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We use Creative Curriculum and the GOLD assessment.  In our coaching and training with teachers we work on identifying the various objectives across domains that can be captured in that activity.

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Videos are helpful to see practice examples

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Implementation of curriculum that integrates creative arts into daily lesson plans. Also using ITERS and ECERS as guidance for setting up environments.

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Implementation of curriculum that integrates creative arts into daily lesson plans. Also using ITERS and ECERS as guidance for setting up environments.

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Promoting one full hour of free choice center play and one hour of outdoor play daily. 

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Promoting one full hour of free choice center play and one hour of outdoor play daily. 

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If we want to get at this challenge, we have to be willing to look at how accountability dynamics impact the tendency to constantly break things apart.

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If we want to get at this challenge, we have to be willing to look at how accountability dynamics impact the tendency to constantly break things apart.

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Provide opportunities for educators to think about what play means to them and explore how that looks like for children in their classrooms

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Provide opportunities for educators to think about what play means to them and explore how that looks like for children in their classrooms

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Through everyday experience, child initiated and when needed guided by teacher.

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Through everyday experience, child initiated and when needed guided by teacher.

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Selecting books to read to children on social studies topics.

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Selecting books to read to children on social studies topics.

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Kathy, that's a great question/point, but might be how to think about striking a balance between identifying the unique yet overlapping aspects, so it's not an either or proposition....

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The project approach, if implemented as intended, breaks apart the "bins"

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The project approach, if implemented as intended, breaks apart the "bins"

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A benefit of being in NC is that licensing is looking at how creative arts are being implemented in the classroom.  No ditto sheets.  Need to have 3D creations.  Various topics for dramatic play.  Must have 1 hour or more of free choice.  Etc.  We work on training with our staff to think outside the box and incorporate play into all areas.

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Natural found objects transformed into art - loose parts for limitless creation

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make time to talk about how play supports different domains, so the interconnections are explicit, for both teachers and children -- think it's good for children to hear what they are learning too sometimes

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I am always interested in teacher beliefs. So many of us (all?) attended schools where play was not supported as a vehicle for learning

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I am always interested in teacher beliefs. So many of us (all?) attended schools where play was not supported as a vehicle for learning

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Recently had a training on choosing books for classrooms and then allowed teachers to choose some multicultural books that we will purchase for their classrooms.

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Mindfully selecting & placing open ended materials as toys and in centers 

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Mindfully selecting & placing open ended materials as toys and in centers 

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Identifying the areas related to social studies with terms that are appropriate for ECE classrooms

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Identifying the areas related to social studies with terms that are appropriate for ECE classrooms

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children are engaged in our "science-based" programs via interest and concept drivers that are grounded in social explorations and creative arts investigations (you could view the Shadow Stores tinkering exploration through any of these lenses, but all need to be present in order to succeed). The problem is that educators become stuck when faced with assessing their next steps-usually avoiding topics they are uncomfortable with...

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children are engaged in our "science-based" programs via interest and concept drivers that are grounded in social explorations and creative arts investigations (you could view the Shadow Stores tinkering exploration through any of these lenses, but all need to be present in order to succeed). The problem is that educators become stuck when faced with assessing their next steps-usually avoiding topics they are uncomfortable with...

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By focusing on the classroom as a community and by establishing rules/agreements about how children and teachers would like their community to feel/operate.

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By focusing on the classroom as a community and by establishing rules/agreements about how children and teachers would like their community to feel/operate.

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In some programs, I see lots of singing and dancing, sometimes focused on academic topics, other times helping children to get the wiggles out, and other times to address cultural issues.

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In some programs, I see lots of singing and dancing, sometimes focused on academic topics, other times helping children to get the wiggles out, and other times to address cultural issues.

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It is happening but not always labeled as "social studies"

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It is happening but not always labeled as "social studies"

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It is aligned with the curriculum and so we use those resources to support education staff.

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Teaching practices that facilitate studies that support social studies.

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Teaching practices that facilitate studies that support social studies.

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Free choice for the children, setting the environment for children to engage in activities  through music, visual arts, movement and dance, drama and storytelling.

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Free choice for the children, setting the environment for children to engage in activities  through music, visual arts, movement and dance, drama and storytelling.

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There are several ways programs may incorporate the arts and social studies - through projects, the environment, materials, specific enhancement activities and events...

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They are encouraged to create routines and schedules that allow children time to interact with materials openly. 

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They are encouraged to create routines and schedules that allow children time to interact with materials openly. 

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We used to have a course on "integrating" the early childhood curriculum to help pre-service teachers learn how to teach across domains. Could this be part of the coaching that teachers receive?

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We used to have a course on "integrating" the early childhood curriculum to help pre-service teachers learn how to teach across domains. Could this be part of the coaching that teachers receive?

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Using a curriculum that is aligned with ELOF, it helps with the un-binning and helps educators see they are incorporating and capturing  carious domains.

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Using a curriculum that is aligned with ELOF, it helps with the un-binning and helps educators see they are incorporating and capturing  carious domains.

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I don't think some education staff know about ELOF. it needs to be more widely shared, marketed to the EHS/HS community. This is such a wonderful resource. Lets get it out there.

