Introduction to the HighScope Curriculum

1. Introduction to theHighScope Curriculum Key Developmental Indicators (KDIs)

2. Objectives Identify why we have key developmental indicators (KDIs) Identify how KDIs are used Classify children’s actions and words into KDI categories

3. Your Curriculum In table groups discuss the following questions: • How do you know what content to teach? • How was this content determined? • How is this information imparted to teachers and parents?

4. Why Key Developmental Indicators? Key – These are meaningful ideas children should learn and experience Developmental– Recognizes that learning is gradual and cumulative Indicators – Emphasize that educators need evidence that children are developing knowledge, skills and understanding considered important for school and life readiness

5. Purpose of the KDIs • To focus adults’ observations and interpretations of children’s actions • To help adults maintain reasonable expectations for children and support children’s emerging capacities • To help answer questions about the legitimacy of children’s play • To guide decisions about materials and the daily routine

6. The High/Scope Key Developmental Indicators Approaches to Learning Social and Emotional Development Physical Development, Health, and Well-Being Language, Literacy, and Communication Mathematics Creative Arts Science and Technolog Social Studies

7. Key Developmental Indicators Station to Station • In your small group, follow the instructions as you go from station to station. • When you have finished each station, discuss what you found out about the KDIs.

8. KDI Card Game • Read through the cards and then place individual KDIs under their appropriate category.

9. Searching for the KDIs • In pairs, read the play scenario and identify as many KDIs as you can using the list on pg 3

10. KDIs and Classroom Materials • In your small group, brainstorm and list classroom materials that would support each KDI category. • Switch categories when you hear the signal.

11. KDI Implementation Plan

12. Anecdotal Notes

13. Objectives • Discuss the importance of observing children • Record observations of children • Use the format for writing anecdotes • Write objective anecdotes • Identify the KDIs for written anecdotes

14. How Observant Are You? • What is on the back of a dollar bill? • Sleepy, Happy, Sneezy, Grumpy, Dopey, Doc --- Who’s missing? • How many curves are in a standard paper clip? • Close your eyes What color shirt is your trainer wearing? 14

15. 3 curves Bashful

16. We see many things daily, but may not be able to recall them easily. It is the everyday happenings that are significant in the lives of young children, and not just the milestones. Observing children is where we begin to understand how they develop. Sooooo. . . 16

17. Why Observing Children is Important It is factual Looks at children’s strengths and interests Provides valuable up-to-date developmental information for staff and families Respects and accommodates cultural and ethnic differences Helps teachers become better observers of children and more purposeful in their planning 17

18. Taking Anecdotal Notes

19. Format for Writing Anecdotes Date each anecdote Beginning: when, where, who Middle: what the child did or said, their language in quotes Ending: state the outcome, if there is one 19

20. Play Scene At work time in the house area, Madeline put on the shiny play dress, a hat, and some beads and then asked Michael if he would marry her because he was “not the same” as her. When I asked what the difference was, she said, “He is older and has red hair.”

21. 12/7 pretended in house area — dress-up, getting married Sample Anecdotes?? 12/7 Madeline was cute today — she asked Michael to marry her because he’s older and has red hair. 12/7 Recognizes same and different — classification Understands concept of older— time

22. Sample Anecdote!!! At work time in the house area, Madeline put on the shiny play dress, a hat, and some beads and then asked Michael if he would marry her because he was not the same as her. When I asked what the difference was, she said, “He is older and has red hair.” 6/25/09 work time(wt), house area (ha) Madeline- shiny dress hat beads asked Michael to marry her because he “was not the same” I asked how different- “He’s older and has red hair”

23. Guidelines for Writing Objective Anecdotes Focus on what the child did and said Be factual- Avoid judgmental language Be specific Be brief 23

24. Writing Objective Anecdotes • 9/14 At WT in the block area, Latrice made a mess with the train tracks and said it was her nest. • 11/28 At WT in the art area, Latrice drew a pretty house with the crayons. It had “grass,” a “roof,” a “door,” and 2 “windows.” • 1/7 At WT, in the house area, Latrice threw a fit when Jessica was wearing the apron that she wanted. • 4/26 Outside, Latrice climbed up the ladder to the climber using alternating feet. 24

25. Example 1: 25

26. Example 2: 26

27. Example 3

28. Example 4

29. Practice with Video Clips

30. Organizing Anecdotes

31. Implementation Plan • Please answer questions 1 and 2 on the Daily Team Planning Implementation Plan on page 130.