During mature play
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Children practice their most mature language skills during play:
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Mature dramatic play also requires children to plan and maintain play roles:
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Culturally relevant and responsive instruction McREL recognizes the unique nature of communication and linguistic structures among the many diverse languages. Levels of language proficiency vary within communities, and McREL takes a consciously responsive approach to working within these diverse groups. When SEL is delivered in culturally diverse sites, such as Tribal Head Starts, culture and language are the center of the instructional framework. This means encouraging tribal elders, native educators, and community members to take the lead in co-designing specific instructional components and resources. |
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Play Plan of a Dual Language Learner The SEL approach helps teachers individualize instruction for all children, including children with disabilities and other special needs and children who are dual language learners (DLLs). Students who are DLLs are encouraged to share their second language knowledge and “teach” their teachers and peers, furthering a sense of belonging and bolstering self-esteem. Given that SEL follows Vygotskian theory, a child’s home language, culture, and community are inherently valuable, integral dimensions of the instructional context. Furthermore, Vygotskian theory encourages a versatile approach that supports children with different modes of learning. |
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Play Plans
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On-site professional development SEL professional development aims to provide a solid foundation of knowledge and skills upon which to build the capacity of all staff members over time:
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Dynamic Coaching Model McREL’s Dynamic Coaching Model
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Dr. Elena Bodrova delivers SEL training in field sites across the country. She is a Research Fellow for the National Institute for Early Education Research and a board member of the National Association for Early Childhood Teacher Educators.
Cynthia Bjork has over 15 years experience in education, including serving as a bilingual teacher, and has expertise in working with culturally diverse populations. Ms. Bjork is liaison to the Montana ERF site and the Three Affiliated Tribes program in North Dakota.
Dr. Carrie Germeroth has extensive experience evaluating the social and emotional development of children attending Head Start. Dr. Germeroth is the liaison for the North Dakota ERF site. |
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Progress Monitoring Many Early Reading First grantees have implemented SEL professional development, and all have demonstrated positive literacy outcomes. For example, the School District of Janesville Early Reading First project is identified on the U. S. Department of Education’s Doing What Works Clearinghouse for Early Childhood Education as an example of using professional development to establish “the importance of children’s social and language interactions, an integrated curriculum, and scaffolded instruction directed at children’s developmental levels” in order to improve outcomes for preschool children. The project found that “[o]ngoing learning about language development was instrumental in bringing about Janesville’s shift from a traditional preschool approach to intentional and planned instruction.” Results include “significant overall gains for 8590% of program children, including English learners.” Citing evidence of children’s achievement and teachers’ professional growth, the National Staff Development Council included SEL in a compilation of “what works” professional development programs, describing it as a “way to provide teachers the deep knowledge and extended instructional and assessment skills to prepare their students for success in reading and writing (p. 101).” |
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