlo, Ph.D., School of Education at Louisiana State University
“It’s our garden and it lives in Louisiana.” –Jack, 4 years old. Jack loves his school garden. He is proud of it. He’s taken turns watering and weeding. He’s watched the ants and caterpillars that live there. He’s measured the growing shoots from the seeds he and his friends have planted. His actions naturally lend themselves to understandings in science and math; surprisingly, his love of the garden also has fostered deeper connections to his culture and community because his school focused on including crops from their state in addition to other typical school garden plants. This small addition widened the typical learning opportunities a school garden offers to include social studies connections. Thus, connections to his community as well as many other understandings in social studies can be grown and nurtured in a school garden.
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any skills can be embedded within a gardening project. The most obvious are language, science, and math objectives. With planning and facilitation, we can also teach children about the world around them through the lens of social studies. It is a widely understood practice in early childhood that children learn best when the content is relevant to their everyday lives. This connection helps them to find meaning and integrate new ideas into their current cognitive structures, which Piaget defined as assimilation (Piaget & Cook, 1952), through hands-on engagement with materials. Best practice stipulates that teachers should create engaging environments for young children within the context of a constructivist classroom to encourage child exploration and discovery. Increasingly, professional organizations such as the National Association for the Education of Young Children are encouraging teachers to bring the classroom outdoors through the creation of learning centers on playgrounds, using the same careful approach to design as is used
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inside the classroom (Bass-Nichols & Carnes, 2013). These outdoor learning spaces can provide children with a wealth of opportunities for learning. One such outdoor center is a classroom garden. Gardens can provide children opportunities to practice skills across developmental domains. Just the introduction of new materials and activities provide children with new vocabulary and an abundance of opportunity for social interaction. Using tools such as a spade or trowel and discussing the actions of planting, weeding, and observing helps develop language and discussion. Explorations of science objectives, such as the parts of a plant and the growth cycle, and math objectives, by measuring plant growth, can be easily interwoven into the garden experiences and routines and are common garden practices. Some educators might be surprised, however, by the readily present opportunities for other concepts to be taught through a garden center. One study (Casey & DiCarlo, 2016), which was set in Louisiana, used a garden featuring local crops and typical herbs and spices to introduce the idea of where food comes and focused on plants typical to the region and culture to develop the children’s sense of place. What are the social studies connections that can be grown with a garden? The National Council for the Social Studies (NCSS) is the world’s largest association dedicated to leadership, service, and support of social studies education. In 2010, NCSS released a curriculum framework that provides 10 themes for deliberation and planning of the pre-K-12 social studies curriculum. NCSS advises educators to use the themes to organize knowledge about the human experience in the world at a level developmentally appropriate for the children they serve. Because of their universal qualities, these 10 themes can be addressed in multiple ways through a garden center
Early Years Bulletin
Winter 2016
NCSS Themes of Social Studies 1
CULTURE - Social studies programs should include experiences that provide for the study of culture and cultural diversity.
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TIME, CONTINUITY, AND CHANGE - Social studies programs should include experiences that provide for the study of the past and its legacy.
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PEOPLE, PLACES, AND ENVIRONMENTS - Social studies programs should include experiences that provide for the study of people, places, and environments.
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INDIVIDUAL DEVELOPMENT AND IDENTITY - Social studies programs should include experiences that provide for the study of individual development and identity.
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INDIVIDUALS, GROUPS, AND INSTITUTIONS - Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.
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POWER, AUTHORITY, AND GOVERNANCE - Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance.
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PRODUCTION, DISTRIBUTION, AND CONSUMPTION - Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services.
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SCIENCE, TECHNOLOGY, AND SOCIETY - Social studies programs should include experiences that provide for the study of relationships among science, technology, and society.
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GLOBAL CONNECTIONS - Social studies programs should include experiences that provide for the study of global connections and interdependence.
