Understand elements of oral language and vocabulary development and implications for classroom instruction Integrate opportunities for early learning in content areas in various activitiesĮarly Literacy Development: Teacher Outcomes Know early learning standards in mathematics, science, social studies, and artĪpply general teaching strategies to support early learning in content areas Recognize individual and group characteristics of children and adapt teaching strategies to these characteristics Recognize specific characteristics of the population and identify areas of learning and development to emphasize Understand how specific factors (e.g., poverty, bilingualism) affect learning and development of young children Recognize individual variations and adapt teaching strategies to these variations Use specific teaching strategies to support development of foundational skills Know early learning standards in cognitive, physical, and social-emotional development Recognize how cognitive and self-regulation skills develop and teachers’ roles Recognize how children’s learning impacts development and teachers’ roles in this Recognize sources of assistance that allow children to function at high levels of ZPD Understand the zone of proximal development (ZPD) Vygotskian Theory of Learning and Development Recognize individual variations in development and appropriately adapt teaching strategies Recognize universal developmental accomplishments and use instruction to support them Understand major developmental trajectories of brain development in early childhood During this time, teachers learn about, practice, and refine their knowledge and skills, ultimately deepening their understanding and expertise in instructional strategies.Įarly Childhood Learning and Development: Teacher Outcomes #SCAFFOLDING INSTRUCTION IN KINDERGARTEN LITERACY PROGRAM PROFESSIONAL#Generally, professional development is rolled out in Early Reading First programs over three years however, the scope and sequence of SEL professional development can be adjusted for shorter periods. #SCAFFOLDING INSTRUCTION IN KINDERGARTEN LITERACY PROGRAM HOW TO#
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