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Buncombe Partnership for Children - Strengthening Families in Asheville

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Our Mission: To strengthen the capacity of educators, families, and the community to build a strong foundation for children's learning and development beginning at birth. Serving Asheville, Buncombe County and Western NC

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Language-Focused Family Engagement from WIDA 

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Language-Focused Family Engagement from WIDA 

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https://graduate.bankstreet.edu/educator-resources/curricular-resources/pre-k-resources/

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Bank Street Graduate School of Education

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Curricular Resources

Bank Street professionals are eager to provide learner-centered materials to help support educators as they prepare for pre-K. The resources below are part of our Summer Institute curriculum and are grounded in the principals of emotionally responsive practice.

These resources will help educators prepare to welcome children and families to the classroom, implement a developmentally safe and sound early childhood curriculum for all children, establish a safe and familiar environment for children from diverse cultural and language backgrounds, and engage in reflective practice to promote instruction and student performance.

Pre-K teachers have a deep understanding of the importance of making children feel welcome on the first day of school. For them and for the children, the welcome sets the positive tone for the year ahead. There are many forms of welcome and much depends on the regulations of the individual program where their pre-K classrooms are located. In some programs, parents can be welcomed into the classroom to ease entry for the children. In others, parents may not be allowed inside the classroom and the teacher/child welcome will take place in the lobby. Some programs can accommodate a staggered entry with half the class coming in the morning and half in the afternoon. Others will have the whole class come together on the first morning of the new year. Whatever the parameters or constraints, pre-K teachers over the years have devised wonderful welcomes for children.

Children will spontaneously clap, stamp, jump, dance, or let forth song in the classroom. They have music in their head, just like we grownups do. Singing happens in time and it is a social activity. You can't plan what happens when voices, faces, bodies, harmony, song, and individual associations happen together in the moment!

In pre-K classrooms, the majority of the children sing along with the song leader. Nobody makes them sing. As children acquire words, they sing them into existence in the same manner they try out spoken words syllable by syllable, phoneme by phoneme. The beauty is that repetition, melody, and beat inevitably supply the learning possibility. By taking on the role of song leader, educators can embrace genuine fun and find new ways to develop their craft every day.

A Dozen Good Songs for your Pre-K

I have chosen these eleven songs, out of at least hundred possibilities, as fun, strong, catchy songs for four year olds. I have chosen them because I think the melody is accessible for you the teacher, and the song content (and rhythm and melody) will be attractive to children most likely.

As you listen, please note the order.

1. "You Sing a Song." (Ella Jenkins, whose pioneering recordings of early childhood music are still used today in classrooms across the country.) This song is a starter song, used to gather the children into the circle space, and to encourage them to use their bodies for tap, clap, click, hum; this allows the circle of singers to begin to unify in purpose and prepare for more complicated music activities.

2. "Mary Wore Red Dress." (American traditional. Source: "American Folksongs for Children" by Ruth Crawford Seeger, ) is a song to include names of children and the colors they are wearing. Best, it provides a moment of personal choice for each child.

3. "The Everyday Song" (Betsy Blachly) was created to encourage children to think about their day; the events that are consistent, both morning and night. This shape of song is easily converted into the ideas that children want to share about their day. Don't forget, a verse about 'what is not all right' can be an important one to include, if it comes up organically.

Next comes four active songs. I recommend that you do these active songs in a row, as a medley, so that the children are "dancing" for at least ten minutes. Segue (e.g. follow immediately without talking) these dances one after another. You can insert "Hokey Pokey" also. I also recommend at this point in your music time that you avoid "Ring around the Rosie" because children all want to fall down, and the momentum can be lost. Save it for outside, or right before lunch.

4. "A Ram Sam Sam" (Trad. Middle Eastern) is actually a two part round, but it works as a simple two part song. The form is called AABB, which means each part is repeated two times.

First A: Clap hands loudly, as in a vertical swipe. On "Guli", guli" roll your hands, as in "wheels on the Bus." Repeat the claps for "A ram sam sam."

