Read untitled text version

Supporting Educators

Developing Young Minds

TM

Positive Beginnings

Classroom Management Systems

The C.I.R.C.L.E. Best Practices Kit for Early Childhood Classrooms

Pre-K Spanish Toddler

Have fun with organization!

Why HATCH?

Supporting Educators

Developing Young

For more than 20 years HATCH has been committed to supporting the needs of the early childhood MindsTM education community. Our purpose as an organization is to enrich early childhood education by providing exceptional products and service that enhance the lives of children, families and communities.

Positive BeginningsTM is a classroom management tool produced and distributed exclusively by HATCH. Positive Beginnings was developed by the C.I.R.C.L.E. (Center for Improving the Readiness of Children for Learning and Education) project at the University of Texas, and they chose HATCH to exclusively manage the creative execution, production and distribution of the product. Positive Beginnings includes the materials and guidance required to transform any early childhood classroom into an organized, productive environment that promotes language and learning. The management systems included in the Positive Beginnings kit support children's decision-making and choice while allowing teachers to direct their decisions. For example, if a child is constantly engaged with Block Play at center time and rarely chooses the Library or Pretend and Learn centers by routing the child to center time last using transitions. Then the teacher can direct the child to choose another center, as Block Play will fill quickly. This limits his choices for play until a child from Block Play decides to move on to another center or interest area of the room. The management systems included in the kit are all teacher conceived and tested in multiple classrooms across multiple state and federal grant projects prior to being created and packaged into the Positive Beginnings kit. The material for the early childhood classroom included in the Positive Beginnings kit are constructed of a durable laminate that will endure use for many years. The kit is available in English or Spanish. This booklet contains materials to help you learn more about this exciting product from HATCH, including a photo presentation coupled with a detailed description of all of the kit components of the Positive Beginnings kit and how they will function in and help improve your ability to effectively organize and manage the learning experiences of all the children in your classroom!

Positive Beginnings

Kit Components

Pre-K and Spanish

The Daily Schedule Chart T

Th The Daily Schedule Chart helps children understand and learn the routines of their classroom. It is a concrete way to represent time and to allow for flexibility th across the day. It helps children to know what to expect and gives them a ac visual plan of what the day will include. The Daily Schedule Chart provides a vi framework for daily activities, fosters anticipation for what will happen next, and fr visually cues children to the next activity. vi

The Daily Schedule Chart i available in the is il bl i h Spanish Positive Beginnings Kit

The Classroom Helpers Chart

The Classroom Helpers Chart allows children to experience responsibility and build relationships. Children at this age love to help adults and are eager to please. Children gain a sense of ownership when they are involved in helping within their classroom community. Using the Classroom Helpers Chart is a great way for children to assist with the necessary classroom tasks. With the use of the Classroom Helpers Chart children learn responsibilities and feel like a part of the classroom community. Teachers use the Classroom Helpers Chart to establish and maintain a print rich environment and to encourage children to gain independent behavior. The Classroom Helpers Chart is available in the Spanish Positive Beginnings Kit

Enseña y explica

Ayudantes de clase

The Home and School Attendance Chart

The Home and School Attendance Chart provides a quick check of attendance, while encouraging children to use print in an authentic way as part of the classroom routines. The name cards allow children to make comparisons between their name and their classmates' names. This chart also provides an opportunity to increase attention to print. It is a concrete way to obtain your classroom's attendance while providing a print-rih environment.

The Home and School Attendance Chart is available in the Spanish Positive Beginnings Kit

The Center Management System

The Center Management System provides children opportunities to make decisions about their own learning by establishing structures for choices during center time. Through this system, children develop critical thinking and decision making skills, along with enhanced social and language skills. The Center Management System also adds to the print richness of the classroom learning environment while providing children with meaningful reading opportunities. The Center Management System is designed to bolster feelings of safety and security in the classroom environments where teachers incorporate daily the structures, rules The Center Management System is and routines of the available in the Spanish Positive system.

Beginnings Kit

Construcción

Biblioteca / Area de escuchar

Centro de ABC

Centro de Arte

The Classroom Rules Poster

The Classroom Rules Poster promotes social responsibility. Starting the school year on the right foot includes establishing classroom rules that will last the whole year. Visual rules and routines give children a sense of security, so they will know what is expected in their classroom community. When children know the rules and routines of the classroom, they are more successful and independent in their environment.

