A Guidebook For Educators On ISSA Principles of Quality Pedagogy

I SSA s
D e f init ion
o f
Q u a l i t y
P e d a g ogy
Putting Knowledge into Practice

A GUIDEBOOK FOR EDUCATORS ON ISSAS PRINCIPLES OF QUALITY PEDAGOGY
Authors Dawn Tankersley, Ed.DLead Author Sanja Brajkovic l Sanja Handzar l Regina Rimkiene Regina Sabaliauskiene l Zorica Trikic l Tatjana Vonta, Ph.D
ISSAs Vision
With support from family and community, every child reaches his or her full potential and develops the skills necessary for being a successful and active member of a democratic knowledge society.
ISSA Mission
ISSAs mission is to support professional communities and develop a strong civil society that inuences and assists decision makers to: provide high quality care and educational services for all children form birth through primary school (birth through 10 years old), with a focus on the poorest and most disadvantaged; ensure greater inclusion of family and community participation in childrens development and learning; ensure social inclusion and respect for diversity. ISSAs overarching goal is to promote inclusive, quality care and education experiences that create the conditions for all children to become active members of democratic knowledge societies. ISSA does this through: raising awareness of the importance of quality care and education, developing resources, disseminating information, advocating, strengthening alliances, and building capacity to create conditions where all children thrive.
ISSA Promotes
Equal access to quality education and care opportunities; Child-centered, individualized teaching and learning, combining high-level instruction with support for the needs of each child; Development of skills and dispositions for lifelong learning and participation in a democracy; Recognition of educators many roles as facilitators, guides, and role models in the learning process and as active members of their communities; Family involvement in childrens development and education; Community engagement in public education; Respect for diversity, inclusive practices, and culturally appropriate learning environments and methods; and Self-improvement and ongoing professional development.
PUTTING KNOWLEDGE INTO PRACTICE
Acknowledgements
ISSA recognizes and appreciates the input of many professionals within and outside the ISSA network who contributed to the development of ISSAs Resource Pack on Quality Pedagogy, based on the principles encapsulated in Competent Educators of the 21st Century. Special thanks go to all members of ISSAs Core Group of Quality Experts: Sanja Brajkovic Dr. Cornelia Cincilei Sanja Handzar Dr. Mihaela Ionescu Tahmina Rajabova Regina Rimkiene Regina Sabaliauskiene Dr. Dawn Tankersley Zorica Trikic Aija Tuna Dr. Tatjana Vonta Open Academy Step by Step, Croatia Programul Educational Step by Step, Moldova Center for Educational Initiatives Step by Step, Bosnia and Herzegovina ISSA Program Director OSI Assistance Foundation Tajikistan Center for Innovative Education, Lithuania Center for Innovative Education, Lithuania ISSA Program Specialist Center for Interactive Pedagogy, Serbia ISSA Program Specialist Step by Step Developmental Research Center for Educational Initiatives, Slovenia
ISSA would like to extend sincere thanks to all other professionals who have supported and encouraged the work and have contributed their feedback and advice. We are honored to work with colleagues and partners who share our dreams and ideals for achieving the highest quality education for all children. ISSA expresses its sincere gratitude to the Open Society Foundations for its generous support over many years for ISSAs work in promoting quality pedagogy in the early years as the ultimate foundation for each childs development and learning.
Table of Contents
Introduction ................................................................................................................................ 1. Focus on Interactions ........................................................................................................... Principle 1.1 ........................................................................................................................... Principle 1.2 ........................................................................................................................... Principle 1.3 ........................................................................................................................... Studies and Documents that Support this Focus Area ....................................................... 2. Focus on Families and Communities .................................................................................. Principle 2.1 ........................................................................................................................... Principle 2.2........................................................................................................................... Principle 2.3 ........................................................................................................................... Studies and Documents that Support this Focus Area ....................................................... 3. Iclusion, Diversity, and Values of Democracy ..................................................................... Principle 3.1 ........................................................................................................................... Principle 3.2 ........................................................................................................................... Principle 3.3 ........................................................................................................................... Studies and Documents that Support this Focus Area ....................................................... 4. Focus on Assessment and Planning .................................................................................... Principle 4.1 ........................................................................................................................... Principle 4.2 .......................................................................................................................... Principle 4.3........................................................................................................................... Studies and Documents that Support this Focus Area ....................................................... 5. Focus on Teaching Strategies .............................................................................................. Principle 5.1 ........................................................................................................................... Principle 5.2 ........................................................................................................................... Principle 5.3 ........................................................................................................................... Principle 5.4 ........................................................................................................................... Studies and Documents that Support this Focus Area ....................................................... 6. Focus on Learning Environment .......................................................................................... Principle 6.1 ........................................................................................................................... Principle 6.2 .......................................................................................................................... Principle 6.3........................................................................................................................... Studies and Documents that Support this Focus Area ....................................................... 7. Focus on Professional Development ................................................................................... Principle 7.1 ........................................................................................................................... Studies and Documents that Support this Focus Area ....................................................... Glossary ...................................................................................................................................... About ISSA ..................................................................................................................................
5 9 10 22 30 35 38 39 47 55 63 65 66 78 85 94 97 98 107 116 123 124 126 137 147 155 162 164 165 176 185 194 196 197 207 208 219
Putting Knowledge into Practice is a guidebook that elaborates on a set of principles dening best practices in early childhood education as presented in Competent Educators of the 21st Century: ISSAs Denition of Quality Pedagogy. Early childhood educators can be seen as fullling different roles in society, from caring for young children while their parents are at work to equipping children with the skills, knowledge, and dispositions to be successful in life. ISSAs principles reect a strong commitment to the concept that an educators role is to provide maximum support to each child to help them grow into strong, condent, caring, responsible, and happy members of our society. As such, these principles are based on strong beliefs that include the child being at the center of educators work, the need to build strong partnerships with families and communities, and the role of the teacher as an advocate for quality education for all children.
ISSAS BELIEFS ISSAs principles reect the following beliefs: Every child has the right and should have access to high quality services in inclusive settings. Child development is holistic. Early childhood services should address all domains of childrens development. Services should not focus solely on one aspect, such as care or academic education. Child-centered approaches that focus every childs individual needs are optimal. Early childhood education should promote each childs dignity, autonomy, initiative, sense of individuality, and identity. The young child is a citizen now with a strong voice, rights, and responsibilities. The role of the educator is to support the child in becoming a responsible member of society, to develop a sense of empathy and concern for others, to develop an openness and respect for diversity, to acquire skills to form, express, and justify their opinions, to listen respectfully, and be tolerant to the opinions of others. Early childhood is the time to begin the development of life-long learning competences, including interpersonal and civic competences, awareness about environmental issues and sustainable development, intercultural understanding, entrepreneurship, and information and communication technology (ICT) skills. Involving, supporting, and cooperating with all families in their childrens development and learning in terms of respectfully treating families as valued and equal partners in their childrens developmental processes is crucial. Involving communities and cooperating with them to strengthen links with different agencies in the community contributes to sustainable outcomes in early years. These principles refer to the role of the educator as a professional who builds on what theory and research says about learning and development, while at the same time continuously extending that body of knowledge based on their own experiences through: Advancing the overall goal to help each child to reach his/her potential by increasing the level of quality in the classroom and advocating for quality education for every child.
Approaching professional development in the broader framework of child-centered, interactive pedagogy. Promoting innovation in early childhood care and education. Being a self-reective practitioner engaged in critical thinking. Being committed to promoting respect for diversity in an open democratic society. Engaging in dialogue on quality pedagogy with educational authorities, parents, and general public, NGOs, the research community, other professionals, and international agencies. Competent Educators of the 21st Century: ISSAs Denition of Quality Pedagogy consists of seven focus areas that reect ISSAs main beliefs about quality pedagogy and identify ways to aspire to excellence: 1. Interactions Interactions between adults and children, as well as peer interactions, are of key importance to supporting and inuencing childrens physical, social, emotional, and cognitive development; promoting their learning on an ongoing basis. The role of the teacher is to provide opportunities for children to engage in interactions, participate in processes to co-construct knowledge and meaning, and to become self-condent learners and contributing and caring members of society. 2. Family and Community Strong partnerships among educators, families, and other community members are essential for childrens learning and development. Recognizing the role of the home learning environment and family as the rst educational and social setting of a child, the teacher is to build bridges between the school and family/community and to promote ongoing two-way communication. 3. Inclusion, Diversity, and Values of Democracy Promoting the right of every child and family to be included, respected, and valued, to participate, to work toward common goals, and to reach their full potential with a special focus on the most vulnerable is integral to quality pedagogy. The teacher serves as a model and assures that through everyday experiences, children learn to appreciate and value diversity and develop the skills to participate in society as active citizens.
4. Assessment and Planning Quality pedagogy recognizes the roles of assessment and planning in promoting the ongoing processes of learning that enable every child to succeed. The role of the teacher is to combine developmentally appropriate expectations, national requirements, freedom for creativity and exploration, and the interests and needs of individual children and groups of children into a cohesive framework. 5. Teaching Strategies A quality pedagogical process builds on the belief that care, learning, and nurturing form a coherent whole, and that every childs wellbeing and engagement are prerequisites for learning. While recognizing that learning happens in different ways and in diverse situations, the teacher uses holistically planned, diverse, and meaningful teaching strategies that promote active learning and are based on democratic values. 6. Learning Environment The learning environment greatly inuences childrens cognitive, social, emotional, and physical development. By creating a physically and psychologically safe and stimulating environment, the teacher encourages childrens learning through independent and group exploration, play, access to diverse resources, and interactions with other children and adults. 7. Professional Development Quality pedagogy is implemented by educators who continually engage in ongoing professional and personal development, reect on their practice, and work cooperatively with others modeling enjoyment of the process of lifelong learning and providing the best support for each childs development and learning.
DESCRIPTION OF PUTTING KNOWLEDGE INTO PRACTICE Putting Knowledge into Practice was specically developed to accompany Competent Educators of the 21st Century: ISSAs Denition of Quality Pedagogy. It combines theory and research with descriptions of actions that educators can make in order to meet these principles of quality practice. While building on other documents that exist in the eld of early of early childhood development and education, Competent Educators of the 21st Century: ISSAs Denition of Quality Pedagogy is unique in the eld in that it focuses entirely on educators/practitioners actions (pedagogical processes) instead of looking at programs. The document and its companion guide, Putting Knowledge into Practice, build upon ISSA members experience working with early childhood educators since 1994 with the initiation of the Step by Step Programa program which was a pioneer in the CEE/CIS region in promoting democratic principles in early childhood development and education. The seven Focus Areas also follow very closely the previous ISSA Pedagogical Standards, a network developed tool that dened quality teaching practices and the classroom environment, which captured the changes that had occurred in the region and in research ndings since the early 1990s.
HOW THIS BOOK IS ORGANIZED This Guidebook is divided into seven chapters that follow, the seven Focus Areas: 1. Interactions
2. Family and Community 3. Inclusion, Diversity, and Values of Democracy
According to ISSAs members, these areas are crucial in ensuring high quality support to childrens development and learning. The seven areas promote practices that are guided by humanistic and socio-constructivist principles, emphasizing developmentally appropriate practices, individualized approach, and the idea that learning occurs in interaction. Learning is a dialogue between children and adults, as well as between children, which is marked by respecting each other, stimulating and giving autonomy to the learner, and believing that children are competent and full citizens while they continuously learn and need support from adults.
4. Assessment and Planning 5. Teaching Strategies
6. Learning Environment 7. Professional Development Twenty Principles that dene quality are distributed through these seven Focus Areas. Each of these Principles is introduced under a section entitled, Why It Is Important to incorporate this Principle into teacher practice, including the philosophy, background, and research ndings that support that principle.
In addition, each of the 20 Principles have 26 Indicators of Quality (85 indicators of quality in total) which describe actions that educators make in order to fulll these principles. Each of the subsections on indicators of quality includes: Examples of what constitutes good pedagogy described under that indicator. How educators can move forward to become agents of change in their schools, their communities, and their profession. The importance of quality experiences for childrens development and learning in the early years.
It can also be used by parents and all those who are advocating for high quality early learning experiences for all children to engage in public information campaigns to build common understanding about quality pedagogy and to advocate for policies, funding, and the provision of programs for all young children.
WORD OF CAUTION As the authors developed this book, they recognized that the language used to describe each principle/indicator was the most important part of the message contained in it. There were many lively debates on which words best described the intent of the principle/indicator in just the English version alone. As these same authors moved from English into their native languages, it was found that the entire dialogic process had to begin again. In some cases, no words were found to best describe the intent and new words either had to be created or previous words had to be re-dened. The process of working with the book cannot happen without dialogue as different words can have different meanings in different contexts. Words can also have histories of how they have traditionally been used that may not actually convey the current meaning. In addition, examples given are just thatthey are examples and not checklists. More examples that describe different indicators of quality are possible and should be explored given each teachers/educators different cultural and linguistic contexts. This book, like its foundation document Competent Educators of the 21st Century: ISSAs Denition of Quality Pedagogy, offers a framework for innovation, assessment, and improvement, and urges the user to explore new territories with children in order to best facilitate their learning experiences. The book is a starting point for discussion on what we want for our children and our societies in the 21st century.
WHO SHOULD USE THIS GUIDEBOOK The ultimate purpose of Putting Knowledge into Practice is to be a tool that helps early childhood professionals improve the quality of their practice in order to support the development of the foundation for life-long learning in children, including the development of the skills, knowledge, aptitudes, and attitudes that children will increasingly need to manage their own learning, social and interpersonal relations, and communication. Early childhood educators can use the Guide to further their own professional development through self-assessment of their practice and to further their knowledge regarding the most current research and documents that support young childrens learning and development, as they work either independently or cooperatively in learning communities. Mentors and trainers can use the Guide to structure mentoring and training sessions to help practitioners in their professional development not only to help them acquire theoretical knowledge but to become thoughtful and reective practitioners. Schools and institutions that prepare educators to work in early childhood settings (pre-service training) can use the guide as a textbook or supplement to textbooks or as guide to student teacher practicum as a tool for observation, class discussion, and reection, as well as a source for exploring the anatomy of change in the approach to early childhood development and education in the region and worldwide. The document can be used by organizations that wish to evaluate and support educators practice as meeting the highest quality standards.
FOCUS ON
Interactions
Interactions between adults and children, as well as peer interactions, are of key importance to supporting and inuencing childrens social, emotional, cognitive, and physical development. They are also crucial in promoting childrens learning on an ongoing basis by encouraging them to develop and exchange knowledge, experiences, feelings, and opinions. It is through interactions that children develop a sense of self, a sense of being a member of a community, and knowledge of the world.
The role of the educator is to provide opportunities for children to engage in interactions, to participate in processes to co-construct knowledge and meaning, to support their learning and development in a caring way, and to model respectful and supportive interactions among all adults and children involved in the childrens lives.
Interactions that demonstrate and foster meaningful and respectful exchanges among all participants in the process, where everyones voices are heard, promote childrens development as self-condent learners and as contributing and caring members of society.
1. INTERACTIONS
PRINCIPLE 1.1 The educator interacts with children in a friendly and respectful manner that supports the development of each childs construction of self/identity and learning. 1.1.1 The educators interactions are warm and caring, expressing appreciation and enjoyment of children. 1.1.2 The educators interactions with and expectations of children are consistent with the process of child developmental and learning. 1.1.3 The educator interacts frequently with individual children throughout the day, building on their strengths and stimulating their learning and development. 1.1.4 The educators interactions are responsive to each childs emotional, social, physical, and cognitive strengths and needs. 1.1.5 The educator provides opportunities for children to make choices and to have those choices realized and respected by others. 1.1.6 The educators interactions with children develop their initiative, autonomy, self-sufciency, and leadership.
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1. INTERACTIONS
Why it is important to interact with children in a friendly and respectful manner

Brain research (Shore 1997; Gopnik et al. 1999; Shonkoff and Phillips 2000; Blair 2002; Rothbart and Posner 2005; Shanker 2009) is showing that warm and loving relationships between young children and adults that are positive with age- appropriate stimulation make a difference in childrens development in all domains. Warm and loving relationships help children form secure attachments to their teachers, and research (Howes 1999) has shown that these attachments enhance predictions for childrens futures. Young children learn about relationships through how people interact with them, including how they touch them, the tone of voice they use, and facial expressions. This is because children learn about the world through their sensestouch, sight, sound, taste, and smell. Young children also need to feel emotionally and physically secure in order to freely explore their environment, interact with others, and gain a sense of identity and self-condence. The concept that interactions are the key component of childrens development and learning is not new. Vygotsky (1934) stated almost a century ago that all cognitive functions originate in social interactions and that learning is not simply the assimilation and accommodation of new knowledge by learners but is the process by which learners are integrated into a knowledge community. Children are integrated into a knowledge community when adults respect them as thinking and feeling unique individuals. This requires respecting their rights under General Comment 7 (2005) of the UN Convention on the Rights of the Child (UNCRC): to encourage recognition of young children as social actors from the beginning of life, with particular interests, capacities and vulnerabilities, and of requirements for protection, guidance and support in the exercise of their rights. The most current research in the eld of education not only validates this approach, but further denes exactly what kinds of interactions will predict childrens engagement in learning and thus successful academic outcomes. Laevers (2005) states that there are two main factors that inuence how children are doing in an early care/education setting: how they are feeling and how engaged they are in their activities. Once again, warm, loving, and stimulating interactions are what make the difference between low and high levels of child involvement in learning activities.
A high-level involvement on the part of the child is needed for deep learning characterized by sustained concentration, intrinsic motivation, and a sense of satisfaction resulting both from the exploratory drive itself and from working in the zone of proximal development. Pianta, La Paro and Hamre (2006) dene how deep learning can be facilitated by educators, noting that children learn the most when they are interested and engaged in learning tasks, and are most likely to be engaged when there is: Educator enjoyment and emotional connection with the children; Educator sensitivity and responsiveness to childrens cognitive and emotional needs; An emphasis put on childrens interests, motivations, and points of view; and Respect for childrens autonomy to participate and initiate activities. These conditions collectively and separately predict childrens academic outcomes and engagement in classrooms across all grade levels (NICHD ECCRN 2002, 2003, 2005; Pianta 2003; Pianta, LaParo, and Hamre 2006). These points are fully incorporated into these Principles and guide educators to use an approach to education that ISSA is still calling child-centered. As stated in the Introduction, ISSA uses the term child-centered approach to mean an approach to instruction whereby knowledge is coconstructed between educators and children in the learning environment. Others have named this approach the open framework (Weikart, 2000, Siraj-Blatchford et al. 2003) and distinguish it from a child-centered approach, which they interpret to mean that the educator responds only when an individual child initiates an interaction. Still other educators object that child-centered seems to suggest that everything must be individualized to the point that children do not learn how to be part of a learning community. Despite these new interpretations of the term, ISSA continues to use child-centered because we feel that it best expresses what we want to happen: educators put the child at the center of what they do. Teaching is about relationships with people, not about data or discrete pieces of knowledge. It is about how knowledge can be used. Interactions are then the key factor in whether instruction is dened as teacher/adult-centered or child-centered.
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An educators interactions with children and facilitation of child-to-child interactions can demonstrate what an educators basic view of the child is. When interactions in the classroom are truly seen as dialogues in which there is an interchange of ideas and knowledge, then it can be said that the educator sees children as active agents and constructors of knowledge. When interactions are initiated and controlled by the educator as a way to test childrens knowledge, then children are seen as empty vessels to be lled with knowledge by the educator. Researchers have pointed out the weakness of the managerial approach to working with young children, where adults either ignore or talk over them and generally dominate the proceedings (Bruner 1980; Wood, McMahon, and Cranstoun 1980; and Tizard and Hughes 1984). A more effective approach allows children to initiate or intervene in learning episodes. The rst step toward creating a child-centered classroom and involving children in the co-construction of knowledge is to group children in different formats, ensuring that whole-group activities are not the main or most important form of instruction. When educators do most of their instruction in large-group activities, it is generally observed that children give very short, rote responses that require little to no thought. On the other hand, when educators interact with children in small groups or individually, then the children have a greater opportunity to express their own thoughts, opinions, questions, strengths, and interests. Although this will be discussed later in the chapter on Focus on Assessment and Planning as an indicator of quality, it is important to understand that it is only through activities other than whole-group instruction that educators can have the more individualized interactions with children that will stimulate their learning. Often when educators are rst presented with a childcentered approach to learning, they start by rearranging the classrooms so that children can do more work in small groups; however, the nature of their interactions stays teacher-centered. This happens when the adults are still primarily giving children information; the interaction is still under the control of the adult, and the direction is from the adult to the child (ACEI 2006). Even after the classroom has been arranged so that children can work in centers/corners or interest areas, there are several key points that educators must address to ensure that their interactions are child-centered:
1.
They must understand childrens needs and learning processes so that their interactions both support and challenge children.
2. They must ensure the well-being of all children. 3. Interactions between them and the children must follow a process of co-construction or sustained shared thinking or activities.
4. They must individualize instruction to childrens needs. 5. Children must be able to make choices.
6. They must understand that children need to be highly motivated and involved in learning activities if they are to learn. 7. Children must be not only able but encouraged to interact and learn from other children. NAEYC (2003) states that as professionals, educators need to go beyond narrow or outdated developmental concepts and understand and work with the multiple inuences on childrens development that include cultural and linguistic contexts, relationships with key adults and peers, economic conditions, health status and disabilities, individual developmental variations, learning styles, exposure to technology and media, and family and community characteristics. Educators use that knowledge to promote childrens physical and psychological health, safety, and sense of security. Children are viewed as active agents, not as passive recipients. Educators support children to make meaning from their experiences while at the same time challenging or stretching them. They engage in pedagogical interactions that allow educators and children to co-construct knowledge, differentiating or individualizing instruction to be at the right level of challenge so that all children are highly motivated and involved in learning activities. Katz and Katz (2009) note that all interactions must have content. They point out that the majority of interactions in early childhood education settings are dominated by routines and rules of the daily schedule of events. These interactions lack intellectual content such as childrens questions, ideas, theories, hypotheses, thoughts about their plans and so forth. They neglect the importance of childrens intellectual development and to fail to strengthen childrens in-born dispositions to make sense of their environment. Siraj-Blatchford and Sylva (2004) in a summary of the Effective Provision of Preschool Education (EPPE) and the
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1. INTERACTIONS
Researching Effective Pedagogy in the Early Years (REPEY) studies point out that the most effective settings for intellectual, social, and dispositional outcomes are where educators and children engage in sustained shared thinking. The co-construction of knowledge that happens in an interaction between a child and the educator means that each of them is involved and that the content is in some way instructive. There are several important points that need to be understood about the sustained-shared-thinking process: 1. The educator must have a very good understanding of the pedagogical content knowledge in order to stretch childrens thinking about the topic.
In order for interactions to have content, educators must have skills and knowledge in many areas. They must: Know the content (concepts, vocabulary, facts, skills) that make up each area of learning; Know and use general teaching strategies that are effective with young children; Match content with childrens developmental levels and emerging abilities; Carefully observe children to determine their interests and level of understanding; Interact with different individuals and groups; Neither underestimate nor overestimate what children can do and learn; Challenge children to question their own thinking and conclusions; Scaffold learning, carefully introducing new material and ideas; and Reect on childrens learning based on their responses. (adapted from Epstein 2007b) Quality interactions begin with the educator. Once we begin to look at the way adults interact with children we realise how powerful these dimensions are. In view of getting high levels of well-being and involvement the person of the teacher is even more important than other dimensions of the context, such as the space, the material and the activities on offer (Laevers 2009).
2. The educator must have experience with open-ended questioning. 3. The educator must create a classroom in which children can also initiate episodes of sustained shared thinking and must know how to extend this through supporting children.
Sustained shared thinking occurs when educators individualize their interactions and when they provide opportunities for children to make choices. Montie, Xiang, and Schweinhart (2006) point out that when children choose activities, they tend to be interesting and engaging to them and the difculty level is suitable. On the other hand, when educators propose specic activities instead of letting children choose, the activities are often too easy or too difcult or simply not interesting to some children. Free-choice activities not only provide children with an opportunity to initiate sustained shared thinking episodes, they also respect childrens sense of initiative by acknowledging their interests, giving them room for experimentation, letting them decide how an activity is performed and when a product is nished, and implicating them in the setting of rules and the solution of conicts that arise . Siraj-Blatchford and Sylva (2004) caution, however, that there has to be balance of teacher-initiated and teachersupported free-choice activities. In the book The Intentional Teacher, Epstein (2007 b) comments: In some content areas children seem to learn best from child-guided experience acquiring knowledge and skills through their own exploration and experience, including interaction with peers. At other times, children seem to learn best from adult guided experience that is in set up situations in which educators introduce information, model skills, and the like.
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1. INTERACTIONS
INDICATORS OF QUALITY
1.1.1 The educators interactions are warm and caring, expressing appreciation and enjoyment of children.
How to Engage in Quality Practice

It is important that children feel emotionally secure. Educators show that they enjoy being with children through both the words they use and their body language, including smiling, laughter, and physical affection. Educators show this enjoyment and care through their actions. They bend down so that they are at the same level as the children and can look them in the eyes and maintain eye contact while talking to them. They call children by their names. They show affection by touching childrens hands or back (but use caution if children do not like to be touched and if necessary ask permission). They understand childrens different temperaments and respond positively to them. They also respond to childrens cues and provide many opportunities to participate back and forth in communication, including talking to them during routines. They consistently nurture and respond to childrens physical and emotional needs, comforting them when they are distressed. When educators show children patience, interest, and support, give them complete attention, and show that they are listening to them and seeing them, these actions indicate to children that that the educator is happy to be with them and appreciates them as individuals who have something to offer. By joining in childrens activities and having frequent social interactions with themtalking to them about their interests, home lives, ideas, and experienceseducators demonstrate their interest in the children as human beings who think, feel, and contribute to society.
Moving Forward
No matter how much educators care about children, there always seem to be a child or children who are more difcult to have a warm and enjoyable relationship with. Educators move forward in their practice when they collect and analyze information about these challenging situations and engage in reective practice. They look for ways that the same children engage in positive, successful relationships with others. Educators may try to replicate those successful interactions or where appropriate ask other adults (educators, other staff, mentors, and the childrens family members) how to have more successful interactions with the children they nd difcult. When educators interactions are warm and caring and express appreciation and enjoyment of children, then children: Learn how to establish trust in others, which is a major step in human development. Feel valued and wanted. Feel relaxed and more open to taking risks that are required in learning. Develop a healthy self-concept and high self-esteem, which are crucial to mental health. Develop emotionally and socially. Develop language skills.
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1.1.2 The educators interactions with and expectations of children are consistent with the process of child development and learning.

It is important that educators as professionals be familiar with human and child development theories and learning theories (Erikson, Maslow, Piaget, Vygotsky, Gardner, Bandura, Bruner, Bloom, among many others) and can explain which of those theories they adhere to the most in their own practice. This professional knowledge is the foundation that educators use to assess and plan for childrens learning as well as to frame their expectations for individual and groups of children. Educators need to align this general knowledge with the relevant data they use in determining their expectations of individual children. They then individualize their interactions to stimulate, scaffold, and further support each childs learning. (Scaffolds are interactional supports and the process by which adults assist in a childs attempts learn something new or to gain a new skill that is currently beyond his or her independent efforts. A scaffold is a temporary framework that is put up for support and taken away as needed when the child masters a task.) This work can include noticing when children need extra help or stimulation and intervening in ways that help the child complete the task independently with practice. It is important to know what can be expected of children at different age levels. Human development research indicates that children go through universal, predictable sequences of growth and change and that these changes occur in all domains of development: physical, emotional, social, and cognitive. Understanding what is typical for a childs development provides a sense of how to interact with children in that stage, how to plan learning experiences for them, and how to interpret childrens behaviors and outcomes positively in terms of their development. Expectations of children, while needing to be realistic in terms of their developmental limitations, also need to be appropriately challenging. Studies (Wyman 1993; Miller 1995; Zeichner 1996; Duncan and Brooks-Gunn 1997; Jencks and Phillips 1998) have historically shown that having low expectations of children can become self-fullling prophecies. Although these studies have focused on the achievement of minority groups in terms of educators expectations of them, it can be argued that people often underestimate the abilities of young children and that these low expectations hold them back. Interactions with children need to be age-appropriate. Interactions with infants look very different from interactions with primary school age children, yet both should show an awareness that each child is a unique individual shaped by multiple inuences outside of formal learning and care situations. Educators put themselves in the childs mind by listening to his/her preoccupations, self-talk, and questions in order to try to understand his/her thinking. It is in this way that they can best scaffold the childs thinking or skills to the next level of understanding or abilities.
Moving Forward
Mistakes children make or misconceptions they have should be seen by educators as learning opportunities and insights into childrens developmental levels and reasoning abilities rather than judged as something to be xed. Educators move forward in their practice when they can also view childrens knowledge, attitudes, and dispositions toward learning as part of their broader lives and recognize that there may be times they do not align with the schools or dominant
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1. INTERACTIONS
societys values. This does not mean that they are bad or wrong and that the child has to change them. Children are expected to behave differently in different circumstances. Educators need to be aware of what the expectations are of children outside the school in order to help them transition to those that are required in the classroom without feeling that they need to change the child. When educators interactions with and expectations of children are consistent with the process of child development and learning in that they are realistic yet challenging, then children: Develop healthy self-concept and high self-esteem. Are more relaxed, self-condent, and open to learning. Develop a more proactive approach to learning; they feel comfortable to make mistakes and learn from them. Learn more because expectations are matched to developmental levels. Learn more because they are not limited by low expectations. Become more independent and take more initiative.
1.1.3 The educator interacts frequently with individual children throughout the day, building on their strengths and stimulating their learning and development.

It is important to make sure that educators have regular positive interactions with all of the children in order to assure that every child under their care can feel valued, appreciated, competent, and respected. These interactions help the educator develop nurturing relationships with the children and discover the many unique qualities, both academic and personal, of each child. Educators interactions with individual children should also stimulate their learning and extend their thinking. Educators look for ways to use each childs interests and comprehension to co-construct a skill, concept, or idea with them and connect that new knowledge with the goals of the curriculum. Ways to do this include: Using open-ended questions that enable educators and children to engage in real conversations. Recapping what children say. Encouraging children to describe their ideas, efforts, and products. Clarifying ideas for them. Offering alternative viewpoints. Asking children to think about something in another way, from another viewpoint. Speculating with children about what might happen if. Modeling thinking for children by thinking out loud about different questions. Building on childrens interests from their activities outside of school and their everyday lives.
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Participating as a partner in childrens play or work in ways that enrich it or sustain it. Participating as members of the classroom community in discovering, investigating, and searching for answers.
Moving Forward
Educators move forward in their practice when they actively empower children to be partners in the process of co-constructing knowledge beyond the classroom, helping them develop the skills and nd opportunities to engage in these processes in their homes and communities. When educators interact frequently with individual children throughout the day, building on their strengths and stimulating learning, then children: Develop cognitive and higher-order thinking skills. Develop lifelong learning dispositions and skills. Become more critical thinkers and problem solvers. Enjoy the process of learning. Develop proactive attitudes and ways of approaching the world. Develop greater self-esteem as they feel that they are actively contributing to their own learning and are valued and appreciated.
1.1.4 The educators interactions are responsive to each childs emotional, social, physical, and cognitive strengths and needs.

All children are different and vary considerably in the patterns and pace of their growth, thinking, language, and social, emotional, physical, and cognitive capacities due to individual differences, cultural and family attitudes, and special learning and developmental needs. All children must be treated equally with respect and consideration and be provided equal opportunities to take part successfully in all activities, even if accommodations must be made (for example, for physical access, language differences, or cognitive limitations). Not every child is going to do the same thing in the same way, so educators must observe children closely and then individualize (or match) their interactions to meet different childrens developmental levels, learning styles, temperaments, interests, cognitive levels of functioning, previous experiences, cultural patterns, and social and emotional maturity. Educators can ask children what their needs are as well as what they already know and can do and use the information as a foundation to build new knowledge, skills, and understanding. They can also help children acquire the skills to ask for help and to let their educators know where they are in the learning process. Educators should create and modify learning experiences, building scaffolds to meet individual childrens needs. They can give extra help when neededif a child is frustrated, experiencing difculties, or having trouble getting started while also trying to make it possible for the child to act independently. A scaffold could include comforting a child who needs emotional support, but might also offer ways that the child can help him/her self.
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Although routines and schedules are necessary and important in that they offer predictability for children as well as emotional and physical safety, educators also need to exible with children. It is unrealistic to expect that everyone should be hungry, tired, or cold at the same time. Adults usually have much more say in when they want to eat, how much they eat, or when they want to rest. Yet schools and early childhood centers expect children to adhere to rigid schedules. Accommodations can usually be made for individual childrens needs, whether it is providing children access to healthy food outside of regular eating times or having a quiet, soft place in the classroom for children who need to rest a little bit.
Moving Forward
Educators move forward in their practice when they take a step further to seek out information about how children react and interact in different environments, especially in the family and community settings. They use this information to reect on their own interactions with individual children in order to be more responsive to their strengths and needs. For example, they will nd out from families what helps a young child sleep; they will nd out what children are capable of doing at home on their own; they will seek out places in the community where children play and learn about how they interact there as opposed to in school or the center. When educators interactions are responsive to each childs emotional, social, physical, and cognitive strengths and needs, then children: Feel both successful and challenged so that their self-esteem is nurtured. Are learning at their individual levels of understanding. Feel safe and respected in the process of learning. Feel connected both with their educational and home environments. Are more likely to transfer learning to other areas because an effort has been made to give it a foundation in what is already known or what is meaningful to them in their lives.
1.1.5 The educator provides opportunities for children to make choices and to have those choices realized and respected by others.

A very easy way to individualize instruction for children is for the educator to offer them choices in what they are going to do during their time in the class. Giving children room to experiment and explore encourages their creativity and understanding of how the world works. Providing opportunities for children to choose materials and whom they would like to work with also shows children that educators respect them as individuals with different needs and strengths. Educators also show respect when a child chooses not to do something by nding ways to do it another time, to do it in another way, or to drop the requirement that it be done. Educators provide opportunities for childrens choices through careful planning, building meaningful choices into the school day. Children can choose their activities, decide where to work, nd people to work with, and gure out how long to stay with the activity. Educators encourage choice by having materials always
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available that children can access by themselves, materials they can experiment with that will extend their skills, creativity, knowledge, thinking, and development. However, educators must also remember to adapt choices to the age level and possibilities of each child; opportunities to choose should empower children, not confuse them. They may also need to help children learn how to make choices. If children live in a culture where this is not common, children will need time and support in how to make choices that will allow them to accomplish their goals. Educators can help by getting children to talk about their options before starting an activity, including how they will organize their time, whom they will work with, and what they will do. Epstein (2007a) in the High Scope Curriculum outlines a plan-do-review sequence in which children make choices about what they will do, carry out their ideas, and reect on their activities with adults and peers. Through engaging in this process, children gain condence as thinkers, problem-solvers, and decision makers. They learn how to interact with intention and reect on the consequences of their actionstools that all people need in the lifelong learning process.
Moving Forward
Educators move forward in their practice when they also help children develop the skills to reect on their choices. There is always a consequence to a choice, the road not taken. Children need to be able to learn about what other options were available and to think about the consequences or outcomes they might have experienced had they tried something a different way. We learn from mistakes, but we also can learn from what we did not risk to do. When educators provide opportunities for children to make choices and to have those choices realized and respected by others, then children: Learn how to communicate their ideas and decisions. Gain self-condence and a sense of self-control. Increase their level of engagement and involvement in an activity, the most important predictor of learning. See themselves as doers capable of putting their plans into action. Construct knowledge and build new skills. Become critical thinkers and problem solvers. Increase language capabilities to form and talk about mental images. Consolidate their learning and understanding. Gain a disposition to show initiative. Gain skills for planning, organizing, analyzing, evaluating, and recording. Gain an ability to assess and take risks where appropriate.
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1.1.6 The educators interactions with children develop their initiative, autonomy, selfsufciency, and leadership.

A major indicator of whether interactions are child-centered is whether the interactions are about sharing control with the children and encouraging their initiative or about controlling children to conform or do what the adult tells them to do. Epstein (2007a) points out that sharing control means taking turns with children being the leader and the follower, the speaker and the listener, the educator and the learner. This involves letting children do activities independently whenever possible. Sharing control does not mean that the educators let children just do as they please with no input or direction in terms of their behaviors, learning, or curriculum requirements. Childrenalong with their need to take initiativealso need to feel emotionally and physically safe. They need to be condent that someone is taking care of them while giving them opportunities to explore their world. They need to know that someone is supporting them in their learning who knows and can help with what they need to learn or do next. Educators also help children understand better or differently something they already know (Katz and Katz 2009). They challenge children not to be bored with doing the same things over and over again. Children need directions on how to do things as well as input on why they need to do them. Educators encourage initiative and autonomy when they support children to do activities independently. They do not do things for children but try to do things with them that help them become independent, even if it takes longer than if the educator were to do it for them. This means also accepting approximations, not demanding perfection. Educators develop childrens initiative through helping them take on leadership roles in the classroom. They involve children in the development of classroom jobs (instead of just assigning them) as well as rules and routines. They put children in charge of things that are developmentally appropriate and that they can accomplish. They take on roles that children assign to them in their work or play, following the childrens lead. They let children develop the criteria for deciding how an activity will be done and how it will be evaluated. They encourage children to teach each other what they know or can do. Educators also encourage childrens initiative by giving positive feedback, showing interest, asking questions, admiring accomplishments, and offering afrmation. This does not mean giving excessive praise, which has actually been shown to de-motivate children (Lepper, Iyengar, and Corpus 2005). It means giving informative, task-specic, and meaningful feedback.
Moving Forward
Educators move forward in their practice when they also are assessing what interactions, activities, procedures, rules, and routines that exist in the school or community may work to undermine childrens initiative and are looking to see if there are things they can do to diminish or counteract the negative effects. Many times adults have the attitude that children are to be seen and not heard; that they have nothing of value to contribute. Childrens initiative, their autonomy as thinking/feeling unique individuals, their self-sufciency and leadership, all have to be fostered.
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When educators interactions with children develop their initiative, autonomy, self-sufciency, and leadership, then children: Gain the disposition to show initiative. Develop high self-condence and high self-esteem. Are more engaged in learning. Gain problem-solving and life skills. Learn skills to help them work cooperatively, exibly, and as part of a team and live in democratic environments. Gain skills for planning, organizing, analyzing, evaluating, and recording. Are able to assess and take risks where appropriate. Gain the ability to act proactively and respond positively to change.
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PRINCIPLE 1.2 The educators interactions promote the development of a learning community where each child feels s/he belongs and is supported to reach his/her potential. 1.2.1 The educator facilitates peer interactions among children to promote their social development, building shared understanding, mutual support, and a sense of community to help them reach learning and developmental goals. 1.2.2 The educator offers activities that help children learn to distinguish feelings, to recognize them in themselves and their peers, and to communicate about them. 1.2.3 The educator promotes democratic values by encouraging every child to express his/her opinion in an appropriate way and participate in decision making. 1.2.4 The educator promotes and supports the development of childrens language and communication in multiple ways throughout the day.
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Why it is important to promote the development of a learning community where each child feels s/he belongs and is supported to reach his/her potential
Learning is more than the internalization of knowledge. It is a process in which all members of a learning community participate actively in creating that community. Children who are connected to others in the early years of schooling are much more likely to experience success both socially and academically (Hamre and Pianta 2001; Silver et al. 2005; Pianta, LaParo, and Hamre 2006). It is in a community that children have their needs for affection, appreciation, social recognition, and connection with others and the world met (Laevers 2005). The quality of peer relationships in early childhood predicts later success in intellectual growth, self- esteem, mental health, and school performance (Bronfenbrenner 1981). Research has shown (Howes et al. 1988; Ladd 1990; Hartup 1996; Ladd, Kochenderfer, and Coleman 1996) that friendships among children provide them with social stability, help them learn, and foster prosocial behaviors. Interactions with peers are especially important. Once again, this is much more likely to happen in small groups. Whole-group activities tend to be dominated by educators talking and do not require children to have conversations among themselves. It takes a very skilled educator to conduct whole-group discussions where young children will actually engage with each other as well as the educator. Free-choice activities are also optimal for peer interactions among children as they provide the opportunity, and often the necessity, for children to interact verbally with other children in one-on-one or small-group play, assigning each other dramatic roles, establishing rules for games, or planning their next adventure. Part of being in a community is also knowing how others are feeling and thinking. Laevers (2004) argues that children cannot develop healthy self-concepts and learning dispositions unless they have a sense of well-being that comes from being in a community. Well-being is derived from interactions and is important for a child to develop emotionally. Laevers states that adults help children by helping them express what they feel and showing them how to work with the emotions of others. The role of the educator is to strengthen the relationships among children by introducing activities that help children explore the world of behavior, feelings, and values.
According to Katz and Katz (2009), childrens lives are enriched when they are encouraged to enjoy each others special qualities and their contributions to the accomplishments of the group. Educators can either teach children to be competitive or to collaborate and cooperate. Cooperation/collaboration in a learning community is what helps children succeed by engaging in positive, helping interactions with each other and understanding their interdependency. Sapon-Shevin (1999) points out the risk of creating highly competitive environments is that children can learn that other people keep them from succeeding. Therefore they need to nd the weaknesses of their opponents and do whatever it takes to win at any cost. We all have seen the negative effects of these kinds of interactions. Another key factor in the building of a community is the need of all members to feel that they actively participate in, contribute to, and have a voice in how it functions. In teacher-centred classrooms where the majority of interactions ow from the educator to the children, expressive communication is not being developed. The role of the educator is to help children develop emotionally and socially, which requires that children have the language and the space to use it to express themselves with adults and with their peers. In order to actively contribute to the learning community, children need to be able to have a say in the rules that will manage it, its plans and activities. Children are learning about the rights and responsibilities of being a member of a community that runs on democratic principles, including developing care, respect, justice, and equity.
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1.2.1 The educator facilitates peer interactions among children to promote their social development, building shared understanding, mutual support, and a sense of community to help them reach learning and developmental goals.

The ability to work successfully in teams and participate as active members of learning communities is a highly valued skill in the adult world, yet educational systems have historically placed little emphasis on the acquisition of this skill in the learning process. It is important to provide opportunities for children to experience pleasant moments together such as during meal or snack times, morning meetings or circles where children come together to plan, and ending circles where children come together to reect on their learning. It is also important to provide support to children when they are interacting with others. Educators support children to make and maintain friendships in the classroom by providing them with opportunities to work and play together, to cooperate and to collaborate. With younger children, this is done by creating opportunities for children to engage in parallel play. Primary-school age children can be offered cooperative learning activities where they only accomplish tasks by working with team members. Educators can use cooperative learning techniques such as think, pair, share even with younger children, asking them to nd someone and talk about something they know or think and then report back to a larger group what they learned. Experience shows us that a child can often teach something to another child more effectively than an adult. It is important that adults build on this capacity for children to learn from and be supported by other children. In a model of shared control between educators and children, it is also important that children learn through their interactions with peers that they can support each other and act as educators, mentors, and role models for others. Children can do this within their own classrooms or by building relationships with other children in the school, perhaps by having reading/writing partners from older or younger classrooms or helping or playing with younger children in formal and informal activities. However, children do not just absorb these social skills. Skills such as active listening, waiting their turn, sharing materials, showing interest in what others do, comforting others, asking for and giving help, support, and appreciation, and sharing joy and excitement have to be introduced, named, and modeled for them. It is also the educators responsibility to watch for children who may be feeling excluded and to intervene. The educator can work with both the child/children being excluded and those who are excluding, searching out and creating opportunities for children to interact with others they may not usually connect with. By playing or working alongside an excluded child, the educator can make sure that what they are doing is interesting enough to prompt other children to want to engage. Educators also help children reect on inappropriate behaviorstheir own and othersand look for ways to change them so others will want to work or play.
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Moving Forward
Educators move forward in their practice when they develop methods that also help children understand their responsibility and encourage them to take initiative in creating and maintaining the emotional safety of the classroom. This can include teaching them how to notice when they or other children are being excluded and how to be more inclusive, helping with them use language to change the situation. Educators can offer children helpful strategies such as using I messages when they are upset explaining why they do not like certain behaviors and how those behaviors make them feel; and brainstorming ways to include others in their play or work. When educators facilitate peer interactions among children to build shared understanding, mutual support, and a sense of community, then children: Develop social skills that help them work and live with others. Gain interpersonal, social, and emotional maturity. Learn more by also learning from other children. Are more engaged in learning because it is often more interesting to work with others. Are able to show respect for and interest in others.
1.2.2 The educator offers activities that help children learn to distinguish feelings, to recognize them in themselves and their peers, and to communicate about them.

The role that emotional intelligence plays in a persons success in life is becoming more and more evident and has been documented as a critical area of readiness for learning (Raver, Izard, and Kopp 2002). Children need to feel that they are not being judged on their feelings and emotions and that they have the right to feel the way they do about something. However, in order for children to develop emotional and social competences, they need encouragement and help putting into words their own emotions, feelings, experiences, and viewpoints in appropriate ways to get their needs met. Activities that provide children with experience analyzing and reecting on their own emotions and those of others include games that help them recognize and name emotions, role plays, drawing, and reading stories and discussing the characters emotions. Children also need to be taught how to deal with conicts with others. Conicts between children should be seen as part of their normal development and a learning opportunity for them to engage in problem solving. Educators develop conict-resolution skills when they facilitate conversation between children experiencing conict and help them nd satisfying, creative solutions to problems that acknowledge the feelings and needs of everyone involved. They intervene immediately when children hurt each other, taking the opportunity to discuss the conict and to take into consideration the needs of both children. However, educators also work with the children to help them learn to resolve conict themselves. They teach children to use I messages that help them verbalize how others make them feel when they do certain things. I messages are a way for children to state their feelings and to change others behaviors. They follow a clear format:
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1.
I feel
(say the feeling) (describe the action) (say why the action connects to your feeling)
2. When you 3. Because
The I-message is different from a You-message because it does not attack the other person or make judgments about him or her. Educators should also give children positive feedback when they resolve a conict or when they are sensitive and caring toward others, stating exactly what positive behavior is being praised. They can talk with children with about how certain behaviors may trigger negative emotions in people and brainstorm with them ideas about how to get more positive reactions from others.
Moving Forward
Educators move forward in their practice when they regularly reect on how particular children express their needs and plan for and are prepped to use teachable moments as they may present themselves to help children better understand and deal with their emotions. When educators offer activities that help children learn how to distinguish feelings, to recognize them in themselves and their peers, and to communicate about them, then children: Gain interpersonal, emotional, and social maturity. Feel safe and thus have a greater sense of well-being when they can express their feelings and be understood. Gain skills in how to work cooperatively and successfully with others. Learn different points of view and gain respect for different perspectives. Learn that conicts can be solved in nonviolent and constructive ways.
1.2.3 The educator promotes democratic values by encouraging every child to express his/her opinion in an appropriate way and participate in decision making.

In order for children to feel that they belong to a learning community, they need to feel that they have a voice in how it functions. Children learn about democracy by experiencing it directly in their environments; they learn that they are worthy and valued and that their individual needs and rights will be respected. Adults must respect the decisions that they have asked children to make and ensure that others do the same. One way to assure that the good of the group is respected is to help children understand and feel comfortable with knowing what they may and may not do and what they can expect of others. Children can understand the meaning of rules and their purpose: to keep everyone safe. Involving children in developing rules and routines, and in changing them and making new ones when necessary, is the best ways to get them to cooperate. If children are too young to participate in this level of decision makingfor example, when they are under two years oldthen the rules and boundaries need to be explained to them, taking their level of comprehension into account.
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Another way to assure that children feel worthy and valued is to encourage them to express their opinions openly, even when they are unsolicited. Part of the expressing opinions is learning how to frame ones position or argument so that ones needs, interests, and experiences are heard, along with learning to listen to the ideas of others. Educators can have procedures to ensure that everyones opinions and ideas are heard. For instance, educators can pass around a talking stick and explain that only the child holding the stick is allowed to speak. As long as the stick circulates through the entire group, every child gets a voice. Educators can discuss with children the differences between rights and responsibilities. It is everyone right to express themselves, but it also everyones responsibility to assure that their expression does not hurt others. It is also everyones responsibility to make sure that everyone else is heard. There is also a difference between wants and needs. Educators can also talk with children about choices they make and how particular choices contribute to just their own good or the good of everyone in the group. Educators also ensure that when children express opinions and choices that other children and adults in the classroom respect them and incorporate them into their actions as much as possible. They can also help children understand that decisions and opinions are not forever; that sometimes we receive new knowledge or have new experiences that mean we have to or want to change a rule, an opinion, or a procedure. Children need to be given opportunities to revise decisions to see how different choices work out.
Moving Forward
Educators move forward in their practice when they actively teach children about the processes of democracy. Seefeldt (1994) points out that children also must give up some of their egocentrism for the good of others and the group. This means that they must also learn to solicit the opinions of others and make decisions about what happens in the group based on analyzing the consequences of different decisions on themselves and others. When educators promote democratic values by encouraging every child to express his/her opinion in an appropriate way and participate in decision making, then children: Develop the skills and attitudes necessary to function effectively as citizens of democratic societies. Learn what is needed to work in learning communities. Practice democratic decision making in safe, structured ways. Understand the meaning of rules in general and why they are needed in society.
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1.2.4 The educator promotes and supports the development of childrens language and communication in multiple ways throughout the day.