Second A: Repeat again.

First B: Arms up high for "Arafi, arafi." (The "Guli guli" action is what you did in the first part.)

Second B: Repeat from "Arafi."

Later, invite the kids to march to this song! March in place, not going anywhere. Then march anywhere. You will be initiating a task of regulation is to stand still for the B part and raise the arms. How important it is to allow moments for children to stretch and breathe in and out intentionally with joy!

5. "Walk and You Walk."(Ella Jenkins) This apparently simple song carries in it an essential element of music and dance: STOP and START. These dance moves reflect the musical elements of melody, phrasing, and beat. Have fun with the "AND YOU STOP" part; you can rush it, and smile, and make a freeze shape. The children will imitate. They learn to anticipate the recurring "Walk and you walk" with a sense of accomplishment. Next, add movement words like "tip toe" or "jump" or "sway." Return to the "walk and you walk" as a chorus!

6. "I Let Her Go-Go." (Trad. Tobago and Trinidad) This fascinating game is perfect for four-year-olds; there is clapping, extending the voice, leaning forward without falling, jumping, and turning. All these actions are evident in the words. Stand still and just sing the song with these actions.

" Go go" clap two times. " Go go" repeat. " Gooooooo" hold hands up and lean forward, without falling down. " Go go go " jump three times and turn at the last one."

Eventually, two children can clap two hands with another child!!! (Beginning of clap games). On the "Gooooooo" (when the children become more familiar with the shape of the song) they can lean in and actually turn around each other, let go, and find another child to clap with. It is kind of "Messy" but the music is organizing, and four year olds like to clap this pattern, because the songs energy is aligned with their own.

7. "Here Comes Zodiac." (Trad. African-American) This game has many variants in many cultures. Every time I share this with teachers, I hear about another set of possible words. This version is what I have settled with for four year olds. (So use your own version, if you have one.) It takes several repeats for the children to become attached to the fun parts of this singing game.

Stand in a circle or if a circle is too challenging, a clump.

" Here comes Zodiac " swivel your body left and right (like "the Twist")

" Step back Sally " 4 steps backwards, with that swivel.

(Expecting that the children will count the 8 beats, or not stop before they maybe hit the wall or a bench is not recommended. Keep going! Don't focus on being exact, yet.)

"I looked down the alley " pretend to look left and right, with a hand on your brow, searching around.

" A great big man from Tennessee " Say this nice and loud, and exaggerate bigness with your arms.

(On purpose, I do not sing the word "fat."" If a child sings out "fat," I stop and explain that the man is BIG BIG BIG and that "fat" is not a friendly word.)

" I bet you five dollars " Index finger out, shaking, and repeat with other hand.

( I do not ask for rights and lefts form four year olds.)

"To the front, etc " Jump to the front, back, side side side. (No time to be lazy, here.)

" I called my docto r" pretend to have a phone, and pretend to look serious.

"OoooAhhh" is loud and forceful with swivel hips. Point to hip. Then to elbow. Then to shoulder. Then to head.

The last " Ooooo Ahhhhh " repeat four times, taking small steps inward.

(I recommend repeating three times because I have learned that some children do not even consider trying until the third time.)

Time to sit down again. For a transition, try singing (in the melody of "Here comes Zodiac") " Time to sit down, sit down, sit down, time to sit down, on the rug. "

At this point in music circle time, I always take this sit down time to ask children "What songs do you want to sing?" They always mention their age old favorites: Old MacDonald, Twinkle Twinkle, Itsy Bitsy Spider, ABCD. I always grant sing these requests out of respect for their forthrightness in naming a choice and in recognition that the faithfulness of these songs is part of a four- year-old's comfort factor.

8. "This Train." (Trad. African-American) This song could be sung everyday, if you wish to embrace the myriad of variations that evolve. Bringing moments of autonomy into the discourse of your classroom is valuable for individual reasons, and for the learning about others in community. Recognizing the words of a child can be part of building independence and connections.

