Introduction to the Framework

1. Introduction to the Framework Unit 1 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/

2. California Preschool Curriculum Framework Provides: • Principles • Key components of curriculum planning • Descriptions of routines, environments, and materials • Strategies for building on children’s knowledge, skills, and interests Unit 1 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/

3. California Preschool Curriculum Framework • What does a framework provide when these components of curriculum are considered in curriculum planning and put into practice? Unit 1 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/

4. California Preschool Curriculum Framework • What would the eight overarching principles provide? • What would a consistent planning process provide? • What would consideration of materials and environments provide? • What would consideration of interactions and strategies provide? Unit 1 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/

5. California Preschool Curriculum Framework • Where were new insights for you in this exercise? • What are some continuing challenges with the idea of a curriculum framework? • What additional information would you like to know that relates to the idea of a curriculum framework? • What would you need to do to get that information? Unit 1 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/

6. Getting to Know the Organization of the California Preschool Curriculum Framework, Volume 1 Unit 1 - Key Topic 1 http://www.wested.org/facultyinitiative/

7. Unit 1 - Key Topic 1 http://www.wested.org/facultyinitiative/

8. Organization of the Framework • In your section, what was new? • In your section, what was familiar? • What did you hear from someone else’s section that was new? • What did you hear from someone else’s section that was familiar? • How does this apply to your work? Unit 1 - Key Topic 1 http://www.wested.org/facultyinitiative/

9. Organization of the Framework • Domain Guiding Principles • Environment and Materials • Summary of Strands and Substrands • Each of the Strands for This Domain • Each of the Substrands • Vignettes and Teachable Moments • Strategies and Interactions • Research Highlights • Engaging Families • Questions for Reflection Unit 1 - Key Topic 1 http://www.wested.org/facultyinitiative/

10. Organization of the Framework • What stands out for you about the domain chapters? • How would you describe the consistencies to a peer? • How would you describe the differences to a peer? Unit 1 - Key Topic 1 http://www.wested.org/facultyinitiative/

11. Organization of the Framework • What was new information in this key topic? • Did any of this new information surprise you? • What was familiar? • What additional information would you like to know that relates to this key topic? • How could you get that information? Unit 1 - Key Topic 1 http://www.wested.org/facultyinitiative/

12. Getting to Know the Eight Overarching Principles Unit 1 - Key Topic 2 http://www.wested.org/facultyinitiative/

13. Eight Overarching Principles in the California Preschool Curriculum Framework : • Are derived from research on what is effective practice and what supports children’s learning and development • Have guided the development of the curriculum framework and are intended to provide children individually, culturally, and linguistically responsive learning experiences and environments. (PCF, V1, p. 5) Unit 1 - Key Topic 2 http://www.wested.org/facultyinitiative/

14. Eight Overarching Principles • Relationships are central. • Play is a primary context for learning. • Learning is integrated. • Intentional teaching enhances children’s learning experiences. • Family and community partnerships create meaningful connections. • Individualization of learning includes all children. • Responsiveness to culture and language supports children’s learning. • Time for reflection and planning enhances teaching. http://www.wested.org/facultyinitiative/

15. Eight Overarching Principles • Were the key points mostly the same? • Where were there differences? • Did you agree or disagree with any that were different from yours? • Would you change any of yours after seeing any that are different? • What does this tell you about the eight overarching principles? Unit 1 - Key Topic 2 http://www.wested.org/facultyinitiative/

16. Eight Overarching Principles • How are relationships made central? • What evidence is there that play is a primary context for learning? • What do you see that suggests that learning is integrated? • What examples of intentional teaching have you seen? Unit 1 - Key Topic 2 http://www.wested.org/facultyinitiative/

17. Eight Overarching Principles • How are meaningful connections made with families and communities? • How are learning opportunities provided for all children as individuals? • How is children’s learning supported with responsiveness to culture and language? • Is there time for teachers to reflect and plan? Unit 1 - Key Topic 2 http://www.wested.org/facultyinitiative/

