Module 3: Promoting Positive Relationships

1. Effective Teacher Practices Supporting the North Carolina Foundations for Early Learning and Development 2018 Module 3: Promoting Positive Relationships

2. Relationships Activity

3. Review of Pre-learning Assignment • Review instructional practices from self-assessment and share strategies. • Based on the results of your C:D:C, would you like to increase or decrease correcting? Directing? Connecting? • Brainstorm ways to modify your teaching style to foster development of the traits discussed in the article in the children you care for. • Discuss how you can change your daily schedule to enjoy more time connecting with individual children. • Discuss how you will share the article with parents and co-workers.

4. http://www.nap.edu/openbook.php?isbn=0309069882

5. Objectives • To understand how to effectively implement instructional practices related to building and maintaining positive relationships that promote children’s learning • To understand the importance of involving families in practices related to building and maintaining positive relationships that promote children’s learning

6. Objectives • To understand the importance of conducting formative assessment with children as they maintain and build positive relationships which promote learning • To understand the relationships between targeted instructional practices, NCFoundations for Early Learning and Development, and the NC Professional Teaching Standards

7. Impact of Relationships in Early Childhood

9. Impact of Relationships in Early Childhood

10. But how…?

11. Relationship Video

12. Effective Teaching PracticesSupporting Emotional-Social Development

13. Instructional Practices Checklist

14. Teaching Standards http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf

15. Foundations http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf

16. Relationship Video

18. iPoints

19. Foundations-NC Standard Course of Study Crosswalk • Children identify ways of making and keeping friends. Children form relationships and interact positively with other children. Kindergarten Older Preschool 19

20. Role Play • Form groups of four • Choose one person to play principal role • Choose one person to play teacher role • Choose two people to be observers / coaches • Role play conversation: • Principal voices concerns • Teacher answers concerns • Observers / coaches assist teacher

21. Play is Essential

22. Red Box Activity

23. Teaching Standards http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf

24. iPoints

25. Foundations http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf

26. Red Box Activity

27. Formative Assessment Where Am I Going? Formative Assessment Where Am I Now? How Do I Close the Gap?

28. Formative Assessment - Group At your tables, discuss: • What do you think the learning targets might have been for the red box activity for the group? • How might Doyle have defined the criteria for success for the group for this activity? What skill(s) would she wish to observe that would indicate that the group was successful in offering and/or receiving compliments? • What feedback did Doyle give the group? What other feedback might she have given? • How should Doyle change or adjust instruction for the group? What might be the next steps for this activity?

29. Formative Assessment - Individual At your tables, discuss: • What might be learning targets for TJ in the red box activity? • How might Doyle have defined success for TJ in this activity? What did you see him do? What is his skill level in offering a peer a compliment? • What feedback did Doyle give TJ? What other feedback might she have given him? • How should Doyle change or adjust instruction for TJ? What should be TJ’s “next steps” -- or how could she scaffold TJ to the next skill level?

30. Relationships with Families/Caregivers

31. Relationships with Staff Members

32. Reflective Thought

33. Post-learning Activity • Using Formative Assessment Reflection: • Select and observe child • Document skill level • Determine next steps • Family Engagement and Communication: • Share observation with family • Collaborate to develop targeted activities • Communication with Staff Members: • Share targeted activities with staff members • Determine data collection methods • Discuss your self assessment checklist and decide which instructional practice you are going to improve • Decide how you would like to change the amount of time you are directing , correcting or connecting.

34. “Every child needs one person who is crazyabout him.”

35. Questions?

36. References • Alexander, K. L., Entwisle, D. R., & Dauber, S. L. (1993). First grade classroom behavior: Its short-and long-term consequences for school performance, Child Development, 64(3), 801-814. • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (pp. 71-81). New York, NY: Academic Press. • Bronfenbrenner, U. (1994). Who cares for the children? In H. Nuba, M. Searson, D.L. Sheiman (Eds.), Resources for Early Childhood: A Handbook. New York, NY: Garland. • Center on the Social and Emotional Foundations for Early Learning. (n.d.). Retrieved from http://csefel.vanderbilt.edu/ • Dombro, A., Jablon, Johnson, & Ensler. (2015). Powerful Interactions. Retrieved from http://www.powerfulinteractions.com/ • Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191. • Hamre, B. K., & Pianta, R. C. (2001). Early teacher –child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72 (2), 625-638. • Luby, J., Belden, A., Botteron, K., Marrus, N., Harms, M.P., Babb, C., Nishino, T., Barch, D. (2013). The Effects of Poverty on Childhood Brain Development: The Mediating Effect of Caregiving and Stressful Life Events. JAMA Pediatrics, 167(12), 1135-1142. doi: 10.1001/jamapediatrics.2013.3139 • Noddings, N. (2014). The ethics of care and education. London: Innovation in Youth Work Conference. • NC Division of Child Development and Early Education. (2014, May 14). North Carolina Approved Early Childhood Formative Assessment Tools 2013. Retrieved from ncchildcare.nc.gov/general/whatsnew.asp.

37. References • NC FALCON. (n.d.). North Carolina’s formative assessment learning community’s online network. Retrieved from https://center.ncsu.edu/ncfalcon/ • North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Raleigh, NC: Author. Retrieved from http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf • Perry, B. D. & Pollard, R. (1997). Altered brain development following global neglect in early childhood. Society for Neuroscience: Proceedings from Annual Meeting. New Orleans, LA. Retrieved from http://www.juconicomparte.org/recursos/Altered_brain_development_ruu6.pdf • Pianta, R. B. (2008). Classroom effects on children's achievement trajectories in elementary school. American Education Research Journal, 45(2), 365-397 • Ritchie, S. &. Gutmann, L. (Eds.). (2014). FirstSchool: Transforming PreK-3rd Grade for African american, Latino, and Low-Income Children. New York, NY: Teachers College Press. • Shonkoff, D. J. (2000). From Neurons to Neigthborhoods: The Science of Early Childhood Development in 2000. Washington, D.C.: National Academy Press. • U.S. Department of Health and Human Services, Administration for Children and Families, and Office of Head Start. (2011). The Head Start Parent, Family, and Community Engagement Framework. Arlington, VA: Head Start Resource Center. Retrieved from: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family/resources.html