The Long Island Pre-K Initiative is proud to be part of Long Island's Regional Technical Assistance Center for Pre-K and Early Education. Visit its web page for links to all partner organizations. Many have important COVID-19-related resources to offer: www.nassauboces.org/rtac
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WINTER SERIES SEMINARS
Registration Coming Soon!
Here are just some of our offerings:
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Building a Strong Foundation of Academic Readiness for Pre-K and Kindergarten Students
During this Curriculum Showcase, provided by Heinemann Publishing, participants will have the opportunity to learn about the role of the Fountas and Pinnell Classroom (FPC) system that is designed to contribute in different ways to every child’s development as a reader, writer and language user. Join Liz Rosado-McGrath to learn how Fountas and Pinnell shows us how to tap into young children's curiosity and introduce them to the world of literacy in joyful ways.
Date: Wednesday, January 12, 2022
Time: 4:00pm - 5:00pm
Registration: Free, but registration is required
Simple STEAM Experiments for Pre-K
Participants will be presented with several STEAM experiments that can be conducted in the Pre-K classroom, along with a PowerPoint presentation and step-by step instructions. Join Patty Pearsall as she shares the importance of guiding children to develop a love of learning, and as she aspires to help every child reach his/her own potential.
Date: Wednesday, January 19, 2022
Time: 7:00pm - 8:00pm
Registration: Free, but registration is required
Using GOLD to Improve Outcomes for Children
Are you new to GOLD and interested in learning more? In this Curriculum Showcase session, provided by Teaching Strategies, LLC, you will get a guided tour of the MyTeachingStrategies platform; its features, functionality and how to navigate within it. Join Donna Fowler who will demonstrate how curriculum and assessment work together to strengthen classroom practice and promote positive outcomes for all children and support development and learning.
Date: Wednesday, February 2, 2022
Time: 4:00pm – 5:00pm
Registration: Free, but registration is required
Save the Dates!
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How educators can implement blended learning with Pre-K students |
Teachers can help Pre-K students develop independent learning skills without promoting inappropriate amounts of screen use. According to an article by Margaret Tarski-Rodriguez in Edutopia, educators and parents of young children are afraid of promoting too much screen time, but if it is used with blended learning, students will receive the knowledge for which they are ready. “This model allows educators to facilitate learning in such a way that students have some control over it,” says Tarski-Rodriguez. She also notes that children as young as 4 years-old have different learning needs and backgrounds, so differentiated instruction is an incredibly important part of the learning experience.
Incorporating this model begins with getting to know your students. The article suggests that you make time for conferencing with pre-K students one-on-one. Once you have relationships with your students, their learning can be more personalized.
Data-driven instruction (DDI) can also be used in the Pre-K classroom. DDI includes assessing, analyzing, and acting. The article speaks of how DDI presents an opportunity for teachers to collaborate in a professional learning community (PLC). Teachers can learn from one another when their test results are not desired. Perhaps teachers within the PLC can suggest more ways to teach the same material. “Don’t reteach the same way when you know that strategy didn’t work,” says Tarski-Rodriguez.
The article also goes into depth about different methods by which educators can track childrens’ progress. In the author’s school, they track weekly progress on a skill assigned to every student based on their ability level. She says that starting small is important when it comes to working with small children. “Small goals with quick wins are the way to go." This is essential because it makes students feel successful. “Allowing students to keep some sort of data tracker is important because it’s a visual representation of what they need to do,” says Tarski-Rodriguez. “You can go over goals and have the student color in or mark when they reach their goal, which helps them make a connection to and take ownership of their learning.”
Another important piece of a blended learning model is station rotation. The article suggests that educators introduce one station at a time and practice with rituals and routines. Once students can work on the different stations routinely, they can work there independently. One example of doing this might be taking a few weeks to teach students how to log in to an app and get to practice sections. Once they are able to do that, move on to another section of the rotation. Groups can range from literacy or math intervention, to any area where children show a need for growth. “The end goal is to have students working on tasks that fit their needs.” Tarski-Rodriguez suggests having a child be a “tech-helper.” This student should be knowledgeable and help classmates who are having trouble using the computer. Blended learning is a process, so educators should look for growth in their students and in themselves.
