What is the name of the resource, article, website, or video?
Connecticut’s Early Learning and Development (ELD) Standards Development Process by
Connecticut Office of Early Childhood
What was the overall idea of the resource, and how it related to the whole unit under study? Ex. how it relates to the unit of science, technology, engineering, or math depending on which week you are responding to.
The overall concept of the article revolves around the idea of early learning and development, serving as a foundation for support for every young child, no matter the place of playing, living, and education. These knowledge developments act as standards for the grown-ups that aid the growth and development of children over time. This is achieved by offering a source for scheduling understandings and offering the necessary support throughout the early juvenile ages. According to the Connecticut Office of Early Childhood (2013), every child benefits from an appropriate learning environment at home, in the society, as well as in early care and education settings. The article contains guiding principles that are classified into four categories that include young children, families, early learning , and societies. Young children, first category seeks to address the learning advancements of every young child in understanding science and mathematics. The other classifications seek to address the duties of families, environments during childhood, and the communities in supporting the learning of children. According to the Connecticut Office of Early Childhood (2013), each adult that supports a young child is a “tutor” despite the level of planning, observations, and assessments differing in different aspects. For instance, teachers in a classroom setting may generate a detailed learning plan and utilize appropriate assessment tools. A family is also engaged in a cycle of intended tutoring when a child is taken to the play area to enhance various skills in science and assist in advancing the ability. While doing this, communication amongst every adult concerned in backing kids is crucial. The article provides a conjoint dialect to converse in regards to skills of every child and continue and to strategize on support modalities. Additionally, it is crucial to always consider the cognitive capabilities of a child when putting into practice the various instructions learned in an institutional setting. Therefore, by the standards as part of a thoughtful progression, both families and professionals can work together to guarantee that young learners are enthusiastic about learning.
What was one important idea that you will use in your classroom that clicked for you from this resource? Did it make a connection to another resource you read?
One significant aspect that I understood from the article is that to foster competent learners, standards and expectations are vital in achieving the essential outlooks. This can be achieved by encouraging young children to use critical thinking skills to assist them in organizing and utilizing information that is much available today. It is crucial for a person that supports the growth and development of children to understand the fundamental conceptions behind particular skills. For instance, comprehending quantity and also knowledge on the sequence of counting. For students to comprehensively understand the concepts, various opportunities to engage students in high-order thinking skills, and encouraging children to pose questions based on the questions received. I learned that tutors ought to promote the engagement of children in resolute acts. Young children should be aggressively intricate in playful activities that help in understanding science and math concepts as they will profit from reminders of the outcomes of their actions. Young children between the age of three and four ought to be active in planning experiences, setting goals, and celebrating accomplishments. They have the opportunity of developing, expressing themselves in numerous methods, and approaching issues from different perspectives. Additionally, Children ought to be encouraged to be thoughtful and acquire knowledge from faults. However, the learning process should not only be considered as a learning process for children but also for the teacher to learn new things from the children.
How has this resource changed your thinking, being specific about where you were in your thinking to what you read and digested that made that aha moment of change?
The article has offered me a chance to learn about the various ways that can enhance every child’s capability in learning scientific concepts. According to the Connecticut Office of Early Childhood (2013), it is vital to support young children to learn in the context of relationships. Interactions and sustained relationships deemed to be positive amongst family members, teachers, and other children offer a strong basis for learning science concepts. Each young kid that portrays social behavioral or physical challenges ought to provide with the required backing to advance the learning of concepts. In this way, children are able to develop their ideas in terms of understanding the world around them by exploring and engaging with a range of materials, experiences, and interacting with grown-ups. Young children are known to develop at different rates and are not likely to demonstrate every instance while learning scientific and mathematical concepts. They may also show the examples highlighted in the article with some differences in the scheduling. I also learned that it is vital to offer experiences deemed to be relevant and integrated across the development domains. Growth domains and areas of content are hugely interconnected. Young kids are able to learn as a result of the incorporation of multiple domains with various experiences effectively. This can be attributed to the fact that children at a regular interval and have a higher chance of acquiring more knowledge as compared to only being confined in a discrete environment. Therefore, the article has greatly helped in developing a new approach towards developing standards that help improve the learning standards in young children.
References
Connecticut Office of Early Childhood, (2013). Connecticut Early Learning and Development Standards. Retrieved from https://www.ct.gov/oec/lib/oec/earlycare/elds/ctelds.pdf