Our Learning Story

1. Our Learning Story We at SCCS are pleased that our City is committed to quality early childhood experiences. We appreciate and benefit from the resources provided. These support the high standards we have for ourselves. We are committed to continually expanding our thinking about quality, seeking out research, theories about the teaching and learning process, and examples of programs that inspire us with their practice. We gather "data" on our children in an effort to know who they are--their families, cultures, interests, funds of knowledge, sources of joy and struggle. This helps us be more responsive and thoughtful in our relationships and planning. We provide professional development for our staff to get better at knowing their particular children as well as child development. We’ve learned it is equally important to know ourselves better, to be conscious of what we are doing and why, in order to provide meaningful learning experiences for the children.

2. We have learned that for our teachers to become thoughtful and intentional in their work, teachers need more than a list of regulations and mandated trainings. They deserve learning experiences which help them explore and integrate the practices we want them to have with children. Otherwise, they just get frustrated by all the requirements. Beyond learning how to fill out their mandated documentation, we’ve focused professional development with our teachers on exploring the kinds of materials, environments, and curriculum experiences that will develop confident, eager life-long learners. We support them to take classes, attend trainings and conferences, read, search the internet, talk about what they are learning, and visit other programs to develop their professional knowledge and improve their practice. We’ve selected motivated staff members for special mentoring so they can learn to provide “pedagogical leadership” in their centers.

3. An example: Our pedagogical leaders gather monthly to consider new possibilities for simple materials such as play dough, buttons, and cups. We discover how we offer the materials can encourage or discourage sustained interest and ways to meet our learning goals. We uncover things to consider in our planning, documenting and assessment process. We generate vocabulary to use with the children as they explore these particular materials. We practice observing for details to honor their interests, and also to identify learning outcomes that can be entered in CC-Net. We learn ways to put our observations and documentation into “reference books” for the children so they can see themselves as thinkers, hear vocabulary, and learn from each other’s ideas.

4. Indicators of Positive Approaches to Learning • Initiative, engagement, persistence • Reasoning, planning, and flexible problem solving • Curiosity and eagerness to learn • Marilou Hyson • NAEYC Senior Advisor for Research An example: The joy of simple paper cups! Playing with materials helps us understand how children investigate, discover, and learn. We see the value of open-ended materials because they call forth imagination, invention, and problem solving. We get insights into why it’s hard for children to “use their inside voices” when something exciting like building tall structures is happening. We recognize possibilities for physical, social, mathematical and language learning. We see each person has their own disposition and remember children deserve time, choices, and support for their own approach to learning. How children approach learning is central to their chances for success in school. —National Center for Education Statistics