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Why helping with social and emotional learning is especially important right now |
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Stephanie Jones, the author of a popular guide to social and emotional learning, describes our current climate as “unpredictable,” especially when considering the past two years in the classroom. In an article posted by the Wallace Foundation, she suggests that we stop worrying about catching up on learning loss, because “unless we can create a secure, predictable atmosphere in our homes and schools, we’ll continue to short-change children and we won’t see progress.”
Jones recommends different approaches to working with children that will help them feel understood, express themselves, and flourish. Her ideas come from foundational practices in evidence-based social and emotional learning programs.
First, she says that educators should ask questions and listen actively in the classroom because children are feeling intense pressure this year from parents and teachers. Many children also experienced loss of a family member to Covid or watched as a loved one fought the illness. Additionally, many educators faced these stressors themselves. So what can be done? Jones says that “it helps to take time to check in with children and ensure their feelings are heard.” It is important to repeat back what the children express.
Secondly, Jones says that educators should let children know what’s going to happen in the classroom, and establish clear and predictable expectations. After all, children need as much routine and stability as adults can give them. She says that it helps to overcommunicate with students while still being flexible. “Children often need time to learn what’s expected and practice it,” she says. “In unpredictable times, even routines require flexibility.”
Educators can also provide extra social and emotional time. In Pre-K classrooms, they can do daily greetings in which they smile warmly and greet children by name. Jones also suggests using whole-group greeting activities. Educators can incorporate art, and use visual aids to help children express their feelings. It’s imperative that educators talk about managing emotions. “Engage in a group discussion about emotions and effective and safe ways to express them in class,” says Jones. Another tool educators might use is the employment of optimistic closings. Have children construct statements using sentence starters. For example, “What I learned today is….” And “I am looking forward to tomorrow because…”
The article makes the point that if children are to thrive in the current climate, incorporating these tools and practices into the classroom is essential.
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Picture books that help reinforce important social skills |
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Children missed out on some integral aspects of being in school last year, so some of their social skills may be a bit rusty. According to an article in Brightly by Dena McMurdie, learning to sit around friends in class and being kind to others are only a few of the skills that children will need time to remaster. Here are a few of the books McMurdie recommends reading with children:
How to Be Kind in Kindergarten, by D.J. Steinberg. This is a collection of poems that shows children the importance of kindness and consideration in the classroom and on the playground!
Bronco and Friends: A Party to Remember, by Tim Tebow with A.J. Gregory. Athlete Tebow celebrates children with special needs and encourages young readers to appreciate their differences. “It’s a beautiful reminder for all children (and adults) that everyone is unique and that the world is a better place because of that,” says McMurdie.
How to Apologize, by David LaRochelle. This funny story shows kids examples of when, why and how to say that they are “sorry.”
How to Spot a Best Friend, by Bea Birdsong. We all know that post-pandemic life is filled with friendship possibilities for children. In this story, a little girl explains to her mother what a best friend will look and act like.
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Watch this important video!
What can we do about the ongoing, severe stress and adversity in early childhood and its connection to adults? Check out this
short animated video to learn what the latest science tells us about how early experiences affect early learning, school readiness, and lifelong health.
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Want to make LI a healthier place to live, learn, work and play?
Western Suffolk BOCES is the recipient of three Creating Healthy Schools and Communities (CHSC) grants from the New York State Department of Health to implement a community-based participatory approach to increasing opportunities for physical activity and improved nutrition for all people.
Want to get involved? Contact Susan Kessler at Western Suffolk BOCES:
Phone: 631-595-6814
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The Long Island Pre-K Initiative is a collaborating partner in the state-funded Long Island Regional Technical Assistance Center for Pre-K and Early Childhood Education. |
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71 Clinton Rd. Garden City, NY 11530-9195
Phone: 516-396-2220
www.nassauboces.org/pre-k
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