Sophia L.
Student, M. Ed
Child Development
& Learning in Context
Early childhood educators (a) are grounded in an understanding of the developmental period of early childhood from birth through age 8 across developmental domains. They (b) understand each child as an individual with unique developmental variations. Early childhood educators (c) understand that children learn and develop within relationships and within multiple contexts, including families, cultures, languages, communities, and society. They (d) use this multidimensional knowledge to make evidence-based decisions about how to carry out their responsibilities.
Key Elements
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
1d: Use this multidimensional knowledge—that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts—to make evidence based decisions that support each child
Evidence & Artifacts
1. EDUC 520 Action Research Proposal
2. EDUC 505 The Hidden Curriculum of Forest Preschool: Kindergarten Preparedness
Reflective Connection
1A. My Action Research Proposal demonstrates my understanding of young children's characteristics and needs by centering on the transition of students from Premier Northwest Kids (PNWK) Forest Preschool to traditional kindergarten. As the owner and instructor of a Forest Preschool, I frequently receive inquiries about how well our students transition into indoor, traditional kindergarten, aligning with the kindergarten readiness guidelines of the Snohomish County school district. To address this, I conducted action research to investigate whether graduates from our forest preschool are adequately prepared for traditional kindergarten based on the Edmonds School District Kindergarten Readiness Assessment. Through my review and analysis of literature, I explored the significance of physical, cognitive, social and emotional, and linguistic development, including bilingual/multilingual aspects in early childhood. In doing so, I acknowledge the impact of the preschool environment on children's readiness for kindergarten, thereby addressing the various influences on early development and learning.
1 B. Through my Action Research Proposal, I highlight the strengths and abilities of children in various domains. I appreciate the diverse talents and skills that each child brings to their learning environment, recognizing that they all have different strengths. Additionally, in my classes, I am continuously addressing the challenges that children may face in transitioning to kindergarten and considering how different educational approaches may influence their learning. By recognizing these challenges, I can better support each child's individual approach to learning.
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In The Hidden Curriculum of Forest Preschool: Kindergarten Preparedness, I show how mush I value the diverse experiences and interests of children in our Forest Preschool. I believe that the hidden curriculum of our outdoor setting leads to skill-building that prepares students for success in school. By observing children engage in open-ended play and hands-on activities, I see how their experiences shape their readiness for kindergarten.
1 C. In my Action Research Proposal I recognize that child development occurs within the context of family and culture. In my research, I'm considering how students from PNWK Forest Preschool, representing diverse family backgrounds and cultural experiences, transition into traditional kindergarten. I utilize developmental knowledge to assess kindergarten readiness and potentially adjust practices to enhance student preparation, showcasing my ability to apply developmental knowledge to foster supportive environments.
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1 D. In my Action Research Proposal I use my knowledge about the developmental period of early childhood to inform my research design and assessment methods. By focusing on the transition to kindergarten, I'm considering the developmental milestones and challenges that children typically face during this period. I value understanding each child as an individual with unique strengths, challenges, and learning styles. I am using this knowledge to tailor interventions and support strategies that meet the individual needs of my students. Ultimately, my goal is to make evidence-based decisions that support each child's development and learning journey.
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In The Hidden Curriculum of Forest Preschool: Kindergarten Preparedness, I demonstrate my knowledge about the developmental period of early childhood. I make evidence-based decisions to support children's growth and development. I design activities and experiences that align with children's developmental stages and encourage exploration and skill-building.
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