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Preschool Classroom Teaching Guidelines New Jersey Early Childhood Education Preschool Classroom Teaching Guidelines New Jersey Department of Education DIVISION OF EARLY CHILDHOOD EDUCATION New Jersey Department of Education 2019 Division of Early Childhood Education Preschool Classroom Teaching Guidelines 1 | P a g e New Jersey Department of Education 2019 Division of Early Childhood Education Preschool Classroom Teaching Guidelines Forward In 2015, the New Jersey Department of Education utilized state and federal funding from the Race-to- the Top Early Learning Challenge Grant to develop the New Jersey Preschool Classroom Teaching Guidelines. The purpose of the guidelines is to outline and provide insight into multiple dimensions of professional practice for early childhood educators and to assist them in applying professional competencies and instructional methods that are both developmentally appropriate and academically challenging for 3- and 4-year-old children. Intended as a practical framework, the document includes broad-based principles, vignettes, teaching and learning goals, and specific classroom teaching practice examples. Reflections within the guidelines help communicate the complexity of the early childhood teacher’s role while also addressing key elements of a high-quality early childhood program. The guidelines are the work product of a collaboration that spans local school districts, higher education, national experts, and state and federal agencies. The initial version was developed in partnership with William Paterson University (WPU), national researchers, New Jersey practitioners, and Early Childhood Education specialists at the New Jersey Department of Education. Dr. Holly Seplocha, Professor of Early Childhood Education at WPU, led the development of the initial document. Regular updates to the New Jersey Preschool Classroom Teaching Guidelines continue to ensure relevancy, ongoing professional development and inspiration for educators, families, and policy makers. The contributions of early childhood specialists at the New Jersey Department of Education help assure that the New Jersey Preschool Classroom Teaching Guidelines reflect New Jersey schools, current research, best practice, and the unique strengths and assets of young children, families, and communities. The guidelines were originally released in 2015 and updated in 2019. 2 | P a g e New Jersey Department of Education 2019 Division of Early Childhood Education Preschool Classroom Teaching Guidelines NEW JERSEY STATE BOARD OF EDUCATION Kathy Goldenberg ….…………………………………………….…………… Burlington President Andrew Mulvihill ……………………………………………………………… Sussex Vice President Arcelio Aponte ………………………………………………………….………. Middlesex Mary Beth Berry …………………………………………………………….…. Hunterdon Elaine Bobrove ………………………………………………………….………. Camden Fatimah Burnam-Watkins ……………………………………….…………. Union Ronald K. Butcher ……………………………………………………………… Gloucester Jack Fornaro ……………………………………………………………………… Warren Mary Elizabeth Gazi …………………………………………………………… Somerset Nedd James Johnson …………………………………………………………… Salem Ernest P. Lepore …………………………………………………………………. Hudson Joseph Ricca, Jr. …………………………………………………………………... Morris Sylvia Sylvia-Cioffi ………………………………………………………………. Monmouth Lamont O. Repollet, Ed.D., Commissioner Secretary, State Board of Education 3 | P a g e New Jersey Department of Education 2019 Division of Early Childhood Education Preschool Classroom Teaching Guidelines Table of Contents Introduction .......................................................................................................................................................... 6 Section 1: Young Children as Learners Developmentally Appropriate Practice ............................................................................................ 9 Developmental Domains................................................................................................................ 10 Approaches to Learning ................................................................................................................. 15 Executive Function ......................................................................................................................... 16 Self-Regulation ............................................................................................................................... 16 Importance of Play ......................................................................................................................... 18 Contextual Factors ......................................................................................................................... 21 Diverse Learners ............................................................................................................................ 24 Children Who Are Dual Language Learners ................................................................................... 28 Children With Special Needs and Disabilities ................................................................................ 29 Section 2: Planning to Support Children's Learning Classroom Environment and Room Arrangement ......................................................................... 31 Interest Centers and Play Areas ..................................................................................................... 32 Health and Safety ........................................................................................................................... 36 Gross Motor Space and Equipment ............................................................................................... 37 Schedules ....................................................................................................................................... 38 Routines and Transitions ............................................................................................................... 39 Building Classroom Community ..................................................................................................... 41 Classroom Management ................................................................................................................ 42 Class Rules ...................................................................................................................................... 43 Challenging Behaviors .................................................................................................................... 44 Adaptations to the Environment: Special Education ..................................................................... 46 Section 3: Intentional Teaching Screening, Observation, Documentation, and Performance-Based Assessment .......................... 49 Using Data to Inform Instruction ................................................................................................... 52 Meaningful Interactions ................................................................................................................. 52 Morning Meeting ........................................................................................................................... 54 Small Group Time ........................................................................................................................... 55 Whole Group Activity ..................................................................................................................... 56 Free Play and Choice Time ............................................................................................................. 57 4 | P a g e New Jersey Department of Education 2019 Division of Early Childhood Education Preschool Classroom Teaching Guidelines All Day Every Day ........................................................................................................................... 58 Scaffolding, Individualizing, and Teachable Moments .................................................................. 60 Fostering Engagement ................................................................................................................... 61 Asking Questions ............................................................................................................................ 62 Strategies to Support Dual Language Learners .............................................................................. 64 Section 4: Exploring Curriculum English Language Arts: Early Literacy ............................................................................................. 67 Summary ........................................................................................................................................ 77 Mathematics .................................................................................................................................. 77 Summary ........................................................................................................................................ 82 The Arts .......................................................................................................................................... 82 Science, Technology, Engineering, Art, and Mathematics (STEAM) in Preschool ......................... 85 Science and Nature ........................................................................................................................ 87 Technology and Engineering .......................................................................................................... 88 Celebrating Diversity .....................................................................................................................
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