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CIVIC IDEALS AND PRACTICES - Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.
if careful planning is used in organization and routines. The garden study conducted by Casey and DiCarlo (2016) specifically featured plants grown in Louisiana (the study’s site) because of the connections that could be facilitated regarding using plants relevant to the climate and economy of the preschool setting. No matter what plants a teacher might choose for a garden project, a small addition of regional plants could further enhance the development of social studies learning. The following headings represent social studies concepts that the garden center can develop, including the connections to the NCSS themes. Plant Care and Growth A common rationale for a garden curriculum is to increase children’s knowledge of plant growth and to create a sense of responsibility and understanding about children’s impact on the environment. These
objectives can be achieved by having children chart and document plant growth and by assigning jobs related to watering and weeding the garden. Through careful questioning and interaction, adults can facilitate children’s understanding about their direct impact on the garden. The NCSS theme 2, Time, Continuity, and Space, focuses on children in earlier grades being able to locate themselves in time and space as they gain experience establishing a sense of order and time. By noting how the plants have changed over time, children can begin to develop this concept. Some are still little. They will grow a little bit taller like this one. These blueberries aren’t done growing yet, they are green and they are getting ready to bloom. (Casey & DiCarlo, 2016)
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Early Years Bulletin Garden Plants as Food When a garden features plants that can be consumed after they have grown, children can make the identification that plants are food. This concept connects to NCSS theme 7, Production, Distribution, and Consumption. Understanding principles of economics is at the root of this theme. Children need to explore how goods are made, delivered, and used. Experiencing the process of growing and then consuming a plant will contribute to this important concept, which then might add to later understanding of availability and scarcity (Seefeldt, Castle, & Falconer, 2014).
Theme 3, People, Places, and Environments, can be applied to plant care and growth because it focuses on the study of humans and their relationship with the physical world. They can begin their understanding of their own impact on the environment. I just planted a lot, a lot, a lot, a lot, a lot of water and then it growed taller. (Casey & DiCarlo, 2016) Assigning jobs and responsibilities for watering and weeding needed for plant care and growth will contribute to the development of Theme 10, Civic Ideals and Practices. Working together to contribute to the overall common good of the garden can lead to a later understanding of civic ideals and practices.
I ate rosemary too! And chocolate mint and ice cream! Yum!!! When they grow, I make stone soup. I think in December they are gonna be ready to eat. (Casey & DiCarlo, 2016)
We just planted that seed. Well, it was a pumpkin for a little while, then it turned into . . . you see . . . then we put water in it and then it growed. Grow them. Water them. Yea, every week we have different jobs. (Casey & DiCarlo, 2016)
State Garden Topics In Casey and DiCarlo’s (2016) study featuring Louisiana crops, the children’s garden included a large sign with the state’s shape and simple pictures representing the garden plants. These same pictures were attached to small stakes near those plants in the garden. These items helped students connect the plants to the state and facilitated conversation about the foods used in local cuisine and culture. NCSS themes 1 and 4, Culture and Individual Development and Identity, respectively, are developed through the focus on a region’s typical food crops and plants. By identifying foods from the surrounding culture, students begin to understand culturally based likenesses and differences, which they can use later to compare cultures within and beyond their immediate community. Cultural development then adds to the development of personal identity and fosters connections to families, peers, school, and community. Additionally, instruction based on why regional plants thrive in a certain climate will foster the growth of NCSS theme 3 People, Places, and Environment. This theme calls for the study of the significance of location and the effects of the environment, which will later transfer to higher-level geographical concepts.
