Академический Документы
Профессиональный Документы
Культура Документы
Met
Not Met
Does the center encourage the children to develop What would happen if
statements?
Does the center stress process skills by providing materials needed to perform
these tasks?
Does the center stress specific content related to the topic being studied?
Does the center tie into larger overriding concepts or big ideas?
Over a period of time does the center focus on life science, physical science, earth
and space science and engineering?
Does the center build on upon current childrens curiosity, interests, knowledge,
background and previous activities?
Does the center allow for individual differences by providing open-ended materials
or a variety of tasks at different levels?
Does the center encourage children to represent their knowledge paper, graph
paper, tape recorders, journals, recording sheets, clipboards, pencils, markers)?
Does the center contain inquiry tools (magnifying glasses, microscope, Petri
dishes, scales, eye droppers, pulleys, tweezers, twine, clay, specimen bags and
boxes, and nets) that are needed to complete activities in the center?
ECERS-R Checklist
ECERS indicators
Met
Living things
Not Met
Child A
Observation Note:
Goal CD-15: Children explore the world by observing, manipulating objects, asking questions, making predications, and developing generalizations.
Infants
*Gather information through
sight, hearing, taste, smell, and
touch.
*Use multiple senses to focus
intently on objects, displays,
materials, or events.
Young Toddlers
Older Toddlers
Younger Preschoolers
Older Preschoolers
Infants
*Observe and explore natural
phenomena indoors and
outdoors, using all senses (rub
hands over grass, lift face to feel
wind, pet family dog, splash
water).
Goal CD-14: Children observe and describe characteristics of living things and the physical world.
Young Toddlers
Older Toddlers
Younger Preschoolers
Older Preschoolers
*Use abilities to observe and
explore natural phenomena
indoors and outdoors with focus,
using all senses (notice and
interact with insect, smell
flowers, catch falling snow,
shuffle through leaves).
Child B
*Frequently visits Science Center but repetitively selected same materials each visit
*Displays persistence and engagement
Observation Note:
Goal CD-15: Children explore the world by observing, manipulating objects, asking questions, making predications, and developing generalizations.
Infants
*Gather information through
sight, hearing, taste, smell, and
touch.
*Use multiple senses to focus
intently on objects, displays,
materials, or events.
Young Toddlers
Older Toddlers
Younger Preschoolers
Older Preschoolers
Infants
*Observe and explore natural
phenomena indoors and
outdoors, using all senses (rub
hands over grass, lift face to feel
wind, pet family dog, splash
water).
Goal CD-14: Children observe and describe characteristics of living things and the physical world.
Young Toddlers
Older Toddlers
Younger Preschoolers
Older Preschoolers
*Use abilities to observe and
explore natural phenomena
indoors and outdoors with focus,
using all senses (notice and
interact with insect, smell
flowers, catch falling snow,
shuffle through leaves).
Pre-Assessment-Center Observation:
Assessment results
Timeline for
making
change
Observations will be
conducted of how the
children respond to the
changes made to the
physical space.
Rearrangement of
shelving will be
done immediately.
Observations will be
conducted as to how the
children use the display
information and
photographs.
Observation will be
conducted, noting
whether or not the
children utilize the extra
light in the center.
Addition of small
lamp will be done
immediately.
Observation will be
conducted of how
children use center
materials related to
study of interest. Time
will be noted during
observation of the time
Magna-tiles will
be relocated
immediately.
Additional
changes,
including addition
Observation will be
conducted as to how the
children use the writing
tools and journals.
Artifacts will be
collected and displayed
from the journals as
related to current study.
Lesson Plans will
reflect teacher-directed
Nature and Science
plans.
Observation will be
conducted of the way in
which the children
respond to planned
activities.
of related
materials will be
made over a two
week period.
Journals will be
introduced and
added
immediately.
At least two
Teacher-directed
Nature/Science
activities will be
conducted over
the period of this
project.
Pictured below is the letter from The Creative Curriculum for Preschoolers (4th edition) that was included with the letter from Melinda.
Dear Families,
Young children have many questions about the world around them. They ask:
Where did the puddle go? What do worms eat? How can I make my truck go faster? Do fish go to sleep?
In our classroom, the Discovery Area is a place where children can explore and investigate to answer their questions. They observe, experiment, measure, solve
problems, take things apart, and explore the materials and living things we put out. They guess what will happen as a result.
In the Discovery Area children do what scientists doask questions, plan and conduct investigations, gather information, construct an explanation, and communicate
findings. They also learn important concepts in science as they study plants, animals, magnets, properties of materials, light, shadows, how things work, rainbows, our
body, our senses, how things move and change, and more. In addition to learning science content, they learn how to solve problems together and how to communicate
Describe how you interacted with families. Attach any documentation that you have.
As the interests of the children continued to develop and a focus was directed toward studying rocks more closely, a second letter was created and
sent home with each child in Melindas class. This letter, shown below, encouraged parents to go on a rock hunt with their child to collect rocks.
