10 Best Practices of Early Childhood Programs

Best practice is what sets great, passionate teachers apart. Upon successful participation, the participant will review the 10 best practices of working in early childhood education to improve their practice and the lives of the children and families that they serve.

1. 10 Best Practices of Early Childhood Programs

2. Belief Driven Practice What do you believe about young children and how do you put it into practice Children’s competence

3. Objectives Review all the things we already knew but somehow forget in the day to day Internalize a belief about our work that speaks to you as a teacher and caregiver Improve our practice

4. 1. Children are Welcome Development is allowed to unfold naturally We understand our role in a child’s development We aren’t scared of children or in any way see them as an enemy We are ready for them everyday We expect far more from ourselves than we do the child – every time

5. Behavior Onset Offset Biting 6 months 2.5 years Swatting 2 years 3.5 years Pushing 2 years 3.5 years Not sharing 0 months 4.5 years Saying no 2 years 4 years Screaming 1.5 years 3.5 years Throwing/Dumping 12 months 2.5 years Unfriending/Uninviting 3 years 5 years Tattling 3 years 5 years Developmentally Normative Behaviors

6. Common beliefs about behavior

7. 2. Partner with Parents Confidence in the teacher and program Clear and efficient communication Meaningful documentation and information Respect for individual differences and needs Strive for partnership, not just participation

8. 3. Daily Routines Prioritize Play Large blocks of open-choice center time Limit interruptions/transitions Age-appropriate whole group activities Flexible and logical

9. 4. Environment Stimulating but not overwhelming Organized and beautiful Supports individual and small group play

10. Materials Developmentally appropriate Reflective of children’s interests Organized and Labeled Consider quality over quantity Open-ended Inviting and engaging

11. 5. Interactions that Build Trust

12. Emphasize ENVIRONMENT and INTERACTIONS rather than ACTIVITIES and INSTRUCTION 6. Emergent Curriculum

13. Teaching Cycle

14. 7. Documentation Provides opportunities for reflection and revisiting experiences Tells the story of classroom activities Lends credibility Communicates the process and progress Shows parents the most important part of their child’s day

15. Documenting Learning What we learned: Creative expression Science - Cause and Effect Science – States of matter Math - Size and shape Math - Parts of a whole Patience Baking Cookies What we used: New vocabulary All 5 senses Large and small muscles Cooperation

16. 8. Assessment Appropriate Meaningful Strength-based Use a variety of tools Family-engagement Inclusive

17. 9. Projects Long term work and ongoing projects indicate an investment in the child’s learning, a patience for the outcome, and an ability to plan beyond today Support collaboration and child initiative, innovation, and industry

18. 10. Outdoor Learning Builds resilience Builds self-esteem Increases physical activity Develops social skills and self-confidence Supports critical thinking and problem-solving skills Practice managing risk and builds safety awareness reducing the risk of injury.

19. When I'm big, I'll know how to ... problem solve, communicate, keep myself safe, manage stress, create, try again, reimagine, navigate relationships, be independent, relax, find simple joys, and dream up big ideas ..because I played outside when I was little.

20. Conclusion Action Plan Start Stop Keep Questions Best practices to share