Las reglas del salón

The Classroom Rules Poster is available in the Spanish Positive Beginnings Kit

1. Caminamos. 2. Escuchamos. 3. Compartimos. 4. Limpiamos. 5. Cuidamos nuestra escuela.

The Activity Transition Book

Transition times can be difficult for young children and their teachers. The songs, rhymes and activities included in the transition book help children move from one activity to another. When children become familiar with just a few transitional rhymes they become secure in their knowledge of what comes next.

The Activity Transition Book is available in the Spanish Positive Beginnings Kit

es icion ns Tra

Autor Carta de Lectura

The Read Aloud Chart

The Read Aloud Chart provides meaningful print in the classroom and is a critical way to develop children's vocabulary and thinking skills. The Read Aloud chart encourages vocabulary development and print awareness. Through reading aloud to children and using the Read Aloud Chart, young children learn many of the fundamental aspects of language and literacy like the parts of a book, the functions of print, the meanings of words, and increased listening comprehension.

The Read Aloud Chart is available in the Spanish Positive Beginnings Kit

Vocabulario

Carta de Lectura

gato gato

Ilustrador

The Letter Wall

The Letter Wall is an interactive, ongoing display of letters and words used to help children focus on the alphabet, letter names, features of letters and an expanding vocabulary. This interactive tool exposes young children to a variety of cognitive concepts throughout the year. It is used to provide support and reinforcement of children's letter knowledge, language development, and print awareness including reading and writing. The Letter Wall is available in the Spanish Positive Beginnings Kit

La Pared de Letras

The Classroom Activity Signs

The Classroom Activity Signs included in the Positive Beginnings kit offer an ongoing display of print within the classroom to help children assemble themselves appropriately for learning during various activities. The signs included are: · Circle Time Area Sign · Daily News Sign · What I Know Sign · What I Want to Know Sign · What I Learned Sign The Classroom Activity Signs are available in the Spanish Positive Beginnings Kit

Lo Que Aprendí Lo Que Quiero Saber

Lo Que Se

T The Classroom Environment Labels E

C Classroom Environment Labels promote language development w while providing another way to include meaningful infusion of print in the classroom. Young children can begin to understand that i print is everywhere in the world around them, and that reading p and writing are ways for them to get ideas, information, and gain a knowledge. This type of environment makes the k association that written words are a meaningful. The labels give visual clues m for easier clean up, matching and f classifying. c

The Classroom Environment Labels are available in the Spanish Positive Beginnings Kit

caballete

juguetes de arena

Positive Beginnings-Toddler

CIRCLE, the Center for Improving the Readiness of Children for Learning and Education at The University of Texas Health Science Center at Houston (UTHSC-H), has developed Toddler Positive Beginnings to help teachers offer planned and purposeful play within an organized, child-friendly toddler classroom environment. Toddler Positive Beginnings includes the materials and guidance required to transform any toddler classroom into an organized, productive learning environment. The components included will help teachers setup a classroom environment ready to promote language and learning specific to the needs of toddlers. Teachers no longer need to spend hours creating name cards, printing signs and waiting for materials to be laminated.

Toddler Positive Beginning includes:

· The Daily Schedule Chart

· allows for flexibility across the children's day while helping children find a way to learn and begin to manage time.

· The Classroom Helpers Chart

· allows children to experience responsibility and build relationships.

· The Home and School Attendance Chart

· provides a quick check of attendance, while providing an opportunity for increased attention to print. .

· Setting up Center Charts

· encourages children's decision-making and critical thinking skills as well as fosters language development. .

· The Classroom Rules poster

· promotes social responsibility and acts as a preventative for many behavioral problems.

· The Letter Wall

· develops vocabulary through an interactive tool that exposes young children to a variety of concepts through out the year.

Letter Wall

· Classroom Environment Labels

· promote language development while providing another way to include meaningful print in the classroom.

