early childhood education goals and objectives

13 SMART Goals Examples for Early Childhood Educators

Diving headfirst into childhood education, educators are often met with many expectations and responsibilities. From crafting engaging lesson plans to nurturing young minds, it’s a job that requires a significant amount of dedication, creativity, and strategic planning.

Enter SMART —an acronym for specific, measurable, attainable, relevant, and time-based goals. Using the SMART framework might seem like navigating through a dense forest at first.

Here, you’ll find 13 examples of SMART goals for early childhood educators. Are you ready to be inspired for the rewarding journey ahead?

Table of Contents

What is a SMART Goal?

The SMART methodology can guide you in crafting practical goals for early childhood education. For those who might not know, SMART is an acronym for specific, measurable, attainable, relevant, and time-based.

Let’s delve deeper into each element of the SMART system:

The more precise your goals for early childhood education are, the better your chances of achieving them. Ambiguous goals can be tough to reach, while specific ones offer clarity and direction.

For instance, if you aim to enhance your young students’ literacy skills, a specific goal could be: “Boost story comprehension by engaging children in daily read-aloud sessions for three months.”

Quantified goals are essential because they allow all involved parties to track progress effectively. Ensure your educational goal includes criteria that can be measured. That makes it easier for children to understand their progress and celebrate their successes.

When developing goals, consider the child’s current abilities and strengths. Unrealistic expectations can lead to frustration for both the educator and the child. You can create achievable targets by aligning the goals with the child’s existing skill set.

Concentrate on goals that resonate with you on a fundamental level. This gives you the motivation to overcome challenges. Ask yourself: What do I value most in my teaching practice? What aspects of early childhood education satisfy me? Understanding your personal values can help you pursue meaningful goals.

Establishing a robust timeline helps you stay focused and maintain sight of your goals. After all, success is a process that requires consistent effort over time. Having a time-bound goal will enable you to remain committed and accountable on this journey.

Below are some examples of SMART goals for childhood educators:

1. Encourage Children to Develop Grammar Skills

“Within three months, I’ll encourage children in my classroom to develop grammar skills by engaging them in activities such as writing stories and playing word games. That way, they will understand the importance of correct grammar and be able to apply it in their writing.”

Specific: This goal is clear because it states that children will engage in activities related explicitly to grammar skills.

Measurable: The educator can measure the development of children’s grammar skills by observing their progress in storytelling and word games.

Attainable: Encouraging children to develop grammar skills within three months is realistic.

Relevant: Boosting grammar skills early helps children become well-rounded writers and communicators.

Time-based: Completion of this goal is anticipated after three whole months.

2. Foster Active Listening in Children

“I’ll promote active listening in children by encouraging them to take turns speaking, validating their peers’ points of view, and asking open-ended questions by the end of the summer. I hope this helps children become better listeners in the long run.”

Specific: This goal outlines what you need to do (encourage taking turns speaking, validating peers’ points of view, and asking open-ended questions).

Measurable: You could count the number of conversations implemented where active listening was encouraged.

Attainable: Encouraging children to listen actively is definitely doable.

Relevant: This will foster better social skills and communication in children.

Time-based: Goal achievement is expected by the end of summer.

3. Gain Professional Credentials

“By the end of the year, I want to obtain a CDA (Child Development Associate) credential in early childhood development. In order to reach this target, I will attend 45 hours of training in child development and take the certification exam.”

Specific: You’re obtaining a CDA credential and know precisely how to get it.

Measurable: Count the training hours and when you take the exam.

Attainable: You have a realistic timeline and understand what is required.

Relevant: This goal directly relates to your job as a teacher in early childhood development.

Time-based: Aiming for the end of the year is enough time to reach the goal.

4. Enhance Creativity in Children

“I will create a project-based learning initiative in my classroom that encourages students to think creatively. I aim to have this program running by the end of this school year, with each student completing at least one creative project monthly.”

Specific: The statement outlines the objectives and timeline for developing a project-based learning initiative.

Measurable: You can evaluate how many creative projects students complete each month.

Attainable: This is possible because it sets a reasonable timeline and expectations for the program.

Relevant: It is crucial to foster creativity in early childhood education.

Time-based: There is an end date of one school year to set up this initiative.

5. Nurture a Positive Classroom Environment

“I will strive to create a positive and nurturing classroom environment where children can learn, grow, and thrive. Within two months, I’ll use positive reinforcement and engaging activities to keep children engaged in their learning.”

Specific: The SMART goal outlines the desired outcome and behavior (positive reinforcement) that should be applied to reach it.

Measurable: This can be quantified by the children’s engagement with their learning and the number of positive interactions.

Attainable: It’s achievable for educators to nurture an optimistic classroom environment in two months.

Relevant: Children will benefit from a positive classroom environment.

Time-based: The statement has a two-month time frame for completion.