One of the biggest challenges educators face in the classroom is how to talk less and let children talk more. It is estimated that educators talk at least three times as much as children do in traditional classrooms and when children are asked to speak it is usually to answer a educators question (Piper1998). There are two problems with educators talking too much. First, children learn language by using it, not just by listening to it, and one of the goals of early childhood education is to help children acquire language. Second, all of us tune a person out when they talk too much and children are no exception; they disengage from the learning process when they are just required to listen and not contribute in a meaningful way. Educators need to understand that childrens communication is a skill that is developing. Children should not be afraid to make mistakes or to risk trying structures in communication that they have not yet mastered. This means that childrens pronunciation or grammar should not be directly corrected as this may impede their motivation to communicate. Instead of correcting, educators can rephrase back what the child said with the correct form of language in normal conversation. Communication with children is most effective when it stimulates their thinking and talking about things, situations, and people. It should be mutual, with both children and adults both listening and talking; educators should be responsive to what the children say. Children can be intimidated by too many questions even if they are open-ended questions. Questions should be natural and arise from real conversations. Educators should also give children adequate wait time to answer. Too many times educators jump in with the answer or ask someone else to answer, not giving the child time to formulate his or her thoughts. Educators should not repeat a question several times to make sure the child hears it, as this also does not give them a chance to think about an answer. Educators can effectively develop childrens communication by encouraging them to talk to each other in discussions and cooperative activities and by inviting them to elaborate on or clarify their ideas. Educators can ask children how they know something; or invite them to speculate or predict by asking what they think might happen in various situations; and recap what children say to check for the educators and other childrens understanding. It is especially important that educators are sensitive to those children who may come to school speaking another language from the language of instruction and to nd ways to make them feel safe in learning the new language. There are many things educators can do to help children who do not speak the language in the communication process, such as using props, pictures, role plays, or body language. The biggest mistake educators make with these children, however, is focusing on the correctness of their speech instead of encouraging them to communicate in whatever way they can. Language differences are not language disabilities. Childrens second language will develop in much the same way that their rst language developed in their home environment. They need lots of encouragement and time to transition to uency in the new language through real conversations; correct speech will develop naturally when it is not the educators primary focus.
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Moving Forward
Educators move forward in their practice when they understand the processes of both rst and second language acquisition. They can appropriately assess where children are in the acquisition process and then scaffold their interactions with individual childrens language abilities. When educators promote and support the development of childrens language and communication in multiple ways throughout the day, then children: Develop their capacity to use language, including expanding their vocabularies and knowledge of how language works. Gain social competences. Develop higher-level thinking skills. Gain more clarity in communicating their thoughts, ideas, and feelings. Work through and further develop their ideas by talking about them. Develop thinking and lifelong learning skills. Gain self-condence and self-esteem as persons who have something to contribute.
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PRINCIPLE 1.3 The educator engages in purposeful, reciprocal interactions with other adults to support childrens development and learning. 1.3.1 The educator engages in respectful social interactions with families, other staff members, and community members and models and promotes such interactions.. 1.3.2 The educator cooperates with other professionals in the school and community to promote childrens development and learning.
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Why it is important to engage in purposeful, reciprocal interactions with other adults to support childrens development and learning
Bronfenbrenners Ecological Theory states that development reects the inuence of several environmental systems: the Microsystem or immediate environments (family, school, peer group, neighborhood, and childcare environments); the Mesosystem, which comprises connections between immediate environments (a childs home and school environments); the Exosystem or external environmental settings that only indirectly affect development (such as a parents working environment); the Macrosystem or larger cultural context (Eastern vs. Western culture, national economy, political culture, subculture, etc.); and the Chronosystem or the patterning of environmental events and transitions over the course of life (Bronfenbrenner 1979). When we look at early child development and education, we have to consider all of the environmental inuences on a particular child. This can also be seen as a model of concentric circles: the child is in the center, surrounded by circles that include next the family, then community, then institutions such as schools, and then the wider political and economic systems that also affect childrens development. A childs well-being is the shared responsibility of all the adults who participate in these circles. Key adults who make decisions that can affect childrens well-being need to open dialogue in order to promote the best interest of children. Laevers (2005) points out that childrens well-being is enhanced when their basic needs are met, including: physical needs (need to eat, drink, move, sleep); the need for affection, warmth, and tenderness (being hugged, physical contact, receiving and giving love and comfort); the need for safety, clarity, and continuity (need for a more or less predictable environment, need to know what is allowed and what is not allowed, the ability to count on others); the need for recognition and afrmation (feeling accepted and appreciated by others, meaning something to others, being part of a group);
the need to experience oneself as capable (feeling able to do something without help, sense of mastery and pushing limits, experience of success; the need for meaning and (moral) values (feeling of being a good person, feeling connected with others and the world). Educators working in teams with other professionals teaching assistants, parents, and community members are more capable of meeting childrens needs than when working alone. In order to teach children in inclusive classrooms, educators work toward the ideal of co-teaching with specialists and paraprofessionals, understanding that all children benet from having multiple professionals in the classroom to meet their learning needs. Co-teaching means two professionals in the setting are engaging in the joint delivery of substantive instruction where both have active roles. Co-educators work to ensure that their instructional strategies engage all children in ways that are not possible when only one educator is present. Co-teaching also means that both educators and other professionals are involved in the design and monitoring of the childrens learning and in development of the strategy or activity. Educators also model to other adults how to interpret childrens behaviors positively in terms of development and not negatively in ways that see the child as a problem. Interactions between adults can be learning experiences that increase everyone understands of childrens development (Epstein 2007a).
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1.3.1 The educator engages in respectful social interactions with families, other staff members, and community members and promotes such interactions.

Children learn about how to treat others with respect, how to work cooperatively with others, and how to be a member of a learning community by seeing these behaviors modeled by others. It is therefore imperative that adult interactions show respect for others regardless of their gender, race, ethnic origin, culture, native language, religion, family structure, social class, economic status, or special need. Within the school or center, those who work in manual labor positions, the people who cook for the children or clean the buildings should be treated with the same level of respect as the director. When adults are kind, polite, interested, and cooperate with every person who enters the classroom community, then children have a good model to imitate. When educators show appreciation of other adults ideas, contributions, or work whether they have had direct contact with the children in the classroom or not, and nd ways to show that every adult can contribute in some way to the learning community, they acknowledges that that all members of the community are human beings who have something valuable to offer others. Parents and community members should be encouraged to be involved in a variety of ways. Inviting different family and community members to be involved in the classroomeven seeking them out when necessaryis an excellent way to show that learning communities are open and constantly evolving as people bring new information and new relationships to the group. This practice models an appreciation of diversity both through the kinds of people involved and the ideas they bring with them. It sends a strong message that the educational context (the particular kindergarten or school) is also part of the communitys responsibility and that all members of a community have a mutual interest in working together for the benet of children and the community at large. It also illustrates the continuity between home and school, creating shared values and mutual respect. There are many ways we show respect to others. Educators should address family and community members as well as those who work in the school by their culturally appropriate names. They should show appreciation of families and community members support by thanking them verbally and in writing as well as by getting the children involved in expressing gratitude. Educators should always speak about family and community members respectfully in front of children and other adults, avoiding labeling or stereotypes. For example, if there is a partnership with a senior citizen home whose residents work at the school, educators should avoiding calling these people old. They should use principles of adult learning when instructing family or community members on how to work in the classroom.
Moving Forward
Educators move forward in their practice when they regularly reect on how different people may be labeled, addressed, or treated. They recognize how those labels or behaviors can exclude others and perpetuate inequalities between
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1. INTERACTIONS
groups of people. They look at how they use language and treat others and actively work to erase instances of exclusion and inequities in their own interactions with others. When educators engage in respectful social interactions with families, other staff members, and community members, then children: Learn social skills. Learn about the principles of working in democratic communities. Gain self-esteem when they see their family and community members as people who are also educators or important members of society. Learn that people can learn from everyone, that each human being has some kind of expertisewhich does not have to be academicand interesting experience to share with others. Learn to appreciate diversity. Develop relationships with additional adults in the room.
1.3.2 The educator cooperates with other professionals in the classroom and school to promote childrens development and learning.

It is important that educators work closely together as a team with other staff members in order to best meet the needs of the children they are responsible for. Planning together with other professionals (assistant teachers, peer teachers, specialists) can be done either informally or as scheduled sessions, but preparing people about what their roles are during activities increases the impact of their interactions with the children and provides for smooth transitions. It is also important that all staff members be treated with respect and dignity. The cook or cleaning person may have an insight on a situation or be able to help just as much as another professional. When specialists are brought into the picture work with specic children who may have additional learning needs, it is best to use a collaborative model where everyoneparents, educators, and specialistsshares responsibility for the success of the child. In a collaborative model, all participants make decisions and solve problems together.Services may or may not be separate from the classroom, but communication is ongoing, thus maintaining a high level of awareness about treatment and progress, strategies, and objectives. Regular educatorspecialist meetings are scheduled and an attitude of trust and respect is conveyed to all. Individual education plans are made together and everyone understands their roles and responsibilities in the plan. Educators can also receive and provide feedback, asking other educators, administrators, and specialists to come into the classroom to observe their teaching or offering to watch colleagues lessons and provide feedback to them. It is also important for educators to communicate with those who have worked with the children (such as educators or specialists in past school years) to get relevant and objective information on the children. Educators should also work with educators from specialty areas in the school such as music, art, physical education, and foreign languages to coordinate their
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1. INTERACTIONS
interactions with the children. This demonstrates to children that classroom educators respect these content areas as well the individuals that teach them.
Moving Forward
Educators move forward in their practice when they work with specialists and administrators in a model of co-teaching that includes co-planning; co-teaching mixed groups of children, so that the special educator does not always work with just the children who need extra help; and co-reecting on how the lesson went for all of the children. When educators cooperate with other professionals in the classroom and school, then children: Have other adults to develop relationships with and to learn from. Feel more secure in knowing that many people care about them and work for their physical and emotional safety and well-being.
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1. INTERACTIONS
Studies and Documents that Support this Focus Area

Association for Childhood Education International. 2006. ACEI global guidelines assessment: Adapted from the global guidelines for the education and care of young children in the 21st century. http://www.udel.edu/bateman/acei/wguides.htm Blair, C. 2002. School readiness: Integration of cognition and emotion in a neurological conceptualization of child functioning at school entry. American Psychologist 57(2): 11127. Bronfenbrenner, U. 1979. The ecology of human development: Experiments by nature and design. Cambridge, Mass.: Harvard University Press. . 1981. Children and families: 1984? Society 18(2): 3841. Bruner, J. 1980. Under ve in Britain. London: Grant McIntyre. Center for Civic Education. 1997. Foundations of democracy. Calabasas, Calif.: Center for Civic Education. Coughlin, P., K. Hansen, D. Heller, R. Kaufmann, J. Rothschild Stolberg, and K. Burke Walsh. 1997. Creating child-centered classrooms: 35 Year Olds. Washington, D.C.: Childrens Resources International. Council for Exceptional Children. 2003. What every special educator must know: Ethics, standards, and guidelines for special educators. Fifth Edition. Arlington, Va.: Council for Exceptional Children. Cryer, D., T. Harms, and C. Riley. 2003. All about the ECERS: A detailed guide in words and pictures to be used with the ECERSR. New York: Teachers College Press. Duncan, G. and J. Brooks-Gunn (Eds). 1997. Consequences of growing up poor. New York: Russell Sage Foundation. Epstein, A. 2007a. Essentials of active learning in preschool: Getting to know the High/Scope curriculum. Ypsilanti, Mich.: High Scope Press. . 2007b. The intentional teacher: Choosing the best strategies for young childrens learning. Washington, D.C.: National Association for the Education of Young Children. Gopnik, A., A. Meltzoff, and P. Kuhl. 1999. The scientist in the crib. New York: William Morrow and Company. Hamre, B. and Pianta, R. 2001. Early teacher child relationships and the trajectory of childrens school outcomes through eighth grade. Child Development 72 (2): 625638. Hartup, W. 1996. Cooperation, close relationships and cognitive development. In In the company they keep: Friendships in childhood and adolescence, edited by W. Bukowski, A. Newcomb, and W. Hartup. New York: Cambridge University Press. Howes, C. 1999. Attachment relationships in the context of multiple caregivers. In Handbook of attachment: Theory, research, and clinical applications, edited by J. Cassidy and P. Shaver. New York: The Guilford Press, 67187. Howes, C., K. Rubin, H. Poss, and D. French. 1988. Peer interaction of young children. Monographs of the Society for Research in Child Development 53(1): 192. Jencks, C., and M. Phillips (Eds). 1998. The black-white test score gap. Washington, D.C.: Brookings Institution. Katz, L., and S. Katz. 2009. Intellectual emergencies: Some reections on mothering and teaching. Lewisville, N.C.: KPress. Ladd, G. 1990. Having friends, keeping friends, and being liked by peers in the classroom: Predictors of childrens early school adjustment? Child Development 61: 10811100. Ladd, G., B. Kochenderfer, and C. Coleman. 1996. Friendship quality as a predictor of young childrens early school adjustment. Child Development 67: 110318. Laevers, F. and L. Heylen (Eds). 2004. Involvement of children and teacher style: Insights from an international study of experiential education. Studia Paedagogica. Leuven, Belgium: Leuven University Press. Laevers, F. 2005. Well-being and involvement in care settings. A process-oriented self-evaluation instrument. Leuven University, Belgium: Kind & Gezin and Research Centre for Experiential Education. www.kuleuven.be/research/researchdatabase/ researchteam/50000387.htm.
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. 2009. Stvaranje djelotvornijeg sustava odgoja i obrazovanja povec anjem uc enic ke dobrobiti i ukljuc enosti, Dijete kola, obitelj 3: 27. Lepper, M., S. Iyengar, and J. Corpus. 2005. Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology 92(2): 18496. Miller, L. 1995. An American imperative: Accelerating minority educational advancement. New Haven, Conn.: Yale University Press. Montie, J.E., Z. Xiang, and L.J. Schweinhart. 2006. Preschool experiences in 10 countries: Cognitive and language performance at age 7. Early Childhood Research Quarterly 21: 31331. National Association for the Education of Young Children. 2003. Preparing early childhood professionals: NAEYCs standards for programs. Washington, D.C.: NAEYC. . 2005. NAEYC early childhood program standards and accreditation criteria: The mark of quality in early childhood education. Washington, D.C.: NAEYC. NICHD Early Childcare Research and Network. 2002. The relation of global rst grade environment to structural classroom features, teacher, and student behaviors. Elementary School Journal 102: 367387. . 2003. Social functioning in the rst grade: Prediction from home, child care and concurrent school experiences. Child Development 74: 16391662. . 2005. A day in third grade: A large-scale study of classroom quality and teacher and student behavior. The Elementary School Journal 105: 305323. Pianta, R. 2003. Teacher child interactions: The implications of observational research for re-designing professional development. Presentation to the Science and Ecology of Early Development (SEED), National Institute of Child Health and Human Development, Washington, D.C. Pianta, R., K. LaParo, and B. Hamre. 2006. CLASS: Classroom assessment scoring system manual preschool (Pre-K) version. Charlottesville, Va.: Center for Advanced Study of Teaching and Learning. www.virginia.edu/vprgs/CASTL/. Piper, T. 1998. Language and learning: The home and school years. Upper Saddle River, NJ: Prentice Hall. Raver, C., C. Izard and C. Kopp. 2002. Emotions matter: Making the case for the role of young childrens emotional development for early school readiness. Society for Research in Child Development Social Policy Report 16(3): 119. Rothbart, M. and M. Posner. 2005. Genes and experience in the development of executive attention and effortful control. In New horizons in developmental theory and research, edited by L. Jensen and R. Larson. San Francisco: Jossey-Bass. Sapon-Shevin, M. 1999. Because we can change the world: A practical guide to building cooperative, inclusive classroom communities. New York: Allyn & Bacon. Seefeldt, C. 1994. Early childhood education. An introduction. New York: Merrill. Shanker, S. 2009. Developing pathways: Scaffolding for early learners. www.bcssa.org/pro-d/conf-present/.../StuartShankerKeynote.ppt. Shonkoff, J. and D. Phillips. 2000. From neurons to neighborhoods: The science of early childhood development. Washington, D.C.: National Academy Press. Shore, R. 1997. Rethinking the brain: New insights into early development. New York: Families and Work Institute. Silver, R., J. Measelle, M. Essex, and J. Armstrong. 2005. Trajectories of externalizing behavior problems in the classroom: contributions of child characteristics, family characteristics, and the teacher-child relationship during the school transition. Journal of School Psychology 43: 3960. Siraj-Blatchord, I., K. Sylva, B.Taggart, E. Melhuish, P. Sammons, and K. Elliot. 2003. The effective provision of pre-school education (EPPE) project (19972003): Technical paper 10 Intensive Case Studies of practice across the Foundation Stage. Research brief RBX16-03. United Kingdom: Department for Education and Skills.
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Siraj-Blatchford, I., K. Sylva, S. Muttock, R. Gilden, and D. Bell. 2002. Researching effective pedagogy in the early years: Research report RR356. United Kingdom: Department for Education and Skills. Siraj-Blatchford, I. and K. Sylva. 2004. Researching pedagogy in English preschools. British Educational Journal 30(5): 713730. Siraj-Blatchford, I. and L. Manni. 2008. Would you like to tidy up now? An analysis of adult questioning in the English foundation stage. Early Years 28(1). Tizard, B., and M. Hughes. 1984. Young children learning, talking and thinking at home and at school. London: Fontana Paperbacks. United Nations. General Assembly. 1990. UN Convention on the Rights of the Child. Vygotsky, L. 1934, 1962. Thought and language. Cambridge, Mass.: MIT Press. Weikart, D. 2000. Early childhood education: Needs and opportunity. Paris, UNESCO: International Institute for Educational Planning. Wood, D., L. McMahon, and Y. Cranstoun. 1980. Working with under ves. London: Grant McIntyre. Wyman, S. 1993. How to respond to your culturally diverse student population. Alexandria, Va.: Association for Supervision and Curriculum Development. Zeichner, K. 1996. Educating teachers to close the achievement gap: Issues of pedagogy, achievement, knowledge, and teacher preparation. In Closing the achievement gap: A vision for changing beliefs and practices, edited by B. Williams. Alexandria,Va.: Association for Supervision and Curriculum Development.
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FOCUS ON
Families and Communities

Strong partnerships among educators, families, and other community members are essential for childrens learning and development. Recognizing the role of the home learning environment and family as the rst educational and social setting of a child, the educator must build bridges between the school and family/community and promote ongoing two-way communication.
Different compositions, backgrounds, lifestyles, and characteristics of the families and communities of the children have to be taken into account in order to support childrens learning and development. The educators sensitivity and responsiveness to families is demonstrated through appreciating the multiple ways that families can contribute to the learning of their children, the life of the classroom, and the school.
By facilitating effective communication and interactions among families, school, and community, the educator supports the shared recognition of everyones interests in and responsibilities toward the education and future of children and promotes a cohesive society on the larger scale.
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2. FAMILIES AND COMMUNITIES
PRINCIPLE 2.1 The educator promotes partnerships with families and provides a variety of opportunities for families and community members to be involved in childrens learning and development. 2.1.1 The educator invites and welcomes family members into the classroom and nds ways for all families to participate in the educational process and life of the learning community. 2.1.2 The educator involves family members in shared decision making about their childrens learning and development, and social life in the classroom. 2.1.3 The educator involves family members in decision making concerning childrens learning environments.
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Why it is important promote partnerships with families and provide a variety of opportunities for families and community members to be involved in childrens learning and development
Parents and other immediate family members are the most important people in a childs life. They are involved in their childrens learning and development beginning with the childs birth. They provide the cultural foundation and value system around which the childs socialization process centers. Parent and family involvement is not just participation in the activities, events, and programs that make up a childs world. Involvement includes understanding a child well enough to know what certain moods mean or how the child deals with difcult surroundings and situations. Partnerships with families create greater consistency between the home environment and school or care center. A synthesis of the research (Pate and Andrews 2006) concluded that the evidence is consistent, positive, and convincing: families have a major inuence on their childrens achievement in school and throughout life. When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more. What are the outcomes of parent involvement? Parent involvement leads to improved educational performance. Parent involvement fosters better children classroom behavior. Parents who participate in decision making experience greater feelings of ownership and are more committed to supporting the schools mission. Parent involvement increases support of schools. Parent involvement improves school attendance. Parent involvement creates a better understanding of roles and relationships between and among the parentchildren-school triad. Parent involvement improves childrens emotional well-being. Types and quality of parent involvement affect results for children, parents, and educators. The earlier in a childs educational process parent involvement begins, the more powerful the effects (Michigan Department of Education 2002). Henderson and Mapp
(2002) support this point in their summary of the relevant research, noting that early childhood programs that specically train parents to also work at home with their children have more signicant, positive effects and that childrens achievement is directly related to the amount of time parents engaged in the program. This applies to children from all family backgrounds and income levels. In some cases the children having the most difculty in school made the greatest gains. Henderson and Mapp add that programs that successfully connect with families and community invite involvement, are welcoming and address specic parent and community needs. They explain that relationships matter. How parents and community members are viewed and treated by school staffas assets to the process of raising achievement rather than as liabilities and the level of social trust can predict the quality of the school. One of the best ways to see parents as assets is to involve them in shared decision making around childrens learning, development, and social life in the classroom. Henderson et al. (2007) identify four core beliefs that should serve as the foundation for the work of educators/ schools/early years programs in engaging families: 1. Educators must believe that all parents have dreams for their children and want the best for them.
2. Educators must believe that all parents have the capacity to support their childrens learning. 3. Parents and school staff should be equal partners. 4. The primary responsibility for building partnerships between school and home rests primarily with the school staff. Hoover-Dempsey and Sandler (1997) conrm this in their research investigating what motivates parents/family members to be involved in their childrens education. They report that how parents view the job of parenting and how condent they feel in their ability to help their children inuences their decisions about whether and how to be involved. However, they must also feel invited by the school, and that invitation may be the most important factor. All parents have dreams for their children but these dreamsand parents condence in their own abilities to help children accomplish themdiffer widely. Educators and schools must be respectful of differences among families. Effective parent/family involvement recognizes, respects, and addresses cultural and class differences. It embraces a philosophy of partnership where power and responsibility are shared. According to Henderson et al.
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(2007), the relationships between school staff and family members are often lopsided. Educators can feel that they are the professionals and families are not supposed to question their decisions. Mutual relationships include asking families what educators, schools, and early years programs can do to help their children and asking them to share their knowledge, skills, and culture. School factors that are relational in nature have a major impact on parents involvement (Henderson and Mapp 2002). When school staff engage in caring and trusting relationships with families that recognize them as partners in the educational development of their children, then these relationships enhance their desire to be involved and inuence how they participate in their childrens educational development. Being respectful of family differences acknowledges that different avenues need to be provided for involvement. Epstein (1995) outlines a framework of six types of involvement that schools may implement to increase collaboration among schools, families, and the community. They are: 1. ParentingHelping parents with skills and an understanding of child and adolescent development that enables them to have a home environment that supports learning and school success.
2. Communicating effectivelyFamilies and school staff engage in regular, meaningful communication about childrens learning. 3. Supporting student successFamilies and school staff collaborate to support students learning and healthy development both at home and at school and have regular opportunities to strengthen knowledge and skills to do so effectively.
4. Speaking up for every childFamilies are empowered to be advocates for their own children to ensure that students are treated fairly and have access to learning opportunities that will support their success. 5. Sharing powerFamilies and school staff are equal partners in decisions that affect children and work together inform, inuence, and create policies, practices, and programs.
6. Collaborating with the communityFamilies and school staff collaborate with community members to connect children, families, and staff to expanded learning opportunities, community services, and civic participation. It would be logical that the most successful parent/family involvement programs are those that offer a variety of ways parents and other family members can participate. Recognizing that parents/family members differ greatly in their willingness, ability, and available time to become involved in school activities, schools should provide a continuum of options for their participation. It should be noted that research (Henderson and Mapp 2002) has shown that one of the most effective ways to affect childrens achievement is to link family involvement with childrens outcomes, including families in decision-making processes around their childrens learning goals. Research (Hoover-Dempsey and Sandler 1997) also reveals that improved parent attitudes toward the school and improved parent self-concepts characteristically result when parents become involved in their childrens learning. Parents often begin their participation doubting that their involvement can make much difference, and they are generally very gratied to discover what an important contribution they are able to make. In this connection, it is important for schools and families to be aware that family involvement supports childrens learning, behavior, and attitudes regardless of factors such as parents income, educational level, and whether or not they are employed. Walberg (1984) in a review of twenty-nine studies of schoolparent programs found family participation in education is twice as predictive of childrens academic success as family socioeconomic status.
2. CommunicationCommunicating effectively, school to home and home to school, about childrens progress and school programs. 3. VolunteeringInvolving parents and other family members as volunteers with recruitment, training, and exible schedules available so that parents can be involved.
4. Learning at HomeProviding information and activities that parents can use in learning at home, connecting the family and school. 5. Decision MakingIncluding parents and/or family members in school decisions and governance.
6. Collaborating with the CommunityIntegrating service and resources of the community with the school to strengthen families, school programs, and childrens development and learning. The National Standards for Family-School Partnerships (Parent Teacher Association 2008) analyzed which types of involvement had the greatest impact on childrens achievement and developed the following standards: 1. Welcoming all families into the school and community Families are active participants in the life of the school, valued and connected to each other, to school staff, and to what children are learning.
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2.1.1 The educator invites and welcomes family members into the classroom and nds ways for all families to participate in the educational process and life of the learning community.

Educators must acknowledge that their children come fromand therefore they must collaborate withall kinds of families. Some children belong to two-parent families, some to single-parent families (divorced, widowed, or never married), some to same-sex-marriage parents. Others come from blended families. Some children have very young parents (even teenagers); others older parents. Some children may be cared for by grandparents or other immediate family members, including siblings, or by foster parents. Some children come from large families with several generations living together, including aunts, uncles, and cousins. Others may be only children. Some children come from families where the parents have high levels of education, while others may only have primary-school educations. Some parents and family members may have disabilities. Some children may even have family members in prison. No matter what kind of family or parents a child has, everyone must be made to feel welcomed to contribute in whatever way they can. Educators should look for ways to involve not only parents, but also all members of the family as well as community members who are involved in childrens lives. Remember that involvement is a two-step process. Family members need to have a feeling of acceptance and warmth from the educator or school before they feel willing to participate. Educators can convey this warmth in many ways: something as basic as posting welcome signs and other useful information in the classroom shows they feel that family and community members are important people in their childrens education. Simply greeting everyone who arrives in the classroom, even at drop-off and pickup times, lets them know they are welcome. Educators need to believe that parents/family members want to and have the capacity to be partners in their childrens education. Educators open the doors to including families in their childrens learning at school when they communicate with parents and family members about why their participation is important no matter what form it takes. Educators can use a variety of formal and informal techniques to nd out what expertise or interests parents/family members can contribute and what their time constraints are. Helpful techniques include surveys, conversation, writing special requests around thematic units of study, and posting charts listing ways people can be involved. Educators can offer a variety of suggestions about how family members might participate, perhaps by volunteering in classrooms, doing activities at home with children, contributing knowledge on certain topics, or telling children stories. When people are well informed about what is happening in the classroom they can better determine how and where they would like to contribute. For example, if they know that the children have become interested in rocks, a family member who is a geologist or jewelry maker may decide to contribute materials or information. Lack of planning and lack of mutual understanding can be two of the greatest barriers to effective parent/family involvement. School staff wishing to institute effective programs will need to be both open-minded and well organized in their approach to engaging participation. Family members need to be able to choose
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from a range of activities that accommodate different schedules, preferences, and capabilities. This includes recognizing that even if parents/family members cannot be present at school, helping their children is also valuable. In addition, educators must demonstrate sensitivity to ways in which family members may be most appropriately involved in schools as classroom volunteers. Family members may need guidance in how to approach the activities they will participate in while in the classroom. Volunteers should have a clear idea of what the goal of the activity is and should understand the programs philosophy about how to work with children. Suggestions for what visitors can do with children can be posted in the centers along with explanations of the kinds of things children are learning when working in those centers. The more information the volunteers have, the more effective they will feel when working with the children. Finally, educators should nd ways to acknowledge appreciation for family members contributions to their childrens learning. This could include such things as posting signs about how families contribute, putting announcements in newsletters, and writing thank-you notes together with the children.
Moving Forward
Educators move forward in their practice when they identify barriers to greater participation by familiesespecially families from disadvantaged groupsin building home/school partnerships and seek alternative ways to bring them into the school. For example, educators may need to provide written translations of printed information in languages that family members understand if they do not speak the language of instruction. Or if family members have low levels of literacy, educators may need to nd ways to communicate verbally. In some cases, family members may not be able to come to the school unless childcare is provided for their younger childrenor may not be able to get to the school at all unless transportation can be arranged. Educators can bring these issues up in school meetings where they can be addressed more easily. When educators invite and welcome family members into the classroom and nd ways for all families to participate in the educational process, then children: Build positive and emotionally secure relationships with adults. Develop socially and emotionally. Demonstrate more positive attitudes and behaviors toward school. Feel safe. Have positive experiences. Are more engaged in learning. Achieve more academically and cognitively.
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2.1.2 The educator involves family members in shared decision making about their childrens learning, development, and social life in the classroom.

The rights and responsibilities of parents to direct and guide their children must be respected (UN Convention on the Rights of the Child 1990). This means that schools and early learning centers are under an obligation to work in partnership with parents and families regarding their children. Shared decision making cannot be achieved without trust. Henderson and Mapp (2002) point out that this requires honoring families participation and connecting them through a focus on the children and their learning. Once again, effective communication is key. Educators should exchange ideas with families on an ongoing basis, co-planning goals for their childrens learning and development and co-evaluating their progress. Educators then build upon these ideas and communicate back with families about how children are doing. When necessary, educators should adapt plans and routines in response to information learned from families. Families need information from educators and educators need information from families in order to be involved in shared decision making. Educators can use many methods to collect data about childrens interests, needs, and strengths both informally and formally, including surveys, checklists, observations, or conversations with parents/family members. Reviewing childrens portfolios along with written and verbal reports allows families to assess their childs development. All this documentation sends family members a message that the educator understands their child, which in turn increases trust in the educator. Portfolios are an especially valuable source of data because both parents and educators can add comments to pieces of the childrens work that they feel illustrate their learning processes and progress. This evidence becomes the basis for families and educators together to develop particular goals for their children. Some children in the class may be on individualized learning plans. Family members should also be involved in creating and evaluating those plans. Families can be involved in sharing information about their childrens progress as well as setting goals during parent/family-child-teacher conferences. Concerns can be addressed by inviting family members to approach the educator or the educator to approach the family in order to discuss the issue and decide upon further actions. However, it is also important to communicate a childs developmental progress with sensitivity to parental values, goals, and reactions. If a child is having problems, the situation should never be blamed on the family; instead, family members should be brought in to offer ideas on how educators can improve their interactions with the child. Educators in their communication with families need to send the message that family members are competent and that educators respect their parenting abilities and family culture. In all communication with family members educators should work to ensure that their needs, interests, and concerns are addressed. Educators should promptly follow up any contact and be proactive where possible. Educators build partnerships when they plan together with family members about what they can do together to take care of any issues.
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Moving Forward
Educators move forward in their practice when they work to empower families and are an ally to them in advocating for the inclusion of their voices regarding their childrens learning and development. Even though the UNCRC specically afrms the right of parents to take primary responsibility for their children, often parents/family members wishes are not recognized by educators, especially when those families come from more vulnerable and disadvantaged populations. For example, family members may not feel comfortable speaking out when their children are placed into special schools or remedial/catch-up classrooms. Educators can work to change practices that do not encourage parents to share in decisions about their childrens learning and development by speaking out about such issues in communities and professional forums and working at the school level to overcome them. When educators involve family members in shared decision making about their childrens learning, development, and social life in the classroom, then children: Feel more secure and safe because they understand better what is expected of them. Have positive experiences in school because the classroom is aligned more closely with the home. Are more engaged in learning. Achieve gains in academic and cognitive development. Are more successful at overcoming challenges. Enjoy having their family members participate more frequently in their activities.
2.1.3 The educator involves family members in decision making concerning childrens learning environments.

The educator involves parents/family members by asking them to join school staff in making decisions about the content and operation of the program and by asking how they and their children will participate in creating the learning environmentboth emotional and physicalat the school/center. Parents will more readily participate if the activities suit their understanding and needs, and when their contributions to the design of the program are seen as necessary for its success. At the classroom level, educators need to nd out what are families values, goals, concerns, needs, and expectations. Parents/family members can be asked to help dene classroom/school rules, bus schedules, program goals, extracurricular activities, community involvement, sports events, drama performances, camps, and summer or winter holidays. They can also choose themes/projects/eld trips for the entire class and help organize and realize them. Family members can even be encouraged to choose themes and topics for parent/family member /teacher meetings. Of course this is easier when parents/family members are informed about long-term and short-term curriculum plans and are provided information about
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opportunities for them to be involved in the classroom. Educators share responsibility for the learning environment and classroom resources with families by inviting them to initiate activities, develop learning materials, visit as experts, and share artifacts and other materials. Educators seek to involve parents in decision-making roles from the very rst meeting when a new family enters the school or center. They assure that all parents are informed of their rights and responsibilities in making decisions about the program. They encourage families to become active as members of the classroom or school governance team as well as to voice their needs and expectations to those who are governing. Educators also involve family members wherever possible in writing the programs philosophy, goals, and operating procedures, thus helping them feel ownership of the program.
Moving Forward
Educators move forward in their practice when they work to ensure that families, school staff, and community members understand that responsibility for childrens development is a collaborative effort. This means that power must be shared with families and community members. Henderson and Mapp (2002) offer specic suggestions for accomplishing this, including exploring national school reform issues together and working with families and community members to enact appropriate reforms at the school level. When educators involve family members in decision making concerning childrens learning environments, then children: Take pride in their families involvement. Feel more condent themselves when they see their families valued. Experience greater success and improve their self-image. Are more relaxed and open to learning at school as it aligns with their familys goals. Feel secure and supported by the family and educator. Develop better relationships with both educator and family members. Are engaged in learning.
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PRINCIPLE 2.2 The educator uses formal and informal opportunities for communication and information sharing with families. 2.2.1 The educator regularly communicates with families about their children, their learning and development, curriculum requirements, and the events in the classroom. 2.2.2 The educator regularly communicates with families to learn about a childs background in order to gain insights on the childs strengths, interests, and needs. 2.2.3 The educator promotes opportunities for families to learn from one another and to support each other. 2.2.4 The educator keeps information about families and children condential.
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Why it is important to use formal and informal opportunities for communication and information sharing with families
Childrens learning and development are integrally connected with their families. Consequently, to support and promote childrens optimal learning and development, programs need to communicate effectively with families. Effective family-school communication helps to build understanding, develop trust, and build bridges between the home and school culture. It recognizes the primacy of childrens families, establishes relationships with families based on mutual trust and respect, supports and involves families in their childrens educational growth, and invites families to fully participate in the program. Epstein (1995) points out that effectively designed regular, two-way, meaningful communication about school programs and childrens progress contributes to improved achievement. Payne and Kaba (2001) show that the quality of parent-educator interactions is positively related to the quality of the school. This quality improvement includes better parent-educator relationships, stronger parental support, and a perception by parents and principals that the educators who communicate effectively have stronger teaching abilities than other educators. Parents, too, benet from effective family-school communication. Research (Hoover-Dempsey and Sandler 1997; Henderson and Mapp 2002) shows that parental involvement at home and school is increased when parents believe that educators try to keep them informed, value their contributions, and offer specic suggestions for helping their children learn. When they are successfully involved, parents develop stronger perceptions of their own success with their children. Moreover, when they believe that schools welcome their involvement, empower them to participate, and offer strategies for helping with childrens learning, parents feel more satised with the quality of their childrens education. Parental satisfaction, in turn, creates many benets for educators. Interactions with families are more positive when family members are treated with respect and empathy. This can only be achieved when educators listen to instead of just talking to family members. Educators can ask families about the ways they encourage their children at home, invite families to share their educational stories, and ask about their expectations for their childrens education
(Henderson and Mapp 2002). Effective communication also includes listening carefully to family concerns and taking responsibility for helping to see that these concerns are addressed. In the teacher-parent partnership it is important to remain mindful that both parties have areas of unique knowledge and skill. The parents are well versed in their childs long-term developmental history (physical, medical, and social), his or her interests, afnities, and lifestyle. The educator has knowledge of teaching and assessment strategies, school policies and procedures, and the childs school performance. Partnerships are formed when the knowledge and perspectives of both parties are shared in a collaborative manner. Communication with family members will also be more effective if educators learn about and understand each familys culture in order to be able to place the childs socialemotional and cognitive development in a context that is meaningful to the family. Culture inuences every aspect of human development. The inuence of culture on the rearing of children is fundamental and encompasses values, aspirations, expectations, and practices. Educators will also nd that some families are more open to communication than others. Educators need to be aware that many adults have had very negative experiences in schools that may make it much more difcult to build trust, especially with people they to perceive to be in power positions or do not know well. Family members will be much more willing to turn to educators or caregivers for advice if they feel that the educators will be helpful and nonjudgmental, will not act like superior know-it-alls, and most of all, like and appreciate their child. Everyone wants to hear good things about their children and parents will be much more willing to engage with educators if educators see the good things instead of only the bad. It should also be understood that the responsibility for childrens educational development is a collaborative exercise (Henderson and Mapp 2002). Family members in a school/ center should be encouraged to learn from and support each other as well as plan, establish policies, and make decisions together that increase family/community involvement and childrens outcomes. Family members can give each other support. It is important that early care and education programs help family members build their own social networks (Riley et al. 2008). Research (Crockenberg 1981) has shown that when parents have more social support, they are more likely to form secure attachments with their children and parenting competence and child development improves.
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2.2.1 The educator regularly communicates with families about their children, their learning and development, curriculum requirements, and the events in the classroom.

Effective communication is one of the greatest inuences on success. Communication with parents in early childhood settings is one of the most important aspects of working with young children. If it is done well, then children, their families, and the institution will ourish; get it wrong and dissatisfaction, conict, and offence will be the likely result. Parents are a childs rst and foremost educators and they always want the best for their child. As professionals, educators are a part of their team, helping to educate their children. Parent support for educators effort comes naturally as educators support their effort to raise their children. Information and communication are at the heart of this mutual support. At the beginning of the year it is important to inform families of their right to request information about their childs achievements and the program. It is also important to provide information on how parents can communicate with the educator(s) and what they can expect to be communicated to them regarding their childs progress. Family members should have clear expectations of what will be communicated to them and educators should follow through and make sure communication occurs. Families should also be kept well informed on an ongoing basis about what is happening in the classroom. Surprises are not good. Successfully informing families may require educators to individualize communication in order to accommodate a variety of schedules, languages spoken, and expectations. This can be done in many ways, including: Talking to parents during drop-off and pickup times. Organizing open days for families to inform them about curriculum goals, requirements, and the events in the classroom, featuring individual reports that allow parents to understand and address the specic successes and needs of each child. Using exible timing and a variety of different communication channels such as e-mail, telephone, conferences, home visits, and written progress reports that best t families needs and circumstances. Displaying daily, weekly, and monthly plans with learning goals and activities on a families information board in the classroom. Displaying interesting information about what happened in the classroom during the day, showcasing childrens work, thoughts, and products. Holding individual meetings with parents to discuss progress, achievements, and challenges. Expanding communication methods to include visiting children and their families at home, writing notes and exchanging notebooks for communication between home and school. Having a special place for family members to write their messages. Sharing childrens portfolios.
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Moving Forward
Educators move forward in their practice when they understand that their communication with families may reect power structures that could exclude some families. For example, family members with less education may feel intimidated by educators and feel that communication is a one-way avenueeducator to family member. Educators need to be aware of these kinds of issues and make changes in their ways of communicating with those parents so as to make them feel more comfortable and self-assured. When educators regularly communicate with families about their children, their learning and development, curriculum requirements, and the events in the classroom, then children: Feel valued and gain in self-esteem by seeing their parents valued. Feel secure and supported by the family and educator. Develop trusting relationships with educator and parents. Have more positive experiences in schools or centers. Are more successful at overcoming challenges. Are engaged in learning.
2.2.2 The educator regularly communicates with families to learn about a childs background in order to gain insights into the childs strengths, interests, and needs.

Educator and families can work together to determine the best program to meet each childs needs. Family members have important perspectives on their children and can provide the educator with information about their childs relationships, strengths, interests, and experiences outside of the school or center. This information enhances the educators understanding of the child and contributes to more effective development and learning. Family-school cooperation brings the strengths of the home and the expertise of the school into a working partnership. Every issue, concern, and educational goal must involve the childs family. Educators should also look for every opportunity to collect information from families about their expectations, goals, and needs. With children who are very young, educators will want to collect information about the experiences they have had at home, including the time before they entered school. Helpful information from family members can include their childs routines, favorite activities, special interests, toys, books, games they play, special people, and special events they celebrate. Educators can even engage in home visits to show families that they are genuine in their invitation to include family members as partners, especially if the educator is there to nd out from them about the child and not to judge them or their home. Educators will also want to communicate with family members on an ongoing basis in order to learn about childrens new skills observed at home, upcoming events, and other activities that impact the childs life. Then educators should follow through on that information by adapting plans, routines, and activities in response to what they learned from families. Educators can get this information in a variety of formal and informal ways, including questionnaires and verbal feedback from parents on childrens portfolios.
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Educators who establish partnerships with the families of their children must understand their cultural backgrounds. They must be able to communicate clearly and respectfully with family members and demonstrate a genuine interest in the welfare of the child and family. It is important to nd out from family members about child rearing and child development practices, including cultural inuences, in order to provide consistency for the child between the home and school or center. Educators should also be responsive to the ethnic, racial, and language preferences and backgrounds of families. At the same time, they also need to avoid labeling or stereotyping families and children. Educators must be skillful in conducting meetings with family members in order to create a sense of teamwork between the home and school and to delineate appropriate and manageable ways to support a childs learning at home.
Moving Forward
Educators move forward in their practice when they act as allies to families to get school systems to listen to them. In order to provide programs that best serve children, schools and centers must include families values, needs, strengths, goals, dreams, and important perspectives in their planning. Educators can help make this happen. For example, if families need additional care provided for children outside of regular school hours, then educators can offer to join a committee that looks into the issue. If some families object to some of the food being served in a center, then educators can offer to go with them to talk to the director. When educators regularly communicate with families to learn about a childs background and gain insights on the childs strengths, interests, and needs, then children: Feel more supported because more is understood about their home environment to help educators plan meaningful experiences. Develop more at home because parents understand how to help the child succeed. Feel more understood by adults, including both educators and family members. Gain self-esteem by seeing their parents as valued partners. Develop trusting relationships with educator and parents. Have more positive experiences. Are more successful at overcoming challenges.
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2.2.3 The educator promotes opportunities for families to learn from one another and to support each other.

Each child and family is different. Each family has its own composition, history, experiences, and traditions. Because of this diversity, there are many ways that families can learn from each other and grow together. Educators can provide families with opportunities to spend time togetherlearning with, from, and about one another. Family members benet by communicating about their feelings, insights, and questions with representatives from other families. Educators should formally plan for families to come together in situations that allow members of various families to form positive relationships with each other and share their knowledge and concerns regarding child rearing. Educators can organize interactive workshops and discussions that promote exchange of customs and child-rearing practices. They can invite parents to take part in school or program meetings where trainings are provided on how to work in teams in school decision-making groups, including groups discussing how teaching and learning at the school can be improved. Social events are always a good way to entice family members. Including refreshments at meetings, whether provided by the school or brought potluck-style by family members, always makes the meetings more appealing. In other the cases the educator can be a facilitator for families to come together on their own. For example, by providing a place in the classroom or school and during events for information exchange among parents, educators encourage families to initiate their own relationships with other families. Educators help families nd the space and time to meet and help them obtain the resources they need. Educators can even help parents form support groups on specic topics or assist families in engaging peers and networks for information and support. Educators can also encourage family members to organize eld trips, visits, excursions, sports events, drama performances, camps, and summer or winter holidays for children. Educators can encourage families to take the lead by urging them to express their views, ask questions, and suggest topics for future meetings.
Moving Forward
Educators move forward in their practice when they also empower families to form and lead meetings or activities around issues that concern them in the community. They act as allies rather than as saviors, lending their voices to parents concerns, but not taking over and trying to x things themselves. When educators promote opportunities for families to learn from one another and to support each other, then children: Feel comfortable and safe at home and at school. Build positive and emotionally secure relationships with adults. Develop positive and competent peer relationships. Develop emotionally and socially. Understand that they and their family belong to the community. Take pride in their parents. Feel more condent themselves.
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2.2.4 The educator keeps information about families and children condential.

Those who work with young children face many daily decisions that have moral and ethical implications. Families are busy and complicated and there are many things going on in their lives: deaths, illnesses, divorces, job challenges, nancial worries, and more. These family concerns may have been shared by a family member who needed to talk to a trusted educator. The educator must maintain that trust and keep personal information condential, unless it involves child neglect or abuse. All communications must respect the privacy of children and their families. Sometimes educators need help from colleagues, mentors, or supervisors regarding certain families or children in their classroom or feel the need to explain something about a child to other adults who may be in the room. Educators need to be VERY careful in these kinds of situations and never discuss a child or the childs family where that child may overhear. Although it is ne to ask for help, it should never be done in a way that could embarrass or draw attention to a particular child. Educators must respect all families rights to privacy. They must not solicit private information from family members unless it is essential to providing services or conducting an evaluation. Educators must protect the condentiality of all information obtained in the course of professional service, except for compelling professional reasons. Educators must discuss with families the nature of condentiality and limitations of families rights to condentiality. The school staff and educators must review with families circumstances in which condential information may be requested and where disclosure of condential information may be legally required. This discussion should occur as soon as possible in the relationship and continue as needed. Educators must not discuss condential information in any setting unless privacy can be ensured; not discuss condential information in public or semipublic areas such as hallways, waiting rooms, elevators, or restaurants; protect the condentiality of family members during legal proceedings to the extent permitted by the law; protect the condentiality of families written and electronic records and other sensitive information; take reasonable steps to ensure that families records are stored in a secure location and are only available to persons who are authorized to have access to such records; and not disclose identifying information when discussing families for teaching or training purposes unless the family has consented to the disclosure of such condential information. When communicating with family members educators should: Communicate in a sensitive and condential manner regarding possible developmental challenges, suggest follow-up, and provide information on resources to address the need. Assure that parents/family members feel safe when sharing information. Maintain condentiality for children and family members in regard to specic information about family circumstances and assessment of the childs progress, behavior, medical conditions, or any additional needs. Inform family members about who can gain access to the records kept by the program and what procedures are in place to protect records from unauthorized use.
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Model and help others develop skills for preserving condentiality of information about the childs behaviors and the results of developmental assessments. Establish policies for implementing, maintaining, and monitoring condential information and share this information with assistants/staff and family members. Make sure to be away from other people and the telephone when talking to parents. Before asking parents for personal information about them or their child, explain to them why the information is needed and how it will be used. Dont ask about things the school does not need to know. Assure families that educators will keep the information private. Family members will be more comfortable if they know what educators are going to do with the information and are more likely to trust educators with the information when they feel secure that it wont be shared with others. Once they have these assurances, family members will be able to decide whether or not they want to disclose their information.
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PRINCIPLE 2.3 The educator uses community resources and family culture to enrich childrens development and learning experiences. 2.3.1 The educator takes children into the community or brings community members into the school in order to enhance childrens earning and socialization. 2.3.2 The educator assists families in obtaining information, resources, and services needed to enhance childrens learning and development. 2.3.3 The educator uses knowledge of childrens communities and families as an integral part of the curriculum and their learning experiences. 2.3.4 The educator offers information and ideas for parents and family members on how to create a stimulating home learning environment and helps to strengthen parent competences.
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Why it is important to use community resources and family culture to enrich childrens development and learning experiences
Early childhood services are a life space where educators, children, families, and community members work together to promote well-being, development, and learning based on principles of democratic participation. When educators participate in the life of the community and use the resources it offers, their willingness to build partnerships with community members as fellow citizens helps well-being and democracy ourish. Children develop in the context of families and communities that are characterized by diversity in family composition, languages spoken, environmental risks/resources, ability levels, religious belief systems, and cultural practices. Collaborative partnerships with the programs families and the community are essential for creating and maintaining environments in which children develop optimally in all areas. Moreover, communities that adequately support parenting, early education, and care tend to grow and to develop socially and economically, thereby contributing to the quality of life for all citizens in the community. Involving community members in schools means that public ofcials become more aware of the role of education in community life. That awareness leads to greater numbers of parent/community candidates for school councils, an increased sense of ownership as well as pride in local schools, greater equity, and higher quality instruction and curriculum (Henderson and Mapp 2002). Successful community involvement can take many forms, including helping children at home, volunteering in the classroom, participating in decision making at the school, serving on school boards and committees, and advocating for equity and higher quality instruction for children. The particular partnership programs or activities that best suit each school or municipality will be determined by the situation in the school community. Effective strategies for partnerships will differ from community to community, and the most appropriate strategies for a particular community will depend on local interests, needs, and resources. The need to reexamine the types of interactions schools will have with the community, the roles that various stakeholders will assume, and the goals the school will hold for its
children becomes obvious when consideration is given to the variety of new services schools may offer and the new types of activities that might occur. Once a school takes steps to reach out to the community it becomes a hub for providing services rather than a solitary institution. The services provided by community agencies become an integral part of the educational opportunities that the school offers children, with educators and service providers working together instead of in isolation. Through partnerships with service agencies, schools aim to eliminate or reduce conditions and behaviors that impede a childs ability to learn, and to improve the quality of life for children and families. Administrators are active within the community and become catalysts for partnership development. Educators are familiar with available services and are comfortable recommending them to children and families. Professional development time is used to help educators learn about community services, the referral process, and practical applications for families; for example, educators can learn what literacy programs are available for parents and how they can work with parents to improve learning opportunities for children. All in all, there is a sense that people are working together to address the needs of the whole child. When schools regard their relationship with families as a partnership in which school and home share responsibility for childrens learning, the result is an increase in the levels and types of parent involvement as well as in the support families demonstrate for the school. When this partnership is extended to include the larger community, the benets are greater yet. Perhaps most important, when responsibility for childrens learning is shared by the school, home, and community, children have more opportunities for meaningful, engaged learning. Children are able to see the connection between the curriculum in school and the skills that are required in the real world. Children need supportive parents, safe neighborhoods, adult mentors, and caring educators. Children need role models who will help them develop a sense of civic and social responsibility. Children need to feel that they belong. As a society, we need to embrace our children. As clichd as it may sound, children are our future and we need them to have some basic skills: to trust, to resolve conicts peacefully, to think creatively, and to care for other people. Research (Riley and Schmidt 1993; McCartney, Dearing, and Taylor 2003) shows that families learn a lot about child
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rearing from educators or childcare programs. The home learning environment becomes much more stimulating. This parent education happens in several ways: 1) Parents learn how to encourage childrens independence. 2) They feel they get more emotional support as a parent. 3) They feel they learn by following the educator as a role model. 4) They learn from the educators knowledge and experience. 5) They learn about activities they can do at home (Riley et al. 2008).
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2.3.1 The educator takes children into the community or brings community members into the school in order to enhance childrens learning and socialization.
How to Engage in Quality Practice Community is important for everyone. A supportive a neighborhood community is a key factor in the well-being of children, for it is through social interactions with others that they learn and develop. When
community members participate in classrooms, they come to know the children better and care about their success. They are more willing advocate for equity, access, and quality in childrens care and learning.
Educators should incorporate learning about different aspects of community life into the curriculum, inviting community members into the classroom to share information about their own lives, work, hobbies, and traditions. They can invite visitors with community service roles into the class, as well as experts in the content areas. Educators should also take children out of the classroom to learn and apply their knowledge in the community.
Educators can organize eld trips, visits, and excursions for learning and socialization beyond just trips to the zoo or a hospital. Children can go shopping for classroom resources, perhaps stopping by the post ofce or library. Educators can also offer activities that encourage children to nd out information in the community, teaching them how to ll out surveys or conduct interviews. The community is represented in the classroom when educators furnish learning centers with literature, activities, and materials for play based on childrens experiences. For instance, children might create a classroom store or ofce based on a visit to the supermarket or school ofce, adding tools and props suggested by their imaginations. Educators can ask community members to provide resources children can use when they dramatize community roles and activities. Educators can also involve children in community service such as organizing performances, volunteering in humanitarian causes, taking care of animals, or bringing food to elders. They can provide opportunities for children to react to different situations in the community, perhaps by organizing discussions or writing letters to the local government.
Moving Forward
Educators move forward in their practice when they seek out and provide opportunities for children to take active roles in the life of the community. Getting personally involved truly makes the connection for children that they are contributing members of their communities. When educators take children into the community or bring community members into the school for learning and socialization, then children: Feel part of their community. Are more actively engaged in learning. Have more interesting activities to do.
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Connect their learning with community life. Feel proud of themselves and their families, understanding that their homes, the school, and their community are interconnected. Develop emotionally and cognitively as their needs are better met with more adults involved.
2.3.2 The educator assists families in obtaining information, resources, and services needed to enhance childrens learning and development.