18. Eight Overarching Principles • What was new information in this key topic? • How did this new information surprise you? • What was familiar? • What additional information would you like to know that relates to this key topic? • How could you get that information? Unit 1 - Key Topic 2 http://www.wested.org/facultyinitiative/

19. Review the guiding principles in the following: • Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning, 2nd ed. (CDE, 2009) http://www.cde.ca.gov/sp/cd/re/documents/psenglearnersed2.pdf http://www.wested.org/facultyinitiative/

20. Review the guiding principles in the following: “Early Childhood Curriculum, Assessment, and Program Evaluation: Building an Effective, Accountable System in Programs for Children Birth through Age 8 .” Position statement with expanded resources by theNational Association for the Education of Young Children, 2003. (NAEYC) http://www.naeyc.org/positionstatements http://www.wested.org/facultyinitiative/

21. Compare the principles in each of the documents: • Where are the similarities? What do these similarities tell us about what is important in the field of early care and education? • Where are the differences? Why might there be these differences? Unit 1 - Key Topic 2 http://www.wested.org/facultyinitiative/

22. Getting to Know the Curriculum-Planning Process Unit 1 - Key Topic 3 http://www.wested.org/facultyinitiative/

23. The Curriculum-Planning Cycle Unit 1 - Key Topic 3 http://www.wested.org/facultyinitiative/

24. Components of the Curriculum- Planning Process: • Observation • Documentation • Reflection • Planning • Implementing • Partnering with families • Connecting to home and community Unit 1 - Key Topic 3 http://www.wested.org/facultyinitiative/

25. Curriculum-Planning Process • How are observations recorded? • How is reflection supported and facilitated? • How and when does planning occur? Who is involved? • How are families involved in the planning process? Unit 1 - Key Topic 3 http://www.wested.org/facultyinitiative/

26. Curriculum-Planning Process • Were there any new insights in this key topic? • How did this new information surprise you? • What was familiar? • How can you use this in your work now or in the future? • What additional information would you like to know that relates to this key topic? • How could you get that information? Unit 1 - Key Topic 3 http://www.wested.org/facultyinitiative/

27. Compare the curriculum-planning process: • Are the components the same? • Is the cycle the same? • Where are there differences? • What do these similarities and differences say about the curriculum-planning process in early care and education? Unit 1 - Key Topic 3 http://www.wested.org/facultyinitiative/

28. Getting to Know the California Early Learning and Development System Unit 2 - Key Topic 1 http://www.wested.org/facultyinitiative/

29. California Early Learning and Development System http://www.wested.org/facultyinitiative/

30. The Desired Results Assessment System consists of three parts: • The Desired Results Developmental Profile is used to document the progress of individual children. • The Desired Results Parent Survey is used to assess parent satisfaction with the early childhood program and to understand families’ strengths and needs. • The Environment Rating Scale is used to assess the quality of the learning environment. Unit 2 - Key Topic 1 http://www.wested.org/facultyinitiative/

31. The learning foundations tell us what children, with adequate support, typically learn and develop. • The DRDP is an observational assessment that provides a structure and a tool for recording an individual child’s development and documenting progress. • The curriculum framework provides an approach to support children’s learning as they grow and develop toward the foundations. Unit 2 - Key Topic 1 http://www.wested.org/facultyinitiative/

32. California Early Learning and Development System • Preschool Learning Foundations • Preschool Curriculum Framework • Desired Results Assessment System • Program Guidelines and Other Resources and Professional Development Unit 2 - Key Topic 1 http://www.wested.org/facultyinitiative/

33. California Early Learning and Development System • What stood out for you in the text you read? • What would you like to know more about? • Where might you find more information? • How will knowing about this affect your work now and in the future? Unit 2 - Key Topic 1 http://www.wested.org/facultyinitiative/

