Topics in Early Childhood Education

Friday, September 26, 2008

Step by Step

I had an engaging conversation last evening with past early childhood friends about developmental stages in learning. I was in Orlando to talk about developmental math sequences. We expressed our frustration about how many core standards are not listed in developmental order. It is left up to the teacher to make sure they are introduced in a sequence that will provide a foundation for learning. This is initially why I began to create the POCET tracking system for preschool.
Math is a great example. It is critical that a child can classify and sort by attributes prior to being asked to be aware of repeating patterns. Literacy experts have also concluded that phonemic awareness, letter recognition and print awareness are predictors of reading success in first grade. It is imperative that we help early childhood teachers understand the developmental order of skills so that empty, unsupported activities aren't the norm. We must build that solid foundation of learning.


At 3:27 PM, Anonymous Anonymous said...

I recently started working with a group of preschool-aged children learning music. When you said, "It is critical that a child can classify and sort by attributes prior to being asked to be aware of repeating patterns," that applies directly to my class. Before being able to remember a which part of the song comes next, they need to be able to remember small portions of what the song is about. After several classes they start to remember the little drawings and signs I have to show them while singing. It's fun to watch them learn this way, but it's important to apply it to everything they are learning, so that they are ready when school comes.
Melissa D. 1010

At 1:41 PM, Anonymous Anonymous said...

I do not agree that children learn in a linear fashion. Reading is not predicated on being able to identfy their letters. They learn in a more holistic manner. They can recognize sight words before they can recognize letters. They see the whole before its parts.


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