“While standards serve the important functions of basic protection and of education in health and safety; it is not sufficient that children survive in child care; it is essential that they thrive.”- Dr. Susan Bredekamp
Bredekamp, S. (1993). Day-care standards: need and impact. Pediatrics, 91(1), 234.
Elsie's Comment: As an Education Coordinator I always remind teachers that it is important to not just create activities just to have something written down, but to create purpose, connection to curriculum themes, and addressing students needs. We want to do more than just the minimum. For example, one teacher I am working with is centering his month on the theme of The Ocean. He would write Magna-Tiles or Cars and Soft Blocks. When I asked his purpose for these activities he would tell me it's to 'fill the table'. We then evaluated the interest students would show to these tables that were simply "filler activities." Students would play with little interest and move to manipulatives on the carpet or art activities. The next day we tried observing students interact with an activity that was purposeful and tied to this months theme. We used Magna-Tiles again but used sea animal manipulative. Students were creating submarines, fish castles, underwater farms, etc. They were able to create more, stay engaged and the teacher was able to conduct meaningful observations based on students exploring sea animals and connecting what they learned through read a louds, discussions, pictures, and play.
Bredekamp, S. (1993). Day-care standards: need and impact. Pediatrics, 91(1), 234.
Elsie's Comment: As an Education Coordinator I always remind teachers that it is important to not just create activities just to have something written down, but to create purpose, connection to curriculum themes, and addressing students needs. We want to do more than just the minimum. For example, one teacher I am working with is centering his month on the theme of The Ocean. He would write Magna-Tiles or Cars and Soft Blocks. When I asked his purpose for these activities he would tell me it's to 'fill the table'. We then evaluated the interest students would show to these tables that were simply "filler activities." Students would play with little interest and move to manipulatives on the carpet or art activities. The next day we tried observing students interact with an activity that was purposeful and tied to this months theme. We used Magna-Tiles again but used sea animal manipulative. Students were creating submarines, fish castles, underwater farms, etc. They were able to create more, stay engaged and the teacher was able to conduct meaningful observations based on students exploring sea animals and connecting what they learned through read a louds, discussions, pictures, and play.
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