Identifying Life in the Garden The garden center offers many opportunities for observation of the natural world. Children will begin to note not only the variety of plants and the changes in them, but also any insects, such as butterflies, worms, and ants, that live in the garden. This contributes easily to NCSS theme 3, People, Places, and Environments, as well as NCSS theme 8, Science, Technology, and Society, as it connects science with social studies. Theme 8 connects the field of natural and physical science to decisionmaking on societal issues. As they notice the inhabitants of the garden, children might consider the effects their interactions with the garden have on them. There’s flowers and dirt . . . and there’s sugar cane and there’s blueberries. And there’s some rosemary and spicy beans and some more spicy beans and some pine straw. We have lots of plants right there and there. Butterflies need gardens because they need their nectar they gets to fly really strong. Hey look, there is a caterpillar! (Casey & DiCarlo, 2016)
These plants grow really well in Louisiana so they put some more little signs on there so you know what those
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signs have which plant on them. Lots of plants that need to be hot grow here. It’s our garden and it lives in Louisiana. (Casey & DiCarlo, 2016)
brother like that. They don’t have . . . they need a garden. Because it makes people think. I don’t have any food at my house growing, just plants. (Casey & DiCarlo, 2016)
Importance of School Garden A garden center can foster a sense of pride in the children who work within it. As they continue to work in the garden, they will feel a sense of ownership; as they see the impact of their efforts, they will believe in the importance of having a garden. Once again, NCSS theme 4, Individual Development and Identity, can emerge as they value their own contributions to the garden and equate its presence with their success and enjoyment of being a part of the school environment. There is also potential to increase children’s understanding of NCSS theme 5, Individuals, Groups, and Institutions, within a garden center. In this theme, young children develop understanding about the institutions that affect their lives and influence their understanding, which will lead to later connections about the importance schools, and other organizations, have on society and people’s lives. I like having a lot of plants at my school. At my school . . . at my friend’s school, my other sisters and
Garden centers are full of learning opportunities for young children. Through careful planning and consideration, teachers can craft outdoor gardens that can go beyond addressing the typically expected objectives and also grow unexpected connections in social studies concepts. What a pleasant surprise! References Bass-Nichols, M., & Carnes, K. (2013). Becoming a Nature Explore classroom. Teaching Young Children, 7(1), 14-17. Casey, E., & DiCarlo, C. F. (2016). Louisiana Garden Project. Unpublished raw data. National Council for the Social Studies. (n.d.). National curriculum standards for social studies: Chapter 2—The themes of social studies. Retrieved from http://www.socialstudies.org/ standards/strands Piaget, J., & Cook, M. T. (1952). The origins of intelligence in children. New York, NY: International University Press. Seefeldt, C., Castle, S., & Falconer, R. C. (2014). Social studies for the preschool/primary child (9th ed.) Boston, MA: Pearson.
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Early Years Bulletin
Activities for the Classroom editors: Patricia A. Crawford and April A. Mattix Foster
Connecting Home and School for English Language Learners The following “Activities for the Classroom” column was submitted by Kathleen A. Ramos and April A. Mattix Foster, Assistant Professors of Teaching Culturally, Linguistically Diverse and Exceptional Learners at George Mason University.
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esearch demonstrates positive connections between parent involvement and student success. Among other benefits, students with involved parents tend to do better in school and have more positive attitudes about it. As the number of English language learners (ELLs) in U.S. classrooms is increasing, teachers and schools alike need to find ways to ensure the home-school connection between ELL parents and the classroom is strong. This article presents several ideas for teachers who are looking to continue opening pathways for ELL parent involvement in the classroom.
a time of celebration. Parents can be invited to share the recipe for their child’s favorite dish. The children can draw a picture of the tasty treat and engage in writing a brief description about when the dish is enjoyed at home and why they like it. This activity can extend to having families prepare the dish and bring it into school for a celebration. Parents can write short blurbs about why the dish is a memorable one for their children, and the parent-child descriptions, drawings, and photos can be compiled into a multicultural cookbook! This activity combines literacy and the arts and honors families’ traditional foods.
Multilingual Story Sharing Invite parents into the classroom to read children’s literature from their culture—in their language. For the native English speakers in the classroom, this is a wonderful opportunity to learn to appreciate new languages, and to help understand what learning is like when their home language is not the mode of instruction. For ELL students, this is an opportunity to have their home languages highlighted and instill the value of his or her language. Parents can be invited to contribute a book in their first language (L1), with which their child is highly familiar, to the classroom library. In this way, even emergent readers can connect with a familiar book and “read” by retelling the story through the pictures during some independent activity time.