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Un-binning takes intentionality and support 

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Un-binning takes intentionality and support 

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Example: Use of Creative Curriculum tools helps education staff to integrate learning domains with examples, e.g., Mighty Minutes.

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Follow children's natural goal-directed motivation and curiosity (e.g., discovering, exploring, investigating their world), slow down and extend these explorations over time, bringing relevant domains into play as they surface in the moment. Culture, context and children's interest are the drivers

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Access to resources makes a difference - 

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Access to resources makes a difference - 

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Creative Curriculum resource: Intentional Teaching Moments - supports teachers to be able to bring exeriences/learning opportunites across multiple learning domains.

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Helpful to have short teaching experiences suggested from the curriculum that help educators see that the teaching experience covers multiple domain and sub domain areas.

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Helpful to have short teaching experiences suggested from the curriculum that help educators see that the teaching experience covers multiple domain and sub domain areas.

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Outcomes = Do they restrain teacher creativity? 

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Outcomes = Do they restrain teacher creativity? 

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Teaching to reach outcome goals = rigid planning - children receiving instruction.

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Once teachers experience the impact of effective practice they buy in = and will take on the practice independently.

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Once educators buy in and see how play fosters the skills from the domain, it becomes something they transfer throughout their teaching and other parts of the day. But the buy in is what can be difficult.

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Once educators buy in and see how play fosters the skills from the domain, it becomes something they transfer throughout their teaching and other parts of the day. But the buy in is what can be difficult.

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Obtain the input of families. Incorporate the cultures of families, families "wealth of knowledge" into program practices and approaches.

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Seeing = Believing - the Value of video and coaching 

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Seeing = Believing - the Value of video and coaching 

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Powerful for teachers to see themselves in action and the response of the children

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How can we integrate these ideas into assessment and reporting requirements or change those requirements? I wonder how current reporting/  assessment may be working against the goals of integrating play

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Program focus leans toward language/literature, cognitive... teachers may need training to understand how to integrate the arts, social studies, and guided play.

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Anti-Bias work, implicit bias and suspension and explusion research.

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In our migrant centers, the ELOF is still a little abstract for our teachers. It is a bit overwhelming. 

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In our migrant centers, the ELOF is still a little abstract for our teachers. It is a bit overwhelming. 

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We need to give staff permission to play

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We need to give staff permission to play

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Educators can play too! Teachers need to hear the message: Play is learning and adults need to play too.

Can be a powerful way to create a caring community and help children have a sense of belonging.

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It's encouraging those teachers to build learning into rituals, transitions, and routines.  It's helping them see that the child can learn... they can do more than just "watch" the child

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Bring in artists from the community to engage both children and families. 

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Bring in artists from the community to engage both children and families. 

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Our program created a document to show how the ELOF and creative curriculum align. We have shared this document with our teaching staff.

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Our program created a document to show how the ELOF and creative curriculum align. We have shared this document with our teaching staff.

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teachers use them in the classroom and during parent home visits and parent conferences. Link child's goals to ELOF.

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teachers use them in the classroom and during parent home visits and parent conferences. Link child's goals to ELOF.

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Use it to support training for teaching staff.

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Use it to support training for teaching staff.

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What messaging / culture shift work do we need to do to counter the many years of messaging that children need to be achieving certain learning goals via direct instruction modes.

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How do we promote rest and play for educators ?

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Mike Petrich - disconnect between the way teachers teach and the way they are taught, they are afraid of play; avoiding combination of topics; afraid of doing it wrong

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Sarah G - worry about curriculum fidelity/teacher prep (with regard to using play)

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Daryl Greenfield to Everyone

+Kathy and Mike -- engage the educators in what they will do with the children. Let them play first

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Gail - how are you working to support teacher prep to become tinkerer/researcher? So not just plan and hope -

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Michael Lopez - I don't know where to put it, but want to push us a bit more to think about how programs/educators can or should integrate creative arts, social studies and even play in a thoughtful and intentional manner with a genuine cultural, linguistic and equity lens (vs. just a superficial approach to check the box).

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Brenda Jones Harden to Everyone

The issue is taking it to scale... supporting ECE teachers who may not have the expertise and support in their centers to do this.

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Amanda Bryans to Everyone

it is such an important point, Tammy. For years, the rationale for a very rigid, even scripted, curriculum included "inexperienced teachers".  The problem is, again, that children are denied joyful, powerful, curiosity driven learning experiences that lead to engaged, confident and persistent learners

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Kathy Hirsh-Pasek to Everyone

Agree — when teachers see that their hobbies, culture and interests can help them find joy in teaching and deeper learning they are so excited; very important to have a shared understanding of what guided play means

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Brenda Jones Harden

I would love to see not just a tinkering training for teachers, but support for coaches and mentor teachers who can do hands-on work with classroom teachers around this approach.

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Daryl - framework for following children’s interests, cultural interests; getting exposure so teachers feel comfortable with change “mindset about lack of control” part is messaging/not something new, supporting them in what children are already interested in doing; culture of inquiry (everyone from leaders… treat teachers as professionals, not just watching them, but partnering); co-construction of curriculum; strong home to school connections, need to know that efforts are not just short term interests

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FOCUS ON MESSAGING - short, meaningful, shared by all; think about messaging that comes from culture/system; how to engage the community/how to change the perspective of the community