There are many reasons for developing school, family, and community partnerships. They can improve school programs and school climate, provide family services and support, increase parents skills and leadership, connect families with others in the school and the community, and help educators with their work. However, the main reason to create partnerships is to help all children succeed in school and in life. Educators must provide support, resources, and developmental information for families to help with their most important, but sometimes toughest, jobthat of being a parent/caregiverand to assist them in developing the skills they need to raise and protect their children. Community partnerships can help schools address family concerns. Because growing numbers of children come from households in which all the adults are employed outside the home, families may be looking to schools for assistance with childcare needs. Community organizations can provide childcare, afterschool programs, assistance with homework, and parenting-education programs. Often the living conditions of families are so depressed that they must be addressed before parents have the time or energy to devote to school concerns. The job of the educator then is to provide parents with information on community agencies that can help with such social services as medical care and counseling. Educators can collect, organize, and disseminate information about different services that are available for families and children in the community as well as organize visits of experts to link family members with agencies of interest (healthcare, nutrition, social services). This information can be posted on a family board in a classroom or sent home in writing. Educators can also include announcements about local or regionally based training opportunities for families, such as workshops or conferences, or even organize workshops within the school. They can arrange formal and informal opportunities for discussion of childrearing topics. It is important, however, not to disempower families, especially if they are from disadvantaged groups. Communities and families will have different ways of doing things from the educator. The educator should not give advice on what the family member should do, but should offer resources so families can make their own decisions.
Moving Forward
Educators move forward in their practice when in public and professional forums they advocate for and work toward facilitating the integration of community services and resources with the school to strengthen families, school programs, and childrens development.
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When educators assist families in obtaining information, resources, and services needed to enhance childrens learning and development, then children: Develop intellectually and socially as their needs are better met. Feel secure and supported. Have more positive learning experiences. Are more successful at overcoming challenges. Are engaged in learning.
2.3.3 The educator uses knowledge of childrens communities and families as an integral part of the curriculum and their learning experiences.

Children need to see themselves, their families, and their community reected in the learning resources in the classroom in order to develop positive self and group images. This happens when children, families, and community members bring in those resources and educators use them to deliver or expand the curriculum. The recorded stories, folklore, oral histories, and personal experiences of community members are every bit as valid for teaching reading and writing skills as textbooks. Children can learn math and science concepts from crafts, games, and cooking experiences from their own communities. They develop musical, physical, and artistic competences from their own music, games, dances, and arts and craft traditions. Families and community members can bring family photos, instruments, and tools from home, all to create new learning and development activities in the classroom. Educators can also develop learning activities and projects based around events that happen in familiesthe birth of a new baby, the construction of a house or in communities, such as celebrations, holidays, openings of new institutions, or crises. All of these kinds of activities build on childrens interests. They also prepare children to be sensitive members of a multicultural community, enabling them to understand and appreciate not only the similarities that exist in their communities, but the differences as well.
Moving Forward
Educators move forward in their practice when they engage with a variety of organizationssocial, cultural, volunteer, business, senior, and religious in collaborative work. Collaborating in this way leads to the development of partnerships with selected organizations and agencies and brings education into focus within the community. These partnerships promote the sharing of information and resources that are helpful to children and families. Community organizations can provide cultural, recreational, and extracurricular opportunities so that childrens lives are enriched. A broad base of community involvement contributes to awareness of and support for the activities and learning taking place in the school.
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When educators use knowledge of childrens communities and families as an integral part of the curriculum and their learning experiences, then children: Connect their learning with community life. See the connection between the curriculum in the school and the skills that are required in the real world. Understand themselves as part of a family and community. Are more actively engaged in learning. Have more interesting activities to do. Develop a sense of pride in themselves and their families, understanding that their homes, the school, and their community are interconnected.
2.3.4 The educator offers information and ideas for parents and family members on how to create a stimulating home learning environment and helps to strengthen parent competences.

Research (Henderson and Mapp 2002; Siraj-Blatchford 2004) has shown that the quality of the home learning environment for young children is the most important background factor related to childrens achievement, more signicant than parental educational and socioeconomic levels. With such compelling evidence, there is no question that the partnerships built between educators and families are important if they can increase the quality of the home learning environment. Educators are crucial to this partnership because of their knowledge of child development and learning strategies. It is often noted that parents are the rst and most important educators of their children and need to feel that they are competent and valued. The role of the educator therefore is not to educate parents about how to be parentsthey are already parents and received what skills they have from somewherebut to assist them in building on things they already know and do that contribute to their childs development and learning. Parents will feel much more willing and excited to attend workshops and trainings if they feel that the person working with them is not judging them and validates their feelings about themselves and wishes for their child. It is important to be seen as a resource rather than as an authority gure. It is also important that the educator be seen learning from parents and family members about what works with their children as well as teaching them new ideas. Educators also need to look for what parents are doing with their children that fosters not just cognitive, but social and emotional development. Instead of valuing only parents who help with homework or come to school events, educators should understand that activities with children such as conversation, storytelling, playing games, and singing songs in the home are what really count. Educators can help parents and family members strengthen their competences by inviting them into the classroom to observe how othersincluding the educator, other adults, and childreninteract with their child. From these observations, family members can reect on what they would like to replicateor avoidin their own interactions. Educators can create book and toy lending libraries for families, modeling how to use these resources. They can talk with parents about how to read to a child and what kinds of questions foster higher-level thinking skills. Educators
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can also ask parents to share their own experiences using the materials in ways they found successful. If lending libraries are too ambitious, then educators can rotate a few items among the children, sending them home with an instructional packet. Educators can also brainstorm with parents to think of creative uses of materials already in the home to support their childs development and learning. Another activity that is fun, creative, and instructive for parents is to provide make-andtake workshops, where parents construct, see demonstrations of, and practice using instructional games. Finally, remember that family connections are not just about mothers but about fathers and other family members as well. Educators should nd ways to help all members of childrens families feel that they are contributing to the creation of a stimulating home environment.
Moving Forward
Educators move in their practice when they empower families to be able to assess the success of different strategies they use at home and to make adjustments so that they build on the childs unique strengths and needs. They help parents and family members become experts in child development and learning as well as experts about their own children. When educators offer information and ideas for parents and family members on how to create a stimulating home learning environment and help to strengthen parent competences, then children: Gain self-esteem by seeing their parents as valued partners. Feel secure and supported by the family and educators. Develop more holistically (socially, emotionally, physically, and cognitively). Perceive connections between life at home and at school. Achieve more academically.
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Adams, K. and S. Christenson. 2000. Trust and the family-school relationship: Examination of parent-teacher differences in elementary and secondary grades. Journal of School Psychology 38 (5). Baker, A., S. Kessler, C. Piotrkowski, and F. Parker. 1999. Kindergarten and rst-grade teachers reported knowledge of parents involvement in their childrens education. Elementary School Journal 99(4). Baker, E., J. Herman, and J. Bain. Undated. What makes a good school? A guide for parents seeking excellence in education. Los Angeles, Calif.: The Center for Research on Evaluation, Standards & Student Testing. http://www.cse.ucla.edu/products/ misc/cse_baker_what.pdf. Bredekamp, S. and C. Copple (Eds). 1997. Developmentally appropriate practice in early childhood programs. Rev. ed. Washington, D.C.: National Association for the Education of Young Children (NAEYC). Bronfenbrenner, U. 1979. The ecology of human development. Cambridge Mass.: Harvard University Press. Clarke-Stewart, K. 1983. Exploring the assumptions of parent education. In Parent Education and Public Policy, edited by R. Haskins and D. Adams. Norwood, NJ: Ablex Publishing Corp. Comer, J. 1988. Educating poor minority children. Scientic American 256(5): 4248. Cotton, K. 1995. Research you can use to improve results. Alexandria, Va.: Association for Supervision and Curriculum Development (ASCD); and Portland, Ore.: Northwest Regional Educational Laboratory (NWREL). Cotton, K., and K. Wikelund. 1989. Parent involvement in education. Portland, Ore.: Northwest Regional Educational Laboratory (NWREL). http://www.afterschoolalliance.org/issue_32_parent_involvement.cfm; http://www.nwrel.org/scpd/sirs/3/ cu6.html. Crockenberg, S. 1981. Infant irritability, mother responsiveness, and social support inuences on the security of infantmother attachment. Child Development 52: 85765. Dietel. R. 2001. How is my child doing in school? Ten research-based ways to nd out. Our Children Magazine. National Parent Teacher Association. Epstein, J. 1994. Theory to practice: School and family partnerships lead to school improvement and student success. In School, family, and community interaction: A view from the ring lines, edited by C. Fagnano and B. Werber. Boulder, Colo.: Westview Press. . 1995. School, family, and community partnerships: Caring for the children we share. Phi Delta Kappan 76(9): 70577. . 2001. School, family and community partnerships: Preparing educators and improving schools. Boulder, Colo.: Westview Press. . 2005. Developing and sustaining research-based programs of school, family and community partnerships: Summary of ve years of NNPS research. http://www.csos.jhu.edu/research/index.htm. Epstein, J. and S. Dauber. 1991. School programs and teacher practices of parent involvement in inner-city elementary schools. Elementary School Journal 91. Epstein, J., M. Sanders, B. Simon, K. Salinas, N. Jansorn, and F. Van Voorhis. 2002. School, community, and community partnerships: Your handbook for action. 2nd ed. Thousand Oaks, Calif.: Corwin Press. Epstein, J. and Associates. 2008. School, community, and community partnerships: Your handbook for action. 3rd ed. Thousand Oaks, Calif.: Corwin Press. Fleming, R., and S. Lubin. 1998. Critical Issue: Restructuring Schools to Support School-Linked Services. North Central Regional Educational Laboratory. http://www.ncrel.org/sdrs/areas/issues/envrnmnt/css/cs100.htm.
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Fleming, R. and S. Lubin. 1998. Critical Issue: Restructuring Schools to Support School-Linked Services. North Central Regional Educational Laboratory. http://www.ncrel.org/sdrs/areas/issues/envrnmnt/css/cs100.htm. Giles, H. 1998. Parent engagement as a school reform strategy. New York: ERIC Clearinghouse on Urban Education. http:// www.ed.gov/databases/ERIC_Digests/ed419031.html. Henderson, A. 1987. The evidence continues to grow: Parent involvement improves student achievement. An annotated bibliography. Columbia, Md.: National Committee for Citizens in Education Special Report. Henderson, A. and K. Mapp. 2002. A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, Tex.: National Center for Family & Community Connections with Schools Southwest Educational Development Laboratory. http://www.sedl.org/connections/resources/evidence.pdf. Henderson, A., V. Johnson, K. Mapp, and D. Davies. 2007. Beyond the bake sale: The essential guide to familyschool partnerships. New York: The New Press. http://www.parentinvolvementmatters.org/articles/bake-sale.html. Hoover-Dempsey, K. and H. Sandler. 1997. Why do parents become involved in their childrens education? Review of Educational Research 67(1): 342. McCartney, K., E. Dearing, and B. Taylor. 2003. Is high quality child care an intervention for children from low-income families? Paper presented at the Biennial Meeting of the Society for Research in Child Development (SRCD), Tampa, Fla. Michigan Department of Education. 2002. What research says about parent involvement in childrens education in relation to academic achievement. http://www.michigan.gov/documents/Final_Parent_Involvement_Fact_Sheet_14732_7.pdf. Pate, P. and P. Andrews. 2006. NMSA Research summary: Parent involvement. National Middle School Association (NMSA). http://www.nmsa.org/Research/ResearchSummaries/ParentInvolvement/tabid/274/Default.aspx. Payne, C. and M. Kaba. 2001. So much reform, so little change: Building-level obstacles to urban school reform. Unpublished manuscript. Parent Teacher Association (PTA). 2008. National Standards for Family-School Partnerships: An Implementation Guide. http:// www.pta.org/2757.asp. Riley, D., R. San Juan, J. Klinkner, and A. Ramminger. (2008). Social and emotional development: Connecting science and practice in early childhood settings. St. Paul, Minn., Readleaf Press. Riley, D. and B. Schmidt. 1993. Evaluation of satellite family child care. Madison: University of Wisconsin. Siraj-Blatchford, I. 2004. Educational disadvantage in the early years: How do we overcome it? Some lessons from research. European Early Childhood Research Journal 12(2): 520. United Nations. General Assembly. 1990. UN Convention on the Rights of the Child. Article 5. Walberg, H. 1984. Improving the productivity of Americas schools. Educational Leadership 41(8): 1927.
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FOCUS ON
Inclusion, Diversity, and Values of Democracy

Promoting the right of every child and family to be included, respected, and valued; to participate; to work toward common goals; and to reach their full potential with a special focus on the most vulnerable is integral to quality pedagogy. It is crucial that everyday practice reect the beliefs embraced in the United Nations Convention on the Rights of the Child.
The educator serves as a model and assures that through everyday experiences, children learn to appreciate and value diversity and develop the skills to participate. The educator promotes recognition of diverse needs, effective cooperation toward common goals, and respect for special interests and needs of particular children or groups. Each child is to be perceived as an active participant in the educational process, as an individual, and as an equal member of the community and larger society.
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3. INCLUSION, DIVERSITY, AND VALUES OF DEMOCRACY
PRINCIPLE 3.1 The educator provides equal opportunities for every child and family to learn and participate regardless of gender, race, ethnic origin, culture, native language, religion, family structure, social status, economic status, age, or special need. 3.1.1 The educator is aware of his/her own beliefs, attitudes, and experiences and how they affect communication with children, families and teaching. 3.1.2 The educator treats each child with respect, dignity, and consideration and provides equal opportunities to engage in the life of the school. 3.1.3 The educator treats every family with respect, dignity, and consideration and nds ways to involve them in their childs education. 3.1.4 The educator uses language and activities that avoid gender and other stereotypes. 3.1.5 The educator makes adaptations to the environment and to learning activities so that children with different capabilities, educational needs, and social backgrounds can participate in most activities.
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Why it is important to provide equal opportunities for every child and family to learn and participate regardless of gender, race, ethnic origin, culture, native language, religion, family structure, social status, economic status, age, or special need
This Principle is an essential component of the UN Convention on the Rights of the Child (UNCRC 1990), which has been ratied by more countries than any other document historically. The UNCRC outlines the right of every child to an education, active participation in the community, and non-discrimination. Every child is entitled to grow up and be educated in surroundings characterized by equality, free from any form of discrimination due to their race, color, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status. It is important to understand that equal access does not always result in social acceptance or equal opportunities in educational systems. Unfortunately, children and their families may be treated differently and/or experience discrimination because some practices are so much a part of a nations political system and culture that most people are not even aware of them, especially if they are members of the dominant culture themselves. Simply by having different expectations of different children, educators may inadvertently be providing unequal educations to children in the same classroom. Research (Wyman 1993; Zeichner 1996) indicates that there is a strong link between how educators perceive children and childrens actual academic outcomes. Educators attitudes toward children can become self-fullling prophecies; girls go into certain professions and boys others, children from disadvantaged backgrounds are never able to break the cycle of poverty, children from some families and communities go on to higher education. Educators have to become aware of what is termed the hidden curriculum, which can reect and duplicate these circumstances in society and provide some with lesser-quality learning experiences than others (Nieto 1996). The hidden curriculum is the part of the curriculum that educators are not aware they are teaching, but that sustains current power structures. Another way that children experience discrimination is through the curriculum itself and materials in classrooms and schools. Some children never have the opportunity to see themselves, their families, or communities reected in pictures, textbooks, or childrens literature (York 2003). All
schools have a culture and that culture usually reects the ideas and norms of the economically and socially powerful groups in a country. Educators, consciously or unconsciously, traditionally teach who they are, yet they are teaching other peoples children. They build on their own experiences, background, and life histories, forgetting or ignoring that these experiences can be, and often are, different from the experiences of some of the children in their classroom. This means that all children need educators of both sexes and who are from their own communities. Children need to see pictures of people who look like them, their family members, and the people in the communities. They need to hear familiar music, listen to and read stories about their communities, and even be given math problems that use familiar references as examples. Educators have to make a conscious effort to help all children feel that they belong and are welcomed in the school system. Educators attitudes about those who are alike and different from them inuence their behaviors and serve as signicant predictors of their willingness to implement inclusive practices, exercise respect for diversity, and promote democratic values (Opdal, Wormnaes, and Habayeb 2001). Educators negative attitudes about otherness become barriers to inclusion because of their impact on childrens sense of belonging and acceptance (Gilmore, Campbell, and Cuskelly 2003). Educators create a climate of respect, inclusiveness, and acceptance in the classroom and with families and local communities through their attitudes and interactions with every child and family. When negative attitudes prevail, alienation and a sense of powerlessness, meaninglessness, and social estrangement are frequent consequences of exclusion (Mau 1992, cited in McDougall et al. 2004). The rst step educators can make to promote diversity and social inclusion in educational contexts is to develop a greater understanding of the cultural backgrounds and social worlds of the families of the children they are working with. Children develop stronger self and group identities when educators interactions acknowledge, respect, and afrm all childrens and their families cultures and experiences. Children are individuals, but they are also members of a cultural group. A childs sense of identity, feeling of belonging, and values are shaped by the culture in which she or he is raised (Derman-Sparks and A.B.C. Task Force 1989). At the same time, children should never been seen only as a member of a singular group. Everyone has multiple identities and schools need to foster and value all of those identities. Children receive many messages that different identities are positive or negative, especially through the portrayal of them as stereotypes. In addition,
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educators consciously and unconsciously convey messages that certain aspects of childrens identity(ies) are OK while others may be unacceptable or inferior, especially if a child is from a marginalized culture. Successful education requires integration of the many different school and family milieus as well as individuals multiple identities. Dialogue between parents and educators as equals is crucial. Young children should not be wedged in the middle between the cultures/identities of home and school and between the expectations of their parents and their educators. Children should never be made to choose one culture/identity over another. They should be able to be many things and see the positive in all of them in order to feel that they belong and that they are appreciated. Some children feel integrated because the school culture is so similar to that of their homes and/or they feel that educators respect their home culture. Other children may not have these same feelings because they come from disadvantaged circumstances and realize that their educators may not have the same level of respect for their culture. Many minority/marginalized families are often seen by educators as uninterested in school involvement and uncaring about their childrens education. There is no evidence to support this stereotype, but still it is very present and strong. Many educators continue to believe that such parents are unsympathetic to and ignorant of the value of education for their children and that they are unconcerned about their childrens success in school (Banks 1993). On the other hand, it is a fact that minority parents are less present in educational settings. Lack of trust, mutual fears, and blaming go both ways. In some cultures, educators are viewed with unquestioning authority, as owners of knowledge and power, which may cause parents to even fear educators. Other times parents feel that there is no problem unless the school contacts me (Linderman 2001), so they may not feel it is appropriate to be involved. Sometimes, minority group parents do not trust their childrens educators and schools because of their own negative experiences in schools. These parents may seek information about their childrens schooling, but they have difculty trusting that educators are giving them the best advice (Yonezawa and Oaks 1999). Sometimes this mistrust is interpreted as apathy. An additional challenge is that many families from minority groups are linguistically and culturally isolated from school culture. The cycle of isolation, fear, and mistrust may result in educators blaming parents for the low academic achievement of their children (Banks 1993), and parents and children giving up because they feel helpless
and not respected. This is a classic example of blaming the victim for their circumstances instead of looking at the part educators play in creating those circumstances and what they can change in their practice. Young childrens parents, family, and community play a crucial role in the achievement of their rights (UNCRC General Comment 7 2005). It is through these relationships that children construct personal identities and acquire culturally valued skills, knowledge, and behaviors. Parent and family roles must be respected and supported. Educators should complement the parents roles and actively cooperate with them. This means acknowledging parents roles as their childrens rst educators. Siraj-Blatchford (2004) reminds educators that even families who are otherwise disadvantaged also support good learning outcomes when they provide high-quality home-learning environments. Building strong relationships where there is mutual trust and respect is extremely important to supporting childrens learning and development. This means that educators have to trust and respect parents and build on what parents are doing instead of making them more feel more fearful, isolated, unknowledgeable, and unworthy. Children with differing abilities and educational needs have the right to an inclusive education. Inclusive education in this context can be dened as a process of addressing and responding to diverse needs of all learners by increasing participation in learning and reducing exclusion within and from education (Van den Brule 2007). Inclusive education is not about how to integrate some children into the mainstream educational system; it is about transforming the educational system and process to incorporate the diversity among all learnersincluding children with disabilities, but also all the others who have different capabilities and educational needs. In inclusive practice educators work with all children as individuals; monitor them and follow their needs and pace of development; and build on their strengths (what they can do) instead of xing their weaknesses (what they cannot do). An inclusive approach to education assumes that: Every child can learn and reach high educational outcomes. Schools need to adjust/prepare/be ready for children, not children for schools. Children differ from each other in many ways, and those differences are valuable resources, not roadblocks. Different educational needs and capacities of children and their different paces of development and learning can be met by diversication of teaching strategies.
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3.1.1 The educator is aware of his/ her own beliefs, attitudes, and experiences and how they communication with children, families, and teaching.

There is an old saying, Every change starts within. To be able to change, people need to be aware of their own beliefs, attitudes, and experiences, where these came from, and how they affect perceptions of the world. Educators build their practice on their beliefs about human nature and the learning process. Every choice and decision educators make in the classroomincluding what kind of interactions they will have with children and families, what kind of learning environment they will provide and what teaching strategies they will useis deeply inuenced by their beliefs. These in turn support and perpetuate the hidden curriculum. Not only do these beliefs manifest themselves in educators actions, they dene their personal educational philosophies. For example, if educators believe that children are helpless and without competences, they will not provide them with opportunities to authentically participate in learning experiences. Instead, educators will see themselves as the ones who need to control and teach the children everything. If educators believe that education serves to domesticate children (Freire1970), to train new generations to serve their parents and grandparents and to preserve the status quo, children will not be provided with opportunities to develop their own potentials for their own benet. If education is for mending/xing everything that does not t into the mainstream, then it will function to change those who are different. Where educators embrace such a philosophy, discriminatory practices can easily emerge. Educators also need to be aware of the interpretations and evaluations they use to make decisions about childrens learning. Certain kinds of assessments will give very limited information on children in that they look at what children do not know or do instead of what they are capable of. It is always important to keep expectations of children realistic but high, as expectations can become selffullling prophecies. A good way to become aware of how beliefs, attitudes, and experiences can affect ones teaching is to keep notes about personal reactions to various situations and individuals. Educators can establish a personal diary or notebook and write down behaviors that cause them to be irritated/angry or even happy. In the diary, it is important to reect on what is needed instead of on the individual who created these feelings. For example, instead of complaining that certain parents do not care about their childrens education and are neglecting them, an educator could write, These parents do not come to school when I invite them. I feel disappointed because I would like children to have support in families for their schooling. This kind of perspective moves beyond placing the blame on the parents and instead looks for alternative ways to include all families. Educators can also open discussions in professional meetings in the school on the topic of how beliefs inuence teaching practices and childrens achievements. They can discuss whether they are aware of any biases or stereotypes that affect their teaching and interactions with children and families; whether they treat each child with respect as an individual; and whether they are seeing
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their children and families through labels, as members of stereotyped groups. They can brainstorm ways to respect the group identity of each child while at the same time seeing him/her as an individual with multiple identities. They can talk about times they may blame children and families and look for ways to change their approach and teaching strategies. Since it is often so difcult to see how ones own beliefs and actions affect the children in a classroom, educators should also nd multiple ways to communicate with children and families to nd out how they feel in the school and classroom and what they would like to see changed. Showing tolerance is not the solution; instead, educators must change patterns that may label children or even discriminate against them. By talking openly with children and families, educators show real respect for the differences they perceive.
Moving Forward
Educators move forward in their practice when they make a conscious effort to learn about institutionalized forms of discrimination and how each persons ideas are shaped by them. Many forms of discrimination are institutionalized. This means that they are so embedded within the culture that most people are unaware of them. For instance, some people may feel that others are poor because they do not work hard enough and thus may treat them as if they are lazy or unmotivated; when in reality they are poor because they did not have same opportunities as others. People think they treat everyone equally, but they are not doing so when they put labels on other individuals or groups. In education, for example, it is common to test children before they enter school and put them into special education schools or catch-up classrooms if they do not pass the test. Educators feel that they are helping these children by lowering expectations of what they can do, yet this may actually deny those children the right to get the same level of education as others. Educators bring this reection and knowledge into professional discussions in order to counteract their ongoing strong inuence. When educators are aware of their own beliefs, attitudes, and experiences and how they communication with children, families, and teaching, then children: Grow up in less biased contexts. Are not judged based on which groups they belong to. Will experience high expectations from educators. Are able to thrive and perform to their maximum potential.
3.1.2 The educator treats each child with respect, dignity, and consideration and provides equal opportunities to engage in the life of the school.

We show our respect for others by how we behave with and around them. Respect is shown when children get recognition for who they are and what they do, when they are allowed to exercise options and make choices within acceptable frameworks, and when their choices are acknowledged and accepted. Respectful language between adults and children signals respectful relationships, so it is important to use language that demonstrates a commitment to equal opportu-
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nities and fairness. Respecting children is also teaching them how to respect themselves. Self-respect is one of the most important forms of respect. Once we respect ourselves, it is easier to respect others. It is important for educators to learn as much about the children and their backgrounds as they can by collecting accurate information and to avoid guessing or making incorrect assumptions. It is especially important when working with children from minority/marginalized groups to help them accept and appreciate their own parents, families, and other members of their group. No child should ever be labeled or judged because he or she comes from a particular family, circumstance, or social, racial, or ethnic group. Respect implies admiration and high regard for diversity and is shown by incorporating each childs experiences and history, both personal and cultural, into the learning environment. This includes having posters, photographs, dolls, and books that represent the diverse and multiple identities of children in the class in ways that do not show stereotypes. Children, family members, and educators can write individual and group books that validate their abilities, strengths, desires, and qualities: I Can books, I Am books, or The Story of My Name books. Sharing such stories builds both self-respect and mutual respect among the members of the class. Respect also means pronouncing all childrens names correctly and not allowing children to make fun of each others names. It means calling children by the name that they wish to be called by. Some children do not like being called by their nicknames or diminutives of their names. Names are important markers of self-identity and children should be able to tell others exactly how they would like to be called. Respect means including childrens home languages in different ways and situations in the classroom to acknowledge that languages spoken are also markers of identity. While it is important to talk to children in ways that acknowledge their differences, the educator should not always draw attention to these differences. For children to feel respected and successful, they need to feel that they belong in the classroom learning community and are empowered to develop diverse aspects of their identity (DECET 2007). To build strong, positive identity and high selfesteem, children need to learn about their strengths, but also about spaces for improvement. They have to be supported in their attempt to fuse all aspects of their own identities into one unique combination that will give them the feeling of being a special individual. Educators help children do this by providing a safe space and multiple opportunities to try out different roles that go beyond the basic identities of race, gender, nationality, ethnicity, and family, and also beyond such roles as daughter or son and beyond physical characteristics. In this way, children can perceive themselves as autonomous individuals who have the freedom to choose which roles are the most important for them. In addition, while appreciating childrens many strengths, educators need to be authentic and honest. Children easily detect mechanical, false praise, and they stop trusting adults. Children also need to understand that issues arise as people try to live together and that negotiating these differences can generate conict and pain. However, when children feel accepted and respected, they become less fearful of differences, more open to otherness, and are more empowered to make changes.
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Moving Forward
Educators move forward in their practice when they also work to create an inclusive culture in the entire school or program that provides equal opportunities for every child to feel that he or she belongs and can be involved. They take care that all children act respectfully toward each other and that other adults do the same. When educators treat every child with respect, dignity, and consideration and provide equal opportunities to engage in the life of the school, then children: Develop strong identity and high self-esteem. Feel safe and comfortable to learn and participate. Become more open to differences and diversity. Have a greater sense of well-being. Feel that they belong. Develop social and emotional competences.
3.1.3 The educator treats every family with respect, dignity, and consideration and nds ways to involve them in their childs education.

The UNCRC General Comment 7 (2005) points out that young children suffer the consequences of discrimination against their parents and families: Discrimination related to ethnic origin, class/caste, personal circumstances and lifestyle, or political and religious beliefs (of children or their parents/ families) excludes children from full participation in society. It affects parents capacities to fulll their responsibilities towards their children. It affects childrens opportunities and self-esteem, as well as encouraging resentment and conict among children and adults. When parents and families feel respected instead of discriminated against, they will be more willing to be involved. One way to involve families in their childs education is to view early childhood and other educational institutions as transition places where family life meets the public environment (Vandenbroeck 2007). If educators wish to involve parents and family members in meaningful and authentic ways, then they must include their voices and acknowledge them as rst teachers of their children. It is important to also value the learning that occurs outside of school as well as to recognize that the conditions of learning in schools are greatly inuenced by the family and community (Wang and Kovach 1996). Educators acknowledge and show respect for families when they build on the experiences that children have at home and in the community. They look for ways to provide learning experiences for children WITH family members. These experiences, rooted in the authentic community and culture, must go beyond looking at what ethnic, language, or religious groups families belong to and address the multiple and complex roles that family members play in childrens learning and development. Educators engage parents and family members through diverse activities, perhaps inviting them to author books about their own childhoods, hopes, and dreams. They use materials gathered directly from the families and communitiessuch as stories, family histories, and sayings as sources of text for developing literacy, ensuring that all children and families
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can see themselves as part of the learning process. Educators ask families to share their values, ideals, culture, and heritage, discussing gender roles, family structure, expectations of children at different ages, mealtime routines and diets, discipline methods, ways of learning, and codes of ethics, and incorporate these wherever possible into the life of the classroom. This opens the door for the parents/family/community to become involved in their childrens education, which can build relationships and open avenues of communication between home and schools that may not have existed in the past. Educators show respect to families when they are aware of family members individual circumstances and instead of developing limited models of family involvement, look to nd multiple ways that every family can contribute to their childs learning and development. Educators always treat family members with dignity even if they do not agree with their lifestyles or personal circumstances and never say anything about family members in front of the children or other visitors. Instead of being judgmental about family members, they look for ways that together they can better accommodate children in the classroom. Educators ask family members what they think is best for their children. They do not patronize family members and give them unsolicited advice, but listen to them and try to dene possible solutions through conversation. Ideally educators should nd ways to involve multiple members of childrens families, especially fathers. Traditionally it is expected that women will get involved and take all responsibility for the care and education of children. Men are usually excluded or marginalized. Educators can help create new gender roles and give fathers (or other important male gures) the opportunity to take an active role in the education of their children.
Moving Forward
Educators move forward in their practice when they also talk to families about childrens multiple identities and nd ways to support family members to help children bring together the various aspects of those identities. For example, they may send home books that family members can read and talk to the child about or help them nd other kinds of activities to do with the child that would strengthen a particular identity. In addition, they work with families to help them preserve their own identities and cultures, nding books or materials in different languages or suggesting activities focused on special people in their history such as grandparents or great grandparents. When educators treat every family with respect, dignity, and consideration and nd ways to involve them in their childs education, then children: Develop strong individual and group identities. Develop respect for their family, community, culture, tradition, and heritage and gain a feeling of pride. Feel protected and safe. Feel that they do not have to choose between family and school/educator. See both fathers and mothers, as well as other family members, involved in the process of education. Acquire multiple facets to their identity and do not get stuck in gender or other roles.
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3.1.4 The educator uses language and activities that avoid gender and other stereotypes.

Language plays an important role in the perpetuation of gender stereotyping and sets the ground for sexism. In general, language is one of the most powerful social tools that help us create reality. Language not only reects attitudes, but also denes them. Language is not value-free, it is value-laden; it is very political and can preserve or stop discriminatory practices. Any bias in language denies equal opportunity in all aspects of our lives, especially in educational contexts. The use of bias-free language has to be a conscious choice of educators working in child-centered classrooms. Educators have an obligation to use words, phrases, and images that do not reinforce offensive or discriminatory attitudes and to avoid terms that label, underestimate, or insult individuals or groups. Through using language that avoids gender and other stereotypes, educators can deconstruct existing and sometimes prevalent thinking patterns and start to coconstruct new ways of thinking that will be reected in behaviors. Gender awareness and identity are well established by three years of age, and children construct and produce gradually more gender-stereotyped attitudes and behaviors. In their play, they use learning materials in gender-stereotypical ways reecting early childhood practices, which often reinforce gender stereotyping by stressing differences between boys and girls in biased ways. Gender stereotyping is remarkably resistant to change by early childhood educators. It is important that educators use terms that have equal weight when referring to parallel groups. For example, the terms young men and young ladies suggest that women are supposed to be ladies. In addition, many early childhood educators overuse the categories boys and girls and will ask every day, How many boys are there? and How many girls are here? Children have many other facets to them besides whether they are boys or girls. Educators should use more imaginative classications, perhaps asking, How many children are wearing open-toed shoes today? and How many are wearing close-toed shoes? Educators also need to address gender and other stereotypes children are exposed to in language, the media, and books in order to show them that there are better ways to say things. They should talk with children about how stereotypes are developed and perpetuated, explaining how to keep these stereotypes from negatively inuencing their interactions with others. For example, they can show children that many terms like chairman, reman, and policeman imply that the occupation is exclusively male. Instead they can use terms such as police ofcer, reghter, or chairwoman /chairperson. Educators should also be sensitive to terminology that labels ethnic, cultural, and other marginalized and minority groups. Many groups have changed what they wish to be called (for example, many Gypsies now wish to be called Roma, although others do not). It is important that these groups be addressed by the names that they consider appropriate, not by names they see as pejorative. It is also important to demonstrate awareness that your children have diverse socioeconomic backgrounds and family structures. When asking questions, teaching a lesson, or facilitating childrens discussions, educators should make sure that all children feel safe to share aspects of their family life. All children should feel assured that their diverse experiences and circumstances are equally valued and appreciated. For example, asking children where they went on holiday could make some feel bad that they did not go anywhere. Instead, educators can ask children how they spent time during holidays and validate that all experiences
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were valuable. Similarly, asking children to talk about their fathers job could be problematic if they do not have a father or their father does not have a job.
Moving Forward
Educators move forward in their practice when they continuously reect on where materials, language used, images, or activities promote inequalities between groups as well as on how their work either contributes to or helps to erase those inequalities. They bring these issues up in professional forums to try to encourage colleagues to join the effort to use language differently. When educators use language and activities that avoid gender and other stereotypes, then children: Feel respected regardless of their gender, family circumstances, race, ethnic group, ability, age, or special need. Feel free to explore and challenge the usual gender roles that prevail in society. Acquire language that reects respect. Feel empowered to engage in activities that are usually reserved for people of the other gender, other socioeconomic groups, or other ability levels. Learn to establish and preserve relationships based on mutual respect and equal opportunities.
3.1.5 The educator makes adaptations to the environment and to learning activities so that children with different capabilities, educational needs, and social backgrounds can participate in most activities.

The main goal of creating an inclusive learning environment and activities that are adaptable to children with different capabilities and educational needs is to make it possible for all children to achieve high educational outcomes. This is not optional, and it is not a matter of benevolence and good will of educators. It is a matter of rights dened in legal documents (e.g., UNCRC 1990 and UN Convention on the Rights of Persons with Disabilities 2006). Educators often nd that children who have differing abilities and linguistic backgrounds are their biggest challenge, largely because they are not prepared for this kind of work during their pre-service training. However, adapting the environment and learning activities does not mean lowering the goalposts. It means conveying knowledge and skills as effectively as possible to every child in the classroom. It means showing empathy for childrens needs, but in a way that does not overprotect them or expect less of them. When developing curriculum and assessment, educators should keep in mind that all children have differing abilities and educational needs and provide ways that all children can participate in all activities. There are always differences among children. Classrooms include boys and girls; children with special educational needs and those who are more able; children with disabilities and with complex health needs; children from all social, family, cultural, and religious backgrounds; children who may not live with their parents; children of all ethnic groups; refugees and migrants; and children from diverse linguistic backgrounds.
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In most educational settings support for second-language learners is not provided, so children who do not speak the dominant language feel frightened, excluded, and less competent. They cannot follow teaching instructions, cannot communicate with peers and the educator, and have difculty expressing themselves and demonstrating their knowledge and competence. On the other hand, language is one of the strongest elements in peoples self-denition and an important component of culture. If a childs rst language is not valued or allowed to be used in school, it will denitely have negative consequences on the development of self. Ideally, schools would provide bilingual education for all. If this is not possible, educators can use a range of strategies to support children who may speak another language (York 2003; Tankersley 2006). Strategies include: giving children opportunities to use both their home language and the new language they are acquiring for learning activities; ensuring that all children have opportunities to recognize and show respect for each childs home language; and providing bilingual support, especially for accurate assessment of childrens understanding and knowledge. Educators can support children who do not speak the language of instruction through: Asking parents to volunteer in the classroom to read or tell stories in their home language; Taping songs and lullabies (Peeters and Boudry 2004); Introducing children and families who speak the same language to each other; Creating a dictionary of the most important words or expressions that can be used to make a child more comfortable; and Effectively using teaching assistants. Useful guidelines for educators working with children with special educational needs include: 1. Steadinesseach intervention needs to be introduced slowly and gradually in a respectful way.
2. Positive encouragementchildren need to be supported and praised for initiatives they undertake and results they achieve. 3. Clarity, predictability, perseverance of requests rules and expectations must be clear.
4. Good timingeach intervention should be carried out when a child can understand it and should connect with the childs personal experience and broader social context. 5. Respect for specic potentials and abilitieschildren need to be included in improving their abilities, with a focus on their strengths.
6. Adaptation of materials and teaching strategies materials and resources should be offered that children can access through their senses (sight, touch, sound and smell); that use alternative communication signs and symbols; and are in different formats (large-print and symbol text, pictures, and bright colors). Other strategies include speaking clearly; sitting close to
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the children; having children face each other so they can see each others mouths and eyes; using audiovisual equipment and computers; and repeating instructions and tasks. 7. Spatial adjustmentsthe environment should be adjusted depending on the childs type of special need. 8. Collaboration between peers relationships should be built that represent unconditional support in learning and socialization. In all cases, however, whether the difference is because of languages spoken or physical, cognitive, or social/emotional abilities, children will thrive better in heterogeneous groups rather than being placed in special groups. Cooperative, collaborative small-group activities let children learn from each other and help each other. They learn that differences are not frightening; in fact, they are enriching.
Moving Forward
Educators move forward in their practice when they also advocate for all children to have the opportunity to be active participants in their communities instead of just in their classrooms. They point out in professional forums where this is not happening and what as professionals they could do to help facilitate broader participation. When educators make adaptations to the environment and to learning activities so that children with different capabilities, educational needs, and social backgrounds can participate in most activities, then children: Develop greater self-esteem. Can participate more fully in educational processes and thus develop to their full potential. Feel accepted as they are. Become independent; learn how to become self-reliant. Learn about their strengths and how to build on them. Develop socially and emotionally. Learn to appreciate diversity. Learn how to be more empathetic and caring.
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PRINCIPLE 3.2 The educator helps children understand, accept, and appreciate diversity. 3.2.1 The educator appreciates and incorporates into his/her teaching the diversity that exists among children, families, and within the community. 3.2.2 The educator uses opportunities to draw childrens attention to diversity that exists outside the school in a respectful manner and afrms its presence.
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Why it is important helps children understand, accept and appreciate diversity

Early childhood is a critical period for learning about differences and establishing the attitudes that foster respect for diversity. During these years children need to be supported in building a strong, positive self-image, while at the same time learning how to respect and live with people who are different from themselves. Research shows that children as young as two or three already start to ask questions and make comments about differences they noticedisabilities, gender, physical characteristics (including skin color), cultural differences, and family congurations (Derman-Sparks, Tanaka-Higa, and Sparks 1989). MacNaughton (2006) summarizes research showing that young children can and do recognize physical differences and can develop prejudices around these. Gender awareness and identity are well established by three years of age. The early years are also the time when children construct their understanding of socioeconomic diversity and develop attitudes about social class. They begin to internalize the culture of their own community. By the age of ve or six they begin to recognize their membership in a particular community and develop prejudices against those from other communities. They begin to absorb from family members and other key adults in their lives both the positive attitudes and negative biases attached to members of other groups. Young children by the age of two are aware of ethnic divisions based on non-visible differences and usually develop negative attitudes in relation to them (Connolly 2007). According to Connolly, young childrens attitudes toward ethnicity are not free-oating but are grounded in their day-to-day experiences, and thus play an important role in helping them make sense of their social worlds. Children are not born biased; they are just curious and want to learn about the world. Naturally, childrens curiosity leads them to ask questions and comment on the differences they observe, but the way adults react teaches children that some differences are not acceptable, and that people can be excluded or discriminated against because of them. In addition, the characteristics of childrens thinking at this ageover-generalizing, egocentrism, concrete thinking, false associations, magical thinkinglead to the
formation of rigid stereotypes (York 2003). Children also learn about in-groups and out-groups, us and them. This creates additional false knowledge that groups are homogenous, which denies individual differences and presents fertile soil for new stereotypes and prejudices to emerge. Children are not just passive receivers of stereotypes; they are actively constructing and co-constructing with others classications of people and of the world. Respect for diversity incorporates empathy, the capacity for linking with other peoples realities, feelings, and needs. It is also about belonging and mutual acceptance as well as respecting of the rights of others. Respect for diversity needs to be embedded in every day relationships between people. Respect for diversity is not about tolerance. In fact, the words respect and tolerance are in contradiction to each other. In spite of the positive connotation that the concept of tolerance has in democratic society, it implicitly implies that there is no equality between those who tolerate and those who have to be tolerated. One model, Stages of Multicultural School Transformation, shows how tolerance (in its negative meaning) can move to transformation (Gorski): Phase I: Status QuoTraditional educational practices are maintained with no critique of existing inequities in any aspect of the school or education system. Curricula, pedagogies, counseling practices, and all other aspects of education reect the dominant culture and power structure. Phase II: Heroes and Holidays (Food, Festivals, & Fun)Small changes to curricula or classroom materials focus exclusively on surface-level cultural traits, often based on generalizations or stereotypes. For instance, a school might hold an international food fair or a celebration of a particular representative of a group, making headdresses or tomahawks to learn about Native American culture. Phase III: Intercultural Teaching and Learning (Cultural Dictionary)Educators study the customs and behaviors of the cultures from which their students come in an attempt to better understand how they should treat those students; they have a handbook that describes how they should relate to students from African heritage, from Latino heritage, from Asian heritage etc., based on an interpretation of the traditions and communication styles of those particular groups. Phase IV: Human Relations (Why-Cant-We-All-JustGet-Along)Members of the school community are
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encouraged to celebrate differences by making connections across various group identities; educators show an enthusiasm for learning about other cultures, drawing on the personal experiences of students so that the students learn from each other. Diversity is seen as an asset that enriches the classroom experience. Phase V: Selective Multicultural Education (We Did Multicultural Education LAST Month)This approach is usually reactive; in response to a particular issue or critique that has become public, educators recognize the inequities in various aspects of education and attempt to address them. They tend to initiate one-time or temporary programs, perhaps hiring a consultant to help educators diversify curricula or creating a program to encourage girls to pursue math and science. Phase VI: Transformative Multicultural Education (Social Justice and Equity Education) All education practice begins with a determination to make all aspects of schools and schooling equitable and to ensure that all children have the opportunity to reach their full potential as learners. All educational practices are transformed to ensure equity. Educators who want children to appreciate diversity must develop intercultural sensitivity themselves and support children to do so as well. Peoples responses to diversity can be understood as a series of stages from ethnocentrism (the exclusive focusing on ones own culture while perceiving all other cultures negatively) to ethnorelativism (acceptance of and respect for differing cultural realities) (Bennett 1986). It is important for educators to know in which stage a child is functioning in order to choose the appropriate pedagogical intervention. These stages include: 1. DenialNo contact, no discrimination, no problem.
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AdaptationEmpathy; cultural pluralism; the ability to identify with two or more cultures, their value systems, norms, and views of the world.
6. IntegrationIncorporation of ethnorelativistic principles into ones own personal identity; building multiple belongings and multiple identities; the recognition that a person is simultaneously part of his or her own cultural context and completely independent from it. Prejudice is not healthy. A biased approach to life creates serious obstacles to young childrens healthy development. In order to develop healthy self-esteem and constructive social relations with others, children need to learn how to interact fairly and productively with different people and groups. To deal with childrens biases, educators need to change their image of the child and perceive him/her as an active player in the formation of attitudes (Connolly 2007). Children are active in constructing their realities, and the creation of biases happens easily, quickly, and without any kind of conscious effort. Deconstruction of these concepts requires the devoted work of adults and the good will and conscious effort of the child. If we want children to like themselves and value diversity, we must learn how to assist them resist the biases and prejudices that are still far too prevalent in the majority of societies. There is some evidence that biases need to be addressed directly and that children three to eight years old will not learn to be less biased without specic interventions, such as adult and peer discussions that challenge these beliefs. Mere experience with diversity is not sufcient (DECET 2004). Only a combination of exposure to diversity and adequate curriculum and teaching strategies will result in a positive shift in attitudes in young children. Promoting positive attitudes and recognizing the needs of those who are different have to be embedded in the way children and adults interact on a daily basis, meaning that educators need to learn how to walk the talk (or to paraphrase of words of Spanish poet Antonio Machado, They need to make the road by walking). They have to bring in tune what they are preaching with how they are treating children, families, and colleagues.
2. ResistanceDifferences do exist, and they are negative, threatening, and intimidating. Negative stereotypes based on gender, race, religious afliation, nationality, or any other observable differences abound. The superiority of ones own culture is assumed. 3. MinimizationDifferences are hidden and similarities are emphasized; negative labels are avoided. This is the last phase of ethnocentrism.
4. AcceptanceThe rst step from ethnocentrism to ethnorelativism. Cultural differences are accepted and respected, seen an essential and natural part of human inter-relations. Differences are not particularly valued; their existence is simply acknowledged.
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3.2.1 The educator appreciates and incorporates in teaching the diversity that exists among the children, families, and within the community.

Educators have multiple opportunities to teach about diversity, equality, and justice since these issues already exist in the classroom. They are everywhere: in childrens backgrounds, families, communities, experiences, genders, learning styles, preferences, feelings, communication skills, levels of knowledge; the list is endless. If educators do not recognize and name the diversity that exists among the schools staff, families, and children, it may mean they are denying that these differences exist. Children will imitate educators attitudes and thus may develop negative attitudes toward diversity. On the other hand, when educators acknowledge differences respectfully, they establish the possibility for children to compare themselves with others in constructive ways. Childrens questions about the differences they notice should be answered honestly, even when doing so may feel uncomfortable. It is important not to deny that diversity exists and that dealing with it can be challenging. Involving the entire school community to work on diversity among its members can open doors for a whole-school approach to transformation, making the school more inclusive and child-centered. Even when the classroom or school is homogenous, with no children from minority or marginalized groups, it is important to organize activities that promote respect for diversity. It is important to nd opportunities to explain to children that people are all different, but also all equal. Educators should always emphasize that differences are something positive and interesting. At the same time, however, it is always essential to check to make sure that differences are not portrayed as stereotypes. It is also very important not to confuse the message All people should be given equal opportunities with All people are the same, because in that confusion, diversity is denied. Equality does not mean that all people are treated exactly the same in all situations; it means that each persons individual needs are met. People will always have different needs and strengths. That is part of what makes human beings unique and why diversity exists in nature. It makes the community stronger, not weaker. Educators can incorporate the discussion of diversity into all centers, subject/ content areas, and materials, repeatedly pointing out that every child and family is unique, yet has much in common with other children and families. In this way the topic of diversity unfolds naturally and is not an add-on activity or an afterthought. Materials such as photos, drawings of body shapes, books about families, and community alphabet books should be available and actively used. In addition, educators can organize with children different activities that promote their multiple identities: they can draw self-portraits or portraits of each other; discuss what they have in common and how they differ; and discover ways to celebrate their strengths. Ada and Campoy (2003) recommend authorship as a way to help children appreciate diversity. It is also a powerful tool for social change. Authorship in this case means encouraging educators, parents, community members, and children to write or tell the stories of their lives and their hopes for the future. Authorship gives voice to those who traditionally have been ignored. Authorship gives
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people a chance to imagine the lives of others and to understand what their own experiences may not have taught them. In addition, reading or listening to other peoples life stories can often spur the listeners to change. Educators need to create ways for these stories to be written, read, and discussed. Ideas and materials for activities on diversity can be found in the classroom or drawn from childrens life experience and interests, family knowledge, and community events. Educators can take an ethnographic approach to their teaching by incorporating folktales, oral and written sayings, and proverbs that children already know. Such materials can be used to teach reading and writing as well as civics, science, and math. They are an excellent source of community and family knowledge because they reect the experience and values of the community they come from, and they spark rich discussions as they reveal similarities and differences among children and their families. As part of their ethnographic exploration children can make maps of their communities, gathering stories of the places in it as well as those of the people. Educators can have the children compare different maps and stories, noting that what is important for one person may not be the same as for another. The educator can ask, Why would that be and what can we learn from those differences?
Moving Forward
Educators move forward in their practice when they advocate for the acknowledgement and appreciation of diversity at the school and community levels. They get involved in projects to make diversity more visible and to make the school and community more inclusive, child-centered, and friendly. When educators appreciate and incorporate in their teaching the diversity that exists among the children, families, and within the community, then children: Build strong, multiple identities. Feel valued and respected. Learn to value and respect others. Discover multiple ways that people are similar and different. Make connections between personal experiences and learning experiences. Acknowledge differences and learn how to deal with them in respectful ways.
3.2.2 The educator uses opportunities to draw childrens attention to diversity that exists outside the school in a respectful manner and afrms its presence.