Create a Space for Sharing Cultural Beliefs and Practices Teachers whose classrooms include young ELLs benefit from knowing the beliefs and practices that are important to their learners’ families. This knowledge includes understanding what families want their children to learn and achieve. Teachers can open the door to sharing these insights by making a little book to highlight something significant about their own cultural beliefs and sharing their hopes for what the children can learn and achieve that year. Families can be given the materials and framework for creating a similar portrayal of a closely held cultural belief and a learning goal for their children. This simple activity provides invites family voices and provides teachers with valuable insights about each child.
Make a Multicultural Cookbook Early childhood educators can ask young ELLs and native English-speaking children to talk with their parents or caregivers about a favorite food they enjoy eating during
Encourage Language and Literacy Activities in the L1 at Home Due to demanding work schedules or lack of access to transportation, many parents of young ELLs prefer home-
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Early Years Bulletin based language and literacy engagement. As culturally responsive educators know, oral language skills in the L1 provide a foundation for language and literacy learning in English. Teachers can share myriad activities that ELLs’ parents/caregivers can practice at home in their native language. For examples, teachers can share rotating sets of books in a family’s L1 that parents and children can read, bilingual picture dictionaries that can be used to foster thematic vocabulary learning, and monthly science calendars with outside activities and experiments using common household items that can be enjoyed together through interaction in the home language. Teachers also can provide a link to an international children’s library with digital texts in multiple languages (http:// en.childrenslibrary.org/index.shtml). Connect! Face-to-Face and Online Engaging with diverse families means thinking outside the box! Parents from the same cultural and language group may appreciate an opportunity for a group meeting with the teacher. A bilingual parent may serve as a translator or a community translator can be found. Teachers also can arrange to hold group gatherings in community settings. During these events, the teacher can model language and literacy activities that can be practiced at home, an effective pathway to fostering parent-child engagement outside of school. This effort also opens a social networking space where families from shared cultures and languages can connect and interact. Teachers also may use new technology, such as the Class Dojo app, to stay in touch with parents and share classroom activities, photos of a child’s work, or updates about a child’s special accomplishments with busy parents via their cell phones. Such creative outreach options can enhance families’ sense of belonging and participation in their child’s education. Early Years Bulletin is published quarterly by the Association for Childhood Education International, 1200 18th St., N.W., Suite 700, Washington, DC 20036.
Winter 2016 Additional Resources A Guide for Engaging ELL Families: Twenty Strategies for School Leaders: www.colorincolorado.org/guide/guide-engaging-ellfamilies-twenty-strategies-school-leaders Eight Strategies for Preschool ELLs’ Language and Literacy Development: www.colorincolorado.org/article/8-strategiespreschool-ells-language-and-literacy-development Head Start - Cultural and Linguistic Responsiveness: https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/culturallinguistic Too Small to Fail: http://toosmall.org/ Welcoming the ELL Parent Into the Classroom: www.nea.org/home/37022.htm Further Reading Barrueco, S., Smith, S., & Stephens, S. (2015). Supporting parent engagement in linguistically diverse families to promote young children’s learning: Implications for early care and education policy. New York, NY: Child Care & Early Education Research Connections. Ferguson, C. (2005). Reaching out to diverse populations: What schools can do to foster family-school connections. National Center for Family & Community Connections with Schools. Southwest Educational Development Laboratory. http:// www.sedl.org/connections/resources/bibsearch.html Im, J., Parlakian, R., & Sánchez, S. (2007). Understanding the influence of cultural on caregiving practices . . . from the inside out. Beyond the Journal, Young Children on the Web, 1-3. www.journal.naeyc.org/search Purnell, P., Ali, P., Begum, N., & Carter, M. (2007). Windows, bridges and mirrors: Building culturally responsive early childhood classrooms through the integration of literacy and the arts. Early Childhood Education Journal, 34(6), 419-424.
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Articles rdo not necessarily reflect positions taken by the Association for Childhood Education International. Copyright © 2016 by the Association for Childhood Education International. No permission is needed to reproduce materials for education purposes.
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