· The Activity Transition Book/Circle Time & The Read Aloud Books

Five

· assists in maintaining continuity by providing fun songs and activities to do between major activities. n · Children's Literature - four classic books provide an introduction to literature and meaningful print · We're going on a lion hunt · The Very Hungry Caterpillar · Brown Bear, Brown Bear What Do You See? · Five Little Monkeys

Objec Mon tive: To reinfokeys Sittin To increa rce g in the a Tree conce To use se props children's pts of To increa autho To introd se to retell vocabulary r and childr a First illustra uce en's story in count tor attent seque Befor Reading ing nce from ion to and e Read print 1 to ing: drew on the 5 tree. "This the pictur letter Monk Let's count es. is a fun wall eys Sitting to see What do story writte how you Durin in a Five many see n and illustra Tree. Little g Read read. monk happe Let's Monk ing: Object ted ning eys see eys After the ive: there in the by Eileen what To Sittin After reinfor pictur are. the g first seque monk That To Read es? Christelow. Five monkincreasce the concep in a Tree eys There nce, ey. ing: "Wha are is the name To use It e childre is not Five encou ts are She wrote doing Obje Little props t happeof some To increas starts withn's vocabuauthor rage Littlthe of our monkeys Mon ctive in the and thingto retell the Objec ned : To key tree." story, illustra sitting words To childr tive: e Mon a Can in Story introdu e childre m. story lary our you s Sitti reinf Five tor keys en to To in a n's attentio you Exten ce countinshoul in story? To First d do." sequen join reinfo find incre orce the ng Sitti Little sion: Readi in with To To incre rce Before ng on We ng Have g from 1 n to printmce the read use ase child conc in a the Readin Tree on the letter about to 5 To To the asethe story and conce in a Tree incre props ren's epts of childr g: "This drew letter wall? five To use props childr while To pts to the picture tree. wall incre intro ase child retel voca auth · carry en preten is a fun of autho Is it monkeys. ase to en's vocab is it Firs To introd bular or and la duce a good being MonkeLet's count s. Seco story climb a picnic d to: Befo t Rea · written story Ourchildrretell a r ding First ys Sitting to see What do coun ren's atten in y illust thing re and uce letter story ulary Read illustr Befor nd Read how you see a tree baske rator ting sequ Befor Read coun wall to tease en's atten and drew in a ing many · preten and illustra t in During What e Read Tree. from tion to ing ing: ator ence ting word tree. sequ d to and ted by · sprea e Read monke happening some the Readinhappe ing: from tion toLet'sence Let's eat 1 to print read. wall? Mon Eileen drew one? is print pictu "This is 5 1 to keys coun g: · snap Christe on ned "What see what ys there in the picture tree.d out the ing: "This JoinAfter the res. the That a 5 on are. in this was Monk Let'sa blank in while first story? the the monke letter s? their coun et t to is a Sittin the letter Wha fun story That · hug There low.pictur After Durin sequen name She eys yours are t g in see how t do ys are is the name arms for to es. Whatfun story Durin wall I read Readin g Read writte Sittin monke wrote of ce, elf a Tree wall monke see read g this Ourencour this story? doing in of our g in theys how do you writte . Read Durin n and man you croco the ing: y. It g: "What story. letter wall the tree." story, Tree. dile words . Let's y see happ age a sitting ing: is not After starts g "Wha many see n and mon illust " the That's wordchildre read. Read in a Five someth Read with happened t is going see keys ening rated Afterhapp illustr After the Let's ing: say ing ing: m. monk Little is picnicto right, n what if some Can in our story? After there in see mon Read you should eys ening ated "Wha Five first to Story you . join in with the