Diversity exists everywhere. Educators should not limit their exploration of diversity to the differences children see in the classroom. Children start by observing the people and events that are closest to them and then apply the concepts they learn to new situations in the outside world. As children learn to appreciate diversity, they also learn about discrimination and injustice. Children need to understand this in order to develop the motivation to create change in the world. When introducing the concept of the diversity in the broader community and in the world, educators have to be very careful to avoid tokenism and tourism. That approacha quick around-the-world tour of differenceis very super-
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cial, and does not really represent the core values of diversity. Differences need to be related to the childrens own lives. Instead of saying that people in Japan or Africa use different eating utensils, educators can point out that there are a variety of eating utensils in the childrens own homes. This actually follows the pedagogical principle that has been known for a long time: when teaching children, start with the immediate and then move to the more distant; start with what is known and then move to what is unknown. Educators should always think about the language used when discussing differences. In activities that require children to group objects and identify what differentiates them, instead of asking Which one does not belong?, it is better to ask Which one is different? The fact that difference exists never justies saying that someone does not belong. It is never acceptable to exclude others, nor to treat others unfairly or badly. It is very important to use photos, pictures, and books that are nonstereotypical representations of people involved in activities children would normally see in their lives, rather than special events and holidays. These images can include people with diverse physical abilities in active roles, elderly people doing interesting things, positive portraits of poor and working-class people in a variety of jobs, men and women in nontraditional roles, and people of diverse racial and cultural backgrounds. Classrooms should have dolls that represent different races and sexes; materials in the house center that come from many cultures; crayons, markers, and paint that represent different skin tones; and music, instruments, tools, and clothing from a variety of cultures available for children to use anytime they wish, not just when studying a topic around diversity. Once again, diversity should never be an add-on topic but something that is part of everyday life in the classroom. Diverse cultures should not be romanticized but presented realistically. Educators can also use thematic planning or organize learning experiences for a month, a semester, or a year that incorporate diversity into such common topics as housing, transportation, communities, games, or water, as well as in units of study that specically address anti-bias-education themes. Smaller topics or subtopics can be studied within these units. For example, a unit of study on communities might have subtopics such as human communities, animal communities, rules in communities, work in communities, how communities are interrelated, and so on. A unit of study on changes might have subtopics that include physical changes people go through in life, changes in seasons, changes in animals and insects, changing events in our lives, changes in societies, and what makes changes easy or difcult. Another good strategy when presenting differences is to teach children how to differentiate facts (what is seen or heard) from beliefs (interpretation of what is seen or heard). This helps to avoid hasty conclusions and the inappropriate labeling of behaviors or motivation. Another strategy, transformative dialogue/ discussion (Ada and Campoy 2003), teaches children to look at stories from different perspectives: How is my life similar to this or what do I do that is similar? How is my life different or what do I do differently? What kinds of action can I take based on what the story has taught me?
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Moving Forward
Educators move forward in their practice when they also use strategies that develop childrens awareness of inequalities that exist in their communities and world and help them think about how to advocate for those negatively affected by such inequalities. This awareness is fundamental as they develop their motivation to create change in the world. When educators use opportunities to draw childrens attention to diversity that exists outside the school in a respectful manner and afrm its presence, then children: Learn facts about different cultures and groups, but also see how they are similar in many ways. Become less frightened of differences. Develop greater understanding of why there are differences and how all people benet from them. Develop a feeling of universal connectedness among all people in the world, a sense of belonging to the human race. Deconstruct biases and construct new concepts. Feel that they belong to a larger community and that community is taking care of them.
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PRINCIPLE 3.3 The educator develops childrens understanding of the values of civil society and skills required for participation. 3.3.1 The educator is aware of his/her own beliefs, attitudes, and experiences and how they affect communication with children, families and teaching. 3.3.2 The educator treats each child with respect, dignity, and consideration and provides equal opportunities to engage in the life of the school. 3.3.3 The educator treats every family with respect, dignity, and consideration and nds ways to involve them in their childs education. 3.3.4 The educator uses language and activities that avoid gender and other stereotypes.
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Why it is important develop childrens understanding of the values of civil society and skills required for participation
Young children establish their own important relationships with children of the same age as well as with younger and older children and adults (UNCRC General Comment 7 2005). Education for democracy, citizenship, and participation is about transferring to children the understanding of and the values of equality, freedom, and justice. It is about developing in children the habits, abilities, feelings, and understanding that they will need as adult citizens in a participatory democracy (Bomer and Bomer 2001). These include developing the abilities to listen and consider different sides, to use critical thinking, to work collaboratively with others, and to express their differences while respecting others as equals. To accomplish this, educators need to think beyond the classroom, to create connections to the social life of the community and world. It is not possible to create a little democratic world in a classroom sealed off from the larger society. If they do not think about the world outside, children will not develop ways of working on problems that will need their attention as citizens. If this happens, they will not be able to transfer the social values they learn in school to the outside world (Dewey 1916). Greene (1995) points out that if educators are silent about social problems outside the classroom, they can unconsciously lead children into believing that the world is just as it should be and that they should resist change, rather than being agents of change. If educators want children to learn about democracy, they need to give them opportunities to experience it on daily basis, both by living it within the classroom and by thinking about it in the outside world. According to Moss (2007): Democratic participation is an important criterion of citizenship: it is a means by which children and adults can participate with others in shaping decisions affecting themselves, groups of which they are members and the wider society. It is also a means of resisting power and its will to govern, and the forms of oppression and injustice that arise from the unrestrained exercise of power. Last but not least, democracy creates the possibility for diversity to ourish. By doing so, it offers the best environment for the production of new thinking and new practice.
Democracy is also about participation: Based on the idea that reality is not objective, that culture is a constantly evolving product of society, that individual knowledge is only partial; and that in order to construct a project, everyones point of view is relevant in dialogue with those of others, within a framework of shared values. The idea of participation is founded on these concepts; and in our opinion, so, too, is democracy itself (Cagliari et al. 2004). Moss (2007) notes that democratic practice requires that certain values be shared among the community of early childhood institutions, including: Respect for diversity; Recognition of multiple perspectives and diverse paradigms; Curiosity, an open attitude to uncertainty and subjectivityand the responsibility that they require of us; and Critical thinking. Critical thinking is important because young children through the process of socialization acquiremostly from key adults, but also from media (books, cartoons, and movies)stereotypes and prejudices about those who are different from their family, community members, and themselves. These messages can generate negative feelings toward others (fear, discomfort, or contempt). Even if children have never had the opportunity to meet other groups, they will have acquired attitudes toward them. They have opinions, feelings, and knowledge about how to behave toward others (run away, hurt them, ignore them, or treat them badly). These attitudes are bad for all children, but particularly for children from marginalized groups. When children from ethnic minority groups are in a class and stereotypes and biases are not addressed, those children can very easily start to think that they are not valuable and that the members of their families are worthless. Children very quickly internalize these beliefs and feelings and start to behave in tune with them (internalized oppression). On the other hand, if child comes from the dominant group, s/he will very quickly internalize those beliefs and feelings and start to act accordingly (internalized domination). If ethnicity is the focus of identity, clashes between different groups or members of the groups can occur. All these scenarios are disempowering to children. They do not see richness in themselves, others, and the world around them. They
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do not develop all aspects of their identity and very often develop behaviors that can hurt themselves and others. They also do not develop as autonomous personalities; they always need to talk about others to dene themselves. Talking and communication are the keys to the democratic classroom. Respectful dialogue is a framework in which children can, among themselves and with educators, reect and speak as equals. Dialogue is not lecture; it is a place for exchange of ideas, where all ideas are welcomed and appreciated, where educators and children practice critique, questioning, testing assumptions, looking at implications of actions, and entertaining multiple perspectives (Ada, and Campoy2003). Transformative education perceives dialogue as the best way to create new and better realities, since human beings are the sole constructors of social reality. Through dialogue, new meanings can be established and new practices introduced. Such transformations can happen in classroom discussions when children listen to each other, learn from each other, take into account different perspectives, and develop critical-thinking skills.
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3.3.1 The educator strengthens childrens appreciation and respect for different preferences and points of view and helps children develop skills to express their views appropriately.

In order to become active participants in a democratic society, children need opportunities to express their views and opinions. When people are encouraged to express their opinions, inevitable conicts occur. Educators must model ways that people can think differently and still be together. Educators also model to children what real or active listening means and how to listen without expressing judgment, refraining from saying something is right or wrong, good or bad. Educators also show children how differences can be opportunities to learn and grow. Children need to be able to understand the perspectives of everyone who lives in the society and how decisions they make may affect others. The more fully people process information through discussions, the more potential exists for understanding and meeting multiple perspectives and needs. Children can be guided in developing these skills through transformative discussions in the classroom, using the processes of naming, voicing, and acting to facilitate the acquisition of critical-thinking skills. Through the Transformative Dialogue/Discussion Process, children: 1) learn how to name or describe the issue from the basis of their personal experience with it; 2) build knowledge of the issue by listening to voices of others; and 3) transform the issue by exploring how to act on it either as an individual or as a group to make improvements (Ada and Campoy 2003; Tankersley 2006). Facilitating dialogue may be challenging for many educators. It is often more efcient just to lecture. However, without dialogue there is no democracy. Dialogue is a perfect tool to empower children by helping them gain social and intellectual skills. It also builds community in the class, integrates the childrens own experience into the curriculum, and opens doors for family involvement. Dialogue creates a space for joy and joint learning with children when they choose meaningful topics for discussion. Talking about something of common interest, such as asking children to think about the aspects of their lives they can improve, encourages them to make decisions with that purpose in mind. Educators can use strategies that extend dialogue, such as paraphrasing childrens comments and asking them to elaborate or speculate. They can pose openended, real questions, welcome a variety of responses, and demonstrate genuine interest in different points of view. Even when the majority of children see things in the same way, educators can prompt dialogue by asking if somebody has a different opinion and why. Educators should also make room for all voices in the classroom, including the shy ones. Children can be encouraged to talk to each other with techniques such as think, pair, share (think about a topic, pair up with another child and share your thoughts with her/him), and or moving discussions to smaller groups. Educators can also model for children how their opinion can affect an adults. For example, educators can point out times they changed their views because of something a child said or show how they are inspired by a childs comments and ideas.
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In the classroom, opportunities also need to be created for children to engage in genuine decision-making and problem-solving tasks about issues that affect them. Cooperative learning activities are a very good approach since children are, among other things, learning how to interact with peers they may not normally choose to work with. They are made aware of the need for positive, helping interactions and their interdependency when they work in groups. In addition, different children can be seen as leaders on different kinds of tasks. Finally, it is always important that educators remember to be patient, not to push or expect immediate results. Learning how to engage in democratic processes, including dialogue and decision making, is a lifelong journey.
Moving Forward
Educators move forward in their practice when they also reect on where childrens voices may not be heard in the classroom, school, and educational system. They work to bring the issue to others attention where possible and to nd ways for children to be more involved in decision making and in expressing their views in all aspects of their lives. When educators strengthen childrens appreciation and respect for different preferences and points of view and help them develop skills to express their views appropriately, then children: Become more self-condent. Learn new knowledge and skills. Learn to respect peers. Learn how to manage conicts in constructive ways. Become more proactive. Learn to respect honesty and openness. Learn not to avoid talking with those who have different opinions. Make connections with their own life experiences.
3.3.2 The educator assists children in understanding how stereotypes and prejudices can inuence their attitudes and behaviors.

Educators have a great responsibility and opportunity to deconstruct childrens biases and help them construct new perspectives. They can do this by focusing on respect for diversity, engaging in open and responsive interactions, and talking about the effects of prejudice and discrimination. They engage children in dialogue about how some images, language, and actions can be hurtful, can exclude and misrepresent some people. Through dialogue they also help children understand how stereotypes are developed and perpetuated, pointing out examples in stories or in the media. Educators model empathy toward those who are targets of stereotypes and prejudices and also model how to address people who are perpetuating them. Many classroom activities raise childrens awareness and teach them to move beyond stereotypes. Educators can organize role-plays with dolls, puppets, and other age-appropriate media and ask children to act out how it might feel to be a target of stereotyping. Children can be given opportunities to analyze how mem-
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bers of different groups are presented in books, cartoons, movies, postcards, toys, and newspapers. Some children may want to share experiences that show how stereotypes negatively inuenced their lives. Educators can also involve family and community members to talk with children about their personal experiences with prejudice. Educators should have materials and objects in the classroom that show people of different races and ethnic groups so that children get used to differences and are not threatened by them. Educators can together with children create personal or group books about How It Is and How It Could Be, highlighting individual or social conditions that cry out for change.
Moving Forward
Educators move forward in their practice when they empower children to take action to combat stereotypes and biases and help them stand up for themselves and others when they are targets of prejudice. When educators assist children in understanding how stereotypes and prejudices can inuence their attitudes and behaviors, then children: Gain strong self-identity and feel more comfortable with who they are. Develop multiple identities; feel comfortable belonging to many different groups and taking on many different roles. Learn to respect others. Learn how to stand up for themselves and others.
3.3.3 The educator encourages children to treat others with equity, fairness, respect, and dignity and to expect the same from others.

A classroom in which children treat others with equity, fairness, respect, and dignity is and expect the same from others is characterized by: Cooperationchildren learn and work together, and function as a team. Respectful communicationchildren listen carefully to each other; Friendships go beyond the classroom; children also spend time together in extracurricular activities, at home, and outdoors. Respect for each otherchildren accept others regardless of their looks or backgrounds. Conict managementchildren are not afraid of conicts, they see them as an opportunity to learn. Sharingchildren freely exchange feelings, needs, and experiences, secure that they can trust each other. Children treat each other with equity, respect, and dignity when they feel it in their own group/classroom. Educators develop these concepts in children by helping them understand how others feel when they are not treated fairly or respectfully or when others act aggressively against them. Educators introduce strategies for helping children deal with conict that let them develop solutions to the issue causing the conict. They support children in acquiring negotiation and collaboration skills and help them resolve issues of disrespect and unfairness. They organize activities such as acting out role-plays, reading books, or
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watching movies about these issues and then talk with the children about how they think different people might feeland how they would like to feelin various situations. They engage children in writing individual or group books about diverse ways to show others respect, even involving family and community members in the creation of the books. Educators organize activities that require collaboration among children instead of competition. Most children today live in competitive cultures, with learning focused on individual performance. Too little acknowledgement is paid to the help each person receives from others. A competitive atmosphere can easily teach children to work only for themselves or against others. To avoid this, educators must promote collaboration and encourage every child to actively participate in class activities. Children can also be supported to share materials and other resources with each other. It is important not force them to share, but instead to talk with them about reasons for sharing. Childrens feelings and behaviors need to be accepted without judgment in a respectful way and educators can model for them how they can express themselves without offending the others. Educators also model respect by creating an atmosphere of understanding, trust, and approval, without judging, valuing, or being critical. However, this does not mean that children can do whatever they want. The limits of their freedom are dened by the well-being of the others. Educators actively teach children conict-resolution skills that help them understand multiple sides of an argument or situation. One of the educators main tasks is to develop empathy in children. Empathy is the ability to put oneself in somebody elses shoes. It is different from sympathy (I feel sorry for you); denying (You should not feel like that); diagnosing (You are angry); analyzing (You feel like that because you did not get enough attention) or providing solutions (The best you can do is to ). It is about asking questions, rephrasing, and respect. The best way to develop empathy is to model these skills when engaging with children by practicing active listening, remaining here and now in the present; not thinking about what might have been. It is important to let the child react; not provide solutions but let solutions develop from the process of exchange between children. Educators should be asking questions, not pronouncing a diagnosis (asking Do you feel? instead of asserting You are). They should provide both verbal and nonverbal support and understanding, showing the child that s/he is accepted and loved; pointing to alternative solutions; and modeling how to express feelings. It is always important, however, to make prompt and direct interventions when children are offending or discriminating against one another. It is also important to help children understand that equality and fairness are not always about every person having the same thing or thinking the same way. People have some needs that are the same and some that are different. This means that our interactions with them and responses to them may also need to be different in order to make it fair for them.
Moving Forward
Educators move forward in their practice when they help children understand that non-action and nonparticipation also contribute to the status quo where everyone is not treated fairly or with respect and dignity. They help children with
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age-appropriate strategies to become more active in bringing discriminatory actions to others attention. When educators encourage children to treat others with equity, fairness, respect, and dignity and to expect the same from others, then children: Learn about mutuality and interdependence. Feel safer. Learn how to be autonomous and independent. Develop socially and emotionally. Learn how to work in teams. Develop civic competences.
3.3.4 The educator introduces the concept of personal responsibility in caring for the environment and provides opportunities for children to practice the concept.

The sustainability of the physical environment is a critical issue for the 21st century. If people do not change their behaviors and begin to take personal responsibility for the environment, it is likely that the world people take for granted today will be different in the future. Educators model care and respect for the natural environment by demonstrating a personal interest in and enjoyment of the nature around them. They can also make a large contribution to changing peoples knowledge, skills, and dispositions around this issue by instilling attitudes in very young children that will both carry them into adulthood as well as inuence the adults around them to be more responsible right now. It is best to start with simple experiences for children such as a garden, taking care of the nature on their playground, taking care of animals or plants in the classroom, or recycling the paper they use. Young children learn best through experiences that relate to what is already familiar and comfortable. Thus, the best place to start is in an environment similar to what they already know. Educators can organize positive encounters outdoors on daily basis and provide ongoing, simple experiences with the grass, trees, and insects in environments close to home or school. Children can perform duties regularly in the school to demonstrate the value of contributing to the common good. They can take some responsibility with regard to practical matters, perhaps taking care of their classroom by cleaning and decorating it. It is also very important not talk to children about catastrophic scenarios (e.g., the world is going to be destroyed). Instead, make them believe that their actions can make a difference. Educators can talk with children about what is happening in their community, events and issues in the news, and the positive things others are doing to help the preserve the environment. Together with children, they can reect on how much learning about environmental issues is already changing peoples attitudes and behaviors in everyday life and contributing to a greater personal care for the environment. Educators can ask children what they think can or should be done to help people act more responsibly toward the environment. They can also nd additional ways to involve the children, perhaps by writing letters to government ofcials or newspapers to advocate for the protection of nature.
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This indicator is also about taking care of the social environment and involving children in creating social change. Children can take part in such projects as tutoring younger children with learning problems; collecting toys for sick children; making get-well and birthday cards for nursing-home residents; collecting clothes or school supplies for needy children; making food baskets for the homeless; and making books or learning materials for children in lower grades. Children can also do research by asking people in their families about who has been involved in the civic life of their communities in the past and present and write Heroes from the Neighborhood stories about them. For children is very important to be aware that they can contribute to change, and that what is happening in the classroom can be spread to the outside world. However, it is also important to stress that these are projects that contribute to the benet of all in the community. The message isnt: Some people are poor and the well-off should feel sorry for them. The message is: We are all in this together. Lets help each other.
Moving Forward
Service learning is considered to be the best methodology for teaching citizenship education. If educators want to teach children to engage in their communities and become productive citizens, they need to go beyond content knowledge and move into experiential, active engagement (Burmaster 2003). The handson nature of service learning is most appropriate for children because it allows them to make connections between their learning and the everyday world (Gage 2003/04). To be meaningful, service learning has to include preparation, action, reection, and celebration. Preparation refers to all phases of the planning process. Action means providing the needed services. Reection allows children to think about their service and share their experiences with others. Celebration provides recognition for their service and helps children understand that their contributions are valued and meaningful (Duckeneld and Swanson 1992). All young children should have opportunities for school and community service, and their service should be safe, age-appropriate, and adequately supervised. When educators introduce the concept of personal responsibility in caring for the environment and provide opportunities for children to practice the concept, then children: Learn how to be proactive. Learn that with freedom comes responsibility. Gain self-condence. Feel empowered. Establish connections between their learning and their lives.
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Ada, A. and F. Campoy. 2003. Authors in the classroom: A transformative education process. New York: Allyn & Bacon. Banks, C. 1993.Restructuring schools for equity: What we have learned in two decades. Phi Delta Kappan 75(1): 4248. Bennett, M. 1986. A developmental model of intercultural sensitivity. A developmental approach to training intercultural sensitivity. In Special Issue on Intercultural Training, edited by J. Martin. International Journal of Intercultural Relations 10(2): 17986. http://www.gee-geip.org/pdf/idi_theory.pdf. Bomer, R. and K. Bomer. 2001. For a Better World: Reading and Writing for Social Action. Portsmouth, NH: Heinemann. Burmaster, E. 2003. A democracy at risk: Engaging students as citizens. Citizenship Matters. National Center for Learning and Citizenship. Education Commission of the States. http://www.ecs.org/html/NewsMedia/Cmatters.asp?nDate=8/14/200 Cagliari, P., A. Barozzi, and C. Giudici. 2004. Thoughts, theories and experiences: For an educational project with participation. Children in Europe 6: 2830. Connolly, P. 2007. The role of research: Promoting positive attitudes to ethnic diversity among young children. Early Childhood Matters 108. Promoting Social Inclusion and Respect for Diversity in the Early Years. The Hague, Netherlands: Bernard van Leer Foundation. Derman-Sparks, L. 1998. Educating for equality: Forging a shared vision. In Beyond heroes and holidays: A practical guide to K12 anti-racist, multicultural education and staff development, edited by E. Lee, D. Menkart, and M. Okazawa Rey. Washington, D.C.: Network of Educators on the Americas. Derman-Sparks, L. and the A.B.C. Task Force. 1989. Anti-bias curriculum: Tools for empowering young children. Washington D.C.: National Association for the Education of Young Children (NAEYC). Derman-Sparks, L., C. Tanaka Higa, and B. Sparks. 1989. Children, race and racism: How race awareness develops. Interracial Books for Children Bulletin 11(3, 4). Dewey, J. 1916. Democracy and education: An introduction to the philosophy of education. New York: Macmillan. Dinchiyska, S., M. Koczor, E. Lampkin, L. Lee, I. Nemeckova, P. Repisky, S. Rona, N.J. Smith, Z. Trikic, J. Vidmar, and J. Vranjesevic. 2005. Education for social justice program for adults. New York: Open Society Institute. Diversity in Early Childhood Education and Training (DECET). 2004. Diversity and equity in early childhood training in Europe. DECET network. . www.decet.org. 2007. Making sense of good practice. The Hague: Bernard van Leer Foundation. www.decet.org. Duckeneld, M. and L. Swanson. 1992. Service learning: Meeting the needs of youth at risk. Clemson, S.C.: National Dropout Prevention Center. Early Years Foundation Stage (EYFS). 2007. The National Strategies. Effective practice: Inclusive practice. Department for Children, Schools and Families. Erwin, J.C. 2003. Giving students what they need. Educational Leadership 61(1): 1923. Freire, P. 1970. Pedagogy of the oppressed. New York: Continuum. Gage, B. 2003/2004. Teaching citizenship and social responsibility. Childhood Education 80. Gilmore, L., J. Campbell, and M. Cuskelly. 2003. Developmental expectations, personality stereotypes and attitudes towards inclusive education: Community and teacher views of Down Syndrome. International Journal of Disability, Development and Education 50(1): 6576. Glasser, W. 1996. The theory of choice. Learning 25: 2022. Gorski, P. Stages of multicultural school transformation. EdChange: Professional Development, Research, and Resources for Diversity, Multiculturalism, & Cultural Competence. www.edchange.org; http://edchange.org/handouts/school_transformation.pdf.
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FOCUS ON
Assessment and Planning

Quality pedagogy recognizes the roles of assessment and planning in promoting learning that enables every child to succeed. The educator combines developmentally appropriate expectations, national requirements, freedom for creativity and exploration, and the interests and needs of individual children and groups of children into a cohesive framework. The assessment-planning cycle supports each childs development and learning, building upon childrens natural curiosity, previous knowledge and skills, interests, and experiences.
It is important that the process promotes the development of self-assessment and lifelong learning skills and dispositions. By systematically observing children and using other appropriate strategies, educators create educational long-term and short-term plans centered around the interests and needs of individual children and groups, providing both scaffolding and challenges for future achievement.
The educator develops plans based on what children already do, know, and understand, and identies what is needed to support each child to reach his or her full potential. Plans accommodate the diversity of learning styles and abilities of individual children and are modied when necessary. Children, families, and relevant professionals are included in the assessment and planning cycle. The process is both focused and exible, taking into account how learning is progressing and what is happening in the life of the child, the community, and the world, determining where improvements can be made, and identifying the next steps.
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4. ASSESSMENT AND PLANNING
PRINCIPLE 4.1 The educator regularly and systematically monitors each childs progress, learning processes, and achievements. 4.1.1 The educator uses systematic observation and other diverse and developmentally appropriate formative assessment tools that reect on the process and outcomes of learning and development. 4.1.2 The educator assesses the level of childrens involvement necessary for meaningful learning and participation and makes adjustments in activities accordingly. 4.1.3 The educator ensures that the assessment process takes into account and builds upon childrens strengths, individual needs, and interests.
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Why it is important to regularly and systematically monitor each childs progress, learning processes, and achievements
Teaching and learning are reciprocal processes that depend on and affect one another. Assessment tells us how well we are teaching and how well children are learning (Kellough and Kellough 1999). In this focus area we discuss assessment rst, because assessment is the foundation for instructional planning. The majority of educators use plans for teaching even if they are simply following a curriculum or textbook. However, it is important to be aware that if children already know or can do something, educators are not so much teaching as reviewing or providing practice for children. It is also important to remember that since all children are different in their development, interests, experiences, personalities, temperaments, learning styles, strengths, and needs, educators can never assume that every child in a group will be at the same place in terms of skill development or knowledge of a concept. The more they know about each child, the better educators are able to support and extend each childs learning. Assessment helps educators understand when children are ready to be taught new skills and knowledge and helps them determine the best way to do it. According to McTighe and OConnor (2005), there are three kinds of assessment: diagnostic, formative, and summative. Diagnostic assessmentssometimes known as preassessmentstypically precede instruction. Educators use them to check childrens prior knowledge and skill levels, identify childrens misconceptions, prole learners interests, and reveal learning-style preferences. Diagnostic assessments provide information to assist the educator in planning and to guide differentiated instruction. Examples of diagnostic assessments include prior knowledge and skill checks and interest or learning preference surveys. Formative assessments occur concurrently with instruction. These ongoing assessments provide specic feedback to educators and children for the purpose of guiding teaching to improve learning. Formative assessments include both formal and informal methods, oral questioning, educator observations, draft work, thinkalouds, children-constructed concept maps, learning logs, portfolio reviews, and even ungraded quizzes in primary school.
In an extensive research review of assessment, Black and Wiliam (1998) found that formative assessment raises academic gains in classrooms, especially with low- achieving children. Their research indicates that improving learning through assessment depends on ve deceptively simple factors: 1. Providing effective feedback to children.
2. Motivating children to become actively involved in their own learning. 3. Adjusting teaching to take account of the results of assessment.
4. Recognizing the profound inuence of assessment of childrens motivation and self-esteemboth crucial inuences on learning. 5. Ensuring that pupils assess themselves and understand how to improve.
Siraj-Blatchford et al. (2002) also reported an association between curriculum differentiation, formative assessment, and curriculum matching. The better a setting does in each of these dimensions of good pedagogic practice, the more effective it will be in supporting childrens progress. The evidence thus conrms the importance of formative assessment to meet childrens particular needs, particularly frequent formative feedback during activities. In early childhood settings summative assessments are evaluative and are used to give a summary of a childs achievements at the conclusion of an instructional segment (McTighe and OConnor 2005). It is most important that assessment in the early childhood setting be authentic. Epstein (2007) denes authentic assessment as naturalistic, taking place in the real world or duplicating a familiar situation instead of creating an articial testing environment. Authentic assessment focuses on a broader range of developmental areas instead of just a single area of learning. For example, a test would only score whether a child correctly names certain shapes. An assessment that lets children manipulate objects and just talk about them would show that the child has developed an understanding that shapes are different, or by grouping together similar shapes would show that a child has developed an understanding of classication. If a child is able to describe their differences than s/he demonstrates language development. As Epstein notes, the process of authentic assessment is more open-ended in that it allows for multiple answers and multiple ways of arriving at them,
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and is more comprehensive, assessing both thinking and problem-solving abilities. Authentic assessment also looks at children over a longer period of time, so it does not depend on how children feel or their willingness to perform on a particular day. Assessment also needs to be systematic because educators rely on it to organize their impressions and must be able to use the information to create both reports and learning plans. Systematic assessments provide a record of educational and developmental changes that children go through over a period of time, revealing patterns of behaviors, learning preferences, mastery of skills, and other valuable information that enables educators to evaluate and set goals for individual children. Systematic assessment also provides valuable information about children for staff and parents to share in order to create optimal developmental conditions for children both in the school and home and to decide when specialists need to be brought in if there are concerns about a particular child in a specic area. Effective assessment requires collaboration with families and other professionals in assessment partnerships. It also requires educators to be ethically grounded and guided by sound professional standards. It is collaborative and open. Responsible assessment supports children, rather than being used to exclude them or deny them services (NAEYC 2005). Responsible assessment needs to be developmentally, linguistically, and culturally appropriate, validating all children as thinking and feeling individuals who have strengths. Responsible assessment includes being able to explain the central goals, benets, and uses of different assessment tools and align them with appropriate goals, curricula, and teaching strategies (Hyson 2003). Systematic, formative, and authentic assessment also includes monitoring a childs level of involvement in an activity. As Laevers (2005) explains, Involvement refers to being intensely engaged in activities and is considered to be a necessary condition for deep level learning and development. Active sustained engagement rather than passive engagement is a key component of quality teaching (Pianta, LaParo, and Hamre 2006). High levels of involvement in activities are also an important component in the theory of constructivism, which holds that learning occurs as people construct or build their understanding of the world through interacting with others and their physical surroundings. The level of motivation to
interact (and thus learn) is affected by whether an activity is too easy or too demanding: activities need to be offered that are within a childs zone of proximal development (Vygotsky 1962). Assessing childrens level of involvement in activities helps educators see where the childs zone of proximal development lies and how to scaffold interactions with a child or offer activities that enable the child to do something beyond his or her independent efforts. (A scaffold is a temporary framework that is put up for support and access to meaning and taken away as needed.) When children are working within their zone of proximal development they exhibit certain behaviors such as high levels of concentration, persistence, motivation, exploratory drive, openness, and energy (Laevers 2005). Thus observing childrens level of involvement is a way to measure not just the context and outcome of learning, but also the effectiveness of the process (Bertram and Pascal 2004). Constructivist theory also suggests that high levels of wellbeing, in addition to high levels of involvement, are crucial to learning. Sustaining motivation to learn is strongly dependent on the learners condence in his/her potential for learning (Von Glasersfeld 1989). Observing childrens level of well-being is therefore very important. Low levels of well-being can suggest that a child is not successful in fullling his/her basic needs (Laevers 2005), which makes learning more difcult. By observing children and assessing their levels of well-being, educators can make adjustments to interactions, schedules, and activities that will improve their capacity to learn.
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4.1.1 The educator uses systematic observation and other diverse and developmentally appropriate formative assessment tools that reect on the process and outcomes of learning and development.

Everyone uses observation in their everyday lives to assess people, situations, and events. Yet sometimes educators forget what a powerful tool it is for teaching. Observation is how they get to know children. It gives them information on individual childrens needs, what they are interested in, what they can do, and how they respond to opportunities and obstacles in their lives. Even when children cannot yet express themselves verbally or in writing, their voices, gestures, behaviors, and actions let caregivers know how they are responding to them, to others, and to their environment. However, observation alone is not enough. Information that is not recorded can be forgotten. Once it is recorded it becomes more possible to see patterns in childrens behaviors or in reactions on the educators part. It also makes it possible to see where educators may have bias or prejudice or are not acting in accordance with their beliefs. is also important that educators have a system to document and record their observations so that they can be used in planning instruction and in communicating with the children, their families, and other staff members about childrens learning and development. One method is for educators to write notes on small pieces of paper that can then be categorized in individual childrens les by developmental domains or content areas (if children are in primary school); however, there are many other ways to do this as well. It helps for educators to go through their written observations periodically to see if they are missing children in their documentation or getting information only on certain developmental domains or content areas and not all of them. When educators nd these gaps they need to spend more time focusing on those children working in the missing areas the next day. They can also use these observations to write short notes home weekly about the accomplishments of each child. By systematically recording and organizing their written observations, educators can assure themselves that they are seeing all of the children and that they are observing them doing different kinds of activities in different developmental domains and content areas over time. This allows them to better evaluate, set goals, and plan interactions and activities that will improve childrens outcomes. It is imperative that educators make sure that their written observations are descriptions of what children actually do and not judgments about children. It is also important to understand that judgment words can affect their ability to see the child more clearly. It is a good idea to periodically review written observations in order to make sure that they do not include judgment words. Educators also have to be aware of the limitations of any single evaluation or assessment instrument such as a developmental checklist and to assure that they are using a variety of formative assessment documents to supplement information about children. Other formative assessment tools that are appropriate in early childhood situations include portfolios or samples of childrens work, including writing, artwork, audiotapes of children reading, dictated stories,
It
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literature response logs, records of group participation in projects, descriptions of interviews or conversations with children, pictures, and video recordings, among others. Educators can attach their comments to childrens work noting developmental or learning milestones reached, and the children or family members can do the same.
Moving Forward
Educators move forward in their practice when they start to develop their own assessment tools and use them to help them better understand individual children. These can include tools that they develop for action research or for following social and emotional growth in children, including how they engage in thinking about diversity and democratic processes, which is often difcult to document. When educators use systematic observation and other diverse and developmentally appropriate formative assessment tools that reect on the process and outcomes of learning and development, then children: Develop their self-concept and self-esteem because they are seen as individuals. Accelerate their development and learning progress because educators know when children are ready to be introduced to new concepts and skills and can plan activities that allow scaffolding of skills and knowledge. Are more willing to take risks in learning new things. Since observation and other types of formative assessment are not intended to give children a grade as a nal assessment of their performance but to support them to learn more, children are less nervous about making mistakes and more open to learning experiences.
4.1.2 The educator assesses the level of childrens involvement necessary for meaningful learning and participation and makes adjustments in activities accordingly.

Children learn though interacting with others and through interacting with their environments. When children are not engaged in an activity, then they are not learning. They have either tuned everything out, are thinking about something else, or are just going through the motions. Educators should engage children in meaningful learning and developmental tasks and not busywork such as coloring worksheets (which have little redeeming value other than helping children gain ne motor skills, something that can be done in many other more creative ways). Educators should always look at the world through the eyes of the children and see what interests them the most, where they feel the most enjoyment, where they feel the most vitality, where they are open, receptive, and feel most self-condent. It is important for educators when assessing childrens involvement in activities to ensure that they are actively engaged at the level where learning and development best occur. This means paying attention to such specics as the kinds of environments and materials children like, whom they like to work with, where they have the greatest mental activity and exploratory drive, where they are working in the zone of proximal development, how much guidance they like, and how
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long they like to stay with a topic. It is also important to understand that children can vary in their level of involvement and may need different kinds of activities at different times. These assessments allow educators to plan for whole-group, small-group, and individual learning activities based on where there are the highest levels of involvement. Laevers (2005) describes different levels of involvement a child has with an activity:
Level 1 Involvement Examples
Extremely low no concentration: staring, daydreaming; The child hardly shows any activity. an absent, passive attitude; no goal-oriented activity, aimless actions, not producing anything; no signs of exploration and interest; not taking anything in, no mental activity. Low The child shows some degree of activity but it is often interrupted Moderate The child is busy the whole time, but without real concentration. limited concentration: looks away during the activity, ddles, dreams; is easily distracted; action only leads to limited results. routine actions, attention is supercial; is not absorbed in the activity, activities are shortlived; limited motivation, no real dedication, does not feel challenged; does not gain deep-level experiences; does not use his/her capabilities to full extent; the activity does not address the childs imagination. is engaged in the activity without interruption; most of the time there is real concentration, but during some brief moments the attention is more supercial; feels challenged, there is a certain degree of motivation; capabilities and imagination to a certain extent are addressed in the activity. is absolutely focused, concentrated without interruption; is highly motivated, feels strongly appealed to by the activity, perseveres; even strong stimuli cannot distract him/her; is alert, has attention for details, shows precision; mental activity and experience are intense; constantly addresses all capabilities: Imagination and mental capacity are in top gear; obviously enjoys being engrossed in the activity.
High There are clear signs of involvement, but these are not always present to their full extent.
Extremely high During the episode of observation the child is continuously engaged in the activity and completely absorbed in it.
Laevers and Moon (1997) go on to show how educators can make adjustments in activities being offered to increase childrens level of participations. These are called The Ten Action Points: How to Increase Childrens level of Participation. They include: 1. Rearrange the classroom in appealing content areas.
2. Check the content of the corners and replace unattractive materials with more appealing ones. 3. Introduce new and unconventional materials and activities.
4. Observe children, discover their interests, and nd activities that meet those orientations.
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5.
Support on-going activities through stimulating impulses and enriching interventions.
6. Widen the possibilities for free initiative and support them with sound rules and agreements. 7. Explore the relation with each of the children and between children and try to improve it. 8. Introduce activities that help children to explore the world of behavior, feelings and values. 9. Identify children with emotional problems and work out sustaining interventions. 10. Identify children with developmental needs and work out interventions that engender involvement within the problem area.
Moving Forward
Educators move in their practice when they systematicallyformally and on a regular basisassess childrens level of involvement and well-being. A helpful system includes the following steps (Laevers 2005; Bertram and Pascal 2004): 1. The educator picks different children on different days and observes them for a short period of time (a few minutes). Using the Involvement Scale (above), the educator rates the childs level of involvement in the activity. Then the educator writes down what s/he saw the child doing, including body language and gestures, and looks for signals that support the rating.
Rating on involvement Description of what the child was doing
Date and time 1. 2. 3. 4. 5. 6.
2. After the educator has between ve and ten observations on any one child, s/ he analyzes them by looking for elements that may have contributed to that childs levels of involvement. There may also have been extenuating circumstances or factors affecting the level of involvement on particular occasions, such as something happening at home, that the educator should note. 3. Next, the educator should look at what kinds of situations the child is more or less likely to engage in; the kinds of environments and materials s/he likes; whom s/he likes to work with; and how much guidance s/he likes. This is meaningful information that the educator can use to make learning more effective for that child.
When educators assess the level of childrens involvement necessary for meaningful learning and participation and make adjustments in activities accordingly, then children: Are deeply engaged and thus learn more.
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Are working within their zone of proximal development, which increases their feelings of competence and belief in the potential to solve new problems and more complex challenges. Can become engaged in similar kinds of learning activities and situations.
4.1.3 The educator ensures that the assessment process takes into account and builds upon childrens strengths, individual needs, and interests.

It is essential that educators written observations and other assessment instruments are objective when describing what a child did or said, without subjective interpretation or labeling. Each child is unique and his/her development is a continuous complex process. A childs progress should be measured against what s/he previously did or knew and not against that of other children. Unfortunately observations and assessment can move from being descriptive to becoming judgmental. Words that have judgments or values attached to them such as good, bad, aggressive, nice, etc., shape educators ideas about children. Often something that someone is doing is interpreted without knowing the real situation and then a value is placed on what was seen. That interpretation in many cases is incorrect. The use of interpretive words can also become selffullling prophecies for children when they are internalized. On the other hand, praising children all the time without giving them specic enough information on why something is correct or good does not work either. First of all, it is important to increase childrens intrinsic motivation to learn or to produce, a crucial factor in lifelong learning. Second, it is problematic to use words that have a judgment associated with them. What is good and bad? Who made the criteria? Third, vague praise does not give children information on how to repeat or improve. Children need specic feedback about what their strengths are and where there is space for improvement. This is important in building childrens self-image and sense of mastery, which will better engage them in the learning process. Early identication of children with disabilities or developmental delays is important, but the choice of assessment tools and interpretations of the information received from them need to be ethical and sensitive. Assessment is used to inform and improve educators practice; it is never used to diagnose children. It is also important to understand that there are multiple inuences on childrens development and learning, including culture, languages spoken in the home and community, economic conditions, family and community characteristics, health, learning styles, experiences, and opportunities to play and learn. Assessments of childrens knowledge and behaviors should be made in multiple environments, as they may be very different depending on the circumstances. Ideally, assessments should build upon situations where children are the most involved and seem to experience the most well-being. Educators understanding of individual children should also be checked with that of their families and other staff members the child may work with. Do children behave the same way in all of their environments? Educators use the knowledge about childrens various environments, situations, and characteristics as ways to enhance childrens learning experiences.
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Moving Forward
Educators move forward in their practice when they regularly reect on these multiple inuences on childrens development, yet always make sure that they describe them and use the information in a respectful way, especially when the educator is from the dominant culture and the children may be from a minority culture. These educators do not seek to impose the dominant power structure on the children and their families, but remain very aware that they are teaching other peoples children. When educators ensure that the assessment process takes into account and builds upon childrens strengths, individual needs, and interests, then children: Develop self-esteem and a positive self-concept, seeing themselves as capable and competent. Feel a greater sense of well-being. Become more engaged in learning. Feel part of a learning community.
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PRINCIPLE 4.2 The educator plans for teaching and learning based on information about children and national requirements. 4.2.1 The educator plans activities that are based on the developmental levels and interests of the children to enable them to acquire relevant competences. 4.2.2 The educator balances planned activities with child-initiated activities and choices, including nding ways to support childrens individual learning styles and paces. 4.2.3 The educator uses a comprehensive planning approach that provides for a balance of individual, small-group, and wholegroup learning experiences. 4.2.4 The educator plans for a sufcient variation of activities to keep children engaged and to provide new challenges for them. 4.2.5 The educators plans and actions are exible enough to acknowledge and incorporate changing conditions and childrens needs and interests.
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Why it is important to plan for teaching and learning based on information about children and national requirements
Systematically assessing, planning, and reassessing are integral parts of a cycle for maximizing childrens learning and development and for making sure the childrens outcomes meet national and local requirements. After the educator has gathered information through assessment on individual children and groups of children, s/he needs to decide what to do next for them, building on their interests and current knowledge or level of development. It is important to have a plan for strategies to use or activities to do in order to scaffold or support childrens current level of thinking and challenge them to advance to the next stage (Epstein 2007). The National Association for the Education of Young Children (NAEYC) points out that educators need to understand the importance of the content areas and academic disciplines in young childrens learning, including what are the essential concepts, inquiry tools, and structure (Hyson 2003): what is important, why it is important, and how to best deliver it. Research has found that the most effective settings achieve a balance between the opportunities provided for children to benet from teacher-initiated group work and the provision of freely chosen yet potentially instructive play activities (Siraj-Blatchford et al. 2002). On one end of a spectrum is a highly directed educator approach that neither responds to the initiative of children nor meets individual childrens needs and strengths. On the other end of the spectrum educators respond entirely to individual childrens interests and activities, but do not plan for instruction. Excellent settings tend to achieve an equal balance between adult-led and child-initiated interactions, including situations where the educator then extends the child-initiated activities. This kind of setting requires daily planning for group and individual childrens activities based on observations, childrens interests and developmental levels, and the curriculum content (Epstein 2007). Most educators are good at planning for educator-initiated activities. However, there also has to be time in the teaching day planned for childrens self-initiated activities and choices. In a recent study conducted in ten countries (Montie, Xiang, and Schweinhart 2006), it was found that four-year-old children who were in programs where they engaged in free-choice activities had higher language scores at age seven. The authors offered the following explanation for this nding:
Two things likely to characterize free choice activities from a childs perspective are that the chosen activities are interesting and engaging and the difculty level is suitable for the child. Perhaps when educators propose specic activities instead of letting children choose, the activities are too easy or too difcult or simply not interesting for some children. Free choice activities provide the opportunity and, often, the necessity for children to interact verbally with other children in one-on-one or small group playassigning roles for dramatic play, establishing rules for games, making plans for block building, and so forth. The authors add, however, that it is important for educators to interact with children during child-initiated activities in order to introduce new vocabulary relevant to the childrens interests, thereby promoting language acquisition. Research that points out that in the most effective early childhood settings, staff members extend child-initiated episodes by intellectually challenging the children and engaging in sustained shared thinking, which requires assessment and planning for individual children (SirajBlatchford et al. 2002). Written plans should address activities for whole groups of children, small groups, and for individual children. However, educators need to be aware that the same study cited above found that the amount of whole-group activities adults planned in settings with four-year-olds was negatively related to childrens cognitive performance at age seven. By denition, activities proposed to the whole group are not tailored to each particular childs interest or learning ability. If an activity does not challenge a child or if it is too difcult, little useful learning takes place. In order to build cognitive skills, children need to solve problems and explore materials on their own. Learning and creativity take place when children confront situations that pique their interest and stretch their imaginations. (Montie, Xiang, and Schweinhart 2006). Planning also helps educators effectively manage the class time so that transitions and managerial tasks are quick and efcient and learning time is maximized (Pianta, LaParo, and Hamre 2006). Long-term, weekly, and daily plans should be written out and posted in the classroom to provide structure, remind the educator which children to work with and what activities to offer, and provide useful information to all visitors to the classroom. The plans are also a helpful way to communicate to the children what is expected of them.
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Contingency plans and exibility are also important. If an activity does not engage the childrens interest, or children nish earlier than expected, or something happens that becomes more urgent or important to deal with at a particular time, educators should be able to adjust their plans. Childrens involvement in a learning activity is crucial to their learning (Laevers 2005). If children are not engaged in a planned activity, then the activity needs to be changed or valuable learning time is being wasted.
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4.2.1 The educator plans activities that are based on the developmental levels and interests of the children to enable them to acquire relevant competences.

It is not enough to simply plan activities. Educators must know what children of that age are expected to learn and do in the specic content areas they are teaching as determined by national or local requirements. Plans should address the child holistically and include all areas of individual childrens development and long-range goals, including social/emotional, physical, language/literacy, and cognitive. Plans have to be based on observation and other methods of formative assessment. They should be written and should identify where all children are currently functioning, specifying activities on a long-term, weekly, and daily basis to help individual children reach the next level of understanding or ability. (How to scaffold learning is discussed in Focus Area: Interactions 1.1.4.) In addition, plans should include multiple measures for children to demonstrate their competences and not just note where they scored on a specic test or evaluation. Educators need to be able to identify the specic objectives of an activity and evaluate whether it is the best way to reach those objectives. It is also helpful to understand where certain activities may allow them to reach multiple objectives. For example, if a curriculum goal is to teach children the names of different animals, then the educator could accomplish that goal through an activity that at the same time let them develop gross motor muscles by having them also act out how an animal moves. This would be an especially meaningful activity to do with a group of children the educator had identied as enjoying playing like animals in their free-play time. If the curriculum goal is to teach children to identify shapes, then the educator could do an activity that also allowed children to combine shapes to make different kinds of objects. Once again, this would be especially meaningful for a group of children who often enjoyed playing in the block area with differently shaped blocks. If the national curriculum requires educators to teach something that children already know, then it is their responsibility to know enough about the content area to go beyond the current level of knowledge or thinking and help children reach the next level of understanding. For example, if it is the requirement to teach children to add and subtract the numbers 110 and there are children who are already doing this, then the educator needs to teach them how to add and subtract 120. Educators can do this in interesting ways, such as through card or dice games children can play where they might need this skill. Everyone has preferred learning styles. Peoples basic approach to acquiring knowledge and skillstheir primary sensory modality to learninghas probably been well established since childhood. Some people are visually oriented, which means that they need to see something. Others prefer to learn by listening and respond well to verbal directions and descriptions. And others are tactile learners who like handling and manipulating objects, touching and doing. Another way people are different in their learning styles is whether they to work alone or with others. Some also prefer a faster pace, are easily bored, and prefer to move from activity to activity. Others like to take their time, are more meticulous, and focus
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intently on what they are doing. It is important that educators plan a variety of activities that address young childrens different learning styles, interests, and multiple intelligences, so that all children can engage.
Moving Forward
Educators move forward in their practice when they do this level of planning for all the children individually as well as for the group as a whole, not just for children who have been identied as needing special help. They coordinate those plans with both childrens goals for themselves and their families goals for them. When educators plan activities that are based on the developmental levels and interests of the children to enable them to acquire relevant competences, then children: Are learning at the most efcient level where they are in their zone of proximal development. Acquire identied competences better because they are more motivated and engaged. Gain competences in all developmental and content areas.
4.2.2 The educator balances planned activities with child-initiated activities and choices, including nding ways to support childrens individual learning styles and paces.

Allowing time for childrens self-initiated activities and choices does not mean just letting children play. It also requires thoughtful planning on how to arrange the environment, what materials to offer, and what and how much intervention is needed with individual children in order to best optimize their learning experiences. The activities need to provide a balance between promoting childrens autonomy, self-sufciency, and leadership while at the same time supporting them to grow and develop. For younger children this means providing choices of what learning centers to work in, encouraging them to plan for their play, and participating in their play as a partner. Educators support children during their play by acknowledging them and their accomplishments, encouraging them to problem-solve, engaging in sustained shared interactions and thinking processes, making connections with curriculum content where it is appropriate and occurs naturally, and encouraging one activity to ow out of another. Educators accomplish this through planning how to extend childrens thinking when they initiate an activity. For example, if the educator notices that children are taking dolls over to the water table to wash them, then s/he could plan to extend their play by offering other activities that involve water and washing, asking questions such as: Do things become cleaner with or without soap and why? How do people clean things if there is no water? As children enter primary school, educators often provide fewer self-initiated activities and choices and become much more teacher-directed in order to get through more challenging curriculum requirements. Educators can still offer self-initiated activities and choices by allowing children to decide what materials they want to use. For example, in math they can choose whether they want to use manipulatives to solve problems and which ones they want. For an art project, they can choose whether to use paint, pencils, markers, crayons, or a combina-
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tion of all. To promote literacy, children should be offered choices of books and what they want to write about. Educators can also offer choices on how children want to demonstrate their learning: perhaps they want to perform a play, sing a song, build a model, or write a story or essay. Even in primary school, the more the educator can plan for children to make choices, the more they will engage and thus learn. And as with younger children, having primary-school age children make plans for their work helps them develop communication skills, learn how to make decisions, solve problems, work with others, and develop self-condence. The plan-do-review process is an excellent way to ensure that children initiate activities and choices, but in such a way that gives intentionality to the activity (see Focus on Interactions 1.1.5) . This allows children to follow their interests, experiment, and determine when something is nished. It also allows educators to adjust their daily, weekly, and long-term plans for adult-guided activities based on their observations of what children do in child-initiated activities. Adult-guided activities are important when children may not have done an activity or used a material or object before to help them know how to be successful. The educator can notice when they are ready to learn a new skill; get them to try something a different way when they appear to be bored, discouraged, or frustrated; and create the sense of everyone belonging to a learning community and working together.
Moving Forward
Educators move forward in their practice when they reect on this balance, and document how many educator-initiated activities and how many child-initiated activities children actually engaged in. What were their goals for those activities and how did the children respond? If it seems that activities are not well balanced, or if the learning and development goals would have been better met through more activities initiated by either educators or children, educators can then make appropriate adjustments to their plans. When educators balance planned activities with child-initiated activities and choices, then children: Learn how to solve problems. Learn how to rely on each other for assistance. Learn new skills. Learn self-regulation skills.
4.2.3 The educator uses a comprehensive planning approach that provides for a balance of individual, smallgroup, and whole-group learning experiences.

