Literacy Matters - Vol 21 - Winter 2021

making progress towards the Developmental Indicators she identified for Nasuha. She also noticed the children were demonstrating progress toward many other Developmental Indicators simultaneously, such as “imitat[ing] the special language in storybooks and story dialogue with accuracy and detail” (LDC10o) and “recogniz[ing] print and symbols used to organize classroom activities and show[ing] understanding of their meaning (put toys in the box with correct symbol and name; check the sign-up sheet for popular activity; check the schedule to learn next activity)” (LDC-9m), among others. How can I (the teacher) improve or build upon this experience? Finally, Nina wanted to continue to build all her students’ learning. She decided to continue to take detailed observational notes and relate them to the South Carolina Early Learning Standards to determine current progress and next steps for each of her students. Conclusion Teachers’ knowledge of language and literacy development is critical in all classrooms (Darling-Hammond & Bransford, 2007), including and perhaps especially in early childhood classrooms (Cash et al., 2015). Teacher content knowledge is necessary, but

not sufficient. Teachers must also be knowledgeable of their students’ current and expected development. One primary means of being familiar with typical developmental milestones reached in early childhood is through states’ Early Learning and Development Standards. Both pre-service teacher education programs and in-service professional development efforts should provide teachers with opportunities to learn about ELDS and practice using them in various authentic ways in the classroom, including identifying ELDS in children’s play and using them to support the curriculum and assessment process. Using ELDS in conjunction with a reflective assessment and curriculum process allows teachers to become more purposeful about the types of activities, experiences, and support needed to help all children meet their fullest potential. When early childhood teachers systematically follow the cyclical steps for the assessment and curriculum process: 1) observation and documentation, 2) reflection, 3) formulate a plan, and 4) implement the plan, teachers can individualize their instruction to the development of the students in their classroom (Gronlund, 2006). Knowledgeable teachers enacting instruction that considers students’ individual progress within a developmental continuum is the key to intentional teaching in early childhood classrooms! Jordan, R. L. P., Bratsch-Hines, M., & Vernon-Feagans, L. (2018). Kindergarten and first grade teachers’content and pedagogical content knowledge of reading and associations with teacher characteristics at rural low-wealth schools. Teaching and Teacher Education, 74 (1), 190–204. Jordan, R. L. P. & Bratsch-Hines, M. (2020). Associations of reading knowledge with kindergarten and first grade teachers’reported instructional strategies. Literacy Research and Instruction . Advanced online publication. https://doi.org/10.1080/19 388071.2020.1774689. McCutchen, D., Harry, D. R., Cunningham, A. E., Cox, S., Sidman, S., & Covill, A. E. (2002). Reading teachers’knowledge of children’s literature and English phonology. Annals of Dyslexia, 52 , 207–228. National Association for the Education of Young Children & National Association of Early Childhood Specialists in State Departments of Education. (2002). Early learning standards: Creating conditions for success . Retrieved from www.naeyc.org/ about/positions/pdf/Position_statement.pdf. National Association for the Education of Young Children & National Association of Early Childhood Specialists in State Departments of Education. (2003). Early childhood curriculum, assessment, and program evaluation. Retrieved from https:// www.naeyc.org/ sites/default/files/globally-shared/downloads/PDFs/resources/ position-statements/pscape.pdf. Moyles, J.R. (1989). Just playing? The role and status of play in early childhood education. Philadelphia, PA: Open University Press.

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References

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Cash, A. H., Cabell, S. Q., Hamre, B. K., DeCoster, J., & Pianta, R. C. (2015). Relating prekindergarten teacher beliefs and knowledge to children’s language and literacy development. Teaching and Teacher Education, 48 , 97–105. https://doi. org/10.1016/j.tate.2015.02.003 Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19 (1), 5–51. doi:10.1177/1529100618772271.

Council of Chief State School Officers. (2008). Glossary. Washington, DC: Author.

Cress, S. W. (2004). Assessing standards in the“real”kindergarten classroom. Early Childhood Education Journal, 32 (2), 95–99.

Darling-Hammond, L. (2000a). How teacher education matters. Journal of Teacher Education, 51 (3), 166-173. doi:10.1177/0022487100051003002.

Darling-Hammond, L., & Bransford, J. (Eds.). (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.

Gronlund, G. (2006). Make early learning standards come alive: Connecting your practice and curriculum to state guidelines . St. Paul, MN: Redleaf Press.

Gronlund, G. & James, J. (2008) Early learning standards and staff development: Best practices in the face of change. St. Paul, MN: Readleaf Press.

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