9. "Listen to the Water." (Bob Schneider) Like the above "This train," Bob Schneider's "Listen to the water" has myriad possibilities, not only in naming places, things and attributions about the water, or river, but also for a robust curriculum development. Substitute a verb such as "Going, " add a place your children all go to, such as the auditorium, or the farmer's market, or the playground or the museum. The children can start to tell you what they "saw" there, and you can enfold these words in the melody. Voila! A new song for your curriculum collection with words by your children.

10. "May There Always Be Sunshine." (collected by Pete Seeger) This song, with its gentle melody and lyrics, is used by Pre-K teachers at Bank Street School for Children as a song for their Family Curriculum. I mmediately inclusive and easy to join in.

11. "This Pretty Planet" (Tom Chapin/John Forster) Singing this round as a simple song can be compelling, settling and other worldly. While this is a terrific song for conversations about the planets and the environment, save these conversations for another time; focus on celebrating the singing sound.

I choose to sing it as a "Getting ready to sing goodbye" song, the second to last song. I recommend choosing a calming song to fit this purpose, and then blending it in with a "Goodbye" song. Remember that one of the key elements to the Pre-K year is about learning that goodbyes happen in so many places and time of day. Be consistent with this song and you will instill a sense of trust in transitions.

12. "Bye-Bye." (Betsy Blachly) Intentionally simple. Repeat as often as needed. At your discretion, you can inset names. Then use the melody to sing about what is happening next in your classroom (For example, "Now, let's get ready, to go to snack time.) Especially written for children's voices so be careful not to pitch it too low.

Common Core Learning Standards Throughout the Day

Emergent Bilingual Learners

Emergent bilingual learners come to the classroom with many lived experiences, family relationships, home language(s), and practices that may or may not carry over to the early childhood setting. It is important to build upon these experiences in the classroom so they may have an easier transition.

Video #1: Mother Speaking French. This video demonstrates a mother speaking French to her child during play. It is vital to establish an environment where a parent can feel comfortable speaking her/his home language in the classroom. View the Mother Speaking French video

Video #2: Counting in our Many Languages. In this video, students are learning from each other. View the Counting in our Many Languages video

Video 3: Garage/Vehicle. Labeling actions for children helps them develop new vocabulary and phrases specific to their play. Notice how this teacher describes the child's play: "I hear your vehicle coming out of the garage". View the Garage/Vehicle video

Video #4: Playdough Noodles. This teacher encourages production of language through a scaffolded conversation involving play with playdough. View the Playdough Noodles video

Video #5: Polygon Song. Songs are a powerful way to learn language. Listen to the vocabulary this student is using. View the Polygon Song video

Annotated Webliography: Helpful Information and Strategies

(If you are unable to open the following links, please check that the url in your browser begins with http rather than https. This change should resolve the problem.)
Separation

Classroom Centers

Routines

Child Development

Supporting Diversity

Developmental Variations and Special Needs

Positive Approaches to Managing Children's Behavior

Screening & Assessment

The NYCDOE requires all Pre-K programs to use a developmentally-appropriate, valid, and reliable assessment system to monitor student progress and individualized instruction.
Three authentic assessment options have been approved by the NYCDOE:

Work Sampling System ® (WSS)

Teaching Strategies GOLD (TS GOLD)

High Scope Child Observation Record®/Child Observation Record Advantage® (COR/COR Advantage)

General Resources

NAEYC expresses its mission in terms of three broad goals.

1. Improving professional practice and working conditions in early childhood education.

2. Supporting early childhood programs by working to achieve a high-quality system of early childhood education.

3. Building a high-performing, inclusive organization of groups and individuals who are committed to promoting excellence in early childhood education for all young children.

Office of Head Start National Centers
Early Head Start Cultural and Linguistic Responsiveness Program Management and Fiscal Operations Quality Teaching and Learning Health Parent, Family, and Community Engagement

Cultural Awareness in Teaching

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Pre-K Resources - Bank Street Graduate School of Education

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Curricular Resources Bank Street professionals are eager to provide learner-centered materials to help support educators as they prepare for pre-K. The resources below are part of our Summer Institute curriculum and are grounded in the principals of emotionally responsive practice.