The most important point here is that the balance among these kinds of activities needs to be developmentally appropriate for the age group that the educator is working with. In addition, the learning objectives must be aligned with the kind of grouping the educator selects for activities, individual, small-group, or wholegroup. Individual children should also have choices of what kinds of activities they want to engage in. Children have different preferences for working alone or in groups, even for the time of day they might prefer one type of work or another.
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Activities need to be planned that accommodate all preferences while providing a balance between quiet and active periods, indoor and outdoor activities, and structured and unstructured learning. The younger the child, the more frequently the educator should plan activities for individual and very small-group learning experiences. Whole-group activities are more appropriate with older children than with younger children. With younger children, the purpose of large-group experiences should only be to contribute to the sense of belonging to a community rather than to teach. They should be activities that everyone in the group (including the educator) do together; children should not to be listening to the educator lecture. With primary school age children, whole-group direct instruction is often more efcient, but should also be balanced with small-group and individual activities. Whole-group work should continue to be used to contribute to the formation of a learning community that fosters a sense of identity and also offers a stimulating setting for discussions. Small-group settings increase childrens talk and decrease teacher talk, allow children to support each other, teach and reinforce social and collaborative skills, and foster appreciation for diversity. Individual work provides time where children can practice, create, and explore and allows them to express their learning in individual ways. No matter what the kind of activitywhole-group, small-group, or individual workthe children need to be actively engaged in order to be learning.
Moving Forward
Educators move forward in their practice when they reect on this balance and even engage in action research processes for looking at how each child participates in individual, small-group, and whole-group activities. They look to nd better ways to balance the kinds of activities for specic children in order to better stimulate their learning. When educators use a comprehensive planning approach that provides for a balance of individual, small-group, and whole-group learning experiences, then children: Feel part of learning community when doing activities in large and small groups and benet from others helping them. Have various kinds of opportunities to construct knowledge. Are more actively engaged in learning.
4.2.4 The educator plans for a sufcient variation of activities to keep children engaged and to provide new challenges for them.

In order to differentiate instruction based on childrens needs and interests, educators must consciously and systematically plan for a variety of activities within the daily plan to accommodate the diversity of learning styles, abilities, interests, and previous knowledge of children, as well as ensuring that they are challenged at the appropriate level. It is good to plan for sufcient variety as well as quantity of activities so that children are almost never unengaged or forced to spend their time waiting. This goes beyond just planning an extra activity for children who nish early. Such activities can often be experienced as busywork, while an
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effective activity would take those children to the next level of development and learning. Educators should also make plans for children who need calmer, restful activities or opportunities to do things alone as well as in groups. In addition, educators need to provide adequate resources and plan for times when children can be involved in independent work, cooperative work, research and experiments. Educators should make a large variety of materials available for children to use and encourage them to look for alternative ways of using them. They can consult with children about what materials and activities they would like added to centers both inside and outside the classroom. Plans should also provide for adequate time during an activity for children to process new information and acquire new skills. If children are not working in certain centers then educators need to evaluate what is not appealing about the center and nd ways to make it more attractive to the children. For example, if certain materials in a center are not being used the educator and children can talk about why this might be and brainstorm new arrangements or activities that might make the materials more intriguing.
Moving Forward
Educators move forward in their practice when they also reect with children and their parents not just on what kinds of materials and activities the children like, but what kinds of activities they engage in the most. They help children understand how to plan for where they learn or develop the most. For example, if a child realizes that s/he is really good at a sport or art, the educator helps him or her learn how to plan free time to be able to acquire or master new skills in that area. If a child realizes that s/he learns more when working with certain people, the educator will help her/him seek those people out to work with. When educators plan for a sufcient variation of activities to keep children engaged and to provide new challenges for them, then children: Are more engaged, so they are learning more. Feel appreciated as individuals when more activities and materials are offered to them that reect their different strengths and needs. Learn how to use materials creatively and how to be innovative. Understand better their own learning styles and the kinds of group work they prefer.
4.2.5 The educators plans and actions are exible enough to acknowledge and incorporate changing conditions and childrens needs and interests.

The motto be prepared means educators should always have backup plans. Things do not always work out the way they are expected to. Something that seems like a great idea or activity can occasionally be a total op: the activity is too challenging or too easy for a child or just does not interest the class. If children are not engaged in an activity, then they should do something else. Other times, something spontaneously comes up that offers an even better learning opportunity than whatever the educator had originally planned. Educators need to be exible with plans. These unexpected teachable moments offer chil-
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dren a chance to increase their knowledge and skills, express their feelings and thoughts, and process and reect on issues that affect them. Educators may also need to modify plans to respond to unexpected events in the childrens families, in their communities, and even in the world. Even when bad things happen such as natural and human made disasters, wars, and deaths, they need to be acknowledged and discussed. Their effects on the children both as a group and individually have to be addressed. Even if something does not seem like a big deal, it may be big to a child. Educators can nd out what is preoccupying or worrying children by listening to what they are talking about and should use that information where possible to connect to developmental and learning goals. Educators should be exible with the timing of activities. If something is going too long and the children have lost interest but it is important to cover, then educators may need to come back to it later. This also encourages children to choose as much as possible where, when, and how they want to do certain activities. Wherever possible, educators should also be exible with schedules. Some early childhood centers accommodate much more than others for childrens individual preferences for rest or nap time or for eating times. Not every child may want to eat or sleep when the others do and forcing them to do so is not meeting their needs. Some centers may allow children to go back and forth between the outside play area and the inside play area at will, without tying them to a set time for outside play, even though this requires having educators outside all the time to supervise. If this is not possible, it is nice to offer gross motor activities inside as well as outside and to provide places to paint, build, or read outside as well as inside.
Moving Forward
Educators move forward in their practice when they work with other adults (parents and colleagues) at the school level to also proactively address changing conditions in the community or the world in order to best meet childrens needs. Other adults also have to be made aware of how events affect children. If adults collaborate in building greater support for children at both the classroom and the school level, they help children feel safe and give them the condence to take action rather than feeling like victims. For example, if children are preoccupied by global warming, a school project where everyone in the school does something to reduce energy consumption can empower them instead of leaving them feeling that it is someone elses problem. If children are concerned about something going on in the neighborhood such as the closing of a play area, then they can come together to take some kind of action. When educators plans and actions are exible enough to acknowledge and incorporate changing conditions and childrens needs and interests, then children: Feel more respected and validated when they are allowed to be in charge of their own needs such as eating, sleeping, and playing. Are more engaged. Learn more when the learning is connected to a real event or teachable moment.
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PRINCIPLE 4.3 The educator includes children, families, and relevant professionals in the assessment and planning process. 4.3.1 The educator assists children in becoming skillful at selfassessment and making decisions about their own learning and behavior based on clear and consistent criteria. 4.3.2 The educator guides children on how to evaluate others behaviors and work. 4.3.3 The educator and family members share information regarding childrens progress and interests and together create short-term and long-term individual goals. 4.3.4 The educator includes relevant professionals in the assessment and planning process where appropriate.
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Why it is important to include children, families, and relevant professionals in the assessment and planning process
Participation is a major concept in civil society. People must have voice and input into what is done to them. This principle is especially resonant in the early childhood sector, as it is important that the transition from the home environment to the school environment be as smooth for young children as possible. Including children themselves, their families, and other people who work with them in the assessment and planning process is a signicant step toward promoting participation and investment in the educational process. The more information educators have about children, the better they are able to meet their needs. It is the professional responsibility of educators to gain as much understanding of individual children as possible and attempt to gain insight, not only into the childs cognitive functioning, but also into his/her social and cultural context (SirajBlatchford et al. 2002). This is essential to be able to build the bridges that take children from what they already know to what they are capable of knowing. The more information that children themselves, family members, and other professionals provide, the more successful the educator will be in planning activities that benet all children in the class. Research documents how the development of metacognitive skillsthinking about ones thinking or learningin young children contributes to their academic development and lifelong learning (National Research Council 2000; Veenman, Kok, and Blte 2005; Williams et al. 2002). A metacognitive approach to instruction can help children learn to take control of their own learning by helping them to dene learning goals and monitor their progress in achieving them (National Resource Council 2000). Providing children with frequent opportunities to demonstrate success, receive feedback, and focus on learning priorities all contribute to higher achievement and more favorable learning attitudes (Bangert-Drowns, Kulik, and Kulik 1991). One of the best ways to get children more actively involved in their learning and increase their initiative is to involve them in the planning and assessment cycle. This can begin with even very young children as demonstrated by the High Scope Models plan-do-review process. Supporting young children to start engaging in self-assessment lets them be more active rather than passive in the learning process.
Children learn early in life that assessment is not something apart from learning or something done to them, but a collaboration between educators and children, and an integral part of how they learn and improve. It also lets them have input into learning plans according to their own needs. Children learn not only how to assess their own learning and products but those of others. Evaluation is one of the higher-level thinking skills in Blooms Taxonomy (Bloom 1956) and means that we are able to effectively make judgments about the value of an idea or material. It is through evaluating others work and behaviors that we decide if we have something to learn from them or not and can incorporate their experiences into our knowledge base. It is also important to include family members and others who work directly with the children into the assessment and planning cycle. Siraj-Blatchford et al. (2002) found that where parents were most involved in decision making about their childs learning program and information was shared between staff and parents, children had the best outcomes. Learning and development becomes a collaborative process between schools and families and helps families understand better what to expect from schools as well as how their children learn and develop. Parents feel empowered and respected as equal partners in the process. Collecting observations from other staff members who may be working with the children also add to an educators understanding of how different children learn from others. The information that is systematically gathered through observations and other formative assessment tools helps educators plan in teams to build on the interests of each child, determine which children to pair or group together, and modify activities to meet all childrens needs or to scaffold their learning. Children with special needs or who are not developing typically must be diagnosed by a professional in the area of concern. The classroom educator will require their input on developing individual education plans for the child in collaboration with the childs parents.
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4.3.1 The educator assists children in becoming skillful at selfassessment and making decisions about their own learning and behavior based on clear and consistent criteria.

Children become skilled at self-assessment and making decisions about their own learning and behaviors through different types of processes depending on their age and developmental levels. For very young children, a plan-do-review sequence allows them to decide with intention or purpose what it is they will work on or where they will play and with whom for a period of time during the day. After they are nished, reecting on what they learned or accomplished consolidates their understanding of experiences and events. Another strategy is to use a KWL (what I Know about a topic; what I Want to know; what I Learned) when introducing a particular activity or new knowledge. With primary school aged children, when starting an activity it is also important for the educator to communicate the criteria for assessment on specic assignments with children clearly and use every opportunity to involve them in developing those criteria. One way to do this is to have children involved in developing rubrics that assess both the content and processes of their work (this is a technique that is often used in cooperative learning activities, but can be applied to all learning activities). A rubric is a guideline for rating performance that scores a variety of attributes on a quality scale (superior, excellent, good, poor). For example, individual children within a group as well as the educator may rate childrens performance on an activity by looking at whether they completed the activity on time, met specic criteria such as having no mistakes, used a certain number of resources, and worked together as a group. Older children can be involved in self-assessment by actively selecting the materials in their portfolios and documenting why they chose those specic products. Educators can ask them to explain why they think each item is important or why it is an example of their best work. Children can also be engaged in writing learning objectives for a period of time. Such a plan might include their three learning goals for the next three months; what they are going to do to try to reach that goal; and what support they need from the educator, their families, and peers to reach the goal. After the three months are over, they can assess how they did in reaching that goal. If they did reach it, they can reect on why their efforts worked. If they did not reach it, they can reect on why and what they may need to do differently to reach it during the next period. Children can plan for not only what they want to do, but how they are going to do it, whom they are going to work with, and what resources they might need. They can also look at more issues than just academic achievement. They can assess how well they worked in a group, and well they support others to meet their goals. Learning communities are fostered by everyone working together. Children also need to understand what the objectives of a learning activity are and have the criteria for success clearly stated so that they will know what is expected of them in order to plan and then assess their level of success. Finally, children can be present at parent-educator conferences to showcase their learning to their families. Primary-school age children can even lead the conference by showing families their portfolios and demonstrating new skills they have learned in the classroom.
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Moving Forward
Educators move forward in their practice when they work with other professionals and families to understand the importance of facilitating childrens developing self-assessment skills. They offer examples in professional forums of instances where childrens self-assessment has progressed their learning and development. School systems as well as parents rely so much on educators giving grades, but children may be learning a lot more (or even a lot less) than grades show. What counts in the end is that the child feels that he or she has learned something. When educators assist children in becoming skillful at self-assessment and making decisions about their own learning and behavior based on clear and consistent criteria, then children: Feel a greater sense of control. Develop metacognition skills (thinking about their thinking), which help them make judgments about their own learning and provide them with information for self-monitoring. Work, play, and engage in learning activities with more intention and concentration. Engage in more complex planning. Learn how to communicate their ideas, choices, and decisions. Improve their academic performance. Increase vocabulary and oral language, moving from mental images to verbal descriptions. Gain skills in evaluating how they work in groups and contribute to group processes. Gain increased self-condence. Learn to examine their choices and actions and the effects these have on others.
4.3.2 The educator guides children on how to evaluate others behaviors and work.

Children need to be taught how to evaluate not only their own behaviors and work, but also those of other children and adults. Children can practice evaluating others work in real-life situations, such as saying what they like about a person or their work, or theoreticallyfor example, when discussing what they liked about a characters actions in a book, movie, or play. Children can also be encouraged to use the information they receive from assessing and evaluating others to help themselves learn a new skill or gain more information. An excellent way to help primary-school age children learn how to give feedback to others is by having them edit each others writing. In an activity called writers workshop, where children rst write rough drafts that they self-edit and have peers edit before getting the educators input, they not only get mechanical, spelling, and grammatical feedback from their peers but also advice about how to make their writing more interesting. It is a great activity because the feedback children get and give to their peers is developmentally appropriate.
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Children can see themselves as educators as well as learners. They can learn how to be critical friends to each other when working in pairs and small groups. In addition to asking children to edit each other, educators can invite them to evaluate the educators work by asking them such questions as: Tell me how I can better help you learn this? How can I work with your friends more? How can I use your interest in this topic in the classroom? Children also need to learn about what is effective feedback when evaluating others work, considering how to build on peoples strengths and how to be concrete. Educators help children gain this skill by modeling how to say constructive things about others work, asking for or giving specics instead of broad generalities. Educators also model for children how to ask probing questions that go deeper into peoples motivations, thought processes, and intentions. For example, instead of saying that s/he likes a picture someone drew, a child might say that s/he noticed the bright red in it and was wondering why the artist picked that particular color. Or s/he might comment that in the picture the eyes look surprised. How did the artist do that? Children also learn about what makes feedback effective by asking their peers to comment on their work. They nd out through experience what is helpful and what is not.
Moving Forward
This indicator is also about helping children think more critically. Educators move forward in their practice when they facilitate the development in children of habits of thought that go beneath surface meaning and mere opinions, go beyond just judging what people do, and instead explore peoples motivations, past experiences, and contexts. When educators guide children on how to evaluate others behaviors and work, then children: Feel valued and develop self-esteem when they are asked to provide their opinions. Learn how to offer constructive feedback. Learn to work in a community and to help others. Learn how to think critically.
4.3.3 The educator and family members share information regarding childrens progress and interests and together create short-term and long-term individual goals.

It is important that educators maintain comprehensive records of their observations and other assessment instruments that document individual childrens learning and development (see Focus on Family and Community 2.1.2 and 4.1.1). These documents should be shared with parents or family members, getting their input about their expectations for their child and incorporating this information into instruction. In addition, educators can use these records to assess the effectiveness of the strategies they are using and evaluate how they contribute to the childs progress in learning. When educators ask families about their special interests and include these in their planning, they are able to provide a more varied learning environment and to build bridges between what children already know or understand and
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new knowledge and understanding. There are different ways to accomplish this including: asking for and getting ideas from family members about units of study the children could do; asking as well for their input on how families could contribute to the learning in those units; asking for and sending home ideas about activities families could do with the children at home and asking family members what kinds of activities that could come in and do with all the children. Another way to accomplish this indicator is to have teacher-family-child conferences that are led by the child. Children show family members what they are learning, how they are learning, and how they see their achievements. Family members can also comment on pieces in childrens portfolios, noting what they like and what they see as signicant achievements in learning and development. The family, child, and educator together in these conferences then write learning goals for the child and discuss strategies for achieving those goals.
Moving Forward
Educators move forward in their practice when they reect and act in ways that allow them to obtain even greater input from children and families on writing learning goals for children. This is done with the intention of looking at how certain procedures in schools could create barriers to this input. For instance, educators might need to nd ways to get families to school for conferences if they do not have transportation, or might have to nd alternative ways of conveying information to them if they have low literacy levels. If family members are not involved, educators actively look to determine the causes of the problem and seek ways to alleviate them. When educators and family members share information regarding childrens progress and interests and together create short-term and long-term individual goals, then children: Are more supported in their development at school because more is understood about their home environment to help educators plan meaningful experiences. Are more supported in their development at home because parents have been included in the planning and understand what is required of them for the child to succeed. Understand new content in the context of both school and home. Feel more understood by adults, including both educators and family members. Have greater self-esteem because their parents are seen as valued partners.
4.3.4 The educator includes relevant professionals in the assessment and planning process where appropriate.

Educators should work as members of teams in assessing children and planning for instruction, analyzing data collected and evaluating what is working and not working for children as a group and as individuals. The advantage of involving more people in the assessment process is that they are able to see the child through different eyes. By planning in teams, they are able to accommodate more childrens needs and interests. This includes not just coordinating with special education teacher s, speech therapists, or psychologists, but also with other educators and commu-
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nity members to enhance content and instructional approaches. For instance, classroom educators can align their plans with those of educators in such areas as science, art, music, physical education, or foreign languages, showing children how content areas integrate. Specialist educators can be invited work with mixed groups of children, including those with special needs along with the others (see Focus on Interactions 1.3.2). In addition, educators can ask other educators, supervisors, or mentors to observe a child or group of children during an activity and give feedback that might help them work with that child or children more effectively.
Moving Forward
Educators move forward in their practice when they are working in their classrooms with specialists in such as way that they co-plan, co-teach, and co-reect together. When educators include relevant professionals in the assessment and planning process where appropriate, then children: Are better able to have their emotional, social, and cognitive needs met. Experience a more inclusive classroom. Learn to appreciate diversity, especially when children with special needs are included. Understand what it means to be part of a learning community that supports all of its members.
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Bangert-Drowns, R.L., C. Kulik, J.A. Kulik, and M. Morgan. 1991. The instructional effects of feedback in test-like events. Review of Educational Research 61: 21338. Bertram, T. and C. Pascal. 2004. A handbook for evaluating, assuring, and improving quality in early childhood settings. Birmingham, UK: Amber Publishing. Black, P. and D. Wiliam. 1998. Assessment and classroom learning. Assessment in Education 5(1): 774. Bloom, S. (Ed.) 1965. Taxonomy of Educational Objectives: The Classication of Educational Goals. Susan Fauer Company. Coughlin, P., K. Hansen, D. Heller, R. Kaufmann, J. Rothschild Stolberg, and K. Burke Walsh. 1997. Creating child centered classrooms: 35 year olds. Washington, D.C.: Childrens Resources International. Epstein, A. 2007. Essentials of active learning in preschool: Getting to know the High/Scope curriculum. Ypsilanti, Mich.: High Scope Press. Harms, T., R. Clifford, and D. Cryer. 2005. Early childhood environment rating scale: Revised edition (ECERS-R). New York: Teachers College Press. Hyson, M. (Ed.). 2003. Preparing early childhood professionals: NAEYCs standards for programs. Washington, D.C.: National Association for the Education of Young Children (NAEYC). Kellough, R.D., and N.G. Kellough. 1999. Secondary school teaching: A guide to methods and resourcesplanning for competence. Upper Saddle River, NJ: Prentice Hall. Laevers, F. 2005. Well-being and involvement in care settings. A process-oriented self-evaluation instrument. Leuven, Belgium: Kind & Gezin and Research Centre for Experiential Education. www.kuleuven.be/research/researchdatabase/ researchteam/50000387.htm. Laevers, F. and J. Moons. 1997. Enhancing well being and involvement in children. An introduction in the ten action points. Training video. Leuven, Belgium: Research Centre for Experiential Education. McTighe, J. and K. OConnor. 2005. Assessment to promote learning. Educational Leadership 63(3): 1017. Montie, J.E., Z. Xiang, and L.J. Schweinhart. 2006. Preschool experiences in 10 countries: Cognitive and language performance at age 7. Early Childhood Research Quarterly 21: 31331. National Association for the Education Young Children 2005. NAEYC early childhood program standards and accreditation criteria: The mark of quality in early childhood education. Washington, D.C.: NAEYC. National Research Council (NRC). 2000 How people learn: Brain, mind, experience and school. Washington, D.C.: National Academy Press. Pianta, R.C., K.M. LaParo, and B.K. Hamre. 2006. CLASS: Classroom assessment scoring system manual for preschool (Pre-K) version. Charlottesville, Va.: Center for Advanced Study of Teaching and Learning. www.virginia.edu/vprgs/CASTL/. Siraj-Blatchford, I., K. Sylva, S. Muttock, R. Gilden, and D. Bell. 2002. Researching effective pedagogy in the early years: Research report RR356. United Kingdom: Department for Education and Skills. Veenman, M., R. Kok, and A. Blte. 2005. The relation between intellectual and meta-cognitive skills in early adolescence. Instructional Science: An International Journal of Learning and Cognition 33(3): 193211. Von Glaserfeld, E. 1989. Constructivism in education. In International encyclopedia of education [Suppl.], edited by T. Husen and N. Postlewaite. Oxford, UK: Pergamon Press. Vygotsky, L. 1962. Thought and language. Cambridge, Mass.: The MIT Press. Williams, W., T. Blythe, N. White, J. Lee, H. Gardner, and R. Sternberg. 2002. Practical intelligence for school: Developing metacognitive sources of achievement in adolescence. Developmental Review 22(2): 162210.
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FOCUS ON
Teaching Strategies
Quality pedagogical process builds on the belief that care, learning, and nurturing form a coherent whole and that every childs wellbeing and engagement are prerequisites for learning. While recognizing that learning happens in different ways and in diverse situations, the ultimate goal of the pedagogical process is to set high but achievable expectations for each child, and to promote curiosity, exploration, critical thinking, and cooperation, so that every child develops the skills and dispositions for lifelong learning.
The strategies educators use to promote learning should reect democratic values; cognitive development and academic achievement must be combined with social development. Strategies should develop the skills children need to become responsible members of society such as a sense of empathy and concern for others; openness and respect for diversity; provide opportunities to form, express, and justify their opinions, make choices and intelligent decisions, and reach consensus. The educator is responsible for making the decisions and choices about which teaching strategies provide the best support for each child to be successful as a learner and to achieve outcomes dened by national requirements and personal development goals.
This focus area addresses the key competences for lifelong learning outlined in the Lisbon European Council Framework. The principles outline the need for: Personal fulllment and development throughout life; Active citizenship and inclusion; and Employability.
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5. TEACHING STRATEGIES
These competences go beyond the acquisition of basic skills, which were considered too restrictive as it was generally taken to refer to basic literacy and numeracy and to what are known variously as survival or life skills. Competence is considered to refer to a combination of skills, knowledge, aptitudes and attitudes, and to include the disposition to learn in addition to know-how (European Commission 2004). These competences include: communication in the mother tongue communication in a foreign language mathematical literacy and basic competences in science and technology digital competence learning to learn interpersonal and civic competences entrepreneurship cultural expression Lifelong learning is a disposition that can and should be cultivated in early childhood. The point here is to develop childrens intrinsic motivation to learn. When children early in life have experiences that show that they are competent learners, they will be motivated to pursue learning. If children have experiences where learning is seen as too difcult, boring, or something that they do just to please others, then they may not be as motivated. Part of increasing childrens motivation is to understand how young children learn and to build on their limitations and strengths using teaching strategies and approaches that are developmentally appropriate.
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PRINCIPLE 5.1 The educator implements a variety of teaching strategies that actively engage children to develop knowledge, skills, and dispositions as dened by national curricula and that promote lifelong learning. 5.1.1 The educator uses a range of active learning strategies that address all developmental areas of a child in a holistic manner. 5.1.2 The educator offers activities that encourage exploration, experimentation, independent inquiry, and creativity. 5.1.3 The educator uses strategies to promote higher-order thinking skills and problem solving. 5.1.4 The educator recognizes, values, and creates opportunities for informal learning outside of direct instructional time. 5.1.5 The educator shares learning goals with children and encourages children to reect on their learning processes and outcomes. 5.1.6 The educator encourages children to use available developmentally appropriate technologies to support their learning and to develop skills for active participation in an information society.
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Why it is important to implement a variety of teaching strategies and actively engage children to develop knowledge, skills, and dispositions as dened by national curricula that promote lifelong learning
Learning is one of the most natural things that we do. People are all born ready to learn, wanting to learn, and, in fact, needing to learn. Children are learning most of the time as they are guring out how to make sense of their surroundings. Educators can build on the natural processes of childrens learning and foster their joy of learning, or can make it a painful and boring experience that does not promote a disposition toward lifelong learning. Childrens experiences, knowledge, natural curiosity, and sense of wonder are the foundation educators should build on for developing strategies for learning. Yet in spite of a long tradition of gardens for children, there are still too many educators using inappropriate teaching strategies with young children that do not take into account the principles of early childhood learning including: 1) learning requires the active participation of the learner; 2) people learn in a variety of ways and at different rates; and 3) learning is both an individual process and a social process.
knowledge of how things work. Children also need language put to their actions to help them move into more symbolic ways of interacting in the world. Young children are also active learners. They are interested in experiments, exploring, creating, and representing what they are learning through construction and play. According to Epstein (2007), learning is an interactive process between the learner and the environment. Learning that reects a true change in thinking does not take place when children are simply told something. They must see and do it for themselves, with adults present to encourage and challenge their thinking. Piaget (1967, 1985) stated that young children learn in the early years through constructing their own meanings and knowledge. This is realized in three different kinds of processes: assimilation, accommodation, and equilibration. He believed that children learn most efciently when they are able to take new knowledge and integrate it into their previous knowledge and experiences, actively constructing a new knowledge base each day. Piaget also proposed the idea that children go through different stages that dene how they learn, stages of thinking that are different from the ways older children or adults think. Up until about two years of age children are in a sensorimotor stage, discovering the relationships between sensations and motor behavior. As children begin to talk, they develop the capacity to substitute language for actions. This is called preoperational thinking. Young children at this stage are not limited to the stimuli that are immediately present in the concrete here and now, but can represent actions with words and even drawings. However, they are still tied to perceptual characteristics rather than underlying concepts (Epstein 2007). Even at the level of concrete operations after children are able to think more logically, they remain tied to the concrete, to the actual things they can see and do; they are not yet capable of abstract thinking. Young children are also social learners. Vygotsky (1934/1962) pointed out that all cognitive functions originate in, and must therefore be explained as, products of social interactions. Language and culture both play essential roles in human intellectual development so that learning is a collaborative process. It is therefore imperative that teaching strategies also focus on childrens social/emotional development and promote exchanges of language in the form of dialogues. It is a general consensus among early childhood educators that play is the natural process where children engage in
It is important to recognize the need for a variety of teaching approaches to accommodate the different learning styles, temperaments, and personalities of individual children. This means that educators should make deliberate, informed decisions about the best tools to reach each learning outcome of a curriculum, given the particular needs and characteristics of the children in a class. These decisions take into account what are the best strategies to use to engage children in the learning process. Multiple studies have pointed out the importance of active engagement (Pianta, LaParo, and Hamre 2006; Laevers 2005; Finn and Rock 1997; NICHD Early Child Care Research Network 2003, 2005) and the lack of engagement has been associated with disruptive behaviors, absenteeism, and even dropping out of school. Brain research in early childhood has also supported these ndings, showing that active interaction with people, places, events, and objects in the environment is absolutely necessary for children to learn (Shore 1997; Gopnik, Meltzoff, and Kuhl 1999). Young children are concrete learners. They learn best by touching, tasting, hearing, smelling, and moving their bodies. They need many sensory experiences in order to develop the synapses between brain cells as well as to be able to move and act upon objects in order to construct
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learning. Children are intrinsically motivated to play and learn through play because of an inner drive to explore, experiment, and discover. Play fosters the development of the whole child because it engages his/her intellect, emotions, and inner drive. Through play children interact with objects and materials, with people, and with ideas and thoughts; the information gained through this experience is explored, tested, reected upon, and represented in a variety of ways. Adults who join in childrens play help them co-construct knowledge, especially through extending their thinking. Thinking is also a natural process for children, but can be even further fostered when they are invited to actively engage in worthwhile activities that capture their interest and imagination and when mutual respect and cooperation, risk-taking, and individual differences are valued. All children require opportunities to learn as much as possible about how thought processes work and about their own thinking in order to expand their repertoire of thinking strategies.
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5.1.1 The educator uses a range of active learning strategies that address all developmental areas of a child in a holistic manner.

There are two key concepts in this indicator: active learning and addressing all developmental areas. Young children have to be approached in a holistic manner since developmental areas are connected to each other and are equally important; thus growth in one developmental area affects all the other domains. They need to be engaged as active participants in the co-construction of knowledge. Young children become engaged when educators provide hands-on activities that connect and use skills across a range of content areas. The challenge for educators is often how to translate the knowledge and skills required by national curricula into learning activities that are active and address multiple developmental areas. For example, how do you create activities that promote the acquisition of certain math concepts or reading and writing competences that do not require rote memorization of math facts or letter/sound relationships? It is important to use the natural processes that children use when learning and offer opportunities for children to construct the knowledge themselves or coconstruct it with adult and peer support. Young children learn best when they are allowed to make choices and when they can work in small groups or individually. The less time children spend in whole-group activities, the better their later cognitive performance (Montie, Xiang, and Schweinhart 2006). Learning activities should be offered that connect a range of content areas, including language and literacy; mathematics; science and technology; creative arts; social studies; and physical development, health, and well-being. No one of these areas is more important than the others nor should the skills required by that content area be taught as discrete pieces of information. Instead children need to develop skills that are both transferable across disciplines and integrated with other skills from the same content area. For example, preliteracy/literacy skills should be introduced holistically and should not be limited to exclusively teaching phonics and letter/sound relationships. Language and literacy development in children is seen as an intertwined process that involves listening, speaking, reading, and writingnot as the separate content areas. Language is developed through meaningful conversations with and among children and adults. Language is developed through listening to and making up stories and poems, playing with words and rhymes. Children learn to read by writing and to write by reading. They also learn to read and write by talking and listening. Childrens writing emerges through different stages that include: scribbling, making letter-like forms, making letters, using invented spelling that involves some phonetic concepts, and conventional writing. It is a process that unfolds from around two years of age through rst grade and each stage must be supported and celebrated. Reading, likewise, is a developmental process that starts at birth and changes until children can nally read independently. It includes learning about how books work, learning how print works, recognizing examples of print in the environment, and memorizing favorite books. It is supported
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with multiple strategies, including using pictures, predictions, and shared interactions. Mathematical concepts work in much the same way. In addition to learning to count, math competency or literacy requires that children understand one-toone correspondence, comparing, patterns, repetitions, seriation, and navigating space. The development of math concepts can be gained through activities such as music, blocks, manipulatives, cooking, and art, among others. Physical development is promoted in children when they gain competences with using and moving their bodies (large- and ne-motor functions) and using objects with skill, expressing creativity in movement and feeling and expressing beats. Physical development in this case is also connected to artistic development as well as to the ability to manipulate objects. Educators can also use different content areas to assist children to learn and practice safety measures as well as to take care of and respect their bodies, develop an awareness of good nutrition, and learn social skills in physical-activity settings. Educators promote the development of observation, classication, exploration of materials, deduction, and communication of ideas through activities related to physical and social sciences that also use mathematical, literacy, and social skills, such as learning how to participate in group routines and become sensitive to the feelings, interests, and needs of others. The development of all these skills can be supported in areas such as cooking, sand and water play, play in the house center, or gardening, among many others. Children gain technological competences through the integration of the use of computers, the Internet, cameras, calculators, mobile phones, televisions, and DVD/CD players in the content areas as well. In addition, when children are exposed to a variety of models and materials to explore, they gain skills in the visual, dramatic, and musical arts. Activities that develop an appreciation and enthusiasm for the arts as well as the ability to visualize, respond, express, represent, communicate, create, and innovate through the arts also help children gain competences in other areas, including their physical, emotional, and social development.
Moving Forward
Educators move forward in their practice when they question why certain practices, strategies, or activities do not empower children to be co-constructors of knowledge. This includes practices that have children learn by listening to the educator lecture or that teach skills in isolation such as handwriting, memorizing facts and names, or answering the same questions over and over, among others. They bring these kinds of issues up in professional meetings at the school and will adapt materials or strategies suggested in textbooks to be more holistic and active. They advocate for and teach others how to use child-centered materials and strategies. When educators use a range of active learning strategies that address all developmental areas in a holistic manner, then children: Are more engaged in learning. Enjoy learning activities.
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Develop multiple intelligences. Develop condence in themselves as learners. Develop holistically (physically, emotionally, socially, and cognitively). See connections between different developmental and content areas and can transfer skills and knowledge among them. Develop skills to become lifelong learners
5.1.2 The educator offers activities that encourage exploration, experimentation, independent inquiry, and creativity.

A large part of childrens cognitive development is about sustaining and extending their natural curiosity and engaging them in activities where they explore materials; experiment with ideas or hypotheses; ask questions; and imagine, visualize, respond, and express themselves creatively. Educators develop this curiosity by providing open-ended activities that allow children to explore and express their learning in multiple ways. Educators also need to provide opportunities for children to get information and acquire knowledge in different ways and from a variety of resources, including other people, the Internet, and books. They encourage children to ask questions of themselves, classmates, educators, and other adults. Educators also support children to look for other ways to answer questions even when they may already have an answer in order to see if there may be additional answers or options. When children are encouraged to ask questions instead of always answering the educators questions, their interest in and responsibility for their own learning increases. Encouraging exploration and experimentation also requires that children take risks and see mistakes as a natural part of learning. In exploration, experimentation, and creative endeavors, there are no right and wrong answers. Educators need to be interested in processes, not merely end products. Children should not be expected to replicate adult-made models. This point is critical: educators cannot support young childrens creativity if they focus solely on the end result. Children develop independence, self-motivation, and self-expression through concrete, hands-on, individualized learning experiences that stimulate their creativity, especially through activities such as music, dramatic play, dance, and the visual arts when the processes are the focal point of the experience. The educator supports these processes by providing children with the materials and time necessary to explore, experiment, and create in their own way. Providing children with the freedom to create, however, does not preclude the educator from supporting and scaffolding childrens learning by describing, modeling, giving them feedback, and extending their thinking through dialogue.
Moving Forward
Educators move forward in their practice when they understand how certain strategies, curricula, or materials can inhibit childrens natural curiosity and creativity and actively campaign for those practices to be scrutinized and re-evaluated (for example, teaching strategies that place a high reliance on the use of worksheets). They question in professional forums why these practices continue and how they can be replaced.
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When educators offer activities that encourage exploration, experimentation, independent inquiry, and creativity, then children: Develop creativity. Are more engaged in learning. Develop self-condence as learners. Develop critical-thinking and problem-solving skills. Become risk takers in learning.
5.1.3 The educator uses strategies to promote higher-order thinking skills and problem solving.

Knowing the name of something is not the same as knowing something or being able to use that knowledge. Knowing the name of something does not help us solve problems. Yet requiring that children know the names of things is the main focus of many curricula. For example, with younger children, curricula want children to know the names of colors, shapes, letters, and numbers. In primary schools, children are required to name nouns, pronouns, verbs, vertebrates, invertebrates, or the parts of a plant. Educators get away from these kinds of activities that just name things by asking open-ended questions where children have to use the names to explain their thinking and knowledge about a topic. While its certainly useful for children to know this basic information, they also need to go beyond simple memorization. Anderson (2000), in his revision of Blooms Taxonomy, places remembering knowledge at the bottom of the scale of mastery learning. Deep learning requires that learner also understands or comprehends knowledge and then moves on to analysis, synthesis, and evaluation of that knowledge. Educators must plan in advance for questions that help children engage in analysis, synthesis, and evaluation to ensure that they occur in lessons. Children need to be taught and encouraged to use all of the learning and thinking processes that will help them become problem solvers. These processes include comparing, linking, sequencing, classifying, estimating, predicting, judging, justifying, inferring, imagining, and creating. Educators can help children acquire these skills through strategies such as asking children questions that extend their thinking. Educators also assist children by providing materials and activities that encourage them to problem solve, including riddles, puzzles, and mind games as well as open-ended materials and activities that have multiple answers. They encourage children to apply newly gained knowledge to other situations and help them learn how to interpret or organize it by using and creating graphs, diagrams, and charts.
Moving Forward
Educators move forward in their practice when they show to professionals and family members examples from their own classroom practice that challenge misconceptions adults have that children are not yet capable of these higherorder thinking skills. Educators mentor others in how to ask the same kinds of questions that encourage critical thinking and problem solving.
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When educators use strategies to promote higher-order thinking skills and problem solving, then children: Are more engaged in learning. Gain self- condence as learners. Become more independent as learners. Develop critical-thinking skills. Develop problem-solving skills.
5.1.4 The educator recognizes, values, and creates diverse opportunities for informal learning outside of direct instructional time.

This is not about expecting families to teach academics in their homes. Nor is it about educators sending assignments home for children to do after school or about children being ready for school in that they have already learned in the home environment what the school curriculum will cover. Although some children are fortunate to have family members at home to help them with homework or teach them some basic academic skills, the reality is that many do not. It is very common for schools to blame the family or child for not being prepared to enter school or for not learning at home what could and should be learned in schools. This descriptor is about educators taking advantage of and using all of the other learning that is going on around children in their homes and communities to support what children are learning in school. For example, how do families use math and literacy in their everyday lives? Can these experiences become opportunities for children to learn new math equations or to learn how to write new words? Educators can also send research projects home with children that include interviewing family and community members, taking surveys, and writing about family/community events. This approach requires seeing families and community members also as educators. It requires building partnerships with families and communities to connect the learning experiences in them in order to make childrens learning more meaningful. This descriptor also acknowledges that children are learning all the time and that an educators job is not limited to the blocks of time where academics or certain skills are taught. Mealtimes, transition times when children are changing clothes to go outside, and clean-up times are also excellent opportunities to engage children in dialogue, extend their thinking and learning, promote their social and emotional development, and model for children how learning is a lifelong process. Educators talk to children during meals and encourage children to talk to each other, sing songs and play games during transitions, and nd ways for children to connect in different kinds of activities during recess.
Moving Forward
Educators move forward in their practice when they inform others in the school, community, and profession of the value of the learning that occurs outside the classroom or in informal situations and work to nd ways to see this learning more supported in the school and community. For example, they can look for ways to combine different classrooms in recess activities where children can get
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to know each other and interact with children from other classes. They can help family and community members nd ways to interact when at home or in community venues such as parks. When educators recognize, value, and create diverse opportunities for informal learning outside of direct instructional time, then children: Gain lifelong learning skills. Make more connections between what is learned at home and at school. Learn more. Develop socially and emotionally. Thrive because their families and communities are more engaged. Develop respect for the other members of their families and communities by seeing them also as educators.
5.1.5 The educator shares learning goals with children and encourages children to reect on their learning processes and outcomes.

Metacognition is when children are taught about thinking processestheir own and othersand about ways to apply thinking strategies. Metacognition is an important lifelong learning skill that people use to monitor and evaluate their thinking processes so that improvements can be made; and so that thinking can be applied to other situations, especially real-life problems. Metacognition can occur when educators engage with children in sustained shared thinking processes by asking questions such as: What do I already know about this topic? How have I solved problems like this before? What might I do next? What would happen if? By doing this kind of shared thinking educators model for children how they can also question themselves. Educators can also assist children to make graphic representations of knowledge such as concept maps, ow charts, and semantic webs of thoughts and knowledge that also model for them how to reect on their thinking. An effective way to promote metacognition is to share with children the goals of learning activities and give them encouragement and time to reect upon their learning and the thinking that went on in the process of an activity. By understanding why they are engaging in an activity and then reecting upon it, children are helped to clarify thinking, reconsider ideas, and make new connections. Educators should involve children in developing learning goals as well as the criteria for assessing them, such as how they will know they have achieved what they wanted to learn or have nished with an activity. They can talk with children about how effective their learning strategies are and how they can improve upon them. For example, if a child attempts to build something, the educator can ask did it work, and why or why not? Or if some children create a play, the educator can ask what kinds of conversations did the characters have and were they successful in getting the story across? The point here is not to judge whether the activity was successful or not, but to reect on the processes used to arrive at the product. The emphasis is on thinking rather than on the product, or answer, itself; thus the child and the educator both develop greater understanding of the childs thinking. If the building did not work, what could the child have done differently? If their friends were supposed
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to laugh at the dialogue of the characters in the play, do the lines need a rewrite or was the problem the delivery? What might they do differently next time?
Moving Forward
Educators move forward in their practice when they also work with other adults such as parents and other professionals in the school and community on the importance of developing metacognition skills in children. They model development of these skills for others and help them see how to do it and how children benet. When educators share learning goals with children and encourage children to reect on their learning processes and outcomes, then children: Develop skills for becoming lifelong learners. Are more engaged in learning. Develop critical-thinking skills. Develop understanding of why learning certain skills is important. Take responsibility for their actions.
5.1.6 The educator encourages children to use available developmentally appropriate technologies to support their learning and to develop skills for their participation in an information society.

It is understood by all that many of the jobs educators are teaching children to ll as adults have yet to even be created, especially in the new age of information technologies. The European Commission (2004) feels so strongly about the need to develop the knowledge, skills, and attitudes to use information technologies that they have designated digital competence a key area in the development of lifelong learning competences and include in their framework the use of multimedia technology to retrieve, assess, store, produce, present and exchange information, and to communicate and participate in networks via the Internet. They comment, These competences are related to logical and critical thinking, to high-level information management skills, and to well developed communication skills. Information technology competences are what make individuals and nations competitive in todays world. They also help people in their private lives by providing alternative forms of communicating and learning from others. Technological competence does not require that every classroom have a computer, although it is helpful to children to have real practice using one. It does mean that eld trips can be taken to Internet cafes or to high schools that have computer labs. It also means that families can talk about how they use technology in their own lives and that can become part of the dialogue that goes on in schools. In the 21st century it is also imperative that children learn keyboarding, texting, and other kinds of manipulative skills required by IT. In addition, educators should acknowledge that people use other kinds of technology in their lives besides computers, and these can also be presented in schools. Telephones today are more likely to be cell phones. Educators can see if people will donate old cell phones that can be used as props in the housekeeping corner. Junk stores often sell old keyboards, digital cameras, and voice recorders that also make excellent classroom props.
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However, just exposing children to technology is not enough. Educators themselves have to become comfortable with its use in order to model for children how to effectively use it. Technology can be a blessing, making many tasks more efcient, but it can also be a problem if not used appropriately. Educators need to know how to best use it in order to help children critically explore the possibilities. For example, computer software and games can be entertaining. However, educators need to connect learning goals to software that is both culturally and age-appropriate. The software should also provide for open-ended activities that promote exploration, problem solving, and creativity. Computer activities should not become another way to drill children on discrete pieces of information (like worksheets), but should be seen as a tool to help them accomplish their own goals, including social and other networking. At the same time, it is important to talk with children about when and how technology can be misused, such as Internet sites that promote violence or other things that could harm them.
Moving Forward
Educators move forward in their practice when they critically reect on the use of technology in classrooms, schools, and homes in terms of how it can help or hinder individuals development in all areas. Educators need to advocate for access to technology in the school, but only after critically exploring ways to use those technologies so that they benets all of the children in meeting learning and development goals. When educators encourage children to use available developmentally appropriate technologies to support their learning and to develop skills for their participation in an information society, then children: Gain the competences needed to be competitive in the 21st century as well as those that will help them in their home life and leisure activities. Gain communication skills. Become critical thinkers about information that is presented to them. Become more creative. Become problem solvers.
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PRINCIPLE 5.2 The educator uses teaching strategies that promote childrens emotional and social development. 5.2.1 The educator offers activities that foster childrens sense of individuality and identity. 5.2.2 The educator uses strategies that build childrens autonomy and initiative. 5.2.3 The educator uses strategies that promote childrens selfregulation. 5.2.4 The educator uses strategies that help children build positive relationships and cooperation with others. 5.2.5 The educator develops childrens abilities to resolve conict.
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Why it is important to use teaching strategies that promote childrens emotional and social development
A childs social and emotional development lays the foundation for his/her later success in life. Social and emotional development look at two very important, seemingly different but actually very much interrelated, factors: is the child learning to become independent, take initiative, and self-regulate? and is the child learning how to develop meaningful relationships with others? The foundation for having successful relationships with others starts with a strong sense of selfidentity and self-control. According to Knitzer and Lefkowitz (2005), social and emotional development in young children has to do with how young children feel about themselves (do they have a sense of individuality and identity? do they feel condent? do they take initiative?); how they relate to others (can they build positive relationships with those people that are close to them?); and how they behave (can they express their feelings appropriately? can they regulate their behaviors? can they deal with conict?). The strategies used by educators and caregivers to assist children to have good feelings about themselves and a strong sense of self are those that help them feel accepted and valued by the adults and peers who are important to them. Children feel empowered when they can take care of their own needs as well as those of others (Epstein 2007). The Early Years Foundation Stage Program (2007) in the UK states that this happens when every child is seen as a competent learner from birth who can be resilient, capable, condent, and self assured. A strong sense of self or identity is what enables people to feel empowered to act, to be protagonists, and to feel condent in their problem-solving abilities. Brooker and Woodhead (2008) point out that developing a positive identity is fundamental to realizing every childs rights. Today, they note, we acknowledge that children (as well as adults) negotiate multiple, shifting and sometimes competing identities, especially within complex, multi-ethnic and multicultural contexts. They add: Developing personal identity is a dynamic process embedded in the childs multiple activities and relationships in everyday settings at home, in the community and at preschool. Identity is best described as constructed, co-constructed and reconstructed by the child
through his or her interactions with parents, teachers, peers and others (Brooker and Woodhead 2008). It is essential to acknowledge that as children are constructing, co-constructing, and reconstructing identities, educators consciously and unconsciously convey messages that certain aspects of childrens identity(ies) are OK while others may be unacceptable or inferior, especially if a child is from a marginalized culture. This process can either help a child develop or hinder him/her from developing the resilience that enables someone to meet the challenges of growing up and to achieve emotional well-being (Brooker 2008). Early childhood settings must respect childrens multiple identities and not force children into a choice; identity is not a matter of either/or, but rather the more inclusive and/and (Vandenbroeck 2008). Children are complex human beings composed of many attributes that support and connect with each other. Vygotskys (1934/1962) social development or social constructivism theory states that learning is a social, collaborative activity and that social interaction plays a fundamental role in the process of cognitive development. Research (Kagan, Moore, and Bredekamp 1995; Blair 2002; Raver, Izard, and Kopp 2002; Denhamand Weissberg 2004; Raver 2004; Pianta, LaParo, and Hamre 2006) has established that a childs physical, emotional, and social health is absolutely fundamental to his/her well-being and plays a major role in her/his cognitive development. A childs social and emotional development affects his/her ability to engage in the types of interactions that promote learning and is increasingly recognized as one of the most important indicators of school readiness as well as of later success in school. Of course how children relate to others and behave also affects their self-esteem, self-condence, and self-image. Children internalize whether they are successful or not based on the kinds of interactions they have with others. Several areas affect childrens ability to relate to others, including their temperamentswhich are biologically based but can also be successfully adapted through different strategiesand how effectively they can self-regulate. We know that children (as well as all people) have temperamental differences that affect their ability to function well in different environments as well as to engage in learning activities. Young children differ in levels of emotional reactivity and in the need to express this reactivity. Temperamental differences include reactions to different levels of
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activity, rhythmicity or regularity, approach or withdrawal (adaptability to new situations), sensory threshold, quality of mood, intensity of reaction or response, distractibility, and persistence or attention span (Thomas and Chess 1977). While many of these are traits that may remain with a person into adulthood, the environment or strategies that educators use also play a signicant role in whether such traits are expressed constructively or negatively (Epstein 2007). Because learning occurs within relationships, early learning environments in which educators are attuned to temperamental differences among children can use different strategies to promote the development of the social and emotional skills that are also important for learning. For example, Shanker (2009) points out that children who are highly sensitive to various types of stimuli may need to be approached with more soothing touch and sounds. Underreactive children may be enticed by using more energy and bigger gestures or more vocalization. We also now know that self-regulation plays an important role in role in childrens social and emotional development and learning. Self-regulation, often called self-control or self-direction, involves childrens capacity for controlling emotions, inhibiting impulses, sustaining attention, interacting in positive ways with others, avoiding inappropriate or aggressive actions, becoming an autonomous learner, and being self-reective (Bronson 2000; Shanker 2009). An often-quoted and research study, the Marshmallow Test, shows how childrens ability to self-regulate later affects their success as adults. Walter Mischel of Stanford University (Shoda, Mischel, and Peake 1990; de Posada 2009) in the 1960s conducted an experiment on a group of four-year-olds to test their self-control. They were given a marshmallow and promised another if they could wait 20 minutes before eating the rst one. The progress of these children was then followed into adolescence. The children who could wait for the next marshmallow were later seen to be better adjusted and more dependable (determined via surveys of their parents and educators), and scored much better on scholastic aptitude tests (Goleman 1996). It was also determined that children could be taught to develop self-control by modeling for them coping strategies to help them wait. Caregivers/educators can assist younger children (infants and toddlers) in developing self-control by using such strategies as creating recognizable patterns in their interactions, giving signals for the essential routines in their day, and providing opportunities for children to be able to test their ability to control or affect the environment (Driscoll and
Nagel 2008). For older children (preschool and primaryschool age) this means providing opportunities for them to be able to follow more complex directions, to develop skill-appropriate responsibilities, and to understand consequences of their actions, including the consequences of individual choices. Other strategies that educators can use to promote childrens social and emotional development include supporting children to: Take care of their own physical and emotional needs. Identify emotions in themselves and others. Children who cannot do this persistently misinterpret social situations and routinely perceive the motivations of others as hostile (Knitzer and Lefkowitz 2005). Build relationships with educators and peers. Engage in collaborative play or activities. Manage feelings of anger, frustration, and distress when faced with difcult situations or when attempting to resolve conict.
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5.2.1 The educator offers activities that foster childrens sense of individuality and identity.

A childs identity is constructed through messages from other people and especially by how s/he is treated. Young children whose needs are met; feelings are accepted; enjoy warm, close, and supportive relationships; and receive positive feedback about who they are and their abilities usually have higher self-esteem. On the other hand, when the adults around children are regularly negative or punitive toward childrens attempts to succeed, regularly ignore or downplay those achievements, or attempt to x children, it can lead to poor self-images. Teaching strategies that allow children to make choices and decisions, interact with others, and take risks can determine how children will approach learning and human relationships throughout their lives. Educators should encourage children to express and explore their own interests. They can do activities with children that show there are multiple ways to do things and that encourage them to try different ways in order to express their individuality. Teaching activities that allow children to develop their multiple identities, that do not focus on one way to do something, and that highlight the diversity of approaches to learning, doing, and being show children that educators genuinely respect and delight in their individuality. Educators can do activities that highlight childrens identity such as exploring where their names came from, what happened when they were born, or what languages are spoken in their homes. They can talk with children about identity, multiple identities, individuality, and diversity, nding out how things are done in their families and communities and building on those in the classroom. Educators always need to avoid stereotypical images in the classroom that would in any way limit a childs perception of what s/he could do or be (for example, that only men can work in construction, that only women can be early childhood educators, that poor people are jobless, that people who live in urban communities work in ofce buildings). They should not provide models for children to copy, but allow them to show their understanding of concepts. It is also important to acknowledge and provide for activities that address childrens different temperaments, learning styles, interests, multiple intelligences, and strengths. Educators can learn about children from the choices they make and accommodate that knowledge in their teaching.
Moving Forward
Educators move forward in their practice when they challenge curricula and images that do not acknowledge or promote childrens multiple identities. They discuss these issues with the children in the classroom, giving them opportunities to address stereotypes by talking to others about how they are misrepresentations. Educators also advocate that these images or curricula be addressed by other professionals, parents, and community members.
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When educators offer activities that foster childrens sense of individuality and identity, then children: Develop self-condence, self-esteem, and a feeling of self-efcacy. Feel a sense of belonging in many kinds of situations. Become more exible and gain resiliency. Take risks in their learning. Become more engaged in their learning and thus learn more.
5.2.2 The educator uses strategies that build childrens autonomy and initiative.

Showing initiative is cited by many as an important disposition to cultivate in children. Yet adults do many things in the educational system that work in contradiction to its development: keeping children in large groups to do directed activities; grading (judging) their efforts based on teacher-determined criteria; and not giving adequate time, space, or materials to encourage creativity, diversity, exploration, and problem-solving. Activities that are open-ended, that encourage children to make choices, to come up with their own solutions to problems, to plan and reect on their learning, develop the disposition of initiative. It is also important to encourage children to express their experiences and to ask lots of questions. In group activities, children become more participatory and take more initiative when educators increase the response time between asking a question and expecting children to answer. In addition to giving everyone more time to prepare a thoughtful response, this strategy also gives hesitant children more opportunities to participate. Children need time to come up with their own solutions to problems and the educator should not always jump in to intervene with advice, yet can support and help children if they are frustrated. It also is always important to have high expectations of children. Educators should encourage children to do things independently or with peers, including taking care of their physical and emotional needs, yet offer support where needed. They should scaffold childrens learning to provide support and reduce that as children become more competent. Educators should not expect perfection, but rather celebrate childrens accomplishments in the process of learning. They can encourage children to take responsibility by offering them manageable tasks as well as involving them in the development of rules, procedures, and routines that they will use when they work.
Moving Forward
Educators move forward in their practice when they assess and explore the mechanisms in the school, community, or curriculum that undermine childrens initiative. They may do this by observing children or even though action research projects. Educators then share their ndings with other key adults in childrens lives or with other professionals.
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When educators use strategies that build childrens autonomy and initiative, then children: Develop self-esteem and self condence. Become problem solvers. Become more creative. Enjoy learning. Are more motivated and productive. Develop lifelong learning competences.
5.2.3 The educator uses strategies that promote childrens selfregulation.

It is important that childrens behaviors be seen as part of a developmental process and to have realistic expectations of what they can and cannot do. The rst step is for educators to try to avoid creating situations where children may encounter frustration or conict. Educators should also validate childrens feelings and help them express them in appropriate ways. Beyond that, educators support children to develop self-control and to acquire positive behaviors by helping them understand the importance of those behaviors and not by threatening punishment. The level of childrens self-respect correlates directly with the development of self-discipline, since self-discipline is followed by respect, acceptance, and trust coming both from the educator and from other children. In traditional classrooms rewards and punishments are still very important and present. Educators need to understand that with rewards and punishments children develop an external locus of control. If children do things to get rewards or avoid punishment, it would be possible they could develop lower self-esteem because they do not believe that they deserve unconditional love. They are always facing some conditions to earn love, respect, and acceptance; e.g., the educator will love you if you clean your table. In a child-centered classroom, one of the goals is to support children to develop an inner locus of control and a sense of responsibility for themselves and for others. Educators should remember that it is much easier to manage or regulate ones self when one knows what is expected; what the boundaries, rules, and limits are. Educators should also provide predictable routines. When children are involved in setting classroom rules, procedures, and routines, they understand and can therefore follow them better. In addition, talking with children and families about the boundaries, rules, and limits they have in the home and aligning those to what happens in the classroom supports children to understand and follow them better. Children can also gain coping skills and strategies for delayed gratication, as seen in the Marshmallow Test, when educators and other adults model them, and these in turn increase childrens self-regulation in general. A lesser known strategy that has demonstrated positive results involves providing opportunities for children to practice other-regulation (Leong and Bodrova 2006). Children are good at wanting and understanding how to regulate others behaviors. Their egocentrism, however, does not allow them to see that they are engaging in problematic behaviors even when they can name them in others. By allowing them to
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point out these kinds of infractions, educators help children begin to understand how to better regulate themselves as well. Elias and Berk (2002) point out that complex socio-dramatic play also helps children develop a critical cognitive skill called executive function. Executive function has a number of different elements, but a central one is the ability to selfregulate. Kids with good self-regulation are able to control their emotions and behavior, resist impulses, and exert self-control and discipline. Complex sociodramatic play can build childrens self-discipline because children use self-talk or private speech in such play, planning what they are going to do and how they are going to do it. This kind of self-talk is the same tool adults use to surmount obstacles, to master cognitive and social skills, and to manage emotions. Unfortunately, structured early childhood programs often are more focused on structured play, which means that the level of childrens private speech declines. Strategies for promoting self-regulation include providing activities that require planning, such as games with directions, patterns for construction, or recipes for cooking. Reading books together with children about characters who model effective self-regulatory strategies has also shown to be effective. In addition, taking turns with children reading or telling stories and having them read and tell stories to each other, helps them learn to take turns. Also engaging in strategies where children are encouraged to be verbally activeto speak to themselves while engaged in challenging tasksfosters concentration, effort, problem-solving, and task success (Spiegel 2008).
Moving Forward
Educators move forward in their practice when they work with other key adults in childrens lives as well as with other professionals in learning new skills that promote self-regulation in children in order to develop childrens self-image and self-respect. When educators use strategies that promote childrens self-regulation, then children: Are more able to regulate their own behaviors. Develop self-esteem and self-condence. Develop emotional intelligence. Develop pro-social behaviors. Develop a sense of responsibility for themselves and for others. Develop cognitive executive function, such as being able to sustain attention or inhibit impulses. Are better able to plan, monitor, and evaluate their own progress toward goals. Experience feelings of belonging.
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5.2.4 The educator uses strategies that help children build positive relationships and cooperation with others.

Not only is it important to respect and promote childrens friendships; it is also important that educators provide opportunities for children to play or work with other children they may not usually choose to be with. For example, educators can facilitate children playing with each other by suggesting that they check out what another child is doing or that they ask another child to help them or even answer a question. Children also need to be introduced to the skills they will need for group work, such as trust-building, leadership, decision-making, communication, and conict-management skills. This includes teaching them what active listening looks and sounds like. Being able to work with others is a sign of healthy social/emotional development and social competence and a large part of educators work is to design activities that help children establish relationships with each other. Educators should provide activities that help children learn how to be part of a learning community, such as planning together, reecting together, and using each others help to solve problems. They can have children discuss their plans for playing and working together and then reect on how they worked together when they are nished. The youngest children can engage in parallel play. Preschool-age children can engage in collaborative play that promotes cooperation by allowing them to learn from one another and build on each others thoughts and actions. In this kind of play, children learn to communicate their intentions, listen to and imagine the ideas of others and allow the we to take precedence over the me (Epstein 2007). Children from around ve years old on can be engaged in cooperative learning activities where they work toward a group goal. Cooperative learning actually has ve characteristics: positive interdependence, individual responsibility to the group, face-to-face interactions, direct teaching of interpersonal and small-group skills, and reection on group processes. An activity even as simple as asking children to think about something, then pair up with a friend and discuss it, meets these criteria. As children get older they can be involved in more complex tasks such as nding answers in groups, group projects, and teaching each other concepts. Educators can encourage children to assign themselves different roles in the group in collaborative or cooperative learning activities, as well as to rotate those roles.
Moving Forward
Educators move forward in their practice when they facilitate friendships and cooperative relationships for the children in the class across age lines, including building relationships with other children in the school and in the community. For example, they set up reading and writing friends for the children either within or across grade levels. Children can also have special friends in other classes who help or mentor them. Or they can have special friends from senior citizen or other community groups.
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When educators use strategies that help children build positive relationships and cooperation with others, then children: Learn social skills. Are more engaged in learning and thus learn more. Learn from each other. Have greater intrinsic motivation to learn. Gain greater self-esteem as their learning styles, multiple intelligences, and strengths are acknowledged to the other children. Become more empathetic.
5.2.5 The educator develops childrens abilities to resolve conict.

Learning how to resolve conicts is a developmental process as children move from egocentric thinking to being able to put themselves into someone elses shoes. Epstein (2007) describes this as moving from a struggle to resolve the competition between me (an individual and sometimes self-centered perspective) and we (identication with the group). Children do not just magically make this transition. It is part of their learning through socialization and part of the support that adults provide for them. This is not to say that adults solve the problem for them, but that they help children learn to describe what happened and how each person feels when there is a conict. When supporting children to resolve conicts it is also important to ensure that within the conict all of the children involved are able to express their feelings, points of view, and needs and to give input into the solution. Epstein (2007) recommends a six-step approach that involves: 1. Approaching the situation calmly; stopping any hurtful actions.
2. Acknowledging childrens feelings without judgment. 3. Gathering information by letting all children involved express their points of view.
4. Restating the problem. 5. Asking for ideas about solutions and choosing one together. If children cannot come up with good ideas, give them some examples, offer alternative proposals, suggest compromises, and apply rules.
6. Giving follow-up help or support as needed for reconciliation. Children should be coached on how to use I messages instead of you messages (see indicator 1.2.2), where they state to the other child, I feel this way when this happens because The educator can model the use of I messages as well as help children with the language to identify and express their feelings. Educators can also have children role-play situations to practice resolving conict or read or tell stories where children can nd solutions to conicts as models for them.
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Moving Forward
Educators move forward in their practice when they also see conict as a natural part of the learning process. It is important that children do not just try to avoid conicts but see them as learning opportunities. Many people will back away from a conict, especially if it involves being bullied; thus children also need to be taught how to be assertive. Those who are more assertive need to also learn that they may not be looking at how their actions affect others. Learning to balance ones own needs with those of another is a skill that can be learned. When educators develop childrens abilities to resolve conict, then children: Learn how to express themselves appropriately. Learn how to describe issues. Learn how to manage their feelings. Learn how to value others needs and become more caring. Learn about respect.
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PRINCIPLE 5.3 The educator designs activities taking into account childrens experiences and competences to support and expand further development and learning. 5.3.1 The educator connects learning new concepts and skills with childrens previous knowledge and experiences. 5.3.2 The educator provides an adequate amount of effective scaffolding to children according to their needs and progress. 5.3.3 The educator encourages children to set goals and expectations about their own work and to reect on the results of learning. 5.3.4 The educator integrates learning experiences so that children can see the interrelations among learning concepts and everyday experiences and can apply them in real situations.
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Why it is important to design activities taking into account childrens experiences and competences.
These pedagogical Principles are built on the premise of constructivism, which stresses the active role of children in creating or constructing knowledge from their own active, participatory experiences of exploration, discovery, and reasoning. The two best known constructivists were Piaget and Vygotsky. Piaget posited that children learn by actively constructing knowledge through hands-on experience. He suggested that the adults role in helping the child learn was to provide appropriate materials for the child to interact with and to use to construct that knowledge. Vygotsky added that social/cultural context also affects childrens development and that timely and sensitive intervention by adults when a child is on the edge of learning a new task (called the Zone of Proximal Development) is what helps children learn to do new tasks. The zone of proximal development is the area between what children can do on their own and what they can do with the help of an adult or peer who can already do the task.
to link what they already know to the new information or to challenge them to extend their thinking to the next level. Why is this important? First of all, it is about showing respect to all children. Educators are not respecting childrens time if they are re-introducing something they already know. Nor are they respecting the knowledge and understanding that come from childrens experiences in the home and community environments. Instead they are conveying a message that the only knowledge schools value is that which can be found in textbooks or that comes from the educator. Second, it is considered good pedagogy. Knowledge can be presented as discrete pieces of information that are taught in schools (what are the names of shapes? what are the parts of a story? what is photosynthesis?). These small pieces of information can oat around in a persons mind, but are hard to access because they are not connected with information that is used more often. However, when they are linked together or are connected to another piece of knowledge, making a larger chain, it makes accessing that knowledge and being able to use the information much more likely. The best way to accomplish this is to engage children in the learning process by helping them see the connections among different pieces of knowledge and skills, motivating them to nd out more about new knowledge, practice it, and to be able to use it in their own lives. When presenting new knowledge to children, educators can rst hook them into the lesson by helping them anticipate why this lesson is important. One method (Reading and Writing for Critical Thinking 20042005) consists of: Finding out what children already know about a particular topic and/or hooking into their curiosity or interest in it. Building new knowledge about the topic. Consolidating that knowledge by having children act upon it, use it in a new setting, or reect upon it. This has proven to be a successful strategy for learning new material not only by children, but by all learners. It is also a lifelong learning strategy that can be taught at an early age and used in many different kinds of circumstances.
Working in the zone of proximal development has also been termed scaffolding because it builds upon knowledge children already have with new knowledge that adults or more advanced children can help them learn. Scaffolding refers to the helpful interactions between adult or more advanced children and the child that enable her/him to do something beyond his or her independent efforts. A scaffold is a temporary framework that is put up for support and access to meaning and taken away as needed when the child secures control of success with a task. In order to build upon prior knowledge, a educator has to know what children already know and understand, validate that knowledge and understanding, and support them
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5.3.1 The educator connects learning new concepts and skills with childrens previous knowledge and experiences.

As stated earlier, children as well as adults learn most easily when new concepts are connected to what they already know. The best way to move new knowledge from short-term memory to long-term memory is to connect it with something that is already known and then to be able to access it and use it. The KWL process What do you Know about this topic? What do you Want to know? What did you Learn?helps children connect their previous knowledge and experiences with new knowledge. In addition, doing an activity that lets children show their previous knowledge or experience with a particular topic lets them become excited about what it is the educator is going to be introducing that is new. After the new knowledge has been presented, then children should have an opportunity to use and apply that knowledge. One of the best ways to build new knowledge is to work in childrens zone of proximal development. Children do not need to be re-taught things they know or can do unless it is to take them to the next level of understanding or skill. The level should be something that is also developmentally appropriate. After assistance is provided several times, children should be ready to do it by themselves with decreased or no support. For example, if a child is learning to tie a shoe, an educator may help by holding the loop for him/her. Then after s/he practices several times in that manner, the educator lets the child do it by him/herself. One of the best ways to nd out what children already know or can do is by observing them. Listening to what children are saying to themselves and to others, to how they describe objects, events and relationships, gives the educator a lot of information in a unobtrusive way. Educators can nd out about childrens previous knowledge and experiences by talking to them, asking them to show the educator things, and chatting about what they are thinking, all through natural conversations. Drilling children on the names of things such as colors and shapes becomes redundant. At rst young children may be delighted to please an adult with the right answer, but after a while they begin to question why adults keep asking the same questions over and over again. Does the adult not know the answer? Are these real questions or performances for the children to give? It is important that educators be respectful of children as thinking, acting individuals and not as performers. Talking with children also helps educators understand their thought processes. Where are the children in terms of the stages identied by Piaget? What kinds of experiences can the educator provide for children so that they move naturally through these stages? What are their misconceptions? What other information do children need in order to do an activity or to progress in their understanding of a topic?
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Moving Forward
Educators move forward in their practice when they challenge in professional meetings and forums curriculum and materials that do not acknowledge the concept that children already have knowledge and skills. Some textbooks and/ or curricula underestimate what children already know. For example, if a lesson asks children to name certain body parts but they already know this information, then educators challenge the lesson and with other professionals look for more advanced activities they can substitute that focus on body parts but offer more substance and more interest. When educators connect learning new concepts and skills with childrens previous knowledge and experiences, then children: Are much more able to apply the knowledge that they learn at school in new settings. Move new knowledge much more easily from short-term into long-term memory. Find that learning is interesting to them. Feel respected. Learn more.
5.3.2 The educator provides an adequate amount of effective scaffolding to children according to their needs and progress.

A scaffold is the apparatus painters or builders use to work at the next level of a building, the level they cannot reach. In the same way, scaffolds in teaching are supports that children need to take them to the next level, supports that can taken away as they master a new skill or concept. Once again, it is imperative that the educator have an idea of the childs zone of proximal development. What is the level where, with some support, the child will able to advance to the next? What is the next thing an educator can do to take the child to a new level of understanding or knowledge? How can the educator help the child reach that new level? Scaffolding is actually a concept that almost everyone uses when it comes to learning language. Parents adapt their speech to the level of the child. For example, if a very young child wants his or her bottle and says ba, a parent might ask, Do you want your bottle? The parent thus takes the child to the next level of language, expressing his or her needs in more complete sentences. Similarly, when non-native language speakers are learning a new language, native speakers will simplify their language to help them progress to the next level. Scaffolding is also a concept that parents and educators use all the time without having a name for it. A parent may show a young child who is building a block tower how to build a wall, or may sing a silly rhyming song a child knows and then add new words that rhyme. In preschool, an educator will take concepts that children know about serving food to others and have the children make a menu. In primary school, an educator will help children write a story by rst talking with them about what they will say and do. Educators and parents also scaffold by providing manipulatives and hands-on experiences with real objects to teach
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beginning concepts in math and science. As children learn math equations and scientic properties, then they do not always need the objects to back up the information. Educators also scaffold when they engage children in sustained shared thinking strategies, such as asking open-ended questions, getting children to elaborate or to clarify ideas, making suggestions, offering an alternative viewpoint, speculating, or modeling thinking. Educators join in childrens play or work, providing ideas, props, or information that will stretch their thinking or level of ability. They provide children with new materials that can extend their thinking. For example, if a child is interested in music, the educator provides her/him with new instruments or materials that can make sounds. If children are interested in playing ofce, educators bring in materials that may be used in an ofce. If children are interested in dinosaurs, they bring in books about dinosaurs. Educators can provide children with situations that involve problem solving where they have to use prior knowledge and experience to gure something out. Educators can also build on knowledge and experiences that children have already had at home. For example, an educator might bring in packaging on food children like or toys they play with to use as texts, using material they can already read in order to teach them letter/sound relationships. If some children have pets at home, a discussion of how they take care of those animals can become the basis for learning how to take care of other animals. Educators can also use children who already know how to do something to help and support those who do not yet have that skill. In this way the children become the scaffold. Other children in the group can also motivate those who might not want to stay with a task. Educators can also encourage children to express their ideas in a new and different way (for example, using a diagram, telling or writing a story, drawing, or dramatization) that might require the acquisition of new skills.
Moving Forward
Educators move forward in their practice when they communicate to other key adults in childrens lives about what they see as an individual childs zone of proximal development and help those adults also work in that zone to assure that there is continuity in how people are approaching that child. When educators provide an adequate amount of effective scaffolding to children according to their needs and progress, then children: Are more engaged in learning because it is at the best level for them. Gain new skills and knowledge more easily. Perform better cognitively. Are better at problem solving and critical thinking.
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5.3.3 The educator encourages children to set goals and expectations about their own work and to reect on the results of learning.

Children are more engaged in learning when they initiate it and/or feel that their interests are taken into account. A way to do this with younger children is through a plan-do-review process where they decide where they are going to play, with whom, and what they will do; engage in the activity with purpose; and then review what they did by reecting on what they may have learned. For very young children in the planning part of the process, this can be as easy as having them point to the area where they would like to play and then asking them some questions that do not require a lot of language from them. In the review part of the process, the educator could ask a child to show how high the tower was that s/he built. With older preschool-age children, educators can help in the planning part of the process by encouraging them to choose alternative learning activities to support their different interests or different skills they want to acquire. Educators should also ask children how they will know when they have achieved their goal of learning a new skill or new knowledge, as well inviting them to talk about how they will learn something or learned it, not just what they did. Educators can encourage children to present learning results in different ways. They can also provide opportunities for children to choose how they will work and with whom, offering different groups (by childrens choice; by educator instruction; in pairs, small groups, or big group; or individually). In the review part of the process this can become much more elaborate, where children report back how they worked in groups or present their work in an authors chair. With primary-school age children, when curricula become more elaborate, planning can be done easily using the KWL strategy. This also gives children shared control over the learning and they will be much more likely to stay on task or make the extra effort to expand it. There should also be scheduled, formal times during the year when children set learning and development goals for themselves, such as at the beginning of year, before grading or reporting periods, or before/during parent/child/teacher conferences. In addition, educators can ask children on an informal basis what their goals are in activities they pick and to reect on how they did.
Moving Forward
Educators move forward in their practice when they work with other adults (parents and professionals) to inform them of the importance of having children set and reect on goals, showing examples of how the process works. When educators encourage children to set goals and expectations about their own work and to reect on the results of learning, then children: Become more intentional in learning. Are more interested and engaged in learning. Learn about thinking processes, including recall of facts, procedures, and events. Develop language. Learn how to be problem solvers.
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5.3.4 The educator integrates learning experiences so that children can see the interrelations among learning concepts and everyday experiences and can apply them in real situations.

In order for learning to be meaningful it has to be grounded in childrens experiences, ideas, interests, and needs and not focused only on curriculum goals from different subject areas. For example, when educators are presenting a new math concept, they should also show children how knowledge of that concept helps them do things they want to do and how to use it in real-life situations. In addition, educators can take children into their communities to show them how the new knowledge they are acquiring works in practice. They can use experiences children bring from home, from the park, or from shopping as starting points for learning. They can have children do things at home that they learned at school and report back on their experience, or have children identify ways they use math, literacy, science, geography, history, or civics at home and talk about it in school. They can have children interview their families and community members as information and data for school projects. If new learning does not get used, it does not move from short-term to longterm memory. It also becomes merely knowing the names of things, but never knowing how to apply, evaluate, and synthesize information as listed in Blooms Taxonomy of educational objectives (Anderson 2000). When children can see interrelations among learning concepts and everyday experiences, their intellectual skills are further developed and they begin acquiring the competences they need to be lifelong learners. Educators should do activities or units of study with children that require them to use literacy, math, observations, data collection, and art and crafts in integrative ways. For example, preschool age children can have centers for shopping, restaurants, and hospitals that are based on common experiences and where they can use knowledge and skills from multiple content areas. Educators should plan thematic units and/or projects on themes connected with everyday situations and experiences. (For example, if several children in the class have new siblings, educators can do a unit of study on babies.) Themes can be simple topics that allow an educator to plan what the children will be learning for a short period, such as a day or a week. For example, an educator could plan activities for a day based on a story the children read in the morning or based on an event such as a eld trip, a new baby in someones family, or a visit by a weaver to the classroom. Other themes can be extended units of study or projects that organize learning experiences for a month, a semester, or a year. Examples would include exploring large topics such as the meaning of friendship, fairness and justice, power, work, changes, or communities. Smaller topics or subtopics can be studied within these units. However, educators should also keep plans open and exible, able to respond to childrens interests and ideas as well as local and international events. For example, sometimes things happen in the community, country, or world that children take an interest in, perhaps an earthquake or tsunami, or a special event such winning a sports championship that can be explored in more depth. Educators should also be open to individual children diverging in their interests on thematic studies and accommodate them through individual or small-group learning activities/ projects within a unit of study. Not everyone has to do the same thing.
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Moving Forward
Educators move forward in their practice when they work with families and community members to help them understand how children learn and what the advantages are of integrative learning. They explain to other adults how they can help children learn through everyday experiences and help them apply their knowledge/skills. This might include inviting the local librarian or someone from the hospital to do something with the children that integrates what they are learning at school with what they do in other areas. When educators integrate learning experiences so that children can see the interrelations among learning concepts and everyday experiences and can apply them in real situations, then children: Are able to move new knowledge into long-term memory. Are better able to use new knowledge. Learn lifelong learning skills. Learn why they need to know certain things so that learning is more meaningful.
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PRINCIPLE 5.4 The educator uses strategies that promote democratic processes and procedures. 5.4.1 The educator models and applies processes and procedures that encourage meaningful cooperation and support among children. 5.4.2 The educator uses strategies that promote childrens participation and understanding of responsibility and its consequences. 5.4.3 The educator uses strategies that help children learn about boundaries, rules, and limits, and to respect the rights of others in a democratic society. 5.4.4 The educator offers opportunities for children to make choices both in the learning process and other situations and helps to develop an understanding of the consequences of choices made.
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Why it is important to use strategies that promote democratic processes and procedures
There is no doubt that educators want their children to learn, achieve the best possible results, and develop their full potential. However, the ways they achieve these goals can be very different. This Principle is very closely connected to the question of what type of authority the educator wants to establish: authoritarian or democratic. An authoritarian approach is about fear, punishment, power, and control. A democratic approach is about respect, personal responsibility, participation, and empowerment. Singer and de Haan (2007) point out that educators play three roles in the classroom that promote the development of democratic skills: The protector, who watches to see that all children feel secure and maintain good, positive relations with each other; The authority gure, who looks after the values and norms, makes rules and agreements with the children, and when necessary intervenes to remind them of these; and The mediator, who helps the children nd solutions together, reconnects and reconciles, and in general encourages the development of social skills. The educators role is also to help children understand their rights as current citizens of a country that has ratied the UN Convention on the Rights of the Child (United Nations 1990), the universality of these rights, and what their responsibilities are that go with these rights. Even young children can understand and talk about the concepts of needs and wants, respect for others, the need for authority and rules, and justice. The democratic educator uses strategies that help children feel they are valuable; supports their autonomy to make decisions; respects their beliefs and values; and gives them freedom to think, be creative, and conduct open discussions with peers (Seals 2006; Erwin 2003). This is important because research (Glasser 1996; Erwin 2003; Hardin 2004) shows that meeting childrens needs for belonging, power, freedom, and fun contributes to their school achievement and builds their intrinsic motivation learn. Laevers (2005) states that educators contribute to a childs well-being and involvement by providing from the early years freedom of
choice, a say in establishing rules and agreements in the classroom, and the opportunity to participate in care of the environment and decision making. An educator who promotes democratic processes and procedures also helps children build productive social relations with others. Rights-respectful behavior is more likely to happen when an individual is able to empathize with someone elses feelings and circumstances. Childrens acquisition of basic social skills such as listening and cooperation is enhanced by a rights-respecting school ethos and culture. Educators also promote democratic processes by promoting cooperation instead of competition. Competition is not good for children (Sapon-Shevin 1999). When only one or a few children may win, the rest may not view themselves as good enough, smart enough, or worthy enough. Childrens sense of safety may become diminished when they know their status is threatened by competition. This means that people may cheat or lie in order to keep that status instead of working with others, because they are encouraged to win at any cost. It also means that children are discouraged from taking risks. There are many areas of participation and learning that are lost because people do not want to be seen as failures. When children learn to see others as obstacles to their success, they cannot be supportive of others efforts and the synergy of teamwork is lost. The creation of a democratic classroom culture implies changing the expectation that the educator is responsible for all learning, and creating instead an environment where the educator and children mutually develop shared goals for the learning community. In traditional classrooms, the educator actively participates and the children are mere listeners. Most of the time there is one-way communication between them. The educator does not get any feedback from the children, failing to understand their needs, points of view, and levels of understanding. In a child-centered, interactive class based on democratic values, the educator uses strategies that promote equal participation from everyone in the learning community. Educators who have adopted democratic values build democratic classrooms by demonstrating fair behaviors toward children, enlarging childrens ranges of personal freedom, and providing them with equality of opportunity (Kesici 2008).
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5.4.1 The educator models and applies processes and procedures that encourage meaningful cooperation and support among children. How to Engage in Quality Practice
Children need to be given opportunities to collaborate; where by working together they are able to accomplish something they probably would not have been able to do alone and learn how to count on others to help them accomplish their goals. This requires an atmosphere that promotes collaboration, not competition. For younger children this may involve working together to build a structure with blocks, putting on a dramatization, or performing together a song or dance. For older children it can be a more complicated project. These kinds of activities involve direct interpersonal exchanges where children have opportunities to assist, support, encourage, and challenge each other. Cooperation is good because children learn how to interact with others they may not normally choose to work with. Children are made aware of the need for positive, helping interactions and their interdependency when they work in groups. Working in groups helps children learn to appreciate others different learning styles and multiple intelligences. It helps everyone achieve both group and individual goals. The skills to work in this kind of environment, however, cannot just be left to chance. Educators must teach skills that include how to do active listening, how to take turns, how to handle differing opinions, and how to assign people different responsibilities. Educators need to show children what those skills look like and sound like and give them time to practice them. For example, active listening looks like the listener is looking at the person speaking and may be showing facial expressions. It sounds like only one person is talking at a time; other people are asking questions for clarication or restating what they hear. Educators also need to show children how to resolve conict when it arises, such as learning how to express themselves with the appropriate words, listen to others points of view, and explore solutions to a problem. Educators can help children break down cooperative projects by having them decide what the rules for interacting in the group will be and how they will assign roles. Before starting cooperative or collaborative projects, children should be given time to plan together how they will accomplish their goals. Throughout the project, children should also talk about how individually they are contributing in their group and how they are working together as a team. Are there things they can improve upon in order to get the results they want?
Moving Forward
Educators move forward in their practice when they actively look for other ways and activities in the school and community where children can cooperate with and support others instead of always being involved in competitive situations. When educators model and apply processes and procedures that encourage meaningful cooperation and support, then children: Learn social skills. Learn how to work as members of teams and learning communities.
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Receive greater cognitive stimulation learning from others. Learn that they are able to accomplish more by working in teams. Learn self-control. Experience greater pleasure in learning. Learn self-regulation skills.
5.4.2 The educator uses strategies that promote childrens participation and understanding of responsibility and its consequences.

Educators need to actively help children learn about what happens when people do what they are responsible to do and what happens when they do not. Educators do this by exposing children to real-life problems that occur in the classroom, where they can discuss what happened, as well as in hypothetical situations where children are introduced to concepts through media, books, and role-plays. This also should include helping children to understand what their responsibilities are around the issue of being inclusive and taking care of others in order to build the concept of community. Educators should discuss with children how they will participate (the actions they can take) to assume responsibility, encouraging them to dene what responsibilities and roles are needed in the classroom and to decide which ones they would like to be involved with. Educators should assist children with nding the best language to dene responsibilities and the actions to assume them so that everyone understands clearly what their roles and actions should be. .However, it is important not to lecture to children, but to engage them in conversations about what they think happened and why. Older children who have reached the level of concrete operational thinking can be involved in dening what they think their responsibilities are to the classroom and signing agreements to take on certain responsibilities. Older children can even sign classroom pledges specifying their roles and the actions necessary to fulll their responsibilities.
Moving Forward
Educators move forward in their practice when they engage in professional discussions as well as discussions in the community about levels of participation and responsibilities children should take on. These should be developmentally appropriate, but educators should also have high expectations of children. Children want to be seen as members of their community and should be given opportunities to make what contributions they can. When educators use strategies that promote childrens participation and understanding of responsibility and its consequences, then children: Learn what it means to be a member of a democratic society. Learn to act in a manner that does not harm or put others at risk. Learn about fairness and justice. Learn how to communicate their expectations more effectively. Increase their ability to create trust and condence.
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5.4.3 The educator uses strategies that help children learn about boundaries, rules, and limits, and to respect the rights of others in a democratic society.

Rules are important because they provide safety and structure, and they promote cohesion of the group .(These are our rules.) They are tools that children can use to control or self-regulate their own behaviors, and they provide children with the context for the development of a sense of social responsibility (Singer and de Haan 2008). Educators help children understand and follow rules when they involve the children in creating rules whenever possible. Well-known strategies a educator can use to help children learn about boundaries, rules, and limits include: using do rules instead of do not rules, keeping rules to a minimum, trying to let children work things out themselves, intervening if things become too heated or dangerous, and providing children with tools to help them follow the rules. Singer and de Haan (2008) also talk about the kinds of rules that children must follow. There are cardinal rules such as we do not hurt each other. There are also rules about reciprocity (taking turns); about equality (all children are treated the same); about individual rights; and about solidarity (rules for fostering togetherness and mutual responsibility). Children can discover some of the rules themselves without any need for discussion. Other times educators need to be more directive and rm. Educators need to help children understand the difference between power and authority and why and when they must follow authority. Power without authority can be challenged. Authority, however, is power that a system gives people in order to keep others safe (such as police) or to accomplish a certain job (such as an educator, although educators also help keep children safe). Educators help children to understand how authority comes from rules and laws. It also helps people resolve problems when needed. Educators should apply rules to all of the children fairly. When a child breaks a rule, the educator should rst ask for an explanation and only after that make a decision about what to do. In addition, the consequences of breaking rules need to be understood so that children will know what will happen (for example, if you run in the classroom and other children get hurt, then you will have to sit down and develop a plan on how you will remember not to run). Even when being rm and directive, educators should always have developmentally appropriate expectations of childrens behaviors, work to avoid conict, create safe environments, and be consistent in applying rules. When children break rules, instead of being punitive the educator can work with the situation by: acknowledging their feelings and/or wishes telling them that what they are doing is not acceptable and must stop giving them an alternative behavior that would be acceptable Educators can often redirect childrens inappropriate behaviors by giving them an alternative behavior to engage in. For example, if a child is acting out because s/he wants attention, then offer to read with that child. If children need more control, then give them a responsibility to handle. If they are acting out because they are bored, then help them nd another activity to do. Educators can also help children who need additional support following rules by giving them structures such charts and pictures.
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Moving Forward
Educators move forward in their practice when they have discussions in professional groups and the community about authority and power without authority and reect on whether some actions taken with children may be an abuse of power. For example, some children may be excluded from certain groups in schools because of disabilities or differences. Do the people who exclude actually have the authority to do so? When educators use strategies that help children learn about boundaries, rules, and limits, and to respect the rights of others in a democratic society, then children: Feel safer. Learn about democratic processes. Learn self-control. Learn how to verbalize their needs.
5.4.4 The educator offers opportunities for children to make choices both in the learning process and other situations and helps to develop an understanding of the consequences of choices made.

Part of living in a democracy is having the freedom to make decisions about ones own destiny. This is an awesome right, but carries with it an awesome responsibility. Every choice made means that a multitude of choices were not realized and roads were not taken. There are consequences to everything people do (some good and some bad). There is an opportunity cost to all actions. If a child decides to paint, then s/he cannot play with his/her friend at that time. Children sometimes need to be made aware of other choices they can make and what the consequences are of making the ones they do. Sometimes just getting them to plan is enough to help them make better choices. During the plan-do-review process, when children make plans about what they want to do with their time and afterward reect on what they did, educators can talk with them about what other choices they have or had, and about what might have happened if they had made another choice. However, it is also important that educators respect childrens choices when they nally make them and let them learn from their mistakes. There are also times when children cannot have the nal say. Some choices and decisions can be too heavy a burden for a child and some are beyond his/her capacities. In these situations the educator can open discussion on different perspectives and make an agreement with the child on what would be the best solution or decision for him/her, keeping in mind the best interests of everyone else in the class as well. Reading books or watching plays, movies, or television and discussing choices different characters make is also helpful. Children are often much better at understanding how others are making mistakes or not following rules than they are at applying these rules to themselves. Talking about what others did and what would have happened if they had done something different helps children understand that these same principles apply to them as well.
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Moving Forward
Educators move forward in their practice when they also look for situations/ opportunities where children can make choices in their lives outside of school. They help other key adults in the childrens lives understand why it is important that children be able to make choices. They help adults see how they can facilitate childrens growth by encouraging them not only to plan actions in advance but to reect afterward on how and why they did things. When educators offer opportunities for children to make choices both in the learning process and other situations and help to develop an understanding of the consequences of choices made, then children: Learn about responsibilities. Learn about self-regulation Learn to see alternative solutions. Gain self-esteem.
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FOCUS ON
Learning Environment
The learning environment greatly inuences childrens cognitive, social, emotional, and physical development. By creating a physically, psychologically, and socially safe and stimulating environment that offers a variety of developmentally appropriate materials, tasks, and situations, the educator encourages childrens learning through independent and group exploration, play, access to diverse resources, and interaction with other children and adults.
By ensuring that every child feels welcomed, the educator gives children the message that every individual is respected, that each child and family is an important part of the classroom community, and that every child has opportunities to benet from the shared community space and resources and to participate in maintaining them. By offering children a secure environment and accommodating specic learning needs, the educator encourages children to work individually and cooperatively, to engage in different kinds of activities, and to take learning risks. Outdoor areas of the school and community resources are also valuable components of a rich learning environment.
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6. LEARNING ENVIRONMENT
PRINCIPLE 6.1 The educator provides a learning environment that promotes each childs wellbeing. 6.1.1 The educator creates an environment that ensures each childs sense of belonging and comfort. 6.1.2 The educator shows respect for children by being interested in their feelings, ideas, and experiences. 6.1.3 The educator creates an atmosphere in which children are encouraged to express themselves. 6.1.4 The educator creates an environment that stimulates children to take appropriate risks for development and learning. 6.1.5 The educator encourages each child to develop attachment and individual relationships with her/him.
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Why it is important to provide a learning environment that promotes each childs well-being
Well-being is a concept which is receiving more and more attention in the world of early childhood development of late and one which is quickly being recognized as an important aspect of being able to lead a fullled life within the pressures of 21st century living. Ensuring a childs wellbeing entails supporting his or her physical, emotional, social, and cognitive development. The rst thing one usually thinks about when hearing the words learning environment is the physical environment. However, in this Principle, the focus is on developing the social/emotional conditions where children can thrive, although the physical, psychological, and social environments often overlap and inuence each other. According to Laevers (2005), well-being is a state of being that can be recognized by childrens satisfaction, enjoyment, and pleasure because they are relaxed and express inner peace, while at the same time expressing energy and vitality. Children look happy, are spontaneous, approachable, and recover easily from difcult experiences. They are open to their surroundings, accessible emotionally, and exible because the situation meets their needs. They appear to have a positive self-concept and to be in touch with themselves. As stated in Principle 1.3, Laevers (2005) points out that childrens well-being is enhanced when their basic needs are met for: physical needs (the need to eat, drink, move, sleep, etc.); the need for affection, warmth, and tenderness (being hugged, physical contact and vicinity, receiving and giving love and warmth); the need for safety, clarity, and continuity (the need for a more or less predictable environment, the need for children to know where they stand, the need for knowing what is allowed and what is not allowed, and the need for being able to count on others); the need for recognition and afrmation (feeling accepted and appreciated by others, meaning something to others, being part of a group and belonging); the need to experience oneself as capable (feeling that children can do something themselves, mastering something, experiencing how to push the limits of their capabilities, experiencing success);
the need for meaning and (moral) values (feeling that they are a good person and feeling connected with others and the world). As one would expect, well-being is very closely tied to interactions. Shonkoff in an interview (Learning Stewards 2009) states: Children are born wired to learn and it is the imperative to provide an optimal environment in which each child can pursue his or her development as far as it will go. A large part of that development is based on personal experiences and by the environment in which children live. The quality of the relationships that children have with the important people in their lives and the interactions that go with those relationships, as well the feelings that go with those relationships, actually inuence the emerging architecture of the brain. Connected to interactions is level of secure attachment that a child develops with the educator. As stated earlier, research has shown that having a secure attachment to an early childhood educator is also important for a childs development in terms of cognitive, social, and emotional development (Londerville and Main 1981; Howes, Hamilton, and Matheson 1994; Jacobsen, Edelstein and Hoffman 1994; Howes, Hamilton and Phillipsen 1998; Grossman, Grossman, and Zimmerman 1999; Howes 1999; Shanker 2008; Shonkoff and Phillips 2000). In studies, children who had a secure relationship with their preschool and kindergarten educators demonstrated good peer interactions and positive relationships with educators and peers in primary school. Children were more compliant with others, had greater internalized control, had better peer relationships, were less aggressive, and engaged in more complex play. Educators interaction styles with children help children build positive and emotionally secure relationships with other children, as well as with adults (Riley et al. 2008). Children whose educators showed warmth and respect toward them (e.g., educators who listened when children talked to them, made eye contact, treated children fairly) developed positive and competent peer relationships. The sense of safety and security afforded by close relationships with educators and peers provides children with a steady footing to support them through developmental challenges. When children internalize their educators as reliable sources of support, they are more successful at overcoming challenges. Thus, educator-child relationships appear to be an important part of childrens social and academic success in school.
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Good social, emotional, and psychological health helps protect children against emotional and behavioral problems both in the present and in the future. Research also shows that childrens social and emotional well-being is important because it affects their physical health (both as a child and as an adult) and can determine how well they do at school (Power and Hertzman 1997, Topitzes et al. 2009). According to Riley et al. (2008) when children form secure attachments with educators and feel a sense of well-being, they are developing: Condence in social relationships through the teacher being there in times of need to provide comfort and support. Self-condence that they deserve the loving attention they receive and that they are valuable and special. What to expect from relationships. How to interact appropriately with others, including how to get anothers attention, how to share and compromise, how to communicate, and how to cope with negative emotions. Riley et al. (2008) also point out that along with attachment, young children need to be free to explore. Attachment and exploration represent opposing motivations and behaviors. Attachment comes from the desire to remain close to a caregiver and feel safe. Exploration comes from the desire to venture out and learn about the world. Children instinctively do both. Educators need to provide a secure base of emotional and physical safety so that the child can remain close while exploring and come back if needed. Exploration and inquiry are essential components of learning. In order for educators to promote problem solving, they also have to promote risk taking (Young 1991; Grotzner 1998; Play England 2006). Risk taking is seen as an important factor in learning a language (Beebe 1983; Underhill 1999; Brown 2000), in learning to read (Michael 1981, Learning Stewards 2009), and in any science and inquiry topics. A denition of well-being also incorporates not only how people feel, e.g. the experiences of pleasure, enjoyment, satisfaction, etc., but also how people function, e.g. their sense of autonomy, competence, interest, and engagement (Sen 1999). This aspect has its philosophical roots in Aristotles concept of eudaimonia, the life well-lived, and creates a bridge between the more private realm of personal happi-
ness to the more public issues of competencies, freedoms, and opportunities. Research has shown that being in a state of ow promotes learning and development, because experiences of total concentration are intrinsically rewarding, and they motivate children to repeat an activity at progressively higher levels of challenge (Anderson 2003; Rathunde and Csikszentmihalyi 2005, 2006). According to Cskszentmihlyi (1990), ow is completely focused motivation. It is a singleminded immersion and represents perhaps the ultimate in harnessing the emotions in the service of performing and learning. Contrary to extrinsic motivation, in which we do things because of the outcomee.g. if we work only to get money or study only to avoid being punishedintrinsic motivation means doing things because we like the activities themselves. Compared with people who are extrinsically motivated, those who are intrinsically motivated show more interest, excitement, and condence about the tasks they are intrinsically motivated to do. They also show enhanced performance, persistence, and creativity concerning these tasks (Carr 2004). This Principle is about providing a warm, home-like, and personal environment which helps to ensure the childs well-being and also stimulates their initiative, independence, and intrinsic motivation. The expectation that the educator be nurturing and encouraging, providing positive reinforcement rather than negative reinforcement, is a key ingredient in creating an emotionally safe and healthy environment that fosters childrens well-being. The statement: People do not care how much you know, but they want to know how much you care is a powerful one with serious implications, especially for the educator or education administrator. Children need to feel accepted and to feel free to be themselves and to express themselves without the fear or threat of rejection, ridicule, or ostracism in order to reach high quality outcomes and develop the joy of learning. According to Laevers (2005) well-being is not only linked with a rich environment (well-equipped infrastructure, a variety of play materials and activities, etc.), but also includes: a positive atmosphere and classroom climate (pleasant atmosphere, positive interactions, sense of belonging, etc.) room for initiative (children are often free to choose their own activities, they are involved as much as possible in practical matters, rules, and agreements)
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an efcient organization (clear plan of the day geared to the developmental levels of the children, no dead moments, optimal use of guidance, appropriate grouping, etc.) an empathic adult style (taking into account childrens feelings and needs, intervening in a stimulating way, and at the same time offering room for initiative). Well-being is also connected with being in an inclusive environment. Sapon Shevin (1999) states that an inclusive environment accommodates all kinds of differences which are incorporated into a community where there is: Open discussion of the ways in which people are different and the kinds of support and help they need and want. A commitment to meeting childrens individual needs within a context of shared community and connection. Explicit attention to the ways in which childrens differences can become the basis for discrimination and oppression, and teaching children to be allies to each other. Childrens well-being is enhanced when they feel respected. Their different interests, abilities, previous experiences and skills are seen as assets and not as problems to be xed. The environment provides for all childrens success whether they perform best when they work individually or need group support, or whether they are visual, auditory, kinesthetic, or tactile learners. A classroom environment that promotes all childrens well-being provides opportunities for all learning styles, experiences, cultures, languages, preferences, and so forth.
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6.1.1 The educator creates an environment that ensures each childs sense of belonging and comfort.

Belonging means: being recognized by others and recognizing oneself as a member of the learning community with the same rights and responsibilities as everyone else. How children feel about being in school, as well as the extent to which they feel that they belong to the educational process, makes a difference in their achievement. The sense of belonging, or tting in, can either encourage or discourage childrens participation in the school/center, as well as how they do academically. Academic self-concept is signicantly related to classroom comfort. Children feel they t in when they can recognize themselves in the classroom/ school environment. For example, educators can post photos of children and their families in the classroom and use them in learning activities. They can also incorporate elements of childrens home settings into the environment, such as the languages they speak at home, the kinds of routines they follow, artifacts from home that are important to them, etc. In addition, the environment should show respect for childrens multiple identities. Just because a child may come from a particular ethnic group or have a disability does not mean that this ethnicity or disability is only thing that the child can nd in the environment that denes him/her. Children belong to multiple groups and are unique individuals. One way to focus on childrens multiple identities is to ensure that every childs interests are reected, including giving them multiple opportunities to talk about these interests, as well as their previous experiences. A cooperative, rather than a competitive, classroom contributes towards an emotionally safe learning environment. The goal of learning activities should be cooperation, not competition. A competitive environment can give the message that others stand in the way of our success and can encourage winning at any cost. This diminishes feelings of safety. Educators should always apply principles of fairness and equity by requiring all children to recognize competence, effort, and performance. In a cooperative environment, children know that others will care about their input, and that together they are creating a community allowing them to feel a sense of belonging. Educators should always look for opportunities for children to nd peer support and should intervene when children exclude others from their activities. Creating a sense of community includes giving it a special identity with its own traditions, culture, appearance, rules, etc., that everyone in the group has contributed to and in which everyones individual identity is acknowledged and celebrated. Educators, together with children, can develop traditions to help children make an emotional connection to the class, prompt positive feelings, and provide a sense of belonging to the group. This includes doing activities and having experiences that are unique to the class, which are known to everyone in the class, and which are repeated to build traditions. It can also include having class mascots, books about the class, class sayings, etc.
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Educators should also create opportunities (e.g., morning meetings, circle time, etc.,) for children to share their ideas, to listen to each other, and to practice compromise and consensus building. Ways to do this entail including all children in decision making processes, as well as providing opportunities to make joint solutions and develop joint rules. They should also provide varied opportunities for children to engage in discussions about fairness, friendship, responsibility, authority, and differences. Children must also feel comfortable and know how to approach educators if they have a problem; understand what the educator expects from them; and feel that their thoughts, feelings, and ideas are important to the educator. The most important thing an educator can do to help children feel comfortable is to interact with the children in ways that show that they like and enjoy them. Finally, educators also need to build childrens sense of connection and belonging in their communities and in the world. It is not enough to just create islands of safety in classrooms. Educators can read books, have discussions about pictures, etc., to show children that many others care about them and to help them learn how to feel safe.
Moving Forward
Educators move forward in their practice when they work with others in the school, as well as the community, to address how to make environments more inclusive for all children and to ensure a sense of belonging. When educators create an environment that ensures each childs sense of belonging and comfort, then children: Feel competent and secure. Feel recognized by educator and peers. Are comfortable to ask questions and to ask for help. Learn how to cooperate with others. Feel satisfaction with school. Have more positive experiences. Feel condent when they are with a group. Feel relaxed and focused on the learning process. Learn to work as a team.
6.1.2 The educator shows respect for children by being interested in their feelings, ideas and experiences.

Feelings of well-being are very much tied to the issue of whether we feel respected and whether we feel that others are genuinely interested in our feelings, ideas, and experiences. As stated earlier, the term respect means to be mindful, to pay attention, to show consideration, to avoid intruding upon, and to avoid violating. Educators show respect by inviting, encouraging, assisting, acknowledging, and accepting childrens ideas and experiences. Educators engage in active listening, expand upon childrens input and ideas, and incorporate them into learning experiences. They interact frequently with each child, showing affection and
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interest, and take care of childrens physical or emotional needs. They recognize and respect the uniqueness of each child and each family. Educators also encourage and assist children in expressing their feelings. Educators can do this by organizing activities in which children can learn to name their emotions, recognize where they feel them in their body, such as creating a chart of emotions with children, playing games, role playing, etc., as well as making wall dictionaries and/or creating a chart of emotions with children. They can have children make lists of how they like to be treated when they have different feelings and motivate children to use these kinds of treatment when their friends act in specic ways. They should also support and help children to build empathy and mutual respect by identifying common elements in their feelings and experiences and by encouraging dialogue among the children. Educators also should not judge or label childrens feeling as wrong or bad, but let children know that all emotions are acceptable, and help them develop appropriate ways to share them. A large shift towards a childrens rights perspective suggests that children must be valued as children, for what they are and can do, not as the people they are going to become, or as adults-in-training. So while part of the role of the educator is to guide childrens development, it is also to understand and respect where children are today, and not to hold them to adult standards. Epstein (2007) points out that because children live so much in the present and focus on themselves, their entire world may be colored by the emotion of the moment. We show children respect and facilitate their social/emotional development, not by denying their emotions, but through helping them name their feelings and express them in appropriate ways.
Moving Forward
Educators move forward in their practice when they reect on how feelings, ideas, and experiences shape childrens lives and work with others in the school and community to ensure that children have more positive experiences in their homes and communities. When educators show respect for children by being interested in their feelings, ideas, and experiences, then children: Learn how to show respect for others. Develop self-concept and self-esteem. Increase their language capabilities to talk about their feelings, ideas, and experiences. Improve their communication skills. Develop their capacity for empathy.
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6.1.3 The educator creates an atmosphere where children are free to express themselves.

The most important thing for an educator to do is to enjoy interactions with child and to be good listeners. Once again, it is important that educators give children their attention when children are speaking with them, that they encourage childrens spontaneity, and allow children to complete what they are saying uninterrupted. This promotes the childs strong sense of self and capacity for creative thinking, because the child feels accepted, safe, and supported in his/her exploration, play, and self-expression. When educators keep correcting or jumping to conclusions about what children are saying, the children will not feel very free to express themselves. Educators should also encourage children to question each other, as well as adults, as a form of expression. Children can express themselves in a variety of creative ways: through drawings, dramatic play, storytelling or writing, songs, dance, song, etc., and should be encouraged to do so, including describing their ideas, efforts, and products. They can also express themselves through different kinds of activities, be they activities that children desire to do independently or in self-selected groups. This includes providing a variety of locations and times throughout the day for self-expression. Educators should understand and cultivate childrens multiple intelligences, whether they are bodily-kinesthetic, interpersonal, verbal-linguistic, logical mathematical, intrapersonal, visual-spatial, musical, or naturalistic. They should also introduce children to multiple forms of artistic expression and encourage them to try different forms. Play is essential to childrens mental health and creativity. Through play, children express their fears, explore their hopes and dreams, and show the essence of their being. It is in play that children get a chance to initiate action instead of constantly reacting. Children can express their creativity and initiative when educators provide many open-ended materials for them to use and explore in multiple ways in their play. Play is also a safe haven for honest self-expression for children. Sometimes children do not have the words to express the powerful feelings they have, but they can play about it. Children often play about what they are working on emotionally. For some children, that might be new babies, or sharing, or scary monsters. Others, with more challenging lives, may play about illness, death, loss, or abuse. Supporting childrens ability to express themselves in the environment also supports their creativity. Creativity is not just about drawings and art, but is fundamentally about the way we think and process information. Building a childs creativity allows her/him to be condent in approaching novel or challenging experiences. Rather than rejecting such experiences, children who have been encouraged to be creative are able to hypothesize, test, and retest until they come to an acceptable end.
Moving Forward
Sometimes children may feel free to express themselves in the classroom but not in other places. Educators move forward in their practice when they look for ways where children can express themselves in the rest of the school and to incorporate their voices and participation on all issues that affect them there as well. For example, children can be encouraged to suggest menus for meals, celebrations that they would like to have, how they would like their school to look, etc.
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When educators create an atmosphere where children are free to express themselves then children: Have opportunities to represent their thinking in multiple ways. Develop both greater understanding of themselves and greater empathy for others. Develop independence, self-motivation, and self-expression. Can more meaningfully integrate their experiences and represent them. Develop an appreciation for music, dance and movement, dramatic play and storytelling, visual arts. Plan and work independently to create own expressions. Develop curiosity, problem-solving abilities, and verbal and nonverbal expressions of their experiences and feelings. Develop feelings of pride and self-respect. Feel empowered to freely share their thoughts and ideas with others.
6.1.4 The educator creates an environment that stimulates children to take appropriate risks for development and learning.

The classroom serves as a developmentally appropriate learning environment which supports childrens initiatives to explore, investigate, observe, and experiment, while allowing for appropriate risk taking within safe boundaries. Educators create an intellectually, socially, emotionally, and physically engaging, responsive environment to promote each childs learning and development. This environment fosters self-esteem, self-concept and social competence by providing safe learning opportunities that differentiate learning activities, so that all of the children have a strong chance of success and challenge at an appropriate skill level. Differentiation promotes the possibility of each child starting work within his/her zone of proximal development. This means that children can work at a level where they feel competent or comfortable and where they need just a little bit of support in order to gain those competences. Children should not feel overwhelmed in an activity as this provides unhealthy levels of stress. Educators opinions mean a lot to children. If an educator believes that the child can succeed, s/he will believe s/he can as well. Educators can help children feel more successful by building childrens independence, including giving them responsibilities as soon as they can handle them. Teachers provide support for this independence by helping children set and achieve their goals. Their selfrespect will skyrocket when they see themselves achieving those goals. Nurturing a safe learning climate may mean addressing failure in a new way. Many people see failure as the end result of a failed learning experience. Educators in early childhood should see failure as an integral and natural part of the process of learning, a challenge and new opportunity. There have been a good number of inventions and discoveries that were accidental, unplanned failures. Some famous failures include chocolate chip cookies, Coca-Cola, the light bulb, Post-it Notes, and Frisbees, to name but a few. There are numerous stories of people deemed to have failed, who later went on to succeed such as Einstein, Beethoven, Tolstoy, and Martin Luther King. They can be used as motivational stories with children. Educators can also assist children in reecting on their
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learning experience when they fail to solve some problem or achieve what they wanted to do. Educators also help children to take risks when they help them to set and achieve their learning goals and to think about the advantages and disadvantages of their ideas/work. They focus on the childrens processes instead of nal products. They give children week activities they can nish by Friday, so each of them can plan their schedule. They arrange the environment so that children can explore materials and test hypotheses by providing a variety of open-ended materials to encourage meaningful exploration in the classroom. The educators follow the childrens lead when they are trying out an idea and help them go in steps, so that they experience success with their ideas. Educators nurture hope and trust in children, in that they can nd alternative ways to gain what they are striving for, to solve problems, and learn. They give children extra help when needed (if they are frustrated, experiencing difculties, or having trouble getting started), while also trying to make it possible for them to act independently Educators provide openended problems (for example, how to organize life at Moon), to which children give their solutions independently or in groups.
Moving Forward
Educators move forward in their practice when they reect on processes in the educational system that stie childrens creativity and risk taking, and advocate for different kinds of processes that would stimulate childrens creativity. They share these ideas with other educators in professional forums. When educators create environments that stimulate children to take appropriate risks for development and learning, then children: Feel free from criticism or ridicule by their peers, staff, or other adults. Feel valued and accepted for who they are. Are more engaged in challenging but achievable tasks. Feel more self condent. Feel more joy in the process of learning. Are less afraid to try new things, meet new people.
6.1.5 The educator encourages each child to develop attachment and individual relationships with her/him.

As stated earlier, a large part of creating a social/emotional environment that promotes a childs well-being is one that helps children through successful interactions with others. In early childhood settings, each moment that educators and children interact with one another is an opportunity to develop positive relationships. Educator behaviors such as engaging in active listening to children, making eye contact with them, using a calm and pleasant voice, and engaging in many one-to-one, face-to-face interactions with young children (instead of standing over them), promote secure educator-child relationships. All children need affection, warmth, tenderness, and unconditional support. They need hugs, appropriate physical contact, and adults to be in proximity of them. They need to
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be laughed with and feel that the adult is also having fun with them and is happy to be with them, instead of just being seen as a responsibility. Educators can support secure attachments by learning how to read the child and responding sensitively to him/her. They try to understand why the child is feeling the way s/he is, and what they are trying to communicate through acting the way s/he is. Educators should always respond promptly to childrens distress signals. If children have emotional, learning or social issues, the educator also does not judge them. They try to recognize that every child has specic emotional/ social needs, and work to the best of their ability to fulll those needs. Educators appreciate every childs uniqueness. They develop individual relationships with every child by providing support and attentive, consistent, comforting, culturally sensitive, and responsive care. They talk to children about what they are doing and show interest in childrens feeling, ideas, and experiences without judging them, their attitudes, or knowledge. They also acknowledge childrens accomplishments and efforts. They are consistent and sensitive in their responses. They provide opportunities for each child to approach them about condential matters. They realize that children also need individual time with them and nd ways for that to happen as well, including sitting together with children at snack and meal times and engaging them in conversations. They also arrange the physical environment so that these kinds of interactions can more easily happen, such as having a soft place to sit with them and talk or read book together. They try as much as they can to follow a childs lead and interest during play. This may even include getting down on the oor with them. Educators also understand the childrens attachment to their parents or main caregivers. They help children make the transition to the school or center each morning. They acknowledge their feelings and give them adequate time to make that transition. They understand that children need to say goodbye to their parents/ caregivers and not just have them disappear. They reassure parents that their childrens distress is normal and encourage them to establish good-bye routines that are predictable, and show children that their parent/caregiver does always return.
Moving Forward
Educators move forward in their practice when they understand that it is easier to create attachments with some people than others. They reect on why that may be so, including whether it is because that child may be more similar or different to them, which may create conict. After reecting or getting advice on why they cannot connect as well with some, they work to overcome those limitations to the best of their ability. When educators encourage each child to develop attachment and individual relationships with her/him, then children: Deepen their social and emotional development. Develop more trusting relationships. Build more positive and emotionally secure relationships with all adults. Develop positive and competent peer relationships. Are more successful at overcoming challenges.
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PRINCIPLE 6.2 The educator provides an inviting, safe, healthy, stimulating, and inclusive physical environment that promotes childrens exploration, learning, and independence. 6.2.1 The educator ensures that the learning environment is physically safe and easily supervised. 6.2.2 The educator ensures that the space is inviting to the children and comfortable for them to engage in a variety of activities. 6.2.3 The educator organizes the space into logically dened interest areas that support learning and development. 6.2.4 The educator incorporates varied, plentiful, accessible, and developmentally appropriate materials that stimulate children to explore, play, and learn. 6.2.5 The educator encourages children to participate in planning, arranging, and maintaining their environment. 6.2.6 The educator modies the physical environment to meet the needs of individual children and groups of children
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Why it is important to provide an inviting, safe, healthy, stimulating, and inclusive physical environment that promotes childrens exploration, learning, and independence
This Principle focuses more on the physical aspects of the learning environment including safety, the arrangement, and the materials. Educators create environments for learning that stimulate interest, value learning, and support collaboration and independence. They organize and manage the physical teaching space and teaching and learning resources safely and effectively. They create and maintain positive contexts for learning in which they are able to teach, and where learners feel safe, secure, and able to enjoy their learning. Improving the learning environment can help remove barriers to learning and provide the foundation for encouraging high expectations for every child. Barriers to learning are related to Maslows (1954) hierarchy of needs: environments have to address fundamental physiological and safety needs, psychological needs, and self actualization needs. True education is holisticit develops head, heart, and handacademically, spiritually, socially, and physically. Reggio Emilia educators stress the need for a classroom environment that informs and engages the child (Edwards, Gandini, and Forman 1993). They consider the physical environment to be another teacher. In the sense that it can motivate children, enhance learning, and reduce behavior problems, the environment really is an extra teacher. All children deserve to be in a learning environment where their needs for health, safety, and comfort are met. It is the responsibility of the educator to see that children are kept safe from accident and potential dangers. In addition, Epstein (2007) points out that a learning environment should provide for a balance of organization and variety, of doing things on ones own and with others, and of opportunities to practice existing skills while mastering new ones. This is accomplished when there is a large variety of materials available and organized in such a way that they are easily accessible, when there are places to work alone and with others, and when there are both are familiar and new materials. Classroom environments that are comfortable, well organized, and welcoming also promote learning. When an environment reects our interests, then we enjoy being in it; when we enjoy being in it, then we can learn. A well
designed environment promotes complex play, independence, socialization, and problem solving (Couglin et al, 1997). In this way, the physical environment empowers children to develop self-regulation and self discipline. Educators do not control the children, but the environment creates the conditions for it happen naturally.
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6.2.1 The educator ensures that the learning environment is physically safe and easily supervised.

The educator is responsible for the safety of the children under her/his care. This means that any place the educator brings the children to needs to physically safe for them and needs to be a place which can be easily supervised. This includes the classroom, outdoor play areas, and eld trips. Educators are also responsible for supporting childrens needs for physical movement, sensory stimulation, fresh air, rest, and nourishment. In the classroom, the arrangement of the spaces used by children affects how well the staff can supervise the children to protect their health and safety, as well as to enhance their learning. Furnishings can have the potential for making effective supervision difcult, such as when high toy shelves are placed so that they obstruct the view creating blind spots. Visual supervision means that staff can see and monitor all children as they play in the indoor space. Being able to see the entire play area helps to avoid safety problems and prevent conicts among children. All materials, equipment, and furniture which are in the environment should be developmentally appropriate, of high quality, and physically safe. Any kinds of hazardous materials need to be out of the reach of children. The facilities and materials should be clean and safe. Furniture needs to be free of splinters and sharp edges. Electrical outlets need to be covered with very small children and any cords and appliances should be in good repair. Health forms listing childrens allergies, contact information for parents and other responsible adults, doctors names and numbers, etc., need to be readily available in case a problem arises. Educators also ensure childrens safety when they develop routines that help them know where every child is at any moment. They also provide opportunities and materials for children that encourage good health practices, such as serving and feeding themselves, rest, good nutrition, exercise, hand washing, and brushing teeth. When educators ensure that the learning environment is physically safe and easily supervised then children: Are safe and healthy. Feel secure and supported by the educator. Are much less likely to get hurt. Develop self-discipline and self-regulation. Feel free to independently move around.
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6.2.2 The educator ensures that the space is inviting to the children and comfortable for them to engage in a variety of activities.

Everyone enjoys being in a space where we have been welcomed and where our interests are reected. If we like modern art, then we enjoy going to a place where modern art is displayed. If we enjoy reading, then we like places with lots of books. If we enjoy talking to our friends, then we may go to cafes where we can sit and talk. Keeping this in mind, the educator must try to see the classroom from the perspective of the child, so that it reects their interests and experiences. One way to do this is to have signs that welcome them and remind them that they belong there. This could include displaying photos of them and their families at a level where they can easily see them and talk about them. It is even helpful to change such photos occasionally, or to laminate them so that children can carry them without tearing them, or to put photos in unbreakable cube frames that children may carry around. The childrens work should also be displayed, reecting the learning processes in different curriculum areas, not just nished work. Children are interested in spaces where they can interact with others (often through play) and can explore the social and physical aspects of their world. When the physical environment of the classroom reects their interests, it gives children clear messages about how they are welcome and valued. Children feel comfortable and welcomed when furniture is child sized, when there are cozy areas to go to be alone or with a best friend, and when there are soft areas to sit and play, as well as places where they can jump, scream, and release their physical energy. Everyone also feels good in a space that is aesthetically pleasurable. Children feel more comfortable (as does everyone) when the colors in the room are pleasing; when there is good light to see during play, etc. They feel independent and in control when the materials they want to use are easily accessible to them and consistently in the same place. Educators can do this by organizing the environment and daily routine so that children can independently choose materials and put them away by themselves. For example, supplies can be kept on low shelves, tools and utensils are child-sized, and centers can be organized so that children can maneuver easily. We all also enjoy spaces that are familiar (such as our own homes) and places where we can have new experiences. Children need a combination of both the familiar and the new, both calm and stimulating. Pictures and objects from their homes help them make the transition from home. Having things in the environment that reect and honor their culture, language, and family lives, such as music, clothing, dolls, food, etc., shows children that the educator/school values who they are. It is also important to include homelike touches and familiar household objects in the environment, such as curtains, large oor cushions, nontoxic plants that make a place feel less sterile. Soft furniture, such as stuffed chairs and couches, as well as space for educators and family members to join children in their play, creates moments to socialize and be together. Using soft textures and furnishings helps to moderate noisy sounds and the use of soft colors, lights, and sounds foster a peaceful atmosphere. Classrooms need areas for quiet and active social interactions and areas for expressing even more challenging emotions such as anger or sorrow.
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Finally, children need a space that is just theirs in the classroom to store things from home or from school, whether it is a locker or a shelf. In this space, childrens comfort items are available to them.
Moving Forward
Educators move forward in their practice when they work with other staff to ensure that the common spaces in the entire school or center are safe, attractive, and welcoming to children. Educators should advocate in the community that schools are not prisons and learning should never be seen as an unpleasant process. All children deserve to feel comfortable and valued. When educators ensure that the space is inviting to the children and comfortable for them to engage in a variety of activities, then children: Are more relaxed and open for learning. Feel more valued. Have positive experiences learning and socializing with educator and peers. Develop healthier self-concept and self-esteem. Are more motivated to succeed.
6.2.3 The educator organizes the space into logically dened interest areas that support learning and development.

Children come to school already understanding the concept of logical areas of use, because their homes are divided into such areas for sleeping, for eating, for playing, for bathing, etc. As at home, it is also logical to group similar materials together in the classroom. Not only does it provide predictability, but children also learn by associating new information with existing information and new materials with those that are already familiar to them. A physical space divided into activity centers is an ideal setting for children who want to explore, make things, experiment, and pursue their own interests. Separate activity centers with varied, open ended and plentiful materials offer children a range of clear choices for exploration and creation of ideas. The number and arrangements of the activity centers may vary according to the specic premises, age of the children, and other factors. Sometimes, children want to work quietly, either alone or in small groups with other children. Areas devoted to books, art activities, or toys and games provide several choices for quiet activities. Areas set aside for dramatic play, block building, woodworking, or large muscle activities provide choices for active engagement. Centers should be organized for childrens independent use, ensuring that children can easily move around in them, and that they make sense with the clear trafc patterns of the entire room. It is good idea to place centers that are noisier and more active next to each other and those that are quieter together, so that children do not disturb each other. Materials should be sorted and labeled so that children know where to get them. The materials in centers should also be changed to reect the interests of the children, themes, or projects that the children are working on.
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Rules and routines (including clean-up) for working in the different centers should be established with the childrens input. In addition, the children can be involved in planning and developing new centers, as well as adding activities, props, etc., to already existing centers.
Moving Forward
Educators move forward in their practice when they work with other staff or family members to create and develop other spaces in the school which can be used for learning interest areas so that the entire space (outside and inside) is a space for learning and development. When educators organize the space into logically dened interest areas that support learning and development, then children: Make independent choices and plans from a broad range of diverse activity centers. Use materials appropriately and creatively once they enter an activity center. Develop social skills. Learn more from other children. Feel more safe and relaxed in predictable environment.
6.2.4 The educator incorporates varied, plentiful, accessible and developmentally appropriate materials that stimulate children to explore, play, and learn.

Learning materials should be arranged and displayed so that they are inviting to children and suggest multiple possibilities for use. They should be clearly visible, accessible, and labeled, enabling children to return and replace materials as easily as they can get them. Clear, well-organized materials facilitate childrens ability to use and explore them. Materials and equipment used in the classroom should be connected with childrens interests, experiences, and developmental levels. They also should reect the lives of the children and families; reect the diversity found in society, including gender, age, language, and abilities; provide for childrens safety while being appropriately challenging; encourage exploration, experimentation, and discovery; promote action and interaction; and support independent use. Materials should be rich in variety and be plentiful enough so that children can use them at the same time to work together. Materials in centers can connect with several intelligences and learning styles. For example, in the math center, stories about great mathematicians, written problems, blocks, etc., can be placed for those children who like to learn from books. There should be both structured and unstructured materials available which provide for a range of purposes and which can be used for problem solving and in creative ways. Materials should also be available which motivate children to conduct independent searches for information (e.g., dictionaries, encyclopedias, etc.) including using media which children can control, such as cameras, video cameras, audio recorders, and developmentally appropriate software. Materials should be rotated and changed to reect changing curriculum and to accommodate new interests and skill levels. For example, if a center is consis-
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tently not being used by the children, maybe the materials in it are not interesting to the children or they have become bored with them. Accommodations also should be made to materials so that children with learning difculties or disabilities can also use them successfully.
Moving Forward
Educators move forward in their practice when they go the next step and develop and create new materials for play and learning upon observation, as well as individual plans for each child or groups of children. For example, they may notice that children need more help with learning certain math concepts. They then develop new materials or games for children to play that will help the children learn or practice new math skills. When educators incorporate varied, plentiful, accessible, and developmentally appropriate materials that stimulate children to explore, play, and learn, then children: Have opportunities to make independent choices about the materials they want to use. Explore and experiment with a wide variety of developmentally appropriate, curriculum referenced materials and activities. Enjoy the process of learning. Improve their knowledge and skills. Improve their level of involvement.
6.2.5 The educator encourages children to participate in planning, arranging, and maintaining their environment.

Educators provide children opportunities to affect what happens in the classroom through participation in decision making about issues concerning organization of the classroom environments. They may do this though discussing with the children about where they enjoy spending their time during school day, and then nding ways to make those areas more accessible or open for use. Educators can also give children opportunities to bring some materials/toys from home to put into centers or and to take some materials/toys from the centers to their homes. They can even give them opportunities to modify and personalize the environment, such as bringing in decorations and things to put out in the classroom. In addition, it is important to encourage children to take some responsibility in the arrangement and maintenance of the materials in the centers, as well responsibility for classroom behavior, plans, and activities. Educators and children together should develop clear rules for maintaining the classroom environment. Educators can work together with children to arrange classroom materials in predictable ways, so children know where to nd things and where to put them away. They can encourage children to take responsibility for different jobs in classroom (owers, library, pets, etc.) as well as support them as they learn to participate in daily cleanup routines and maintenance of the classroom. Educators can also provide varied opportunities and materials that allow children to contribute to the well-being of their classroom and the community, including care for the social and physical environments in which they live.
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Moving Forward
Educators move forward in their practice when they constantly reect with children on how effective the centers are for learning and what needs to be changed. For example, children can have input into decisions on whether centers should stay where they are or be moved or whether centers should be taken down and new ones put up. In this way, educators are empowering children to be real decisions makers about their learning. When educators encourage children to participate in planning, arranging, and maintaining their environment, then children: Are more engaged in learning. Have a greater sense of well-being and feeling of belonging. Learn how to use materials with care and clean up or put them away when nished. Learn how to better manage their learning. Become responsible and feel competent to accomplish different tasks. Feel involved and important in decision making processes.
6.2.6 The educator modies the physical environment to meet the needs of individual children and groups of children.

Educators create and maintain a setting in which children of differing abilities can progress, with guidance, toward increasing levels of autonomy and responsibility. Educators daily interactions demonstrate their knowledge of the children they teach or care for; the childrens families; and the social, linguistic, and cultural context in which the children live. Educators modify the schedule and intentionally arrange the equipment, materials, and themselves in order to scaffold childrens learning based on their observations of children. Identication and minimizing of barriers to learning and participation, as well as the maximizing of resources to support learning participation, are important tasks of the educator when providing a developmentally appropriate and culturally sensitive environment. Educators should take into consideration the size, age, and experiences of the child. The classroom 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. Educators try to learn about the childs individual needs from parents before the child arrives in the classroom, and then they differentiate materials and classroom organization in order to meet those needs. They also learn about habits and family culture, e.g. do children like to be in small or big groups, etc. They even ask families for help/advice when adapting the learning environment for their children, including how to incorporate cultural preferences. Educators take care of environmental features including temperature, lighting, and noise level, because these factors greatly affect children. They provide materials for different learning styles and nd ways to include visual, auditory, and kinesthetic activities each day. When needed, they ask for advice from special-
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ists, and/or colleagues if they have similar experiences, on how to best adapt the learning environment to meet the needs of individual children.
Moving Forward
Educators move forward in their practice when they advocate in professional and public forums for more child friendly environments in schools and in the community. When educators modify the physical environment to meet the needs of individual children and groups of children, then children: Improve the level of their well-being. Can more fully participate in educational processes. Improve their competences. Become more open to diversity.
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PRINCIPLE 6.3 The educator provides an environment that promotes the childrens sense of community and participative management of childrens behaviors. 6.3.1 The educator communicates clear expectations for behavior and involves children in creating rules when appropriate. 6.3.2 The educator creates an environment that is built upon democratic values and promotes participation. 6.3.3 The educator uses consistent routines to promote childrens self-regulation and independence. 6.3.4 The educator guides childrens behaviors based upon the knowledge of each childs personality and developmental level.
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Why it is important to provide an environment that promotes the childrens sense of community and participative management of childrens behaviors
Being a member of a community is important. For children to feel part of a community, they need an environment that supports their being able to make friends. This helps them feel welcome and included. Friendships are one of lifes great pleasures and joys. In addition, an early learning environment that promotes quality peer relationships predicts later success in intellectual growth, self-esteem, mental health, and school performance (Bukowski and Sippola 1996, Riley et al. 2008). According to Riley et al., friends provide social stability for children in that they help each other deal with new situations, they help each other learn to get along with others, they help each other learn, and they foster the development of each others pro-social behaviors. Sapon-Shevin (1999) states that there are several characteristics that make up a community. In a school or classroom to be a community means that it is a place where: It is safe to be yourself. There is open communication. Individual differences and different needs are openly acknowledged. There is mutual liking. There are shared goals and objectives, and children are encouraged to help one another reach those goals and objectives. There is connectedness and trust. In order for these ideal conditions to occur, there must be rules in place, and these rules must be built upon democratic values and participation. Sapon-Shevin goes on to state that learning to be a citizen within a democratic system requires learning to live in the community, taking the responsibility for your own behavior, as well as being responsible to others, and learning to communicate, problem solve, and negotiate across differences and conicts. This means that children need to be in a learning environment that supports their participation in the management of their own behaviors, to learn self-control and self-regulation. Self-regulation is discussed in several areas of this book and research has shown its benets to be many, including: being better liked by others, having more self-condence
and self-esteem, better cognitive and social skills, occupational success later in life, and general life satisfaction during adulthood (Capsi, Elder and Bem 1987; Eisenburg, Fabes, and Losoya 1997; McLelland, Morrison, and Holmes 2000; Wong et al. 2006). Research also shows that the environment supports the childrens development of self regulation in many ways, including helping them to focus their attention and plan and reect on their actions (Elias, Eisenberg, and Berk 2002; Kochanska, Murray, and Harlan 2002). Children should be involved in planning and reecting on the creation of the classroom culture/community. One of the principle objectives of education is to lay the foundations to enable children to be independent, reective, responsible, and actively participating citizens in a democratic society. These are important skills for children to learn; they are also a strong component of their rights. According to Article 12 of the U.N. Convention on the Rights of the Child (1990), children have the right to participate in decisionmaking processes that may be relevant in their lives and to inuence decisions taken in their regardwithin the family, the school, or the community. According to UNICEF: The principle afrms that children are full-edged persons who have the right to express their views in all matters affecting them and requires that those views be heard and given due weight in accordance with the childs age and maturity. It recognizes the potential of children to enrich decision-making processes, to share perspectives and to participate as citizens and actors of change. The practical meaning of childrens right to participation must be considered in each and every matter concerning children. It recognizes the potential of children to enrich decisionmaking processes, to share perspectives and to participate as citizens and actors of change. The practical meaning of childrens right to participation must be considered in each and every matter concerning them. This includes the right to participate in collective decision-making. Democratic participation is an important criterion of citizenship: it is a means by which children can participate with others in shaping decisions affecting themselves, groups of which they are members, and the wider society. It is also a means of learning to resist forms of oppression and injustice that arise from the unrestrained exercise of power. Democracy creates the possibility for diversity to ourish. By so doing, it offers the best environment for the production of new thinking and new practice.
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6.3.1 The educator communicates clear expectations for behavior and involves children in creating rules when appropriate.

Children need to participate in dening rules. Children should be involved in these processes at the beginning of the school year. However, they should also understand that they can change the rules and rene them as the year progresses, according to the situations and circumstances they nd themselves in. What works as rules in some places may not work in others. Children also need to understand that the establishment of rules may require negotiating among different peoples needs. For example, one persons need for quiet may conict with another persons need to talk at that time. How can they both be accommodated? Other rules may not be negotiable such as not hurting each other. Rules are something that help us all live together. Some are negotiable and others are not, such as basic human values. Most experienced educators say the key to creating classroom rules is to keep those rules few and simple. Children, when they participate in creating rules, will have many. The role of the educator, then, is to help children summarize them so that there are fewer rules to remember, but the ones that remain can apply to multiple situations. It is necessary to establish up front with the children the consequences if the rules are broken. For example, if a child runs in the classroom, he/she may get hurt or hurt his/her friends. Children should see consistency with other rules they know from their homes and communities, as well as understand why certain rules exist. It is helpful to communicate with families when introducing program rules and procedures, to explain the expectations for childrens behavior and participation, and to ask for their input. Educators can even invite families to the ofcial ceremony of the signing of classroom rules by children. When writing rules, it is better to dene the behavior you want instead the one you don not want. For example, a positive rule which can cover many behaviors is: treat others with kindness. This can be a better rule, for example, than dont hit, since singling out hitting as a forbidden behavior leaves the door open for pushing, pinching, biting. It is also important to be very clear about what is acceptable and unacceptable. It is unacceptable to hurt your friends. I will not allow you to do that because they will not feel safe here and will not want to play with you. Children really want -- and thrive in -- a classroom environment in which they know the limits and feel safe. That is what setting rules is all about. Rules help create a predictable atmosphere which limits classroom disruptions and encourages children to use self-control. Classroom rules should be displayed both in written and pictorial form (if children cannot yet read) in the classroom so that the children can refer to them. Educators can even ask children to sign on to the classroom rules as an agreement that they will adhere to them. Children need to be taught that it is their responsibility to make appropriate choices, and that they will be held accountable for their actions. That is why it is important that educators apply rules consistently along with the consequences for breaking them. It is also helpful to use positive reinforcement to acknowl-
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edge children that follow the rules, instead of always pointing out the children that break them. Educators who involve their children in the rule making process contend that children are more likely to follow them. When children understand that rules that are connected with their rights and responsibilities, they are much more able to dene what the rules should be, as well as to adhere to them. Educators should be willing to revisit the rules, to change them, or to add new ones as the year goes on, as appropriate. Rules are a part of a democratic process that can change as people change.
Moving Forward
Educators move forward in their practice when they reect on and work to establish rules in the school that that show respect and dignity for every person in the learning community. Some rules can meet only certain peoples needs such as when to be quiet, when and how to move, etc. Many times, the rules accommodate the needs of those who have the most power in the community, such as the educators needs. If the educator needs children to not engage in rough play, does that accommodate young childrens need to sometimes do so? Are there places and times where this need can also be accommodated? Sometimes, rules also reect cultural norms, such as whether people are supposed to talk during meal times or to be quiet. It is a balancing act to accommodate peoples rules through needs. The point here is that the educator should be aware of the different needs, norms, and should try to make sure that the rules are fair for all. When educators communicate clear expectations for behavior and involve children in creating rules when appropriate, then children: Have a sense of order, predictability, and trust in the classroom. Feel secure, safe, and valued. Feel a sense of belonging to the group. Are not disrupted or distracted by others in their learning processes. Can work better independently, as well as with others
6.3.2 The educator creates an environment that is built upon democratic values and promotes participation.

A democratic classroom environment is inclusive; it is a place where everyones participation is valued, and everyones voice is heard. This means that educators provide all children equal opportunities to take part in all activities, regardless of their gender, race, ethnic origin, abilities, culture, social or economic status, age, or language. It also means that educators include every child in a developmentally appropriate way in the decision making processes about those decisions that affect him or her. UNICEF, in their fact sheet on the Rights to Participation, points out that: Respecting childrens views means that such views should not be ignored; it does not mean that childrens opinions should be automatically endorsed. Expressing an opinion is not the same as taking a decision, but it implies the ability to inuence decisions. A process of dialogue and exchange needs
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to be encouraged in which children assume increasing responsibilities and become active, tolerant, and democratic. In such a process, adults must provide direction and guidance to children while considering their views in a manner consistent with the childs age and maturity. Through this process, the child will gain an understanding of why particular options are followed, or why decisions are taken that might differ from the one he or she favored. Educators also put rules, routines and procedures in place to assure that every child during group work will have the opportunity to share their ideas and thoughts. All children should be given the opportunity to explain their opinion even if that opinion is in the minority or does not agree with that of the educator. Educators should also show respect for the thoughts and opinions of children. Children also learn about democratic processes and other opinions when learning how to engage in debates and negotiations. Cooperation, recognizing the values of rules, and giving people choices are also important parts of democratic values that have been explained elsewhere in this book many times. Educators involve children in democratic processes when they provide them with the necessary information about options that exist and the consequences of such options so that they can make informed and free decisions. Educators, together with children, set clear expectations for behavior and participation in classroom activities. In addition, democratic processes assume taking on rights and responsibilities. Educators can encourage children to engage in self-evaluation of their behaviors to ensure that they have assumed their responsibilities to themselves and to others. They should also encourage children to evaluate the processes of their work in groups in terms of whether they listened to and included everyones voices and respected their rights while working together.
Moving Forward
Educators move forward in their practice when they advocate in the school and community for more participation of children, and on how childrens voices could be better heard, their ideas incorporated, and their experiences validated. This could include things such as action research projects whereby children are given a chance to say what they like and do not like about their school or center, a park they play at, etc., and action is taken to incorporate childrens suggestions in making changes. When educators create an environment that is built upon democratic values and promotes participation, then children: Feel themselves valued and important members of the classroom community. Learn how to cooperate and collaborate with others. Can work with others or on their own, depending on the task. Learn to behave responsibly.
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6.3.3 The educator uses consistent routines to promote childrens self-regulation and independence.

One way to begin looking at developing independence is to consider the ways that the physical environment can support learning. If real learning is to occur, the learning environment should be safeenvironmentally, psychologically, sociologically, and emotionally. Familiar and established routines and procedures establish this safety, which, in turn, supports learning. They provide a road map that helps learners know what to expect. Routines can help part of the learning process to become automatic, thus freeing up cognitive space to concentrate on something else. They can support social interactions and establish a sense of security for children (e.g. established procedures around arriving in the classroom, routines for registration, book changing, circle time, shared activities with parents, etc.). It is also essential that the learning goals within these routines are made explicit and shared among educators and practitioners and with the children. Only in this way will the learning potential of routines be fully utilized. Educators should provide a consistent and predictable schedule in a developmentally appropriate way (i.e., balanced quiet and active times, large blocks of time for play indoors and outdoors, child-initiated and educator-directed activities, all activities accommodating differences in developmental levels). Simple classroom procedures (e.g., choosing a center, moving from one center to the next, putting away books, materials and toys, etc.) should be established and demonstrated. Posting daily schedules in a place where children can read them easily (even in pictorial form) also helps them grow more comfortable. Routines can also be supported with songs, rhymes, and movements that reinforce independent functioning in the classroom. Classroom routines that involve children in upkeep of classroom (e.g., taking care of the pet, cleaning up, watering the plants, washing hands before using the water table to avoid spreading germs, etc.) can help children learn to be independent and responsible members of their communities. Well-established and clear rules support learning by setting expectations and making the consequences of poor behavior or learning effort explicit and publicly shared. Rules and routines are established by actively teaching them to learners (e.g. getting a class to create agreed rules at the start of term). Effective educators put effort into establishing norms and expectations when they rst begin work with a class or group of children (e.g. by praising cooperative behavior or by making sure bilingual children know they can use their rst language). They continually revisit and reinforce expectations (e.g. reminding children of the rules they have created for taking turns in speaking and listening sessions at the start of such sessions, or getting children to remind each other). Familiar routines and procedures are also built into lesson planning through the way the lesson is structured and paced. Routines help children plan their actions and provide predictability. Programs where children are also engaged in routine planning and reecting, such as the High/Scope (Epstein, 2007) plan, do, review sequence, helps children with impulse control and helps them develop a longer attention span by preventing worry or concern about what comes next. An independent learner is able to make personal choices and carry out an appropriate plan of action. Beginning in infancy and toddlerhood and continuing throughout childhood, there is the growing need to become an independent person. Children want to do things for themselves and in their own way, so educa-
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tors should provide the least amount of support that is necessary for them to be successful during activities and play. Having a sign by which children ask for help from educator is one way to make sure that over-intervention is not occurring. Children can also be encouraged to rst ask their peers for help and then the educator. In this way, children become increasingly competent in making choices, creating a plan, and following through with a project or experience. Educators also help children to be more independent when they facilitate openended and child-initiated activities to encourage independence and self-direction. If childrens ideas are valued and their interests followed, they will work on projects for longer periods of time. This process is supported in an environment where children are able to revisit and reect on their plans, while using their knowledge in ways that are meaningful for them. Environmental changes can stimulate learning. However, they are best made with the input of the children and should not occur too often, so that children know that they can depend on the room arrangement in order to be able to function independently within it. Self-regulation in children is facilitated by providing materials, time, and appropriate room arrangement for children to select and plan their own activities. An effective environment is designed so that even the youngest of children can become independent. There are many opportunities for them to be successful as they work to do things for themselves. They are not dependent on the educator and constantly asking for every material they need. An orderly display of accessible materials grouped together will help children understand that they are capable of making decisions. The environment will communicate to them, you can make the selection, you have good ideas, and you can carry out the plan for yourself.
Moving Forward
Educators move forward in their practice when they reect on the purpose of established routines to balance self-regulation and independence with the need to help children realize that they are part of a community that supports each other in all ways. Are the routines doing both, or are they slanted towards one or the other? Are the routines in place mostly to help the educator manage the children or do they also help children realize that they have shared responsibility for the success of everyone in the class? When educators use consistent routines to promote childrens self-regulation and independence, then children: Demonstrate self-help skills (e.g., put blocks away, pour juice, use soap when washing hands, etc.). Move through routines and activities with minimal adult direction. Play independently, in pairs and small groups. Are relaxed and attentive with sufcient energy to meet challenges. Engage in more purposeful activities most of the time. Use toys and materials with care and clean up or put them away when nished. Take responsibility for different classroom tasks.
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6.3.4 The educator guides childrens behaviors based upon the knowledge of each childs personality and developmental level.

Educators create an emotional environment which helps guide childrens behaviors by modeling positive ways of communicating. This modeling help children learn how to solve problems and express their emotions in positive ways. Educators create a safe space with interesting materials that encourage each childs interactions, involvement, exploration, and experimentation. Educators observe children closely and respond to them based individual needs through the daily routine. They also help children learn how to connect their behaviors with their needs and then to express their needs appropriately. They understand that children need three types of inner resources if they are to become self-disciplined individuals: good feelings about themselves and others, an understanding of right and wrong, and a fund of alternatives for solving problems. Children acquire these resources through varied opportunities that allow them interact with others positively and respectfully by learning from and with each other cooperatively. Educators involve children in solving problems that arise in the classroom using conict resolution skills (e.g., talk about the problem, the feelings related to the problem, and negotiate solutions). Educators also help children manage behaviors by creating an environment that is consistent, predictable, and that clearly communicates expectations, ideas, and goals. Part of this environment is created through checking with children for understanding and giving them opportunities to practice skills they need. Educators implement classroom rules (that are co-developed with the children), while at the same time providing specic help for those children most at risk or already showing signs of social, emotional, and behavioral problems. With more challenging children, educators should use every possible opportunity to recognize when the child has followed the rules or guidelines. Praise and appreciation of childrens positive behaviors should be done in ways that comment on specic behaviors, instead of giving empty praise. Educators redirect children when they engage in challenging behavior. They use language that does not tell them what they are not supposed to do but instead gives them ideas of alternative behavior (e.g. instead of Do not stand on the chair tell them Chairs are for sitting. Educators also provide children with opportunities to learn the skills needed to regulate their emotions, behavior, and attention to channel anger, minimize fear, and calm down (e.g., taking three deep breaths, pulling oneself out of play to go to a safe spot to relax, listening to soft music, working with clay, etc.). Educators use positive guidance techniques (e.g., modeling and encouraging appropriate behavior, redirecting children to more acceptable activities, setting clear limits), and ensure that they are consistent and fair. They establish a trusting, caring relationship with each child. They also involve children in establishing clear systems for sharing and taking turns and involve children in respecting the rights of others (e.g., It is my turn to use the bike, but you can have the bike when I am nished.) They model how to treat people and materials gently. Educators remain calm and supportive when children struggle with independence and anticipate actions to prevent children from getting either physically or emotionally hurt. They identify the children with social-emotional problems and work out interventions to support them.
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The environment in which young children live tells them how to act and respond. A large open space in the center of the classroom clearly invites young children to run across the area. If few materials are available to use, children will create interesting happenings, including conict. If the procedures for using learning centers are not predictable and easily understood, the children will wander in and out of the areas with little involvement in play. Educators can make accommodation in materials and activities to meet the needs of all children in order to prevent behavior problems. The arrangement and materials in the environment will determine the areas where children focus their work. It will also inuence the number of conicts that occur or the way the group works together. If the materials are hard plastic, the children are invited to be rough with the objects with little concern for their treatment. If a beautiful ower arrangement is on the table, they will learn to visually examine the owers and gently handle the delicate blooms. Children learn to be respectful of their environment if they have opportunities to care for beautiful objects and materials.
Moving Forward
Educators move forward in their practice when they help other adults in the school and community learn to observe what individual children need in the environment order to better self-regulate their own behaviors. When educators guide childrens behaviors based upon the knowledge of each childs personality and developmental level, then children: Learn self regulation. Exhibit positive interactions with other children and adults. Anticipate appropriately in classroom activities. Demonstrate socially appropriate affection for educators and friends (e.g., hugs, gets a tissue, sits next to, holds hands). Learn to respect rights of others. Demonstrate verbal problem-solving skills without being aggressive (e.g., talks about problem, talks about feelings relating to problem, and negotiates solutions).
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Andersen, F. 2004. Optimal learning environments at Danish primary schools. http://cache.lego.com/Media/Download/ LearningInstituteResearch/otherles/downloadC82364D9AC1D188A58977BD86DC35C0E/OptimalLearningEnvironments_DownloadPDF.pdf. Beebe, L. 1983. Risk taking and the language learner. In Classroom oriented research in second language acquisition, edited by H. Selinger and M. Long. Rowley, MA: Newbury House. Bennett, J. 2005. Safe learning. http://www.plsweb.com/resources/newsletters/enews_archives/45/2005/09/13/. Brown, H. 2000. Principles of language learning and teaching. White Plains, NY: Addison, Wesley, Longman. Bukowski, W. and L. Sippola. 1996. Fiendship and morality: (How) are they related? In The company they keep: Friendships in childhood and adolescence, edited by W. Bukowski, A. Newcomb, and W. Hartrup. New York: Cambridge University Press. Capsi, A., G. Elder and D. Bem. 1987. Moving against the world: Life course patterns of explosive children. Developmental Psychology 23: 308313. Carr, A. 2004. Postive psychology: The science of happiness and human strenghts. Hove, UK: Brunner-Routledge. Cskszentmihlyi, M. 1990. Flow: The Psychology of Optimal Experience. New York: Harper and Row. Coughlin, P., K. Hansen, D. Heller, R. Kaufmann, J. Rothschild Stolberg, and K. Burke-Walsh. 1997. Creating child centered classrooms: 35 year olds. Washington, D.C.: Childrens Resources International. Drr, K. and Education for Democratic Citizenship. 20012004. The School: A Democratic Learning Community. The AllEuropean Study on Pupils Participation in School Landeszentrale fr politische Bildung. Baden-Wrttemberg, Germany. Edwards, C., L. Gandini, and G. Forman (Eds). 1993. The hundred languages of children: The Reggio Emilia approach to early childhood education. Norwood, NJ: Ablex. Eisenberg, N., R. Fabes, and S. Losoya. 1997. Emotional responding: Regulation, social correlates, and socialization. In Emotional development and emotional intelligence, edited by P. Salovey and D. Sluyter. New York: Basic Books. Elias, C., N, Eisenberg, and L. Berk, 2002. Self regulation in young children: Is there a role for socio-dramatic play? Early Childhood Research Quarterly 17: 216238. Epstein, A. 2007. Essentials of active learning in preschool: Getting to know the High/Scope Curriculum. Ypsilanti, MI: High/ Scope Press. Grossman, K., K. Grossman, and P. Zimmerman. 1999. Attachment relationships in the context of multiple caregivers. In Handbook of attachment: Theory, research, and clinical applications, edited by J. Cassidy and P. Shaver. New York: The Guilford Press. Grotzner, T. 1998. The keys to inquiry. Everyday classroom tools. http://hea-www.harvard.ecsdu/ECT. Howes, C. 1999. Attachment relationships in the context of multiple caregivers. In Handbook of attachment: Theory, research, and clinical applications, edited by .J. Cassidy and P. Shaver. New York: The Guilford Press. Howes C., C. Hamilton, and C. Matheson. 1994. Childrens relationships with peers: Differential associations with aspects of the teacher-child relationship. Child Development 65: 253263. Howes, C., C. Hamilton, and L. Phillipsen. 1998. Stability and continuity of child-caregiver and child peer relationships. Child Development 69: 418426. Huppert, F., N. Marks, A. Clark, J. Siegrist, A. Stutzer, and J. Vitters. 2006. Personal and Social Well Being Module. NC 8 Paper 3B. http://www.cambridgewellbeing.org/Files/Well-being-Module_Jun06.pdf. Jacobsen, T., W. Edelstein, and V. Hoffman. 1994. A longitudinal study of the relationship between representations of attachment in childhood and cognitive functioning in childhood and adolescence. Developmental Psychology 30, 112-124. Laevers, F. 2005. Well-being and involvement in care settings. A process-oriented self-evaluation instrument. Leuven University, Belgium: Kind & Gezin and Research Centre for Experiential Education. www.kuleuven.be/research/researchdatabase/ researchteam/50000387.htm.
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Kochanska, G., K. Murray, and E. Harlan. 2000. Effortful control in early childhood: continuity and change, antecedents, and implications for social development. Developmental Psychology 36: 220-232. Londerville, S. and M. Main. 1981. Security of attachment, compliance, and maternal training methods in the second year of life. Child Development 17: 289299. Learning Stewards. 2009. http://www.childrenofthecode.org/. Maslow, A. 1954. Motivation and personality. New York: Harper. McLelland, M., F. Morrison, and D. Holmes, D. 2000. Children at risk for early academic problems: The role of learningrelated social skills. Early Childhood Research Quarterly 15: 307329. Michael, A. 1981. Reading and risk-taking: The teachers role. Reading Horizons 21 (2): 139 142. National Institute for Health and Clinical Excellence. (2008), Promoting childrens social and emotional wellbeing in primary education. Public Health Guidance 12. http://www.nice.org.uk/nicemedia/pdf/PH012Guidance.pdf. Play England. 2006. National Childrens Bureau. http://www.playengland.org.uk/Page.asp. Power, C. and C. Hertzman. 1997. Social and biological pathways linking early life and adult disease. British Medical Bulletin, 53: 210221. http://bmb.oxfordjournals.org/cgi/content/abstract/53/1/210. Rathunde, K. and M. Csikszentmihalyi. 2005. The social context of middle school: Teachers, friends, and activities in Montessori and traditional school environments. Elementary School Journal 106(1): 5979. Rathunde, K. and M. Csikszentmihalyi. 2006. The developing person: An experiential perspective. In Handbook of Child Psychology: Vol.1. Theoretical models of human development (6th ed) edited by R. Lerner and W. Damon (Series Ed.). New York: Wiley. Sapon-Shevin, M. 1999. Because we can change the world: A practical guide to building cooperative, inclusive classroom communities. New York: Allyn & Bacon. Schweinhart, L., J. Montie, Z. Xiang, W. Barnett, C. Beleld, and M. Nores. 2005. Lifetime effects: The High/Scope Perry Preschool study through age 40. (Monographs of the HighScope Educational Research Foundation, 14). Ypsilanti, MI: High Scope Press. Sen, A. 1999. Development as freedom. New York: Random House. Shanker, S. 2008. In search of the pathways that lead to mentally healthy children. www.mehri.ca/images/Mission%20Statement.pdf. Shonkoff, J. and D. Phillips. 2000. From neurons to neighborhoods: The science of early childhood development. Washington D.C.: National Academy Press. Topitzes, J., O. Godes, J. Mersky, S. Ceglarek, and A. Reynolds. 2009. Educational success and adult health: ndings from the Chicago longitudinal study. Prevention Science 10(2): 175195. Underhill, A. 1999. Facilitation in language teaching. Affect in language learning, edited by J. Arnold. Cambridge, MA: Cambridge University Press. United Nations. General Assembly. 1990. UN Convention on the Rights of the Child. Article 12. UNICEF. Fact sheet on the rights to participation. http://www.unicef.org/crc/les/Right-to-Participation.pdf. Young, R. 1991. Risk-taking in learning, K-3. National Education Association of the Untied States. http://www.eric.ed.gov/ ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/23/24/83.pdf. Walsh, G. and J. Gardner. 2005. Assessing the Quality of Early Years Learning Environments. Early Childhood Research and Practice 7 (1). http://ecrp.uiuc.edu/v7n1/walsh.html. Wong, M., J. Nigg, R. Zucker, L. Puttler, H. Fitzgerald, J. Jester, J. Glass, and K. Adams. 2006. Behavioral control and resiliency in the onset of alcohol and illicit drug use: a prospective study form preschool to adolescence. Child Development 77: 10161033.
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FOCUS ON
Professional Development
Quality pedagogy is implemented by educators who continually engage in ongoing professional and personal development, reect on their practice, and work cooperatively with others modeling enjoyment of the process of lifelong learning. The educators responsibility is to implement requirements set by national authorities in ways that are based on the belief that every child can be a successful learner. It is also to provide the best support for each childs development and learning.
The educator models and shares the enjoyment of learning and the skills that foster it, responding to new challenges in everyday life and work, changes in society, increasing amounts of information, and the rise of new technologies. Through active participation, critical reection, and partnerships with others, educators improve the quality of their professional performance, promote their profession, and increase their ability to advocate for quality education for all children.
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7. PROFESSIONAL DEVELOPMENT
PRINCIPLE 7.1 The educator continuously improves his/her competences so as to reach and maintain high quality in the teaching profession according to the contemporary trends and demands of todays world. 7.1.1 The educator recognizes the importance of life-long learning by participating in a variety of personal and professional development opportunities. 7.1.2 The educator reects, assesses, seeks feedback, and evaluates the quality of his/her pedagogical practice and level of professional teaching knowledge and makes appropriate changes when necessary. 7.1.3 The educator works cooperatively to enhance the overall quality of his/her own practice and that of the profession. 7.1.4 The educator acts as decision maker in the profession using knowledge, skills, and independent and critical thinking. 7.1.5 The educator engages in public community activities to promote the importance of quality teaching and access to quality education for every child and respect for the teaching profession.
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Why it is important to continuously improve competences so as to reach and maintain high quality in the teaching profession according to the contemporary trends and demands of todays world
There are many reasons for educators to be continuously improving their competences. The rst reason is that children learn more when early childhood professionals are engaged in on-going professional development. Research points out that the quantity of professional preparation is related to the level of quality of interactions and conversation educators have with children in terms of their warmth, support, and stimulation for learning (NICHD 1997, Blair 2002, Kontos and Wilcox-Herzog 2002, Siraj-Blatchford et al. 2002). As discussed in the rst Focus Area Interactions in this book, the quality of interactions is shown to have positive effects on childrens cognitive development (SirajBlatchford and Sylva 2002). Another reason is that educators need to be up to date on their professional literature. There is constantly new information coming out on how children learn best, what are the most effective methods to deliver curriculum, as well as what becomes more important in terms of knowledge and skills that people need to be successful as the world changes. We would never go to a medical doctor that was practicing medicine based on knowledge that is fty years old. We expect that part of the doctors job as a professional is to know and use updated information. We expect the same for other certied professionals such as attorneys, accountants, architects, engineersthat a person knows and adheres to acceptable practice. It should be the same for the teaching profession in terms of educators knowing what the latest research is saying, analyzing whether that research is applicable in different contexts, knowing what is the right and ethical thing to do, and being able to apply it across different circumstances. However, educators must go beyond just having technical competences. In professions that work with the public sector such as social workers, health care workers, and many times even educators, it has been seen as favorable to keep emotionally distant and not become too involved with a client. These expectations are difcult to apply to professions in the early childhood education and care sector. Educators must be emotionally involved with the children and the use of emotions must be given an important place in work with children and their parents (Colley 2006, Peeters, 2008).
As professionals, educators also need to know what are acceptable practices within the communities in which they work. They need to be connected with their communities, as well as to know about the diversity that exists in their community and how they can best be fully inclusive of the existing diversity. Educators need leadership skills as they become agents of change and work to empower children, families, and community members. As early childhood education is informed by many interests and needs to be widely responsive to allthe needs of children, the needs of families and local communities, and the wider societal expectationseducators will nd themselves needing many new skills as they move through their careers. According to Rinaldi (2006), educators need to understand that there is a constant relational reciprocity between those who educate and those who are educated, between those who teach and those who learn. This requires a need for life-long learning skills among the teaching profession. It is impossible to prepare educators for all the challenges they will be confronted with in their jobs during their pre-service training, so it requires that these professionals continue to explore, learn, and expand their repertoire of skills throughout their professional career. The reasons for this lie in the complexity of this job, and in the fact that no program can prepare future educators for all of the particularities in actually working in very diverse and complicated situations. Engaging in critical reection is a lifelong learning skill. Reection on ones own practice is the key for its improvement. Critical reection on practice enables educators to participate in dening their own needs for new knowledge or skills on different components of the teaching professions knowledge (content knowledge, general pedagogical knowledge, special didactical knowledge, curriculum knowledge, empirical and implicit knowledge, and psychological knowledge). Reection helps educators make decisions about future work, to implement and evaluate changes in their own practice, and to have condence on their capabilities. Reective teaching is a concept introduced by Dewey over a century ago. Dewey (1933) made the distinction between routine action and action that is reective. Routine action is guided primarily by impulse, tradition, and authority. This means that educators try to solve problems based on a collective code (this is how we do things). Reective action involves active, persistent, and careful consideration of any belief or practice in light of the reasons that support it and the further consequences to which it leads.
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Dewey (1933) pointed out that there are three attitudes integral to reective action: open-mindedness, responsibility, and wholeheartedness. Open-mindedness is actively listening to all sides, giving full attention to alternative possibilities, and recognizing the possibility of error even in beliefs that are dear to us. Educators actively seek out conicting evidence in order to examine rationales for what is seen as right. Responsibility involves thinking about the multiple consequences of ones teaching: the personal effects on childrens self concepts, the academic consequences on childrens intellectual development, and the political consequences on the lives of their children (Pollard and Tann 1993). Zeichner and Liston (1996) point out that even under the best conditions, teaching can create unexpected or unintended outcomes. Reective educators evaluate their teaching in terms of Are the results good, for whom and in what ways ? not merely Have my objectives been met? Wholeheartedness means that educators approach all situations with an attitude that they can always learn something new. Schon (1983) pointed out that reection can take place in two time frames: reection on action that occurs before and after an action (such as planning for and assessing the results of an activity) and reection in action as educators attempt to frame and solve problems on the spot. Both of these recognize that knowledge is embedded in educators practices. Zeichner and Liston (1996) add that reective action takes educators from merely carrying what others (who may removed from the classroom) want them to do to becoming active in formulating the purposes and ends of their own work. They go on to add that reection recognizes that educators have ideas, beliefs, and theories that can contribute to the betterment of teaching. Sorel and Wittorski (2005) point out that becoming a professional does not mean putting oneself in the role of consumer of the knowledge that is dished up to him, but to be a co-constructor of knowledge. Reection can provide educators opportunities to nd theories, beliefs, philosophies, research, etc. as evidence for their successful practice and outcomes. Reection can either support or refute the literature that is available on teaching practice. Educators, therefore, can take an active part in building the science of education. Reection is a tool that empowers educators to play leadership roles in curriculum development and school reform. Peeters (2008) states that it is essential that each educator make a major contribution to the process of professionalizing the eld; that he/she must be a co-constructor of this continuously evolving professionalism. The
professionalization process is not limited to the responsibility of the individual educator but must be seen as a social practice which is the consequence of interaction between social evolutions, policy measures, new scientic insights, and researchers, staff, families, and children. Educators will be seen by others as professionals when they act as decision makers and do not just rely on top down models of school reform. They must make educator generated knowledge visible and valued. Zeichner and Liston (1996) state that there is a general lack of respect for educator based knowledge in the educational research area. Lythe and Cochran- Smith (1990) point out that the voices of educators, the questions and problems they pose, the frameworks they use to interpret and improve their practice and the ways they dene and understand their work have often been absent in the literature on the research of teaching. They go on to argue that because of educators direct involvement in the classroom, they bring a perspective to understanding the complexities of teaching that cannot be matched by external researchers. Reection is both a solitary and a community activity for educators. By coming together to discuss theories, problems, issues, etc., and documenting their own experiences, educators can become agents of change. Through engaging in social constructivism, educators build knowledge in collaboration with others that is greater than the sum of the individual knowledge. There are several ways to engage in community and collaborative reection. Mentoring is one way that allows for the sharing the knowledge, as well as the complexities, of learning through dialogue. Mentoring can exist in different forms, from peer mentoring to having more experienced professionals work with less experienced educators. Millikan (2003) points out that professional growth is much richer through discussion with colleagues, parents, and experts. It is through reciprocal listening in the mentoring process that those involved (both mentor and educator) can gain access to other perspectives and connect with the personal reality of their teaching. Community and collaborative reection also occurs when educators (as professionals) share their voices through engaging in public forums and responding to research in order to expand the knowledge in the eld and to be seen as agents of change. Educators become part of the movement towards social justice when they begin with who they are, what they believe, and what they live by and extend that
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knowledge into their learning communities. Katz (2009) points out that educators mature after developing condence in their own competences into asking deeper and more philosophical questions such as: What are my historical and philosophical roots? What is the nature of growth and learning? How are educational decisions made? Can schools change societies? Through professional development, educators also learn about what is required to engage in democratic professionalism or professionalism as a social practice that has been identied by several authors (Oberhuemer 2005, Moss 2007, Peeters 2008) as a necessary competence in educators if democratic principles are to thrive in our societies. According to Moss (2007): Democratic participation is an important criterion of citizenship: it is a means by which children and adults can participate with others in shaping decisions affecting themselves, groups of which they are members, and the wider society. It is also a means of resisting power and its will to govern, and the forms of oppression and injustice that arise from the unrestrained exercise of power. Last but not least, democracy creates the possibility for diversity to ourish. By so doing, it offers the best environment for the production of new thinking and new practice.
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7.1.1 The educator recognizes the importance of life-long learning by participating in a variety of personal and professional development opportunities.

