Quality Early Childhood Environments for Young Children

[Pages:128]MODULE 4 RESOURCE GUIDE

Quality Early Childhood Environments for Young Children

TRAINING FOR EARLY CHILDHOOD CAREGIVERS AND TEACHERS

MODULE 4 RESOURCE GUIDE

Quality Early Childhood Environments for Young Children

TRAINING FOR EARLY CHILDHOOD CAREGIVERS AND TEACHERS

QUALITY EARLY CHILDHOOD ENVIRONMENTS FOR YOUNG CHILDREN i

This guide is part of a series of manuals that focuses on six topics in Early Childhood Development (ECD): different programming approaches, basic concepts, assessments, early childhood environments, children with special needs and child protection, and the health, safety and nutrition of young children. The series was prepared within a three-year CRS-led project called "Strengthening the Capacity of Women Religious in Early Childhood Development," or "SCORE ECD." Funded by the Conrad N. Hilton Foundation, the project helps Catholic sisters in Kenya, Malawi, and Zambia in their work with children aged 0-5 years and their families. The project is being implemented from January 2014 to December 2016.

CRS referred to a wide range of documents in preparing this curriculum. Please see "Reference Documents" section in Module 1 facilitator or resource guide for the full list. Written by Selamawit Tadesse, in cooperation with CRS SCORE ECD team. Edited by David Snyder Cover photo: These mothers in Tanzania are showing off the toys and artwork they made using local materials as part of a Hilton-supported project that promotes one-on-one interaction between mother and child. Philip Laubner/CRS Copyright ? 2016 Catholic Relief Services Any reproduction, translation, derivation, distribution or other use of this work is prohibited without the express permission of Catholic Relief Services ("CRS"). Please obtain permission from pqpublications@crs. org or write to: Catholic Relief Services 228 West Lexington Street Baltimore, MD 21201-3443 USA

ii MODULE 4 RESOURCE GUIDE

Table of Contents

RESOURCE GUIDE 4: QUALITY EARLY CHILDHOOD ENVIRONMENT FOR YOUNG CHILDREN............................................................................................................................. 1

Purpose..................................................................................................................................................... 1 SESSION 1: THE PHYSICAL ENVIRONMENT .............................................................................. 3

Learning objectives.............................................................................................................................3 A safe and healthy environment....................................................................................................3 The learning environment.................................................................................................................6 Arranging the physical environment: Space and learning corners for

infants, toddlers, and pre-schoolers..................................................................................9 Toys and their benefits...................................................................................................................30 Setting up educational toys in a child friendly space........................................................ 32 A safe outdoor play environment: What does the playground contain?................... 33 SESSION TWO: GROUP ACTIVITIES IN EARLY CHILDHOOD ENVIRONMENTS..............35 Learning objectives.......................................................................................................................... 35 What are group times? .................................................................................................................. 36 Why group times are important ................................................................................................ 36 Morning activity ................................................................................................................................ 38 Music and movement ..................................................................................................................... 39 Storytelling ......................................................................................................................................... 43 Field trips ............................................................................................................................................48 SESSION 3: PROGRAM PLANNING IN EARLY CHILDHOOD ENVIRONMENTS................53 Learning objectives.......................................................................................................................... 53 53 Principles of planning ..................................................................................................................... 54 A daily program................................................................................................................................. 54 Mixed age groups.............................................................................................................................. 62 Team teaching.................................................................................................................................... 62 Planning for the year....................................................................................................................... 63 A theme approach............................................................................................................................ 67 Medium-term, weekly, and daily planning ............................................................................. 68

QUALITY EARLY CHILDHOOD ENVIRONMENTS FOR YOUNG CHILDREN iii

SESSION 4: SUPPORTING YOUNG CHILDREN IN LANGUAGE AND LITERACY...............71 Learning objectives........................................................................................................................... 71 71 What is early literacy? ..................................................................................................................... 71 How language and literacy develop ........................................................................................ 73 A print-rich environment .............................................................................................................. 73 Oral language .................................................................................................................................... 74 Exploring the sounds of language ............................................................................................ 76 Storytelling ......................................................................................................................................... 77 Print awareness and print motivation ..................................................................................... 78 Reading aloud ...................................................................................................................................80 Early writing ....................................................................................................................................... 82 Partner with parents and caregivers ....................................................................................... 83

SESSION 5: SUPPORTING YOUNG CHILDREN IN EARLY MATHEMATICS.........................85 Learning objectives.......................................................................................................................... 85 85 What is early mathematics? ........................................................................................................ 85 How young children develop mathematical skills .............................................................. 86 Mathematical skills and concepts ............................................................................................. 87 Mathematical questions................................................................................................................. 88 Areas of mathematics..................................................................................................................... 88 A mathematics environment...................................................................................................... 102 Mathematics in the home and community .......................................................................... 103

SESSION 6: ADMINISTRATION OF EARLY CHILDHOOD CENTER.................................... 105 Learning objectives........................................................................................................................ 105 105 Administration of preschools .................................................................................................... 105 Financial records ............................................................................................................................ 106 Administrative records ................................................................................................................ 109 Educational records ........................................................................................................................113

REFERENCES................................................................................................................................... 117

iv MODULE 4 RESOURCE GUIDE

RESOURCE GUIDE 4: QUALITY EARLY CHILDHOOD ENVIRONMENTS FOR YOUNG CHILDREN Resource Guide 4 is one of six ECD Resource Guides from the CRS SCORE ECD curriculum. The six series are: 1. Approaches to Early Childhood Programs 2. Introduction to Early Childhood Development 3. Assessing Young Children's Development 4. Quality Early Childhood Environments for Young Children 5. Children with Special Needs and Child Protection 6. Health, Safety, and Nutrition

SAMPLE REVIEW "All sisters/congregations and associations in the SCORE ECD project's countries found this curriculum very applicable to their ECD services and programs. It integrates spirituality and child development, and it is easily applicable at children's homes and early childhood centers. Sister congregations/associations of the three countries worked hard together and contributed to make this curriculum workable." (Reviewer: Project Coordinator, SCORE ECD, August, 2015) "There is a change in our ECD center because of the knowledge we acquired on how to assess quality ECD environments. Our ECD classroom has really improved with lots of learning and playing corners and activities for even very small children. We have come to appreciate locally appropriate educational toys for ECD activities." (Reviewer: Master Trainer/sister, SCORE ECD, Zambia, August, 2015) "In our training we use our traditional songs for teaching children pre-math and early literacy concepts. It was a good reminder to encourage parents and caregivers to use cultural songs to stimulate their children's development...I have been helped to understand that in everything--e.g., water, stones, sticks-- there is a concept of math and literacy." (Reviewer: Master Trainer/sister, SCORE ECD, Zambia, August, 2015)

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