Oregon Early Learning and Kindergarten Guidelines aligned and
expanded on Oregon's learning and development standards for children ages three
through six in five domains. Approaches to learning, social-emotional
development, language and communication.
Four best practices are essential for understanding and
implementing the Early Learning and Kindergarten Guidelines: developmentally
appropriate practice, culturally responsive practice, adverse childhood
experiences and trauma–informed practice, and family engagement.
Oregon’s early learning and kindergarten guidelines were
developed through an extensive, collaborative process in which the voices and
values of a wide range of stakeholders were heard. The Oregon Department of Education (ODE) and Oregon’s
Early Learning Division (ELD) conducted a work group in April 2015 with two
goals: aligning Oregon’s early learning and kindergarten standards for
language, literacy, and math and developing new kindergarten standards in the
domains of approaches to learning and social-emotional development.
These guidelines align with the NAEYC The National Association
for the Education of Young Children (NAEYC) defines developmentally appropriate
practice as: An approach to teaching grounded in the research of how children
develop and learn and in what is known about effective early education …
developmentally appropriate practice involves teachers meeting young children where
they are (by stage of development), both as individuals and as part of a
group.” (National Association for the Education of Young Children, 2003)
NAEYC also identifies three core considerations of
developmentally appropriate practice: knowledge of child development and
learning, knowledge of children as individuals, and knowledge of children’s
cultures. Oregon’s aligned early learning and kindergarten guidelines provide
early educators a foundation for understanding age-typical developmental progressions
while maintaining the flexibility for adults to meet each child where they are,
regardless of age.
NBPTS Standard V: Assessing Children’s Development and
Learning
Assessment is a process through which teachers learn about
children’s social, cognitive, linguistic, physical, and emotional development
by gathering and interpreting information. They ensure that assessment practices
fairly and equitably focus on children’s emerging capabilities. Accomplished early childhood teachers
purposefully focus on young children’s development and their emerging subject
matter knowledge. To develop a comprehensive picture of a child’s social
relationships, modes of learning, use of language, family priorities and
resources, strengths, and any possible concerns.
My suggestions for Early Learning in Oregon are to look at the
current needs assessment to see where the needs are in the community moving
forward. Oregon received over $26 million
in early learning funding and created a hub from all over the state with
suggestions on how to allocate funds. I
participated in the Washington County hub and gave input on areas of need. I think it is extremely important to look at
the community and the barriers for early childcare to support the families in
ways where it will help them and their children.
Questions:
How does this assessment help address inequities in our
community?
Is the assessment consistent with accepted views of preschool
curriculum?
How has the assessment been improved to address English
Language Learners?
References
Center on Enhancing Early Learning Outcomes. (2016).
State-by-state. Retrieved from http://ceelo.org/state-information/state-map/
National Association for the Education of Young Children
(NAEYC). (2003). Early childhood curriculum, assessment, and program
evaluation. Retrieved from
https://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdf
