>>:The Maryland State
Department of Education’s division of early childhood
development has published “Supporting Every Young
Learner: Maryland’s Guide to Early Childhood Pedagogy Birth
to Age Eight,” commonly referred to as the pedagogy
guide. The Maryland Early Learning Standards are found
in the appendix of the pedagogy guide. We hope you
find this video to be a useful tool as you work with
Maryland’s children. Social foundations include the skills
necessary to regulate one’s own behavior and emotions,
develop healthy relationships with adults and other
children, and create a sense of positive personal identity.
Center activities provide an opportunity for children to
practice and develop these social, emotional and
executive functioning skills and behaviors. Centers promote
inquiry-based learning, curiosity and creativity. The
following standards are developed through such
activities. Recognize and identify emotions of self and
others. Demonstrate cooperative behavior in
interactions with others. Manage the expression of
feelings, thoughts, impulses and behaviors. Demonstrate the
ability to solve problems. Demonstrate the ability to
persist with the task. Seek and gather information to plan
for projects and activities. And demonstrate the ability to
retain and apply information. In this video, we will observe
kindergarten and pre-kindergarten classes. Two
factors are conducive to achieving academic success.
First, teachers are deliberate in designing an environment of
exploration and creativity. Second, they are intentional
in their interactions with students, providing feedback,
questioning and discussion and carefully observing children
as they interact with the environment and their peers.>>:When my group was working
in dramatic play, they had some of the friends from the
Art Center use Play-Doh to make some of the food that
they were hoping to have at their dinner party. Autumn
made a blueberry muffin with a candle on top. Cameron was
making garlic noodles. She actually cut yellow Play-Doh
into sections and had a little piece of garlic…>>:Oh, how neat.>>:…And was sauteing it in
the pan.>>:She has a lot of
background.>>:Definitely something she’d
seen at home. Her being able to practice that language and
those vocabulary words was fantastic. And it’s all while
they’re playing.>>:So should all of your
setups – your fork and your spoon and your plate and your
napkin, should be that on the – right – because weren’t we
having a picnic party? OK. So go ahead and set yourself up
on the picnic.>>:A muffin? Are they going to
have that at their dinner party? Yeah? Is there anything
else that you think Autumn could bake for you? What else
do you need her to make?>>:Ice cream.>>:Do you think someone – why
don’t you go over and ask them? Go over them and ask
them if they could make some other stuff for your dinner
party.>>:Kimmie, can you make some
ice cream and pizza and stuff?>>:And I felt like what we had
going on in dramatic play was a good example of mature play.>>:Setting up for the dinner
party?>>:Yeah. So I was just going
to show an example. I presented them with the idea
of creating a dinner party. And I said let’s think like a
caterer. So again, the real world connection. And what
would we need to have on the table to be ready for a party
for three people? At first they were just doing all
different kinds of food. We need pizza. We need chicken.
We need corn. We need ice cream. So with questioning I
started asking them, are you going to put all of this out
at once?>>:To kind of clarify.>>:Right, to clarify. And that
got them thinking oh, well, we could start with bread. And
then maybe we could have chicken. And then we could
have dessert. So it got them thinking kind of in a sequence
of a meal. And this time I said I’m going to give you a
challenge. I want you to make it a party for four people. So
what would need to change? So I kind of threw them a
curveball.>>:Center activities can also
occur while the teacher is providing small group
instruction.>>:When they have routines and
procedures, they already know what to do. They’re excited to
be doing things on their own like looking at the
workstation board, finding their buckets on their own.
They talk to each other using their math talk. And they
understand that that is practice – this is helping us
be better mathematicians.>>:So the skills that we
really want these students developing at the workstations
are skills to work together, those social foundations
skills so that they can wait and share and take turns. And
they’re also learning literacy skills that are going to be
important in first grade. But the first thing that we’re
really concerned about is that they’re learning how to work
together and share and be problem solvers. We always
review the rules first as a group. And then I pick a
workstation helper. And that workstation helper is going to
have input onto who else is going to help them. And the
reason that we have these workstation helpers is so that
the students can solve problems on their own while I
am instructing people at small group.>>:Jameer here is going to
look for someone else to be a workstation helper. They’re
going to be respectful, responsible and ready. Could
you pick one person for me who’s sitting correctly?
Logan.>>:Logan? Come on up, Logan.
And Logan and Jameer, I want you to talk to each other and
this time I’d like you pick a boy, please, so we have boys
and girls being workstation helpers.>>:So at the end of the
lesson, we come back to the carpet so that we can discuss
what you’ve been doing. You’ve been away from Ms. Pasko for
half an hour of time. What have you been doing at that
station? So we wrap up by asking what you did. And they
show their work. They explain what they did. And the
students that are sitting on the rug are checking to make
sure that the people who are sharing did everything they’re
supposed to, so we can post their work. So in the future
other people can see what it looks like to be a good worker
at that workstation.>>:Center time is really
critical for the whole communication piece. The
children usually are at least paired up. Sometimes it’s
small groups of two or three. And they must have dialogue at
the center in which they are. For example, if they’re at the
water table, they are testing and predicting what things
would sink and which things would float.>>:Oh, my God, don’t have the
spoon in here.>>:That’s for testing.>>:Yay. This one floats.>>:Yes, there is a crayon.>>:I know.>>:Jonathon just has it.>>:To develop a plan is
important because you should have a purpose in your play.
So the children have to come up with a plan or purpose what
they would like to do at their learning center of the day. So
say, for example, the children may choose to go to block. And
when I ask them what is your plan for the day? The children
who went there might say well, I’m going to make a house
today.>>:Some flowers grow big and
some grow small.>>:How did you learn these
facts?>>:I read them from the books.>>:Can you show me in the
book?>>:This is what I’m going to
write for my next page.>>:Are these about seeds?
Where are you going to find facts about seeds? What do you
think this book’s about?>>:Leaves.>>:Yes. You might keep
looking, I think there might be a seed book in there.>>:How is this house like your
house?>>:Because it has a kitchen.>>:Oh, it has a kitchen. It
has a bedroom. Anything else? What kind of things would you
put in a homework room?>>:A homework table.>>:A homework table. What else
could you put in the homework room?>>:A chair.>>:A homework chair?>>:I always try to incorporate
a lot of questioning into center time. And I noticed
today there was a great example where I had three
English language learners working together in the
puzzles and games center. And one of my students had almost
like a paper doll where you can put magnetic clothes on
them to dress them…>>:In different jobs and
costumes.>>:…Different costumes for
community helpers.>>:Who is this?>>:A fire truck.>>:A fire truck.>>:A firefighter.>>:Oh, a firefighter. Wow. You
have some boots. What else does he need? Can you ask
Emmanuel?>>:A firefighter.>>:It is. Do you know what
that is on his head?>>:I don’t remember. I watched
a show about that.>>:A hat.>>:Yeah, it’s a hat. Yeah.
It’s like a helmet.>>:Yes. His helmet – and the
house is on fire – for the firefighter can get in.>>:Yes.>>:And then the fire don’t get
in his face.>>:Exactly. It protects his
face.>>:He flies to help people.>>:Oh, he flies to help
people? Sounds like a nice super hero.>>:And then he helps the
police.>>:He helps the police, too?
Would you like to be a superhero?>>:I want to be a superhero
and be really strong.>>:Yeah, what would your
superpower be?>>:Laser eyes.>>:I want to be Superman. I
want to have laser eyes.>>:Superman’s very cool.>>:In the next several video
clips, you will see how teachers have raised the level
and complexity of student’s play. Students are initially
asked to set a purpose for what they plan to do at the
center, and then make a drawing of their project. The
following day, they discuss their project and revise their
plan before revisiting the center to complete their new
project. A follow-up discussion involves comparing
the two projects. The pedagogy guide has information about
the research work of Vygotsky, Bodrova and Leoni that
illustrates the importance of mature play and the teacher’s
role in being intentional to increase student learning.>>:Today when we started
talking about bridges, I was asking Autumn and Riley about
what they know about bridges. And it was really cool. I told
them we were going to do a plan. And Riley mentioned that
a plan is like a blueprint. [LB] I am a contractor. I’m
someone who builds bridges. I was looking at your blueprint.
And I like the looks of it. I think I want to build this
bridge. Can you tell me why this bridge works really,
really well for boats?>>:It’s a really good bridge
for boats because there’s two sections. Lift this up when
there’s a big boat, like this. And it goes down when there’s
a little boat.>>:When I was working with
Riley and Autumn today, it was interesting. They were using a
lot of different math vocabulary, shorter, taller.
Autumn then was talking about the boats going through the
bridge. And I kind of prompted her with the motion.>>:Position words.>>:She was able to say oh,
well, they can go – the boats can go under. And I said and
then where would the cars go? And she said over. So she was
able to use those different vocabulary words. My other
group, when I worked with Rajai and Jeremiah, they did
not have as much background knowledge. So I had to end up
showing them pictures. So when they think of a bridge,
they’re mainly thinking of this triangular piece. There
are a lot of trial and error trying to figure out how to
balance it. And Andrew said we need something right here. And
I said well, what do you mean? He was like well, it will fall
over if we don’t have something right here. And he
ended up – they actually went back to the table and added in
the two supports in order to make it more balanced.>>:My group did a zoo. And
this was their original plan that they did. I had two
native English speakers. So we didn’t have to talk a lot
about the different vocabulary going into it, until some
harder words came up. They knew that they had to have a
cage around them to keep them in. It was with my zoo group.
I had them compare their plan with their actual zoo. And I
noticed that they were really taking a lot of time looking
at the two pictures. And I asked them to compare and talk
about things that are similar and different. Well, are they
in the cage?>>:No.>>:What about your snake?>>:No.>>:Uh oh.>>:I’m wondering if we could
make it even better. What do you think?>>:Yes.>>:So if you could do this
again, what’s something you would do differently?>>:Put the tiger in here and
make the cages.>>:OK. So you might add some
new animals, Tyler? And you might add some more cages?>>:A architect.>>:An architect. You guys are
being architects right now. You’re designing your plan.
What word are you working on?>>:Elephant.>>:Elephant. OK. So you hear
any other sounds?>>:Eh – le – ph.>>:What letter makes that
sound?>>:F.>>:OK. How do you make F?
What’s a seal’s habitat like?>>:Water.>>:It lives in water.>>:Looks like an ocean.>>:Brother. Daddy. Mommy.>>:How are you doing? Almost
finished? Can you just explain to me what you changed about
your zoo?>>:I know – a flamingo in
there. And there wasn’t a flamingo in there.>>:So that’s a change. OK.>>:We didn’t make bears.>>:You didn’t make bears in
the first two?>>:And there was koalas in
here, but no koalas in there.>>:You added more details. I
see that.>>:Don’t you find this whole
process that the level of sophistication of their play
has just increased dramatically?>>:Absolutely.>>:Giving them these scenarios
and different situations just has really increased, I think,
the complexity of their play…>>:And their conversations.>>:Their engagement, their
conversations. And they’re having so much fun. My other
students are coming up to me and saying when can we do
this?>>:This video highlights the
importance of well-designed center activities to foster
social foundations skills and inquiry-based learning in
early childhood education. Observation and purposeful
teacher-student interactions, including effective
questioning and feedback, encourage reflection and a
path toward improved learning. The importance of play is
instrumental in helping students to negotiate and
share in a cooperative environment. Additional
information can be found in “Supporting Every Young
Learner: Maryland’s Guide to Early Childhood Pedagogy,
Birth to Age Eight.” Each chapter contains a list of
authors, research studies and links to other important
resources. (MUSIC)