Around here, we don’t look backwards for very long… We keep moving forward, opening up new doors and doing new things because we’re curious… and curiosity keeps leading us down new paths.
Selection of the specific 38 objectives and indicators showing widely held expectations for each age group was based on further review of the current research and professional literature in child development and early childhood education as well as state early learning standards. As evidenced in the research summary below, the first 23 objectives focus on key predictors of school success in the areas of social–emotional, physical, cognitive, oral language, literacy, and math development and learning. The remaining objectives help teachers plan instruction in science and technology, social studies, and the arts, and enable teachers to assess children’s English language acquisition.
The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children is a conceptual framework of evidence-based practices developed by two national, federally-funded research and training centers: The Center for the Social and Emotional Foundations for Early Learning (CSEFEL) and TACSEI. These centers’ faculty represent nationally recognized researchers and program developers in the areas of social skills and challenging behavior. Based on evaluation data over the last eight years, the Pyramid Model has shown to be a sound framework for early care and education systems. Extensive training materials, videos, and print resources to help states, communities and programs implement the model have been developed.
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The Loveland Teaching Tree also uses Zoo-phonics®, which is a method developed to make children strong readers and spellers using a “phono” (hearing), “oral” (speaking), “visual” (seeing), “kinesthetic” (moving), and tactile (touching)—whole brain approach. Students actually learn the sounds of the alphabet and advanced phonemic concepts through an easily understood, concrete method of presentation.
Zoo-phonics® uses animals drawn in the shapes of the letters for ease in memory. A related body movement is given for each letter. This concrete approach cements the sounds to the shapes of the letters. Lowercase letters and their sounds are taught first (needed 95% of the time in text), capital letters and letter names are taught later.