Preschool

Learning Expectations in Preschool Teaching

Last Updated Aug 20, 2008 00:43 PM

Issues of Implementation

This document is developed for use in any program serving preschool children. The preschool environment, materials, and teaching strategies should be adapted as appropriate to meet the needs of all children. The needs of young learners are as diverse as the homes and communities from which they come. There will be learners from many cultural, racial, and ethnic backgrounds. There will be learners from homes and communities where the dominant language is not English. There will be learners needing specialized and focused interventions to support and sustain their educational progress.

Special Educational Needs

This document provides the focus for curriculum determination and instruction for all preschool children ages three and four. This population includes preschoolers with disabilities. Providing appropriate intervention services to these students is in accordance with the Individuals with Disabilities Act Amendments (IDEA) of 1997, which guarantee students with disabilities the right to general education program adaptations, as specified in their Individualized Education Programs (IEPs), after parental consent is granted. These federal requirements are intended to result in adaptations that provide preschool children with disabilities full access to the early childhood education program and the early childhood education curriculum.

Preschoolers with disabilities demonstrate a broad range of learning, cognitive, communication, physical, sensory, and social/emotional differences that may necessitate adaptations to the early childhood education program. Each preschooler manifests his or her learning abilities, learning style, and learning preferences in a unique way. Consequently, the types of adaptations needed and the program in which the adaptations will be implemented, are determined individually within the IEP. Adaptations are not intended to compromise the learning outcomes. Instead, adaptations provide children with disabilities the opportunity to develop their strengths and compensate for their learning differences as they work toward the learning outcomes for all children. The specific models used in addressing the adaptations can range from a fully inclusive classroom to a self-contained classroom, and is determined by the student's need.

Childhood experiences can have a long-lasting implication for one's future. The earliest years of schooling can promote positive developmental experiences and independence and encourage the uniqueness of each child. Preschool programs can be planned and structured so that all children develop the belief that they are "more alike than different." Careful planning is needed to ensure the successful inclusion of preschoolers with disabilities in early childhood education programs. The focus should be on identifying individual student needs, linking instruction to the early childhood curriculum, providing appropriate supports and program modifications, and evaluating student progress.

Diversity and Multiculturalism

The opportunities for learning are strengthened as the connections across the home, school, and community are acknowledged and respected. Multicultural issues (e.g., language, culture, race, ethnicity) and diversity (e.g., different social, economic, lifestyle, physical abilities) are woven into the daily activities of the early childhood education program. A high-quality early childhood education program embraces the heritages of the families being served. Young children are developing their sense of self and of others within their families, classrooms, and communities through exploration. The early childhood education program must, therefore, provide activities, materials, and experiences that allow and encourage young children to become aware of the differences and similarities of the members of the community in which they live.

Young learners arrive filled with curiosity, ability, and past experiences. These past experiences have been nurtured in home environments where racial, physical, ethnic, gender, and socio-economic diversities and biases are present. It is important that the program administration and staff understand their own personal attitudes and biases, be culturally sensitive, and be willing to learn about and accept the range of differences present in the program.

Professional Development

Implementation of these expectations is a continuous, ongoing process. These expectations will result in preparing children to meet the Core Curriculum Content Standards only if there is a commitment to their implementation by all stakeholders. Full understanding of the document and familiarity with the developmentally appropriate practices necessary for its implementation can be fostered through a well-organized and consistent plan for professional development geared to each stakeholder group.

Local boards of education and boards of child care centers need to make professional development a priority and provide support by allocating necessary resources.
Administrators need to provide curriculum support, resources, materials and opportunities for staff to improve teaching practices. Preschool directors, principals, education supervisors and directors of special education will need to actively pursue and provide professional development activities and time for teachers to reflect on and refine practice. They will also actively engage themselves in the professional development activities.
Early childhood teachers and aides, special education teachers, bilingual educators, librarians, support staff, child study team members and related service providers need to review and explore this document together. In addition, each person will be encouraged to independently reflect on this document and implement strategies to improve classroom practices. Classroom teachers and other staff will need to collaborate in program planning and in the implementation of these expectations.
Families need to become more knowledgeable about developmentally appropriate practices and be made aware of resources and suggestions for affordable access to activities that promote the child’s learning and development. They also need to support their child's growth and development through participation in their child's early childhood education program.
Colleges and universities need to support the State's efforts to improve preschool practices by providing opportunities for professional preparation specific to the Expectations that will contribute to the attainment of the Preschool - Grade 3 teaching endorsement.

See also Preschool 683 1 - 4