by Eilee After It starts Little what key.there in the by Eilee sequ the the one ing: tdo." find m happe Extens We read happe pictu mon are. That is teasin n Story ion: Monk first sequ is not the monkare. on the n next? about monk Read withthe story "Wha pictur ence n It res? Chris ned keys ing: p. ExtenHave some starts That eys while es? Chris g letter " , t is eys Ther telow are is the Sitting ence sion: the childreyou? in our story? wall? fivenot ey. It starts"WhaCan thing with happened There telow. encourag monke are m.is the doing nam e are . She you it Say, some t happ find is being , enco Have Is it a inStory you doing name are She wrote the a e Why Exte · carry n preten "I don't in the e of mon wrote thing good ys. Our with the ened p on Tree. urage monk shou Can thein our in you of our Story letter d shoul childr thing you m. Can nsion the like the the children tree. our story keys · climb a picnic to: that." to tease wall word in our the letter childr ld do." tree." story d you en basket Exten story, eys sitting word shou find Secon : Have " , Five sitting words en not sion: Let's m on ? We ld do." is · preten a tree use the someo you find story? Five s to join Before d Readi the to join puppe retell tease Have Little in a · spread Little in a ne? We m d to the read in with child some in with That on the read our eat ts to out letter abou What Readin ng the · snap act a story one? g: the · carryren prete the letter abou wall? t five blanke in the children Seco wall? happened "What was story What story · hug their out the t wall? t five · climb a picni nd Befo · carry could nd Rea Join in this Is it monkeys order prete while story. yourse arms for while Seco to: in while Is it monk a good story? the name the it a picnic you · prete aeys. c bask Wha re to: lf · climb happe nd Read ding it is it is a good tree . of this I read Befor nd Read crocod During Our being being happ thing Our letter ile · prete a tree ned." nd thing Our et wall? t baske ing: story? this story."letter e Readin to eat letter wall to tease wall That's What Reading: ing nd to t Join ened "Wha g: "What to tease wall · spre word in this wall? After is picnic. right, happened "Wha in while spreat was · eat · word Durin is going some word Readin Five somesnap ad out say if t was Little in It starts Join in · snap story the nam g Read one? is to happen I read d out · hug their a blank one? is ?a Monke someo g: "What with while this story the name Durin blank e That That your arms ing: · hug their Our letter of this this happen ys ne is et next?" g Read p. Can I readSitting Our After ? et teasing story self "Wha yours arms for ed Story you find say Read this in a letterof this for the ." thewall story? ing: elf Extens you? in our story? t is After croco pstory. Tree.if some ing: word on the "Wha Say, That going ion: wall story croco Read " letter word ?"Wha "I don't Why Have dile t is one That' dile is picni 's right to happ should say if some ing: Story the childre t going like that." isis teasi s right, , Five c. you picnic happened to happ Exte en It starts one "What n use Let's ng next? nsion . Ityou?Five Storynot tease is Little happ the puppet retell en next? teasin starts inLittle ened our with : Have " Exten someo Mon our story Say, Monk ne? g you? in with story s to p. keys sion: in " our act out What Can the p. Can "I don't ? eys the Say, Have order Why could story child Sittin the story. you Sitting you you like ren shou the it happen "I don't ? Why find in find g in a childr that. use p on a Tree ld Tree. shou like ed." " pLet's you the en use on the not . that." the ld you pupp letter letter the retel tease Let's not ets pupp l our to act retell tease some ets story some our to act out one? story in the one? the out Wha in the story the What orde t . story. order r it could could happ it happ you you ened ened ." ."

