Early Care and Child Development Preschool Teacher ...

Early Care and Child Development Preschool Teacher Training Institute

Manual Continuous Professional Development

Edited by: Lisa Uribe-Kozlovsky, Ph.D. Coordinator, Children Under 7 Project Published by: Women's Global Connection

Executive Director: Dorothy Ettling, CCVI, Ph.D. Assocate Director: Paula Caffer, Ph.D.

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? Women's Global Connection 2007

Early Care and Child Development Preschool Teacher Training Institute Framework for Continuous Professional Development

Early childhood educators implement research findings by making the lessons presented to the young child in their classroom authentic and meaningful. An authentic activity is one in which a child is able to relate by using real objects as they improve their oral language and learn new skills. It is important that teachers prepare their lessons while considering the age, individual and cultural appropriateness of each activity and materials used in their activity. When a teacher acknowledges the individual strengths and differences of the children in their classroom they create a welcoming environment for their students, which is conducive to learning.

The activities in this manual are created around the frameworks of developmental appropriateness, age, individual and cultural (Copple & Bredekamp, 2006) Teachers are encouraged to use small groups to facilitate learning as well as tangible everyday objects, so that each development area is given appropriate time and attention. Developmentally appropriate in terms of age is to recognize each child's stage of development according to their age. Individually appropriate is to recognize the individuality of each child and the rate at which they are developing. Cultural appropriateness recognizes the child's community, traditions, and language.

The activities of this manual were also created considering the limited resources of each location. Participants were asked to consider how to create learning tools from materials available locally. Local preschool teachers have a significant role in the creation of this manual. Activities and learning tools created were demonstrated and revised according to the suggestions of the teachers and the WGC mentors of the Children Under Seven project.

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? Women's Global Connection 2007

ECCD Training Institute 3 weeklong sessions Early Care and Development Training + 1 week Grief and Loss Training

ECCD Goals The goals establish a framework by which teachers plan and carry out activities in the classroom. The areas of comprehension describe the topics taught to teachers and caregivers to carry out the goals.

Goal I. To establish and maintain a safe, healthy learning environment Areas of comprehension 1. Health and Safety 2. Learning environment

Goal II. To advance physical and intellectual competence Areas of comprehension 3. Physical development 4. Cognitive development

Goal III. To support social and emotional development and to provide positive guidance Areas of comprehension 5. Self 6. Psychosocial 7. Guidance

Goal IV. To establish positive and productive relationships with families Areas of comprehension 8. Families and Community

Goal V. To ensure a well-run, purposeful program responsive to participant needs Area of comprehension 9. ECCD Program management

Goal VI. To maintain a commitment to professionalism Area of comprehension 10. Professionalism

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? Women's Global Connection 2007

Goal

Goal I. To establish and maintain a safe, healthy learning environment

Comprehension Area 1. Health and Safety 2. Learning environment

Example of Session Topic

Child Growth and Development

Setting up a classroom and making it child-centered

Resources

Results of UNICEF study

Goal II. To advance physical and intellectual competence

3. Physical development 4. Cognitive development

Goal III. To support social and emotional development and to provide positive guidance

5. Self 6. Psychosocial 7. Guidance

Goal IV. To establish positive and productive relationships with families

8. Families and Community

Fine and gross motor and activities to develop

Stages of cognitive development and activities to encourage problem solving Developing self and Emotional development

Guidance techniques for classroom to encourage input from children and maintain a conducive learning environment

Includes Grief and Loss Session Home school connection; communicating with head of family

Family involvement on ECE programs

Goal V. To ensure a well-run, purposeful program responsive to participant needs

9. ECCD Program Recordkeeping for students and

management

staff

Recording children's progress

Goal VI. To maintain a commitment to professionalism

10. Professionalism

Code of Ethics ECE Research Professional Portfolios

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? Women's Global Connection 2007

Introduction

This training manual was created by the efforts of dedicated volunteers and staff. Each week was prepared and executed by the training teams presenting each session. Revisions were completed after each team returned from their week in Mongu, Zambia and included input from the preschool teachers of the Teacher Training Institute (TTI). We are grateful to all of the volunteers and the teachers of the Western Province in Zambia for the lessons learned and collaboration.

Each session is created based on the following format to provide consistency. There are variations based on the topics and activities presented.

Early Care and Development Training Institute Module Training Session Format

Title of Session Content Areas National Curriculum Time line of lesson Materials needed for Session Focus activity

This activity is a simple prompt that focuses the participant's attention before the actual lessons begin. It can be a story, handout, a question on the board, or a curiosity item.

Objective

Answer- What is the purpose of the session and what will the participants be able "do" with the information from today's session. Also, how will they show learning as a result made clear by the trainer, includes relative section of national curriculum.

Talking points Concepts the trainer will impart to the participants through a short discussion or demonstration. Guided practice (training of teachers)

The trainer leads the participants through the steps necessary to perform the skill, (teaching the concept), using the hear/see/do approach.

Checking for understanding

The trainer uses a variety of questioning strategies to determine if the participants have understanding and moves forward or backs up. Include section for both circumstances.

Independent Practice: developing activities for children and application to home

Trainer releases the participants to practice on their own input and understanding, i.e. create their own activity to contribute to a "bank" of activities for Zambian children. Participants are given opportunities to teach/present their activity to others.

Home to School

Participants will provide input to create a connection regarding the skills taught to children and their home environment

Closure

Review and wrap-up the lesson

Evaluation

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