Poster Annotated Text (PAT) A Pre/Post-Reading Strategy

1. Poster Annotated Text (PAT)A Pre/Post-Reading Strategy • Read the quote from each poster • Respond by questioning, agreeing, disagreeing, connecting, highlighting, etc. • Respond to the annotations of your peers • Gallery Walk • Find your “sole mate” • With your partner, go around and discuss annotations, keeping in mind the question, “What implications does this have for me as a learner? As a teacher?”

2. Appointment clock buddies • Find a classmate to make an appointment at each of the time slots • Write in each other’s names for the same time slot • Bring your Appointment Clock Buddies handout to each class, as you may be paired for various activities, discussions, etc.

3. Chapter 1:Overview of the Profession Teaching Young Children Fifth Edition Michael L. Henniger Developed by: Kaye A. Marshall Mt. Baker School District and Whatcom Community College

4. Goals: Chapter 1 • Develop an understanding of the essentials of early care and education • Learn about the many different types of programs for young children • Identify sources of funding for early childhood programs • Determine roles, responsibilities, and skills needed for teachers of young children • Investigate current training typical of teachers in early care and education • Become familiar with resources for professional development

5. What Makes a Great Teacher?

6. Essentials of Early Care and Education • Understand children and their development • Provide opportunities to play • Guide social and emotional development • Work with families and the community • Understand and respect diversity (Review pages 4-9)

7. The Scope of Early Care and Education • Infant / toddler programs- fastest growing segment of ECE, both home and centers • Preschool programs- originally designed for ages 3-5 to enhance social/emotional development • Child-care programs • Family home child care • Child-care centers • School-based child care • Corporate child care • Before- and after-school care • Programs for children with special needs- PL 94-142 mandates FAPE beginning at age 3, later revised to include birth to age 3 (IDEA) (See page 14) • Kindergartens- increased pressure from state and federal govt to meet academic goals/standards (NCLB) • Primary education- Grades 1-3, similar in structure to older grades (small and large group and independent)

8. Funding: Who Pays for Early Education? • For-profit programs- most child-care programs run as businesses • Cooperative programs- parents participate($) • Federally funded programs • Head Start / Early Head Start • Special needs (IDEA/ADA) • Military child care • State and locally funded programs • Corporate child care- on site • College and University supported programs

9. Teaching Young Children: Roles of the Early Childhood Educator • Facilitator of learning • Counselor • Janitor / cook • Educational specialist • Parent substitute • Any others?

10. Teaching Young Children: Responsibilities of the Early Childhood Educator • Advocacy • Importance of early years • Powerless children and families • Low priority of early education and care • Continuing education • Code of ethical conduct (NAEYC) (See page 23)

11. Teaching Young Children:Skills Needed • Interacting with children • Preparing the environment • Working with other adults • Any others?

12. Should I Enter the Profession? • Observe early childhood teachers at work • Spend time working with children • Ask for feedback from others • Analyze your potential • Reflect • Past experiences • Personal strengths • Potential weaknesses

13. Professional Preparation of Early Childhood Professionals • Child Development Associate (CDA) credential • Two-year, or Associate degree, programs • Four-year programs • Coordinated efforts toward advanced early childhood training • Advanced (master’s/doctoral) degrees

14. Resources for Professional Development:Organizations • NAEYC – National Association for the Education of Young Children • ACEI – Association for Childhood Education International • American Montessori Society • Council for Exceptional Children • Association for Supervision and Curriculum Development • International Reading Association • National Council for Teachers of Mathematics • Society for Research in Child Development

15. Resources for Professional Development:Journals • Child Development • Developmental Psychology • Early Child Development and Care • Merrill Palmer Quarterly • Monographs of the Society for Research in Child Development • The Arithmetic Teacher • Child Care Information Exchange • Day Care and Early Education • Dimensions of Early Childhood • Early Childhood Education Today • The Reading Teacher

16. Summary • Essentials of Early Care and Education • Programs for Young Children • Sources of Funding for Early Care and Education • Working with Young Children • Professional Preparation of Early Childhood Caregivers and Teachers • Resources for Professional Development

17. Characteristics Of… • Best Class • Worst Class

18. What Teachers Make

19. Here is another take on Taylor Mali’s poem:

20. What Teachers Make • With your 6:00 partner, discuss the following: • What were some key points made by Taylor Mali in his poem, “What Teachers Make”? • What does this say about the perceptions some hold about the teaching profession? • With your partner, come up with four original lines that could be added to the poem (as a teacher, what will you make?)