Literacy Matters - Vol 21 - Winter 2021

and Cognitive Development (CD). All domains are critical, valued, integrated, and interrelated because learning and development extends across multiple domains. For example, as a child engages in a book reading experience with a teacher, he/she may learn new vocabulary (i.e., Language Development and Communication), develop an understanding of a new concept (i.e., Cognitive Development), and continue to build a relationship with an adult (i.e., Social Development). Although we focus our attention on language and literacy development, we recognize that children’s progress in the Language Development and Communication domain influences and is influenced by learning across all other development domains. Therefore, effective early childhood teachers must develop strong content knowledge of ELDS to plan integrated curricular experiences that promote children’s holistic development. ELDS can create significant benefits for children’s learning and development because they build consensus about important educational expectations or outcomes (NAEYC & NAECS/SDE, 2002; Scott-Little, Kagan & Frelow, 2003). By establishing coherent, evidence-based expectations for children’s learning, teachers can focus curricular experiences and instructional practices in ways that benefit children by increasing school readiness and the potential for positive outcomes later in life (NAEYC & NAECS/SDE, 2002; Scott-Little et al., 2003). However, while ELDS are necessary, they are not sufficient. Teachers’knowledge and practice matter. The position statement on standards put forth by NAEYC and NAECS/SDE (2002) states that“effective early learning standards require equally effective curriculum, classroom practices, and teaching strategies that connect with young children’s interests and abilities, and that promote positive development and learning”(p. 6). ELDS describe the“what,”or the content and skills that children should be learning and developing. In contrast, the curriculum is“how”teachers deliver the content by using effective teaching practices and instructional strategies. Teachers incorporate ELDS into the curriculum in both naturalistic (unplanned) and intentional (planned) ways (Gronlund, 2006). In a naturalistic approach, connections to language and literacy standards can be seen in all areas of the classroom, including children’s play. For example, during play children may choose to engage in activities and use materials that support language and literacy development (e.g., write a sign for a block structure, negotiate roles in dramatic play, self-select books to read). These play-based experiences are incredibly valuable for children’s language and literacy development. These experiences also present a wonderful opportunity for teachers to think more deeply about children’s development and how to best support further learning through more intentional planning. Play is regarded as a highly valuable vehicle for learning; therefore, early childhood teachers must hone their ability to detect important language and literacy milestones in children’s play (Moyles, 1989; VanHoorn, Nourot, Scales, & Alward, 2015). If teachers cannot detect students’achievement or progress towards language and literacy standards accurately during play, they will not plan appropriately for future instruction. In order to recognize connections or linkages to standards, teachers must be very familiar with their state’s ELDS document and ideally would have had professional development or other support aimed to increase knowledge and use of ELDS (Gronlund & James, 2008).

As teachers become more skilled at documenting and linking observations of children to language and literacy standards, they begin to understand ways in which they can support children as they work towards the goals outlined in their state’s ELDS document (Gronlund, 2006). Teachers can then use ELDS in more intentional, planned ways, such as developing and implementing an effective curriculum that supports and integrates language and literacy learning in meaningful ways. Teachers may also formally and informally assess children’s progress towards specific language, and literacy goals articulated in ELDS documents and use this information to individualize their teaching approaches to meet all children’s needs. This assessment and curriculum process will be further explored and illustrated using the South Carolina Early Learning Standards (South Carolina Early Learning Standards Interagency Stakeholder Group, 2017). Using ELDS to Inform Instruction Step One: Observation and Documentation The authentic assessment of young children depends heavily on teachers’ observations of children’s development (NAEYC, 2003). Teachers’ observations have been shown to be effective for the purpose of keeping track of children’s development, recognizing their accomplishments, and adapting the curriculum within the classroom to meet the ever-changing needs of young children (Shepard, Kagan, &Wurtz, 1998). Teachers can systematically document their observations of children’s progress towards language and literacy milestones outlined in their states’ ELDS using strategies such as anecdotal records, work samples, checklists, and interviews (Cress, 2004). Step Two: Reflection Teachers can reflect on their observations and documentation of young children engaged in language and literacy learning and think about how their observations relate to the early literacy milestones described in their states’ ELDS (Gronlund, 2006). Gronlund and James (2008) describe several steps in this process: 1) review documentation, 2) decide what standard(s) are being addressed, and 3) determine how the child is progressing towards accomplishing the standard(s). Teachers can use this information to reflect on ways to help individual children and groups of children achieve essential language and literacy milestones. Step Three: Formulate a Plan Based on their reflections, teachers can develop plans to integrate ELDS into the curriculum (Gronlund, 2006). Teachers have to decide how best to deliver the content with an individual child or with groups of children. This content delivery may include strategies such as providing materials, planning specific activities that are targeted to teach particular skills outlined in ELDS, and embedding opportunities to practice skills during daily routines. Lesson plans or activity plans are a way for teachers to document how they incorporate ELDS into the The assessment and curriculum process involves the following cyclical steps: 1) observation and documentation, 2) reflection, 3) formulate a plan, and 4) implement the plan (Gronlund & James, 2008).

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