Early Childhood Education Resource Guide PreK-2nd

E C E arly hildhood ducation

Resource Guide PreK-2nd

Department of Early Childhood Education

We are Richland One, a leader in transforming lives through education, empowering all students to achieve

their potential and dreams.

Richland School District One

Dr. Cynthia Cash-Greene, Interim Superintendent

South Carolina's Capital Schools

Contact Information:

Department of Early Childhood Education

Dr. Quantina Haggwood Ms. Crystal Lynn Ms. Gina Carter

Ms. Kimberly Johnson Ms. Kim Spivey

Ms. Julie Stensland Ms. Althea Steward

Director Secretary Coordinator Literacy Specialist Consultant Consultant Literacy Specialist

qhaggwood@ 231-6709

clynn@ 231-6709

gcarter@ 231-6825

kijohnson@ 231-7747

kspivey@ 231-6718

jstensland@ 231-6822

asteward@ 231-6723

Table of Contents

I. Introduction Y Philosophy of Early Childhood Education Y Department of Curriculum & Instruction

II. Early Childhood Education Expectations Y Overview- An Effective Learning Environment Y Overview- Curriculum & Instruction and an Effective Environment Y Response to Intervention Y Early Childhood Assessment

III. Developmentally Appropriate Instructional Practice-Core Curriculum Areas Y Montessori Program Y Prekindergarten Program Y Kindergarten, First Grade & Second Grade

o Language & Literacy Documents o Mathematics Documents o Science Documents o Social Studies Documents o Creative Arts Documents o Physical Education & Health Documents

IV. Teacher Resource Documents Y Classroom Management Documents Y Family and Parent Partnership Documents

V. School Leadership Resource Documents

VI. Early Childhood Education Policies & Procedures

Appendix Y Glossary of Literacy Terms Y District Assessment Calendar

Our Philosophy

We are Richland One, a leader in transforming lives through education, empowering all students to achieve their potential and dreams.

Effective and high quality education begins with effective and high quality early childhood programs. In Richland One we believe that early childhood programs must prepare our youngest learners to be school ready by providing a variety of learning experiences, participation in varied social interaction opportunities and exposure to rich literacy activities. We meet students where they are developmentally and work to advance them to the same levels as their grade level peers.

Adopting developmentally appropriate practices, our teachers commit to having high expectations, "learning" from their students, setting realistic goals, culturally responsive teaching and using research-based strategies and approaches. Our belief is that all students can learn when provided with quality teaching that meets their unique needs, a comprehensive program that provides a strong foundation and materials, resources and technology that prepare students for the rigors of elementary school.

Early childhood education in Richland One provides all students an engaging and rigorous environment. We provide optimal learning environments, encourage parental engagement and involvement and ensure that every teacher is well prepared and provided the support they need to actively support our students' progress.

As we strengthen our commitment to provide an exemplary early childhood program in Richland One, we empower all students to achieve their potential and dreams.

Early Childhood Education

Expectations

The Early Childhood Education program embraces a holistic approach to a child's healthy growth & development. We encourage and support all young children in their cognitive, emotional, social, creative and physical growth & development. As we educate our youngest learners, we follow developmentally appropriate practice in our classrooms. Developmentally Appropriate Practice (DAP) requires both meeting children where they are and enabling them to reach goals that are both challenging and achievable. All teaching practices should be appropriate to a child's age and developmental status, attuned to them as unique individuals, and responsive to the social and cultural contexts in which they live. It is to ensure that goals and experiences are suited to their learning and development and challenging enough to promote their progress and interest. Best practice is based on knowledge of how children learn and develop. (NAEYC position statement)

Overview of the NAEYC Program Standards

Relationships

Curriculum

Teaching

Assessment of Child Progress

Health

Teachers

Families

Community Relationships

Physical Environment

Leadership and Management

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