Are you an Affiliate Trainer for the Toddler CLASS? The Toddler Observation PowerPoint was recently updated with a few minor changes; most of these include minor updates to the look and feel of the PPT and will not affect your training delivery.
However, there is one change we would like to explain related to the “Points to Consider” slide and corresponding presenter’s notes for the “Facilitation of Learning and Development” dimension.
These changes more accurately represent what the dimension is capturing. Toddlers are often active and busy learners and may be engaged because of the novelty of materials, or their interest in the routine at hand. That alone will not mean that the teacher has actively supported their learning and developmental opportunities. In this dimension, the indicators all work together to help us decide a score. As an example, some of our training videos reflect that a teacher could have mid-range active facilitation, and high-range children’s engagement, such as in Kyle is 5 and That Hurt. It is always important to encourage your participants to keep the definition and the intent of the dimension in mind when coding.
We hope you will find these updates supportive in your efforts to train the “Facilitation of Learning and Development” dimension.
It’s always a good idea to download the most up-to-date PPT from your myCLASS Trainer Panel prior to any training you are certified to present. Happy training, and if you have any questions, send an email to firstname.lastname@example.org, or post them below!
We all know people are naturally social beings—we need interactions to survive. But just because we’re naturally social doesn’t mean we know how to be social. We have to learn social behaviors—from our families, caregivers, and peers. Teachers play a key role in promoting social development, which includes peer play and friendships.
In construction, a scaffold is a temporary structure used by workers to access heights and areas that are hard to get to. This is exactly what educators are doing when they scaffold for students. A student is having a hard time reaching a new height—understanding a concept, answering a question, or completing an activity—and the teacher provides just enough support to allow the student to succeed.
Young children are naturals at analysis and reasoning. They want to understand. They want to solve problems, experiment, and compare. And we can help them!
First, let’s look at what Analysis and Reasoning means. To analyze is to look closely or examine, and to reason means to form conclusions or inferences based on what we know or experience. Every time a preschooler asks questions, predicts, classifies, compares, or evaluates, they are practicing analysis and reasoning skills.
As a CLASS Group Coaching (MMCI) instructor, the sections of any given two-hour session may feel, at times, very goal driven. These sections titled "Know," "See," and "Do” are interconnected. In particular, it is possible to consider "Do" within "Know," and "See." When an instructor supports in-the-moment experiences that connect new knowledge to current practice, they make the CLASS dimensions more relevant to the educators' daily work. But how can we infuse more “Do” into “Know” and “See?” First, let's re-cap what happens in each section.