34. Social-Emotional Development Unit 3 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/

35. Social-Emotional Development • What do you remember that this person did or said that made you feel accepted? • Were there certain things you knew you could count on this person to do for you or help you with? • Can you remember a particular incident that made you know that you were totally accepted? Unit 3 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/

36. What did this teacher do or say that made you feel that way? • What does this mean for your teaching and work with young children? Unit 3 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/

37. Organization and Rationale of the Social-Emotional Development Domain Unit 3 - Key Topic 1 http://www.wested.org/facultyinitiative/

38. Unit 3 - Key Topic 1 http://www.wested.org/facultyinitiative/

39. Social-Emotional Development Domain • Many social-emotional qualities are essential to learning at any age. • Social environments influence how learning occurs. • Brain research indicates the interdependence of different regions of the brain that govern learning, thinking, and emotions. Unit 3 - Key Topic 1 http://www.wested.org/facultyinitiative/

40. Organization of the Social-Emotional Development Domain • Domain Guiding Principles • Environments and Materials • Summary of Strands and Substrands • Strands • Substrands • Engaging Families Unit 3 - Key Topic 1 http://www.wested.org/facultyinitiative/

41. Summary of Strands and Substrands Self 1.0 Self-Awareness 2.0 Self-Regulation 3.0 Social and Emotional Understanding 4.0 Empathy and Caring 5.0 Initiative in Learning Unit 3 - Key Topic 1 http://www.wested.org/facultyinitiative/

42. Summary of Strands and Substrands Social Interaction 1.0 Interactions with Familiar Adults 2.0 Interactions with Peers 3.0 Group Participation 4.0 Cooperation and Responsibility Relationships 1.0 Attachments to Parent 2.0 Close Relationships with Teachers and Caregivers 3.0 Friendships Unit 3 - Key Topic 1 http://www.wested.org/facultyinitiative/

43. Substrands of Social-Emotional Development Domain • For each substrand, locate: • Vignettes • Teachable moments • Suggested interactions and strategies http://www.wested.org/facultyinitiative/

44. Guiding Principles for the Social-Emotional Development Domain • Support social-emotional development with intentionality. • Attend to the impact of overall program design on social-emotional development. • Utilize curriculum practices that support healthy social-emotional development. • Encourage play-based active learning. Unit 3 - Key Topic 1 http://www.wested.org/facultyinitiative/

45. Social-Emotional Development Domain • What domain guiding principle stood out for you? • Which ones were familiar and consistent with what you already know about young children’s social-emotional development? Which ones were new to you? • How do you think these principles are relevant in planning curriculum to support children’s social-emotional development? Unit 3 - Key Topic 1 http://www.wested.org/facultyinitiative/

46. Social-Emotional Development Domain • What ideas stood out most for you? • How can understanding the organization of the social-emotional development domain help you in your work now or in the future? • To use this domain now or in the future, is there further information or support that you would need? • How or where could you find that information or support? Unit 3 - Key Topic 1 http://www.wested.org/facultyinitiative/

47. Getting to Know Environments and Materials That Support Social-Emotional Development Unit 3 - Key Topic 2 http://www.wested.org/facultyinitiative/

48. Environments provide expectations for behavior. • Environments reflect a program’s philosophy. • High-quality environments provide opportunities for social-emotional exploration and growth. http://www.wested.org/facultyinitiative/

49. Environments and Materials That Support Social-Emotional Development • What examples did you see of your assigned characteristic(s)? • How did these examples suggest that teachers had prepared the environments and materials intentionally and with careful planning? • Was there evidence of attention paid to the needs of children with diverse home languages, families, or traditions? Unit 3 - Key Topic 2 http://www.wested.org/facultyinitiative/

50. Environments and Materials That Support Social-Emotional Development • Did you see examples where environments and materials supported... • development of the child’s self-awareness or self-confidence? • the child’s competence in interactions with adults or peers? • the child’s relationships with adults and peers? Unit 3 - Key Topic 2 http://www.wested.org/facultyinitiative/