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What do you do (or can you do) to promote attachment in your early childhood environment?

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What do you do (or can you do) to promote attachment in your early childhood environment?

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Add your response as a comment below!

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Inventory of practices for promoting social emotional competence

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Inventory of practices for promoting social emotional competence

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With your team, take the allotted time to discuss:
1. What you discovered.
2. Choose 2-3 areas where you scored as "seldom" and develop a tangible, realistic plan for moving towards more consistent behaviors.
3. Post ONE of your goals, how you will accomplish the goal, and who your supports are (or what supports you need) here as a comment.

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Today is Nathan's third week of child care in Miss Maria's classroom. Nathan is 3.5 and is in speech therapy for a speech delay that causes adults to have a difficult time understanding him. His foster mom drops him off early before Miss Maria is there. Usually, Miss Rachel is there to snuggle him when he gets dropped off--she knows exactly which train he likes to play with and how to make him feel safe. Today, however, there is a stranger in his classroom. She doesn't offer to hold him when his foster mom leaves, and she doesn't know where his favorite train is. Nathan is still relatively new to this classroom, and also has only been in his foster home for a little over a month. He misses his dad and hasn't seen him in a long time, and isn't sure when he will see him again. He feels scared and alone. What if Miss Rachel is gone, and what if Miss Maria doesn't show up today either? As soon as his foster mom leaves, Nathan goes to the block center and kicks over the tower some other children have been working hard to build, then he runs for the door.

Step 1: Choose a recorder for your group. The recorder will write the notes on the padlet as a comment here or write them on paper.
Step 2: Work with your group to answer the following questions:
a) What is this experience like for Nathan?
b) What is this experience like for Miss Maria?
c) If you were Miss Maria's friend/colleague, what would you do to help her in this situation (or before/after)?

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4 year-old Itzel comes into her PreK room on Monday after a long weekend. Her grandmother was visiting from out of town, and it was so nice to have special time with her family, where it's quiet and she has access to her favorite stuffed animals and dolls. Now she is back at school early in the morning, and there are 15 other children in the room already. It is a busy morning and her teachers are working with other children in the class who are playing in free choice centers, and one child is kicking over blocks and running around the classroom. Itzel's mother is late for work and has to give her a quick hug goodbye right as she rushes out the door to leave, saying she would be back to pick her once it starts getting dark. Itzel stands near her cubby, hiding her face in her jacket--it still smells like her mommy from the hug she gave her. One of the teachers, Miss Maria, calls over to Itzel, "Itzel, we don't hide in our cubbies, it's not safe. Go choose a center!" Itzel continues to hide in her jacket, so Miss Maria comes over and takes her hand and puts her in the reading area. "I said it's not safe to hide in your cubby, you know the rules. It's center time now. Here, read a book." Miss Maria hands her a book and walks away.

Step 1: Choose a recorder for your group. The recorder will write the notes on the padlet as a comment here or write them on paper.
Step 2: Work with your group to answer the following questions:
a) What is this experience like for Itzel?
b) What do you imagine the experience is like for Miss Maria?
c) What could the adults in this scenario have done different to make this busy Monday morning transition smoother for Itzel?

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Maria is running on about 4 hours of sleep today. Her 10-month old daughter is teething, her husband has been working the night shift at his job, and her 3 year-old daughter woke up at 2am with a fever. On top of it all, Maria's cousin has lost his job and will be moving in with her and her family in a week. She has overdue bills to pay, groceries to buy, and a house and family and also the children in her class to care for. She has to be sure to remember to bring socks for a hand puppet activity her class will be working on today, and be sure to work on her lesson plans and go over the instructional goals she set two weeks ago. When she walks in the door of her classroom that morning, she sees that her co-teacher is out unexpectedly, meaning she has to work with a brand new substitute who has never worked in a preschool before today.