An important reason for participating in lifelong learning lies in the necessity to be able to respond to change. The future will bring new understandings, new demands, and the need for new knowledge and skills. In order for educators to develop into professionals, they need to be prepared for on-going, lifelong adaptation processes and for changing and improving the quality of their work The rst step is recognizing that there are areas for growth in ones professional development and seeking different opportunities (formal and informal) to engage in learning and development. Educators have to see something that they would like to improve in their own practice or that they would like to learn more about and target nding information on that topic. Educators can also just be curious and look for new information in general to see what applies best to their circumstances. They can do this by attending workshops and professional development events, joining professional groups in learning communities that meet either in person (or now on-line) to create new knowledge, staying updated on the profession by reading professionals journals and books, or even engaging in action research about areas that interest them. Educators also have to understand that that their personal beliefs/experiences affect their work. Educators should seek different opportunities for their personal growth. This includes seeking out and engaging in seminars and workshops that may not be directly connected with their work but can enrich their practice (for example using computer technology). Educators can also learn from professionals in the social services and medical professions about child development, as well as sharing their own knowledge with individuals from these professions. Finally, it is not enough to just read and listen to others who are talking or presenting new ideas. In order to change practice, educators have to take action to bring these ideas into their work and their classrooms, test them in their own circumstances, and reect on them. The process of learning is not complete if new ideas and new professional knowledge is not brought to the applicability level and if they cannot be applied in new circumstances. In addition, it is important for educators to model for children a positive attitude towards this kind of learning. This includes educators talking with children about what it means for them to learn new things, how they learned something, what they learned, how it changed previous knowledge or skills, and how they will use it. Modeling includes educators sharing thoughts and enthusiasm about learning and changing with children.
Moving Forward
Educators move forward when they take leadership in engaging other professionals in lifelong learning activities. They organize and attend professional meetings where they present their experiences and ndings. They suggest topics for discussion on research that they have read, initiated, or have questions on or even suggest topics on which they may engage in research themselves.
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When educators recognize the importance of lifelong learning by participating in a variety of personal and professional development opportunities, then children: Learn that knowledge, skills, and opinions are always changing. Recognize that learning is on-going process for all human beings, not only for children. Receive a model for life-long learning. Benet from their educators different personal and professional experiences, knowledge, and skills, which helps to build broader perspective and deeper understanding of everyday concepts; Benet from their educators higher levels of condence
7.1.2 The educator reects, assesses, seeks feedback, and evaluates the quality of his/her pedagogical practice and level of professional teaching knowledge and makes appropriate changes when necessary.

In order to be reective, it is important that educators analyze, assess, and ask questions about the content and processes which are going on in classrooms; collect feedback; connect theory with practice; make connections among objectives, purposes, beliefs and behaviors; and evaluate different sides of their own practice regularly. These activities unfold in the context of the classroom and represent the best way to learn and improve practice, especially when educators cooperate with others in this process. Becoming a reective educator involves moving beyond just the technical aspects of teaching. It means learning to move from asking just how to questions to asking why questions that regard instructions and classroom management strategies not as ends in themselves, but as part of broader educational purposes. Educators use different instruments for self-evaluations that include professional portfolios, journals, videotaping or recording themselves, etc. These instruments allow educators to reect critically on their practice seeking reasons for why certain actions are successful or not, looking for what should be changed, and the why and how of planning. Educators are accustomed to having different supervisors come into their classroom in order to give feedback. They are also accustomed to having experts such as psychologists and therapists give input when working with more challenging children. However, educators can expand the input they receive by asking their educator colleagues to also give feedback through peer mentoring for each other. They can work in grade level or age level teams or across age levels, gaining understanding of what children who are developing slowly or more quickly may require. Groups of educators can also engage in collective or collaborative journals, especially if children have several adults working with them throughout the day. Educators can engage in action research projects whereby they test different approaches, methods, routines, etc. to nd out what works best in different situations and for different children and to document what happened. They can take reective notes after using new approaches/teaching methods in their practice and share them with other educators and professionals. They can document what they learn or discover in professional journals.
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Educators can also seek feedback from the children and families in their classrooms about their opinions on routines, methods, approaches, etc., as well as ideas on what to change and why. Children and families feel empowered when they see that their opinion is important for educators and incorporated into the educators daily practice when appropriate. When educators incorporate family and children feedback into their daily practice, they are also modeling reective action to children by explaining how they are learning from what is going on in the classroom and why it is important that adults also improve their work based on what they observe. This encourages children to also make changes in their play or other learning activities by analyzing what works and what doesnt works, what they like and what they dont like in their activity, how to improve it and why to improve it, and/or what kind of changes need to be made.
Moving Forward
Educators move forward when they seek out opportunities to share their experiences with other professionals and adults on why and how they use self-evaluation, as well as the feedback they get from others in order to show the advantages of this process. When educators reect, assess, seek feedback, and evaluate the quality of their pedagogical practice and level of professional teaching knowledge and make appropriate changes when necessary, then children: Participate in a higher quality educational process. Learn that reection on their own actions can contribute to their development. and earning process. Recognize that knowledge, skills, and opinions are continuously changing. Recognize that learning is an on-going process for all human beings, not only for children. Accept changes as an important and necessary part of everyday life.
7.1.3 The educator works cooperatively to enhance the overall quality of his/her own practice and that of the profession.

It is important for educators not to feel that they are alone in the process of learning and developing. Through sharing their own experiences, knowledge, and skills with others, educators develop condence in their work and about themselves as individuals. By asking others for their opinions, views, and experiences and actively listening to their comments, educators get critical feedback on their practice. Educators active participation in sharing processes means that they are able to talk about their experiences and opinions, and that they are ready to listen to others and share a common willingness to nd the best solutions for professional questions. It also means that they are ready to help others or ask for help if they need it. They are not only capable but prepared to defend and look for professional reasons and explanations of solutions. Educators work cooperatively when they participate in team meetings or other professional events at the school level. They form teams with other professionals in order to continuously improve different areas of curricula or practice. They invite other educators into their classroom to observe their practice and to carry
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out reection on their observations together with them. Educators also reect on the practice of others at the school/local/country/international level and connect those experiences with their own practice. If the practice of educators visiting each others classrooms is not viable, then they video-tape their practice in the classroom and reect on it together with colleagues. Educators also go beyond their own school and engage in professional events where they can demonstrate their practice and experiences, as well as being exposed to the experiences of others, at different professional development events (seminars, conferences, etc.). They now can also participate in professional forums on the internet. Finally, educators must demonstrate to children that educators also are learning together with others and let the children know why this kind of learning process is important.
Moving Forward
Educators move forward when they also participate in the evaluation of school practice and discuss with their colleagues the challenges, mechanisms, and procedures for evaluating the quality of school practice and suggest goals and activities for improvement. They take an active or leading role in preparing professional events or activity in the level of the whole school or the wider learning community. When educators work cooperatively to enhance the overall quality of their own practice and that of the profession, children: Recognize that people learn together with other people, that learning is not solitary journey. Appreciate others as a source of their learning. Feel the attention of all adults in their schools surroundings (environment).
7.1.4 The educator acts as a decision maker in the profession, using knowledge, skills, and independent and critical thinking.

The rst step in becoming a decision maker is for educators to understand and be able to explain the reasons for their own philosophy, beliefs, and views on teaching and childhood. Educators should share with families their teaching philosophy at the beginning of the school year and continue to connect it to the activities they do with them throughout the year. Decisions that educators make should be shaped by their philosophy, beliefs, and views, but may not actually be if they are not reecting on their actions. Decisions and actions might be more reactions, instead of purposeful actions. In their professional everyday lives, educators are dealing with numerous situations that demand decision making processes. Some decisions have to be made immediately; for others there is more time to think about solutions. It is important, however, that educators decisions are based on their own knowledge and skills, as well as new information that has been processed. It is also important that educators take responsibility for their decisions and actions, in that they are able to defend them with professional reasons and explanations. This means that they can verbalize what they do in the classroom to
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other professionals and to the children and families. This models for children how the decision making process works. Educators behaviors, relating to how they make decisions, give children a model for how to act in situations in which they have to nd solutions. Educators independent and critical thinking also shows children that there are always many ways to solve a problem, and that a person can always imagine different solutions on the basis of their knowledge, skills, and opinions and take responsibilities for their solutions. Educators also should be exploring new educational approaches and critically reecting on them. This means that they introduce new approaches in their practice in ways which are adapted to their class composition, needs and experiences of the children/families, and which t the local context. They can even take this a step further and formally engage in action research when trying out new approaches in order to systematize their ndings and publish them.
Moving Forward
Educators move forward when they take their decision making processes to the school or professional level. They challenge different aspects of the curriculum and practice that do not reect quality and advocate for and introduce new approaches on the school level according to their own experiences. When educators act as decision makers in the profession using knowledge, skills, and independent and critical thinking, then children: Learn that people have to make decisions, and the children learn how to make them in a purposeful way. Learn that people have reasons and explanations for their decisions. Learn that you have to take responsibility for your solutions. Receive a model for critical and independent thinking.
7.1.5 The educator engages in public community activities to promote the importance of quality teaching and access to quality education for every child and respect for the teaching profession.

All professionals desire to be publicly recognized as people who have a valued set of skills; it is the same with educators who need to be seen as professionals. Yet public opinion about this profession is often based on traditions and beliefs which are burdened with old patterns, biases, etc. Educators are often seen as technicians who only are supposed to carry out what others tell them to do. They must be controlled and are not capable of both posing and solving problems related to their practice. These viewpoints and biases are incorrect and must be addressed. Educators can address these biases, as in any other professions, through informing community members about what they are doing, how they are doing it, and why it is so important. They use different community events to talk about the importance of quality practice and quality early education. They do not allow the public to denigrate their role because they work with the youngest instead of older children or adults. They understand that the early years are the most crucial in a persons life because they lay the foundation for all later learning and development, and they educate the public of this fact. Educators inform the public about the benets of caring as well as stimulating experiences for young
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children and what kind of activities provide those experiences. They use different opportunities to help diverse groups of people to recognize quality early education services and lend their voice in helping families receive those services. They engage in discussions about professionalism in teaching at the local community level, publish their experiences in local newspapers, journals, etc., exhibit their work and their childrens work in the community with explanations of how this represents quality pedagogy, and even ask local TV to make documentaries about their work or specic educational issues. Educators advocate for the needs of the children who do not have opportunities to receive quality early years experiences, including advising proper authorities when certain groups of children (minority groups, children with special needs, etc.) are not included in education/quality education.
Moving Forward
Educators move forward when they also recognize educational issues in the community and advocate for change through developing materials or initiating campaigns. They also organize meetings, round tables, and other gatherings for community members in order to give them information or to engage them in discussion on quality early education topics. When educators engage in public community activities to promote the importance of quality teaching and access to quality education for every child, then children benet because: Increased public awareness about the importance and impact of quality education leads to children receiving increased attention from community members More community members are willing to advocate for quality teaching and access to early education, and, consequently, more children will receive better education.
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Blair, C. 2002. School readiness: Integration of cognition and emotion in neurobiological conceptualization of child functioning at school entry. American Psychologist 57(2): 111127. Colley, H. 2006. Learning to labour with feeling: Class, gender, and emotion in childcare education and training. Contemporary Issues in Early Childhood 7(1): 1529. Dewey, J. 1933. How We Think. Chicago: Henry Regnery. Grifth, M. and S. Tann. 1992. Using reective practice to link personal and public theories. Journal of Education for Teaching 18(1): 6881. Katz, L. 2009. The challenges and dilemmas of educating early childhood teachers. In A. Gibbons and C. Gibbs (Eds.) Conversations on early childhood education: voices form the working forum for teacher educators. Redmond, WA: World Forum Foundation. Kontos, S. and A. Wilcox-Herzog, 2002. Teacher preparation and teacherchild interaction in preschools. ERIC Digest EDOPS-02-11. Lythe, S. and M. Cochran-Smith. 1990. Learning from Teacher Research: A Working Topology. Teachers College Record 92(1): 83103. Millikan, J. 2003. Reections: Reggio Emilia principles within Australian contexts. NSW, Australia: Pademelon Press. Moss, P. 2007. Bringing politics into the nursery: Early childhood education as a democratic practice. Early Childhood Education Research Journal 15(1): 520. Oberhuemer, P. 2005. Conceptualising the early pedagogue: Policy approaches and issues of professionalism. European Early Childhood Education Research Journal 13(1): 516. Paris, C. 1993. Teacher Agency and Curriculum Making in Classrooms. New York: Teachers College Press. Peeters, J. 2008. The construction of a new profession: A European perspective on professionalism in early childhood education and care. Amsterdam: SWP Publishers. Pollard, A. and S. Tann. 1994. Reective Teaching in the Primary School. London: Cassell. Rinaldi, C. 2005. In dialogue with Reggio Emilia. London: Routledge. Schon, D. 1983. The Reective Practitioner. New York: Basic Books. Siraj-Blatchford, I., K. Sylva, S. Muttock, R. Gilden, and D. Bell. 2002. Researching effective pedagogy in the early years: Research report RR356. Department for Education and Skills. Siraj-Blatchford, I. and K. Sylva. 2004. Researching pedagogy in English preschools. British Educational Journal 30(5): 713730. Sorel, M. and R. Wittorski. 2005. La professionnalisation en actes et en questions. Paris: LHarmattan. Zeichner, K. and D. Liston. 1996. Reective Teaching: An Introduction. Mahwah, NJ: Lawrence Erlbaum and Associates.
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Glossary
Age Appropriateness: A quality that could apply to actions, activities, objects/ materials, and environments, and indicate that they comply with universal, predictable sequences of growth and development of individuals, in a way that supports their learning and development. One of the factors, along with individual appropriateness, that is part of developmental appropriateness. Active learning/participation: A process whereby children are actively engaged in the learning process, rather than passively absorbing teachers instruction. Active learning includes hands-on activities and engages learners by matching what is to be learned to interests, understanding, and developmental levels. Active participation includes being part of democratic processes, having the freedom to choose, participating in decisions, etc. It also involves reading, writing, discussion, and engagement in solving problems, analysis, synthesis, and evaluation. Alignment: The directness of the link among standards, local curricula, instructional materials, instructional methods, and assessments. Assessment: Assessment is a broad term used to describe the gathering of information about student performance in a particular area. In this document assessment refers to evaluating how children are developing and progressing in the classroom. The purpose of assessment is not to test what children know, but to plan how to meet each childs needs. See also formative assessment and summative assessment. Assessment is the rst phase of the assessment/planning cycle: assess what children know or can do, plan for activities that accommodate their level of knowing or doing, and then assess to see how the activity went. Assessment for learning is the practice of using classroom assessment to continually improve the learning process, rather than simply to record what has been learned. It involves seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how to get there. Assessment is considered authentic when it uses multiple forms of evaluation that reect student learning, achievement, motivation, and attitudes about classroom activities. Examples of authentic assessment include performance assessment, portfolios, and student self-assessment.
Bias: An attitude or set of beliefs that justies the unfair treatment of an individual or member of a group. This attitude usually manifests itself in the unfair treatment of members of a subordinate/target group.
Child-Centered/Learner Centered: An approach to teaching in which students with their individual characteristics, needs, and interests represent the starting point in designing the teaching/learning process. For example, students are encouraged to be included in the process of choosing learning goals and projects. This approach is based on the belief that students learn better when they focus on real-world tasks, rely on/use their previous experience, benet from interacting with others, and learn best when teachers understand and value differences in how each student learns.
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In this document, child-centered does not mean that the teacher responds entirely to the individual childs interests and activities. It follows more the open-framework approach dened by Weikart (2000) in which the teacher has a strong pedagogic structure (or framework) that supports the child in their explorations, interactions, and reections upon the learning environment. Both the child and teacher have high initiative in the learning process. Civil society: The arena of uncoerced, collective action around shared interests, purposes and values. Civil societies are often populated by organizations such as registered charities, development non-governmental organizations, community groups, womens organizations, faith-based organizations, professional associations, trade unions, self-help groups, social movements, business associations, coalitions, and advocacy groups. (London School of Economics 2004) Co-construct: This term refers to the social constructivist viewpoint that individuals make meanings through the interactions with each other and with the environment they live in. Knowledge is thus a product of humans and is socially and culturally constructed. Community: This includes not only those within schools (pupils and staff) but also people in the wider community, for example parents and caregivers, suppliers, local organizations, and businesses. Competences: Broad capacities and permanent qualities of a person. Competence refers to achieving a higher degree of integration between the capabilities and the broader social objectives that an individual has. (Lisbon Councils Key Competences for Lifelong Learning 2004) Competency is a narrower, technical concept often referring to lists of skills, knowledge, etc., which a person is expected to possess in order to carry out a particular activity. (Urban 2010) Comprehensive planning approach: A planning approach that is comprehensive means that planning provides for learning activities that are for the whole group, small group, and individuals based upon the needs and interests of the children in the classroom. Cooperative learning: A method of learning in which students work together in groups, usually with the goal of completing a specic task through cooperation. This method can help students develop leadership skills and the ability to work with others as a team. Classroom management: A set of strategies used to organize students, classroom activities, instruction, physical structure, and other features to make effective use of time, to create a happy and productive learning environment, and to minimize behavior problems and other disruptions. Child involvement: This term refers to Laevers (2005) denition, which states that children with a high level of involvement are highly concentrated and absorbed by their activity. They show interest, motivation, and even fascination. That is why they tend to persevere. Their posture indicates intense mental activity. They fully experience sensations and meanings. A strong sense of satisfaction
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results from the fulllment of their exploratory drive. When there is involvement we know children are operating at the very limits of their capabilities. Creative thinking: Producing new ideas or thoughts. Imaginative thinking aimed at producing outcomes involving synthesis of ideas or lateral thinking. Critical thinking: Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports it and the further conclusions to which it tends. It also generally requires the ability to recognize problems, to nd workable means for meeting those problems, to gather and marshal pertinent information, to recognize unstated assumptions and values, to comprehend and use language with accuracy, clarity, and discrimination, to interpret data, to appraise evidence and evaluate arguments, to recognize the existence (or non-existence) of logical relationships between propositions, to draw warranted conclusions and generalizations, to put to test the conclusions and generalizations at which one arrives, to reconstruct ones patterns of beliefs on the basis of wider experience, and to render accurate judgments about specic things and qualities in everyday life. (Wikipedia) Close-ended questions: A question that only has one right answer and/or where the answer is already known by the questioner or requires minimal response on the part of the persons answering it.
Differentiation: The practice of modifying and adapting instruction, materials, content, student projects and products, and assessment to meet the diverse learning needs of students including different ability levels, prociencies, learning styles, heritage backgrounds, ages, etc. In a differentiated classroom, educators recognize that all children/students are different and require varied teaching methods to be successful in school. Differentiation includes a wide range of strategies and methods. Developmentally appropriate: Developmentally appropriate practice is a perspective within early childhood education whereby a teacher or child caregiver nurtures a childs social/emotional, physical, and cognitive development by basing all practices and decisions on (1) theories of child development, (2) individually identied strengths and weaknesses of each child uncovered through authentic assessment, and (3) the childs cultural background as dened by his community, family history, and family structure. It includes age appropriateness and individual appropriateness. (Bredekamp, S., and C. Copple, eds. 1997, NAEYC, Developmentally Appropriate Practice) Disabilities: Mild/moderate/severe delays as measured by appropriate diagnosis. When referring to a child, the term disabilities includes delays in one or more of the following areas: physical, cognitive, communication, social-emotional, or adaptive development. Discrimination: The manifestation of prejudice in action. Discrimination can be against an individual or group because of characteristics, including but not limited to heritage, race, class, gender, age, physical ability, religious beliefs, or sexual orientation. (ISSA, Education for Social Justice Program for Adults, 2005)
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Diversity: Diversity includes knowing how to relate to those qualities and conditions that are different from our own and from those of the groups to which we belong, yet are present in other individuals and groups. These include but are not limited to age, ethnicity, class, gender, physical abilities/qualities, race, and sexual orientation, as well as religious status, gender expression, educational background, geographical location, income, marital status, parental status, and work experiences. Categories of difference are not always xed but also can be uid.
Early Childhood Education: In this document early childhood education refers to educational programs and strategies geared toward children from birth to the age of ten. This time period is widely considered the most vulnerable and crucial stage of a persons life. Early childhood education often focuses on guiding children to learn through play. The term often refers to preschool or infant/child care programs but also includes the early grades of primary school (Grades 1-3/4). Equity: Providing the same opportunities, care, respect to everyone, in spite of their gender, race, cultural, religion, or economic background. Also equity includes the differential treatment of groups or individuals according to their needs. Evaluation: Measurement and judgment regarding the quality, value, or worth of a response, product, or performance based on established criteria. Evaluation is usually based on multiple sources of information. The terms assessment and evaluation are often used interchangeably.
Formal Assessment: The process of gathering information using standardized, published tests or instruments in conjunction with specic administration and interpretation procedures, and used to make general instructional decisions. Formative assessment: Refers to assessment that provides the information needed to gain understanding of what children know and can do in order to make responsive changes in teaching and planning for learning experiences. This is in contrast to summative assessment which typically is done at the end of teaching cycles to evaluate how children did. Formative assessment is objective and performed in naturalistic situations showing what children normally do and reects their true capabilities. An example of formative assessment is systematic observation of children and recording what they do. One of the most effective tools of formative assessment in early childhood is observation.
Hidden curriculum: Refers to various types of knowledge gained in primary and secondary school settings, usually with a negative connotation, referring to inequalities suffered as a result of its presence. It reinforces existing social inequalities by educating students in various matters and behaviors according to their class and social status. It can also refer to the transmission of norms, values, and beliefs conveyed in both the formal educational content and the social interactions within these schools. (Wikipedia)
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Higher-order thinking skills: Thinking that goes beyond the recall of basic facts and understanding to being able to analyze, apply, evaluate, and create knowledge. Home learning environment: Refers to the informal learning that is continuously occurring in the home and community. Holistic development: The totality of development, which is much greater than the sum of its component parts. Holistic development is based on the premise that development cannot be understood by the isolated examination of its parts, as each component of a childs development affects others the different components of development are intrinsically connected.
Identity: Identity in this document refers to individuals multiple identities. All individuals negotiate shifting and sometimes competing identities. Developing personal identity is a dynamic process embedded within a childs multiple activities and relationships, including the home, community, and school. Identity is constructed, co-constructed, and reconstructed through interactions with others. (Brooker and Woodhead 2008) Inclusion: The process of providing all students with opportunities to participate in the school community regardless of individual strengths or limitations. A term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend. It involves bringing the support services to the child (rather than moving the child to the services) and requires only that the child will benet from being in the class (rather than having to keep up with the other students). Indicator: Quantitative or qualitative factor or variable that provides a simple and reliable means to measure achievement, to reect the changes connected to an intervention, or to help assess the performance of a development actor. In this document indicators refer to actions that teachers make in order to meet the stated standards. Individualized teaching/learning approach: A type of teaching-learning where the educator gives consideration to the individual learners capacities, needs, interests, experiences, etc., when designing/performing/assessing the teaching/ learning process. Instrument: A device used to collect data, information, and evidence. These devices can include tests, questionnaires, application forms, interview schedules, checklists, rating scales, and observation records. Integrated approach to learning: Play or work that requires children to use multiple skills and knowledge from different content areas in order to accomplish what they set out to do. Integrated approach to learning relates closely to holistic development.
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Intervention: Action planned to improve the progress of targeted pupils who have been identied as falling behind the expected level of attainment and who are at risk of not fullling their potential. Intervention implies that these pupils will receive some additional or different provision at certain times, but effective intervention also requires that the needs of these pupils are taken into account in all planned teaching.
KWL: KWL stands for Know, Want to Know, Learn. Students identify what they know about a topic, list what they want to know, and after reading or instruction, identify what they learned or would still like to learn.
Learning: The process of acquiring knowledge, skills, attitudes, or values, through interactions, study, experience, or teaching, that causes a change of behavior that is persistent, measurable, and specied, or which allows an individual to formulate a new mental construct or revise a prior mental construct (conceptual knowledge such as attitudes or values). It is a process that depends on experience and leads to long-term changes in behavior potential. Learning outcome: What children will have learned or gained in knowledge and skills at the end of a lesson, scheme of work, or through play. Learning community: A group of people who share common values and beliefs and who are actively engaged in learning together from each other and supporting each other in learning. Learning environment: In this document the learning environment refers to the physical (what materials and furnishing are in the environment, how they are arranged, the size, where it is located, etc.) and the social/emotional environments in which the children are learning. It can be in the home, a place in the community, or in the school/daycare center/classroom. Learning styles: Various approaches or ways of learning that make learning more effective and meaningful to the learner, including auditory, visual, kinesthetic, tactile or artistic, what pace a person prefers, whether to work alone or with others, etc. Life-long learning: The lifelong, life-wide, voluntary, and self-motivated pursuit of knowledge for either personal or professional reasons. This includes knowledge and skills acquired in formal, non-formal, and informal contexts. As such, it not only enhances social inclusion, active citizenship, and personal development, but also competitiveness and employability. (Wikipedia
Manipulative: In the context of classroom instruction, the word manipulative refers to objects that children use to support hands-on learning and acquisition of concepts though touch. Manipulatives can include items such as beans or toothpicks for counting; items children can move for acquiring seriation, classication, measuring, and other skills; and provide visible models that help
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students solve problems and develop concepts. The students can manipulate the items to increase their understanding and come to accurate conclusions. Mentor: A role model who offers support to another person. A mentor has knowledge and experience in an area and shares it with the person being mentored (often called a protg). The mentoring process can include both formal and informal interactions over time between a mentor and the person being mentored. Metacognition: Thinking about ones thinking. Or, ones knowledge concerning ones own cognitive processes or anything related to them, including planning the way to approach a learning task, monitoring comprehension, and evaluating the progress towards the completion of a task. Models: Demonstrates to the learner how to do a task or a desired behavior with the expectation that the learner can copy the model. Often involves thinking aloud or talking about how to work through a task. The goal is imitation of the performance of an expert by the learner. Multicultural Education: An approach that enables students to understand, respect, and appreciate cultural differences and similarities, as well as to recognize the accomplishments of diverse ethnic, racial, and socio-economic groups. Diverse groups are portrayed realistically and from a variety of perspectives with the purpose of equalizing cultural relations. Multicultural education can be implemented at a wide range of levels beginning with having students celebrate ethnic diversity through foods, fun, and festivals to a more transformative approach that weaves a range of cultural perspectives throughout the curriculum with the aim of developing a socially just society. Multiple intelligences: A term developed by Howard Gardner, who argues that the concept of intelligence as traditionally dened in IQ tests does not sufciently describe the wide variety of cognitive abilities humans display. He expanded intelligence to include spatial, linguistic, logical-mathematical, bodilykinesthetic, musical, interpersonal, intrapersonal, naturalistic, and existential. Traditionally, schools have emphasized the development of logical intelligence and linguistic intelligence (mainly reading and writing). IQ tests focus mostly on logical and linguistic intelligence as well. While many students function well in this environment, there are those who do not. Gardners theory argues that students will be better served by a broader vision of education, wherein teachers use different methodologies, exercises, and activities to reach all students, not just those who excel at linguistic and logical intelligence.
Open-ended activity: An activity in which there is no pre-determined outcome. Open-ended question: A question that has many possible correct answers and allows individuals to respond in a variety of ways. Open-ended questions invite genuine speculation where the answer is either unknown or not pre-determined.
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Outcomes: Changes in behavior, knowledge, understanding, ability, skills, or attitudes.
Pedagogy: The art and science of teaching. Peer mentoring: A form of mentoring that takes place in learning environments among peers. Portfolio (Child): A purposeful collection of documents concerning the childs performance. A portfolio is most usually a le or notebook containing a childs best pieces as well as works in progress as determined by the teacher, the child, and his/her family. It contains the educators evaluation of the strengths of the chosen pieces, as well as the evaluation by the child and his/her parents. In addition to actual copies of the childs work, it should also contain teacher observations and checklists. It can also include pictures taken of work in progress or nal products, such as sculptures, collections, tape and video recordings, etc. All documents are dated. Portfolio (Teacher): A purposeful collection of documents concerning a teachers performance (e.g., testimonials, student learning outcome reports, samples of students work) and of products produced by the teacher (e.g., a lesson plan, a critique of a textbook chapter, a videotape of a lesson, a teacher-made unit test, a presentation at a workshop/conference, etc.). The types of documents to be included may be specied, or the teacher may be free to choose what types of documents to include. Prejudice: A specic type of attitude that is not based on factual and logical argument, that is resistant to change, and that includes strong emotional relations. (Trikic and Vranjesevic, Neither Black nor White Program, 2004) Principle: 1. A fundamental truth or proposition that serves as the foundation for a system of belief or behavior or for a chain of reasoning. 2. A rule or belief governing ones personal behavior. Problem solving: A method of learning which gives children the opportunity to evaluate their thinking and progress while solving problems. The process includes strategy discussiondetermining solution strategies to similar problems and pinpointing additional problems within the context of their investigation. Professional development: A process designed to improve specic professional competencies or the overall competence of a teacher. The process usually refers to helping teachers build knowledge and skills by being exposed to new information and experiences. In this document it also refers to helping teachers become more reective in their practice, as well as engaging in activities that promote the profession and the good of children and society. Professionalism (teacher): A reform movement to promote teaching as a profession with its own knowledge base, licensure structure, standards for practice, and professional functions.
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Quality improvement: The expectation that educators will reect on their own work, examine pertinent data, determine what should be improved, and implement a plan for improvement so that children are gaining the lifelong learning competences needed to be successful and happy in life. Quality pedagogy: In this document, quality pedagogy refers to the art/science of teaching and of supporting child development in a holistic and comprehensive manner that goes beyond the factory or banking method of the transmission of knowledge. It includes integrating interactions with children, families, and communities; strategies for meaningful learning; the incorporation of diversity; and creating stimulating and inclusive learning environments that promote everyones well-being and that develop in all the competences needed to be active and responsible members of participatory democracies.
Reection: The action of considering a past experience or event and the impact it has had. Reection is the process by which a person reviews his/her past performance as a means of improving future performance. Rubric: An established set of parameters for rating a students performance in tasks that are developed between the educator and the students. Good rubrics consist of a xed measurement scale (for example: needs work, adequate, excellent), descriptions of each of the points to be measured, and sample responses.
Scaffolding: An instructional technique that provides learners temporary support until it is no longer needed. This can include modeling, prompts, explanations, questions, visual displays, tables, graphs, etc. The teacher models a desired learning task or strategy and then shifts responsibility to the learner. Scaffolding builds on existing knowledge. Self-assessment/evaluation: Assessment completed by the learner him/herself to evaluate his/her own performance, strengths and weaknesses, and behaviors for the purpose of monitoring and changing ones own performance. Self-control/self-regulation: The ability to control ones emotions, desires, reactions. In psychology it is sometimes called self-regulation, and exerting self-control through the executive functions in decision making is thought to deplete a resource in the ego. Self-concept: A persons perception of his or her own strengths and weaknesses, abilities, and attributes. Social inclusion: Being proactive in order to change the circumstances and habits that lead to (or have led to) exclusion of certain groups of people. It is a philosophy or value system which holds that all people are entitled to equitable access and transcends the idea of physical location, incorporating the basic values that promote participation, friendship, and social interaction which result in a sense of belonging.
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Social Justice: The process of creating an equitable society through challenging prejudices, stereotypes, and the institutions that create and maintain oppressive structures in a society. Stereotype: A conventional and oversimplied conception, opinion, or image based on the belief that there are attitudes, appearances, or behaviors shared by all members of a group. Stereotypes are social constructs that develop in everyday life through communication and, once shared by a large group of people, they function as an independent reality (sometimes prescriptive). Summative Assessment: Summative assessment is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade. Sustained Shared Thinking: An episode in which two or more individuals work together in an intellectual way to solve a problem, clarify a concept, evaluate activities, extend a narrative, etc. Both parties must contribute to the thinking, and it must develop and extend. (Siraj-Blatchford et al 2002. Researching Effective Pedagogy in the Early Years - REPEY, Dfes)
Teachable Moment: An unplanned opportunity that arises in the classroom where an educator has an ideal chance to offer insight to his or her students. It is not something that can be planned for; rather, it is a eeting opportunity that must be sensed and seized to explain a concept that has inadvertently captured the childrens collective interest. Teaching Strategies: Teaching methods, procedures, and techniques used to achieve a learning goal or objective. Teaching strategies should match the learning style and ability of the learner and consider the learning content. Transformative Education: A deep, structural shift in the basic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and irreversibly alters our way of being in the world. Such a shift involves our understanding of ourselves and our self-locations; our relationships with other humans and with the natural world; our understanding of relations of power in interlocking structures of class, race, and gender; our body awareness, our visions of alternative approaches to living; and our sense of possibilities for social justice, peace, and personal joy. (OSullivan 2003) Transition: Times during the school day when there is a change in activity, place, pace, or level of instruction. Transition also refers to the change from one school level to another (e.g., kindergarten to primary school).
Voice: Incorporates the notion that those who are traditionally silenced and/or disempowered become actively involved through dialogue and action. Having voice suggests meaningful input leading to a sense of ownership and empowerment.
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Well-being: According to Laevers (2005), Children with a high level of wellbeing feel great. They enjoy life. They have fun and take joy in each other and in their surroundings. They radiate vitality as well as relaxation and inner peace. They adopt an open and receptive attitude towards their environment. They are spontaneous and can fully be themselves. Well-being is linked to self-condence, a good degree of self-esteem, and resilienceWell-being is important to the education process because it generates energy and ensures that the child is in touch with him/herself, with their own feelings and experiences.
Zone of Proximal Development: A theory stemming from the work of social psychologist Lev Vygotsky, which emphasizes the notion that social interaction is critical to learning. He conceives of learning as constantly moving from an actual development level to a potential development level. Between these levels lies the zone of proximal development, where learning occurs through the interaction of an expert (the teacher) and a novice (the learner). Eventually the learners potential level becomes the actual level and the learning cycle continues.
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About ISSA
ISSA PROMOTING QUALITY EDUCATION AND EQUAL OPPORTUNITIES FROM THE START The International Step by Step Association (ISSA) is a membership organization that connects professionals and organizations from 29 countriesprimarily in Central Eastern Europe (CEE) and the Commonwealth of Independent States (CIS)working in the eld of early childhood development and education. Since its establishment in 1999, ISSA has built upon the substantial investment and success of OSIs Step by Step Program and upon the vibrant network and movement resulting from the program, with the aim of improving the lives of children and their chances for success in life. Over the years, ISSA has grown to become the pre-eminent early childhood development network in CEE/CIS.
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I S S A S S T R AT E G I C G O A L S F O R 2 0 1 0 2 0 1 2
1. Promote accessible and equitable care and education for young children in the region: Contribute to the development of full potential and to assure equal access to quality care and education for all children, as an imperative of childrens rights, with special emphasis on children from disadvantaged socioeconomic groups, from isolated rural areas, and from other vulnerable groups, such as ethnic/language minorities and children with disabilities. 2. Promote high quality and professionalism in providing care and education for young children: Contribute signicantly to promoting and implementing quality care and education for all children, with special emphasis on development and education in the early years, and for children of preschool and primary school age. 3. Promote civil society participation, community-based ECD, and parental education: Help ensure greater support for and inclusion of the family, as well as community participation in childrens development and learning. 4. Enhance the capacity of the ISSA network to deliver its strategy: Develop the skills of its membership, ensure good governance practices and management systems to achieve its program/advocacy goals, and to build the associations sustainability in the medium to long term. ISSA Provides Its Members With: Professional development and capacity-building Information-sharing and networking Technical support in design and implementation of ECD programs International advocacy Participation in joint projects Publications Annual conferences and other events ISSA Services grounds for cooperation and partnerships: Resources, technical assistance, and training in ECD, in a variety of areas including creating child-centered, interactive, inclusive environments in preschool and primary classrooms; supporting education that values democracy, diversity, and social justice; promoting parent empowerment; and offering bilingual education, among others. Training, mentoring, and support for reaching a common understanding about quality pedagogy in ECD, based Competent Educators of the 21st Century: Principles of Quality Pedagogy. Training for adults in education for social justice, advocacy, parenting skills, curriculum development, and project design and implementation. Training programs/modules, curricula, and teaching materials for different audiences. Illustrated childrens picture books that are available in different languages and include guidelines for educators and parents.
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I S S A M E M B E R O R G A N I Z AT I O N S
ALBANIA ARMENIA AZERBAIJAN BELARUS BOSNIA AND HERZEGOVINA BULGARIA CROATIA CZECH REPUBLIC ESTONIA GEORGIA HAITI HUNGARY KAZAKHSTAN KOSOVO KYRGYZSTAN LATVIA LITHUANIA MACEDONIA MOLDOVA MONGOLIA MONTENEGRO ROMANIA RUSSIA SERBIA SLOVAKIA SLOVENIA TAJIKISTAN UKRAINE UZBEKISTAN Qendra Hap pas Hapi Step by Step Benevolent Foundation Center for Innovations in Education Belorussian Parents and Teachers League Step by Step Center for Educational Initiatives Step by Step Step by Step Program Foundation Open Academy Step by Step Step by Step Czech Republic Foundation Hea Algus Center for Educational Initiatives Step by Step Program/Tipa Tipa Ec-Pec Foundation Community Foundation Step by Step Kosova Education Center Foundation for Education Initiatives Support Center for Education Initiatives Center for Innovative Education Step by Step Foundation for Educational and Cultural Initiatives of Macedonia Step by Step Educational Program Mongolian Education Alliance, Step by Step Program Pedagogical Center of Montenegro Step by Step Centre for Education and Professional Development Russian Foundation for Education Development Soobschestvo Centre for Interactive Pedagogy Wide Open School Foundation Educational Research Institute, Centre for Educational InitiativesStep by Step Branch Ofce of the International Organization of Open Society Institute Assistance Foundation in the Republic of Tajikistan Ukrainian Step by Step Foundation Farzandim-Jigarbandim
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I S S A S TA F F
Liana GHENT Executive Director lg h e n t@issa .h u Program Director mion e sc u @issa .h u Program Specialist dta n k e rsle y @issa .h u Program Specialist a tu n a @issa .h u Network Division Manager
Dr. Mihaela IONESCU
Dr. Dawn TANKERSLEY
Dr. Aija TUNA
va IZSK
eizsak@issa.hu
Laura LILIOM Ofce Manager lliliom@issa .h u
ISSA OFFICES
BUDAPEST OFFICEHUNGARY (Coordinating Office) International Step by Step Association Ndor utca 23, IV/1 H1051 Budapest, Hungary Tel: (+36 1) 354 3920 Fax: (+36 1) 354 3925 Email: issa@issa.hu
AMSTERDAM OFFICENETHERLANDS International Step by Step Association Keizersgracht 6264 1015 CS Amsterdam, The Netherlands Tel: (+31 0) 20 520 7505 Fax: (+31 0) 20 520 7510 Email: admin@issa.nl
w w w . is s a . n l
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w w w . i s s a . n l
ISSA An innovative network of early childhood development professionals and organizations primarily in Central/Eastern Europe and Central Asia, working to make quality early childhood education accessible to all children

A Guidebook For Educators On ISSA Principles of Quality Pedagogy

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I SSA s

Putting Knowledge into Practice

PUTTING KNOWLEDGE INTO PRACTICE

PUTTING KNOWLEDGE INTO PRACTICE

PUTTING KNOWLEDGE INTO PRACTICE

PUTTING KNOWLEDGE INTO PRACTICE

PUTTING KNOWLEDGE INTO PRACTICE

2. Family and Community 3. Inclusion, Diversity, and Values of Democracy

4. Assessment and Planning 5. Teaching Strategies

PUTTING KNOWLEDGE INTO PRACTICE

PUTTING KNOWLEDGE INTO PRACTICE

PUTTING KNOWLEDGE INTO PRACTICE

PUTTING KNOWLEDGE INTO PRACTICE

Why it is important to interact with children in a friendly and respectful manner

PUTTING KNOWLEDGE INTO PRACTICE

PUTTING KNOWLEDGE INTO PRACTICE

PUTTING KNOWLEDGE INTO PRACTICE

How to Engage in Quality Practice

PUTTING KNOWLEDGE INTO PRACTICE

How to Engage in Quality Practice

PUTTING KNOWLEDGE INTO PRACTICE

How to Engage in Quality Practice

PUTTING KNOWLEDGE INTO PRACTICE

How to Engage in Quality Practice

PUTTING KNOWLEDGE INTO PRACTICE

How to Engage in Quality Practice

PUTTING KNOWLEDGE INTO PRACTICE

PUTTING KNOWLEDGE INTO PRACTICE

How to Engage in Quality Practice

PUTTING KNOWLEDGE INTO PRACTICE

PUTTING KNOWLEDGE INTO PRACTICE

PUTTING KNOWLEDGE INTO PRACTICE

PUTTING KNOWLEDGE INTO PRACTICE

How to Engage in Quality Practice

PUTTING KNOWLEDGE INTO PRACTICE

How to Engage in Quality Practice

PUTTING KNOWLEDGE INTO PRACTICE

2. When you 3. Because

How to Engage in Quality Practice

PUTTING KNOWLEDGE INTO PRACTICE

PUTTING KNOWLEDGE INTO PRACTICE

How to Engage in Quality Practice

PUTTING KNOWLEDGE INTO PRACTICE

PUTTING KNOWLEDGE INTO PRACTICE

PUTTING KNOWLEDGE INTO PRACTICE

PUTTING KNOWLEDGE INTO PRACTICE

How to Engage in Quality Practice

PUTTING KNOWLEDGE INTO PRACTICE

How to Engage in Quality Practice

PUTTING KNOWLEDGE INTO PRACTICE

PUTTING KNOWLEDGE INTO PRACTICE

Studies and Documents that Support this Focus Area

PUTTING KNOWLEDGE INTO PRACTICE

PUTTING KNOWLEDGE INTO PRACTICE

PUTTING KNOWLEDGE INTO PRACTICE

Families and Communities

PUTTING KNOWLEDGE INTO PRACTICE

2. FAMILIES AND COMMUNITIES

PUTTING KNOWLEDGE INTO PRACTICE

2. FAMILIES AND COMMUNITIES

PUTTING KNOWLEDGE INTO PRACTICE

2. FAMILIES AND COMMUNITIES