As a way to encourage reciprocal communication about the experience, parents were asked to assist their child by describing the experience; the child
was to construct a representational drawings and the parent was to dictate a short sentence or story description of the event. One example of the
returned letter, noting the response of the child and parent, is pictured below. Additional methods utilized by teachers to communicate with families
included, posted documentation within the classroom relevant to study, as well as, the Daily Reflection sheet within the childrens MOOSE books
included daily information describing to parents activities or experiences conducted related to the rock study and how each child participated.
Dear Families:
The children have made an important discovery on our playground: there are rocks! Now they want to learn more about the different kinds of rocks, where rocks are
found, what they are made of, and how they are used.
We have begun collecting rocks from around our school and added them to our science area for further exploration by the children. We would like to invite you to
join our rock study by going on a rock hunt with your child. In your childs book bag you will find a labeled container with your childs picture please find at least
one rock that your child likes and place in the container. Return containers to school no later than Friday, November 8th. The rocks that are collected will be added to
our science center. As we study the rocks, we will be learning many important concepts and skills in literacy, math, science, social studies, the arts, and technology.
We will also be using thinking skills to make predictions, investigate and solve problems.
Thank you,
Pictured below is one example response from letter sent to families encouraging participation in project.
Checklists
Criteria
Met
Not Met
Does the center encourage the children to develop What would happen if
statements?
Does the center stress specific content related to the topic being studied?
Does the center tie into larger overriding concepts or big ideas?
Over a period of time does the center focus on life science, physical science, earth
and space science and engineering?
Does the center build on upon current childrens curiosity, interests, knowledge,
background and previous activities?
Does the center allow for individual differences by providing open-ended materials
or a variety of tasks at different levels?
Does the center allow children to use the center independently?
All needed materials available
Materials are arranged in a logical order
There is a clearly defined space for each item
Materials are within the childrens reach
Directions for the center are provided in pictures or introduced at group
time
Does the center encourage children to represent their knowledge paper, graph
paper, tape recorders, journals, recording sheets, clipboards, pencils, markers)?
Does the center contain inquiry tools (magnifying glasses, microscope, Petri
dishes, scales, eye droppers, pulleys, tweezers, twine, clay, specimen bags and
boxes, and nets) that are needed to complete activities in the center?
ECERS indicators
Met
Living things
Not Met
Child A
*Visits center more frequently
*Uses new vocabulary while playing (rough, smooth, heavy, light)
*Beginning to use/ explore inquiry tools (magnifying glass, balance)
time
Observation Note:
Goal CD-15: Children explore the world by observing, manipulating objects, asking questions, making predications, and developing generalizations.
Infants
*Gather information through
sight, hearing, taste, smell, and
touch.
*Use multiple senses to focus
intently on objects, displays,
materials, or events.
Young Toddlers
Older Toddlers
Younger Preschoolers
Older Preschoolers
Infants
*Observe and explore natural
phenomena indoors and
outdoors, using all senses (rub
hands over grass, lift face to feel
wind, pet family dog, splash
water).
Goal CD-14: Children observe and describe characteristics of living things and the physical world.
Young Toddlers
Older Toddlers
Younger Preschoolers
Older Preschoolers
*Use abilities to observe and
explore natural phenomena
indoors and outdoors with focus,
using all senses (notice and
interact with insect, smell
flowers, catch falling snow,
shuffle through leaves).
Child B
*Uses new vocabulary (rough, smooth, heavy, light)
*Beginning to ask questions (What if.. What makes)
*Uses tools for a purpose (Noticed it took 3 small rocks to weigh the same as one big rock)
Observation Note:
Goal CD-15: Children explore the world by observing, manipulating objects, asking questions, making predications, and developing generalizations.
Infants
*Gather information through
sight, hearing, taste, smell, and
touch.
*Use multiple senses to focus
intently on objects, displays,
materials, or events.
Young Toddlers
Older Toddlers
Younger Preschoolers
Older Preschoolers
Infants
*Observe and explore natural
phenomena indoors and
outdoors, using all senses (rub
hands over grass, lift face to feel
wind, pet family dog, splash
water).
Goal CD-14: Children observe and describe characteristics of living things and the physical world.
Young Toddlers
Older Toddlers
Younger Preschoolers
Older Preschoolers
*Use abilities to observe and
explore natural phenomena
indoors and outdoors with focus,
using all senses (notice and
interact with insect, smell
flowers, catch falling snow,
shuffle through leaves).
References
Bullard, J. (2014). Creating environments for learning: Birth to age eight, 2nd ed. Upper Saddle River, NJ: Pearson Education, Inc.
Cryer, D., Harms, T. & Riley, C. (2003). All about the ecers-r. New York, NY: Teachers College Press.
North Carolina Foundations Task Force. (2013). North carolina foundations for early learning and development. Raleigh: Author.
North Carlina Department of Public Instruction. (2009). North carolina guide for the early years, 2nd ed. Raleigh: Author.