Little

Positive BeginningsTM

Positive BeginningsTM developed by educators at C.I.R.C.L.E.

HATCH in partnership with Children's Learning Institute located in the University of Texas Medical School-Houston, under the direction of Developmental Psychologist and Michael Matthew Knight Professor Dr. Susan H. Landry, combines data and studies from the fields he he of psychology, neuro-development, education and child development to provide proven learning solutions derived from, and supported by, documented research. The goal of CLI is to be the pre-eminent source for proven clinical and educational programs covering early childhood through late teens. While several programs came together to form the Children's Learning Institute in 2003, our documented research represents work that started as far back as 1990. Today, our services include clinical assessment, diagnosis and treatment of learning disorders, and cutting-edge research on techniques to enhance a child's home and learning environment. Our team includes experts in the fields of child development, education, medicine, neurodevelopment and research analysis.

Alignment with State and National Standards early childhood providers must ensure that their programs adhere to national and state guidelines in order to adequately provide an environment rich in learning opportunities for children so that they can be prepared to learn throughout the remainder of their lives. The Positive Beginnings Classroom Management System makes the task of meeting these standards easier for our customers. This unique offering cannot be found in competitors' catalogs. Implementing a Positive Beginnings system in your classroom will help you meet ECERS requirements in the Space and Furnishings, Personal Care Routines, Language-Reasoning, Activities, Interaction and Program Structure sub scales. In addition, the program will enable you to meet NAEYC Accreditation Criteria for Relationships, Curriculum, Teaching and Physical Environment Standards. Finally, Positive Beginnings correlates succinctly with all Head Start Child Outcome mandates related to Language Development, Literacy, Social & Emotional Development and Approaches to Learning. You will find a listing of the ECERS and NAEYC guidelines met by the product as well as Head Start mandates in the following charts. You can rest assured that ordering from Hatch means your program can adhere to requirements and your students will be better prepared to learn.

Components of Positive Beginnings Classroom Management System

Positive Beginnings Classroom Daily Schedule Classroom Management System Chart Helpers Chart Classroom Rules Poster Letter Wall Read Aloud Chart Home and School Attendance Chart Center Management System Activity Transition Book Classroom Activities Signs Classroom Environment Labels

ECERS Requirements that correlate w/ Positive Beginnings

X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X

Space and Furnishings 4. Room arrangement for play Centers are organized for independent use by children. Staff set up activities for one or two children to use in private space, away from general group activities Personal Care Routines 9. Greeting/departing Each child is greeted individually. When they arrive, children are helped to become involved in activities, if needed. Children busily involved until departure. 10. Meals/snacks Children help during meals/snacks. Language-Reasoning 15. Books and pictures At least one staff-initiated receptive language activity time daily. 16. Encouraging children to communicate. X X X X X

Staff link children's spoken communication with written language. 17. Using language to develop reasoning skills. Staff talk about logical relationships.

X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X

X X X X X

Staff encourage children to reason throughout the day, using actual events and experiences as a basis for concept development. Activities 19. Fine motor Containers and accessible storage shelves have labels to encourage self-help. 22. Blocks Blocks and accessories are stored on open, labeled shelves. Interaction 31. Discipline Program is set up to avoid conflict and promote age-appropriate interaction. Staff use activities to help children understand social skills. 32. Staff encourage the development of mutual respect between children and adults. 33. Interactions among children

Staff help children develop appropriate social behavior with peers. Staff provide some opportunities for children to work together to complete a task. Peer interactions are usually positive. Program Structure 34. Schedule Schedule provides balance of structure and flexibility. Smooth transitions between daily events. 35. Free play Supervision used as an educational interaction. 36. Group time X X X X X X X X X X X X X

X X

X X X X

X X X X X

Correlations with ECERS,NAEYC & Head Start

Different groupings provide a change of pace throughout the day. Staff engage in educational interaction with small groups and individual children as well as with the whole group. Many opportunities for children to be a part of self-selected small groups.

X

NAEYC Requirements that correlate with Positive Beginnings X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X

1.B. Building positive relationships between teachers and children 1.C. Helping children make friends X X X X X X X X X X

1.D. Creating a predictable, consistent, and harmonious classroom 1.F. Promoting self-regulation 2.A. Curriculum: Essential Characteristics 2.B. Areas of Development: Social-Emotional Development 2.E. Curriculum Content Area for Cognititive Development: Early Literacy 3.A. Designing Enriched Learning Environments 3.B. Creating Caring Communities for Learning

X X

X X

X

3.D. Using Time, Grouping, and Routines to Achieve Learning Goals 3.E. Responding to Children's Interests and Needs 3.F. Making Learning Meaningful for All Children 3.G. Using Instruction to Deepen Children's Undderstanding and Build Their Skills and Knowledge 9.A. Indoor and Outdoor Equipment, Materials and Furnishings

X X X

X X X

X X

X

X

X

X

X

X

X

X

X X

X

Head Start Mandates that correlate with Positive Beginnings X X X

Language Development: Listening & Understanding Shows progress in understanding and following simple and multiple-

step directions. Understands an increasingly complex and varied vocabulary. For non-English-speaking children, progresses in listening to and understanding English. Language Development: Speaking & Communicating X X X X X X X X X X X X X

Develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions; and for other varied purposes. X X X X X X X X

X X X X X X X

Uses an increasingly complex and varied spoken vocabulary. For non-English-speaking children, progresses in speaking English. Literacy: Phonological Awareness Shows growing awareness of beginning and ending sounds of words. Associates sounds with written words, such as awareness that different words begin with the same sound. Literacy: Book Knowledge & Appreciation X

