Georgia
The State of Georgia has a very long history as a leader in promoting early learning and development outcomes for young children. Georgia introduced its latest set of high-quality, research-based first learning standards for children birth to age five called the Georgia Early Learning and Development Standards (GELDS). The GELDS program promotes quality learning experiences for children. They are a set of appropriate, attainable standards that are flexible enough to support children’s individual rates of development, approaches to learning, and cultural context. The GELDS are a continuum of skills, behaviors, and concepts that children develop throughout this time of life. They are divided into age groups and serve as a framework for learning. (, 2013). The GELDS are aligned with the Head Start Early Learning Outcomes Framework, the Georgia Standards of Excellence. Georgia Dept of Early Learning. How-to guide early learning staff in assessing assessment information to meet children's individual needs and improve practitioner/teacher practice and instruction.
As a teacher meeting the requirements of teaching young children, Early Childhood Generalist Standards describes what accomplished teachers should know and can do with young children. The standards are meant to reflect the professional consensus at this point about the essential aspects of accomplished practice. Various national and state initiatives informed the deliberations of the EarlyChildhood Generalist Standards Committee on student and teacher standards operating concurrently with the development of NBPTS Standards. As the understanding of teaching and learning continues to evolve over the next several years, these standards will be updated again, and the information from Lynch, M. (2016). Progress in International Reading Literacy Study (PIRLS) focuses on reading comprehension on a 5-year cycle. It was last administered in 2011.
What guide do teachers who work with young children from birth through five in providing quality learning experiences?
What information do parents need to support their children’s growth, development, and learning potential?
What is the groundwork for applying pre-service training standards, professional development, curriculum planning, and child outcome documentation?
The GELDS program promotes creating a “Universal Language” for all stakeholders to use regarding children's learning and development. Stakeholders would include parents, teachers, pediatricians, early interventionists, policy-makers, etc.;
Raise public awareness about the significance of the early years as the foundation for school success and lifelong learning and the importance of the teacher’s role in the process; and
Support the early identification and referral of children with special learning needs.
The lesson plan templates and sample copies of lesson plans are located at http://www.decal.ga.gov/Prek/Planning.aspx. Families requesting assistance with child care costs should apply online through Georgia Gateway at www.Gateway.ga.gov and upload the CAPS Pre-K Referral Form (Appendix K) with their application. The referral form can also be located at http://decal.ga.gov/Prek/ProjectDirectors.aspx.
References/Resource:
http://www.gelds.decal.ga.gov/
https://childcareta.acf.hhs.gov/sites/default/files/public/state_elgs_web_final_2.pdf
Georgia Early Learning and Development Standards (2013 Retrieved from http://www.gelds.decal.ga.gov/Default.aspx Birth to 5 years Georgia’s Pre-K Program Content Standards (Revised March 2009) http://www.decal.ga.gov/documents/attachments/Content_Standards.p df
http://www.nysed.gov/school-library-services/teaching-learning-instructional-design
Lynch, M. (2016). The Real Purpose of Assessments in Education. Retrieved from
https://www.theedadvocate.org/real-purpose-assessments-education/
Comments
1. I believe that teachers need to have a strong foundation in child development. Knowing child development will help teachers plan experiences to support ongoing development and to add challenges to strengthen development. Teachers can then use the early learning and development standards from their state to ensure that they are focusing on all areas of development. The standards are also a way to ensure that teachers are working with children to meet a variety of goals in all the development areas and discipline areas.
2. Asking what parents need is a tougher question to answer because different parents need different information. I think the most important aspect is that teachers and parents form a partnership on behalf of the child and support each other. Parents are the child’s first teacher and know the child best, but teachers know how to add challenges to strengthen development and they can help parents understand the milestones for each age and/or grade.
3. Standards for preservice teachers and for professional development differ. I have written several professional development workshops for teachers and currently I am an assistant professor of early childhood education at a community college where I work with preservice teachers. Professional development trainings were usually developed out of a necessity for a group of teachers at a specific school. Sometimes I created trainings because there seemed to be a gap in offerings on certain topics. Most often, with professional development, the participants have some teaching background. With teaching preservice teachers, they need to observe children in classroom, and they need to ask questions. They need to learn the basics of history and theory and they especially need to understand child development, the uniqueness of individual children, and the importance of the child’s family in the learning process.
-Karen Goulandris (Walden EDSD 7083)