Step 1: Choose a recorder for your group. The recorder will write the notes on the padlet as a comment here or write them on paper.
Step 2: Work with your group to answer the following questions:
a) What challenges is Maria facing?
b) What is some advice you would give to Maria? What resources would you share with her?

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https://socialwork.buffalo.edu/resources/self-care-starter-kit/self-care-assessments-exercises.html

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Self-Care Assessments, Exercises and Activities

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Assessments, exercises, and activities to supplement the self-care plan

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Toddlers regulate their behavior to avoid making adults angry

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Toddlers regulate their behavior to avoid making adults angry

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https://youtu.be/7FC4qRD1vn8

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Toddlers regulate their behavior to avoid making adults angry

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https://forms.office.com/Pages/ResponsePage.aspx?id=ccL5BJBdxE-TlDzNwvp8eKmf57ycv_1DqJA4cqPC9r5UMThNUjdUNTgwSTRNWDBPVTFST1FWSVIwNCQlQCNjPTEkJUAjdD1n

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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Post-Test survey to complete after training

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Post-Test survey to complete after training

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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Circle of Security Teacher Attending to Child's Needs

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Circle of Security Teacher Attending to Child's Needs

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Inventory of Practices for Promoting Children's Social Emotional Competence

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Inventory of Practices for Promoting Children's Social Emotional Competence

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Creating a Sense of Identity and Belonging 

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Creating a Sense of Identity and Belonging 

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https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/sense-identity-belonging-know

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IT-SE 10. Child shows awareness about self and how to connect with others.

IT-SE 11. Child understands some characteristics of self and others.

IT-SE 12. Child shows confidence in own abilities through relationships with others.

IT-SE 13. Child develops a sense of belonging through relationships with others.

Teaching Practices

Interactions

Environment

Individualization
Notice and acknowledge the activities and contributions of each child.
At lunch time, Mr. Terry talks with the toddlers. "Liam, I see you put some spinach noodles on your plate. You used two hands to pass the bowl to Portia. Jen and Marcus, can you tell us about the roads you made in the sand box? How did you make them so smooth?" Show an interest in the child's life at the program and at home.
Kiki, age 3, arrives with a bag full of photographs. Mr. Perez says, "Kiki, do you have new photos for your family poster? Your mom told me that your aunt and cousins were coming for a visit. Are these photos of your picnic at the park?"

P-SE 9. Child recognizes self as a unique individual having own abilities, characteristics, emotions, and interests.

P-SE 10. Child expresses confidence in own skills and positive feelings about self.

P-SE 11. Child has sense of belonging to family, community, and other groups.

Teaching Practices

Interactions

Environment

Individualization

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Sense of Identity and Belonging: Know | ECLKC

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IT-SE 10. Child shows awareness about self and how to connect with others. IT-SE 11. Child understands some characteristics of self and others. IT-SE 12. Child shows confidence in own abilities through relationships with others. IT-SE 13. Child develops a sense of belonging through relationships with others.

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From the Field: Strengthening Relationships

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From the Field: Strengthening Relationships

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This video is part of the Positive Behavior Support module, one of several EarlyEdU Alliance Higher Education Learning Modules.

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Example of an "I Love You Ritual" with a toddler

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Example of an "I Love You Ritual" with a toddler

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This is an example of a simple ritual that you can do with young children. It doesn't have to be this exact ritual! The importance of any ritual is that it carves out a special moment in time that happens on a fairly consistent basis that encourages connection and positive relationship.

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I Love You Rituals - Round and Round the Garden with Dr. Becky Bailey

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Mister Rogers' Can Help Us With Our Feelings! 

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Mister Rogers' Can Help Us With Our Feelings! 

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Fred Rogers, the wisest man on television... The way Rogers saw it, a secure and happy childhood was of the greatest importance not because we stay children forever, but because we don't... "Mister Rogers' Neighborhood" is all about preparing kids for life.

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He helped us with our feelings. - Mister Rogers' Neighborhood