Shows growing interest in reading-related activities, such as asking to have a favorite book read; choosing to look at books; drawing pictures based on stories; asking to take books home; going to the library; and engaging in pretend-reading with other children. X X

Progresses in learning how to handle and care for books; knowing to view one page at a time in sequence from front to back; and understanding that a book has a title, author, and illustrator. Literacy: Print Awareness & Concepts X X X X X X X X X X X X X X X X X X X X X X X

X

X

X

X

X

X

X

Shows increasing awareness of print in classroom, home, and community settings. Develops growing understanding of the different functions of forms of print such as signs, letters, newspapers, lists, messages, and menus. Demonstrates increasing awareness of concepts of print, such as that reading in English moves from top to bottom and from left to right, that speech can be written down, and that print conveys a message. Shows progress in recognizing the association between spoken and written words by following print as it is read aloud. X X X X X X X X X X X X X X X X

X X

Recognizes a word as a unit of print, or awareness that letters are grouped to form words, and that words are separated by spaces. Literacy: Alphabet Knowledge Shows progress in associating the names of letters with their shapes and sounds. X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X

X

X X X X

X

X

X

X

X

X X X X X X X X X X X X X X X X

X

X X X X

X X X X

X X X

Increases in ability to notice the beginning letters in familiar words. Identifies at least 10 letters of the alphabet, especially those in their own name. Knows that letters of the alphabet are a special category of visual graphics that can be individually named. Social & Emotional Development: Self-Concept Develops growing capacity for independence in a range of activities, routines, and tasks. Social & Emotional Development: Self-Control Develops growing understanding of how their actions affect others and begins to accept the consequences of their actions. Demonstrates increasing capacity to follow rules and routines and use materials purposefully, safely, and respectfully. Social & Emotional Development: Cooperation Increases abilities to sustain interactions with peers by helping, sharing, and discussion. Shows increasing abilities to use compromise and discussion in working, playing, and resolving conflicts with peers. Develops increasing abilities to give and take in interactions; to take turns in games or using materials; and to interact without being overly submissive or directive. Social & Emotional Development: Social Relationships Demonstrates increasing comfort in talking with and accepting guidance and directions from a range of familiar adults. Shows progress in developing friendships with peers. Progresses in responding sympathetically to peers who are in need, upset, hurt, or angry; and in expressing empathy or caring for others. Social & Emotional Development: Knowledge of Families & Communities Develops growing awareness of jobs and what is required to perform them. Approaches to Learning: Initiative & Curiosity Chooses to participate in an increasing variety of tasks and activities. Develops increased ability to make independent choices. Approaches to Learning: Engagement & Persistence Grows in abilities to persist in and complete a variety of tasks, activities, projects, and experiences. Demonstrates increasing ability to set goals and develop and follow through on plans. Shows growing capacity to maintain concentration over time on a task, question, set of directions or interactions, despite distractions and interruptions. Approaches to Learning: Reasoning & Problem Solving Develops increasing abilities to classify, compare and contrast objects, events, and experiences. X X X X X X X X X

X X

X X X

Hatch® Computers for KidsTM Computer Learning Center & Instant ClassroomTM are a perfect integration for any Early Childhood Classroom.

Positive BeginningsTM

Positive Beginnings English $299 95 B i i E li h $299.95

Positive Beginnings S Spanish $299 95 P ii B i i i h $299.95

Contact a Hatch® expert today at 800.624.7968 or visit us online at www.hatchearlychildhood.com

Supporting Educators

Developing Young Minds

TM

301 N Main Street, Ste 101 Winston-Salem, NC 27101

800.624.7968 www.hatchearlychildhood.com

Computers for KidsTM www.creativediversity.com

©2008 HATCH, Inc. All Rights Reserved.

Instant ClassroomTM

Information

untitled

16 pages

Report File (DMCA)

Our content is added by our users. We aim to remove reported files within 1 working day. Please use this link to notify us:

Report this file as copyright or inappropriate

626075


You might also be interested in

BETA
Microsoft Word - Develop Phonemic Awareness with Songs.doc
untitled
The Notebook v01.pmd