Early Childhood Standards of Quality for ... - State of Michigan

Recommendations

Info

ELE: EARLY SKILLS IN USING TECHNOLOGYEarly Skillsin UsingTechnologyTechnology is an every day part of today’s society, its influence continuesto increase, and it will be an increasing feature of the future lives of today’syoung children. Technology is a broad term which includes a variety oftools; e.g., cameras, recorders and players, computers, telephones, Internetwebsites, electronic storybooks, and television. Recent research supportsyoung children’s age-appropriate use of technology to support and extendlearning and development under the guidance of adults who understand how touse it appropriately. However, technology should never dominate the learningenvironment nor replace the opportunity for children to have direct experiencewith peers, adults, and/or real materials.1. Early Learning Expectation: Children explore and use varioustypes of technology tools.Children typically:1. Can describe and creatively use a variety of technological toolsindependently or with peer or adult help.2. Understand that technology tools can be used throughout the day.3. Follow simple directions to use computers and other technology tools.134 Michigan Department of Education
ELE: EARLY SKILLS IN USING TECHNOLOGYExamples of Experiences and Strategies• Children are helped to understand that the classroom contains many toolsthat help them play and learn (e.g., crayons and pencils with which towrite, wheels which make trucks move, computers to display information,calculators, tape players) via the availability of such tools and throughconversations with adults.• Adults present curriculum-related skills, concepts, and informationfor children within the context of providing ample opportunities forexploration.• Adults consider children’s individual levels of development, interest,temperament, cultural backgrounds, language, and learning styles;teachers use this knowledge as the basis for designing children’sinteractions with technology.• Computers and other technology tools within the classroom are located atchild height; e.g., screens at children’s eye level, chairs which allow theirfeet to touch the floor.• The program provides technology tools so that teachers can work withchildren, such as those needed to develop and produce photographs andvideo from digital media documenting their learning and play.• Adults use technology to display children’s work in the classroom.• Children’s technology creations are displayed in the classroom.Questions for Reflection1. How are all staff members good role models in the use of technology?2. Are adults available to assist children, if necessary, in using and playingwith various forms of technology?3. How does the staff help parents understand appropriate uses oftechnology for their children and provide opportunities for family membersto observe children using technology appropriately?4. To what extent does the program provide technology tools for teachersto use the Internet to locate resources including appropriate websites forchildren and ideas for best teaching practices?2. Early Learning Expectation: Children can name variouscomponents of computer systems and use various input devices.Children typically:1. Can name components; e.g., screen, printer, mouse, disks, CD,keyboard.2. Use adaptive devices to operate a software program as necessary.Early Childhood Standards of Quality for Prekindergarten 135
Page 5:
Becky HarrisonParent ParticipantSan
Page 8:
eyond minimum child care licensing
Page 11 and 12:
Quality ProgramStandards for Prekin
Page 13 and 14:
These quality standards are meant t
Page 16 and 17:
Program’s Statement of Philosophy
Page 18:
Community Collaboration and Financi
Page 23 and 24:
Physical and Mental Health, Nutriti
Page 25 and 26:
Staffing and Administrative support
Page 27 and 28:
Staffing and Administrative support
Page 29 and 30:
Partnership with familiesThe Partne
Page 31 and 32:
Partnership with families3. Program
Page 33 and 34:
Learning EnvironmentThe Learning En
Page 35 and 36:
Learning Environment5. Assures that
Page 37 and 38:
Learning Environment7. Program Stan
Page 39 and 40:
Learning Environment11. Program Sta
Page 41 and 42:
Learning Environment11. Encourages
Page 43 and 44:
Page 45 and 46:
Learning Environment2. Provides a l
Page 47 and 48:
Page 49:
Learning Environment11. Program Sta
Page 52 and 53:
Page 54 and 55:
Child Assessment and Program Evalua
Page 56 and 57:
Child Assessment and Program Evalua
Page 58 and 59:
These expectations are not meant to
Page 60 and 61:
ELE: Approaches to Learning6. Demon
Page 62 and 63:
ELE: Approaches to LearningQuestion
Page 64 and 65:
ELE: Intellectual DevelopmentIntell
Page 66 and 67:
ELE: Intellectual DevelopmentQuesti
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
ELE: Social and Emotional Developme
Page 74 and 75:
ELE: Social and Emotional Developme
Page 76 and 77:
ELE: Language and Early Literacy De
Page 78:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86: ELE: Language and Early Literacy De
Page 87 and 88: ELE: Creative DevelopmentCreativeDe
Page 89 and 90: ELE: Creative Developmentof the tea
Page 91 and 92: ELE: Creative Development• Adults
Page 93 and 94: ELE: Creative DevelopmentQuestions
Page 95 and 96: ELE: Creative Development3. Are dra
Page 97 and 98: ELE: Creative Development6. Is the
Page 99 and 100: ELE: Physical Development and Healt
Page 111 and 112: ELE: early Learning in maTHEMATICSE
Page 115 and 116: ELE: early Learning in maTHEMATICS4
Page 117 and 118: ELE: early Learning in maTHEMATICS
Page 119 and 120: ELE: early Learning in maTHEMATICS7
Page 123 and 124: ELE: EARLY Learning IN SCIENCE5. Be
Page 125 and 126: ELE: EARLY Learning IN SCIENCE16. I
Page 127 and 128: ELE: EARLY Learning IN SCIENCE• C
Page 129 and 130: ELE: EARLY LEARNING IN THE SOCIAL S
Page 135: ELE: EARLY LEARNING IN THE SOCIAL S
Page 139 and 140: ELE: EARLY SKILLS IN USING TECHNOLO
Page 141 and 142: Glossary [LRCCC-R400.5101]Administr
Page 143 and 144: with the child and/or is a signific
Page 145 and 146: needs of the children; and theestab
Page 147 and 148: for the Education of Young Children
Page 149 and 150: Hohmann, M., Educating Young Childr
Page 151 and 152: National Association for the Educat
Page 153 and 154: U.S. Department of Education, Conti
Page 155 and 156: Early Childhood Standards of Qualit
show all

Early Childhood Standards of Quality for ... - State of Michigan

Create successful ePaper yourself

Delete template?

Save as template?