6. Become Better at Storytelling

“For 8 months, I want to improve my storytelling skills by studying more about the craft, attending workshops, and completing assignments related to storytelling. I hope to be able to tell stories in a way that engages children and moves them emotionally.”

Specific: The goal is concise, stating precisely the objective and how it will be accomplished.

Measurable: Progress can be gauged through studying, attending workshops, and finishing assignments.

Attainable: Count the time you spend learning more about storytelling.

Relevant: Being able to tell stories in a way that engages people emotionally is essential for early childhood educators.

Time-based: There is an 8-month window for success as an educator.

7. Facilitate Differentiated Instruction

“I will use differentiated instruction strategies for my students with different abilities and backgrounds. I hope to create an equitable learning environment within the following two months.”

Specific: This SMART goal is explicit because it describes how to facilitate differentiated instruction.

Measurable: The person could measure equity in their classroom environment within two months.

Attainable: Establishing an equitable learning environment is doable within the time frame given.

Relevant: Differentiated instruction is an essential part of childhood teaching.

Time-based: Goal attainment should be anticipated after two months.

8. Help Kids Learn to Work as a Team

“I’ll create team-building activities that engage all the children I work with by the end of the month. These activities will be fun and educational so they can concurrently learn to interact and collaborate with others in a supportive way.”

Specific: The goal is well-defined: creating team-building activities that engage all children.

Measurable: Determine how many activities have been created and if all of the children are actively involved in them.

Attainable: Developing team-building activities should be feasible given the necessary resources and time.

Relevant: This is appropriate for an early childhood educator looking to help kids learn to work together as a team.

Time-based: You have a one-month window to accomplish lasting success.

9. Use Music as a Tool for Learning

“After 5 months, I’ll use music as a tool for learning by introducing children to different genres and playing age-appropriate songs in the classroom. I will use musical activities, like matching rhythms or singing along with lyrics, to supplement teaching plans.”

Specific: The SMART goal is clear. The educator wants to introduce children to different genres of music and use music as a tool for learning.

Measurable: You’ll use musical activities such as matching rhythms or singing along with lyrics to supplement teaching plans.

Attainable: It is entirely possible to introduce different genres of music and use such activities to supplement teaching lessons.

Relevant: Music can effectively engage children in learning, making it a suitable goal for early childhood educators.

Time-based: You should be able to meet this goal over the next 5 months.

10. Reduce Disciplinary Problems Among Students

“Achieve a 10% reduction in disciplinary problems within the classroom by introducing improved strategies for teaching and disciplining students. The plan should be implemented over three months.”

Specific: Enhance teaching and disciplining methods to reduce the number of disciplinary problems among students.

Measurable: Check the percentage of disciplinary problems in the classroom over time.

Attainable: You can succeed if you commit to implementing the plan over three months.

Relevant: This is appropriate for early childhood educators looking to reduce disciplinary problems within their classrooms.

Time-based: There is a three-month deadline to accomplish the statement.

11. Expand Children’s Cultural Awareness

“My aim is to integrate cultural diversity into my lessons to increase the children’s knowledge and appreciation of different cultures within this school year. I’ll use thoughtful activities, multicultural books, and guest speakers to broaden their understanding of other cultures.”

Specific: This describes what type of activities, materials, and resources will be used to accomplish the objective.

Measurable: Monitor how much the children have learned about different cultures to assess progress and success rate .

Attainable: This SMART goal is feasible with careful lesson planning and utilizing diverse learning materials.

Relevant: Integrating cultural diversity into lessons is an essential step toward giving children a better understanding of the world around them.

Time-based: You have until the end of this school year to reach success.

12. Incorporate Play Into Learning

“I want to create a variety of activities that encourage discovery and creativity to develop the children’s overall knowledge and skills. I plan to introduce at least two new play-based activities every month for an entire year.”

Specific: This statement details how many activities you should introduce (at least two) and how often you should do them (once a month).

Measurable: You could track the number of activities you’ve created and implemented.

Attainable: It is definitely possible to develop two play-based activities every month.

Relevant: The goal reflects your commitment to enhancing children’s knowledge and skills through creative learning experiences.

Time-based: Success will ideally be accomplished over the next year.

13. Prepare for Emergency Situations

“Over two months, I will strive to develop my skills in emergency preparedness. I’ll do this by attending a first aid course and researching evacuation plans that best fit the school’s layout and needs.”

Specific: The educator aims to improve their skills in emergency preparedness.

Measurable: Check whether or not you’ve attended a first aid course and researched evacuation plans.

Attainable: Developing these skills is doable because the teacher is taking steps to learn about emergency preparedness.

Relevant: This is appropriate as it ensures the safety of employees and children in an emergency.

Time-based: Accomplishment of this SMART goal is expected within two months.

Final Thoughts

If you’re a childhood educator searching for SMART goals examples, consider your quest complete. Juggling many responsibilities, it’s easy to feel swamped when creating SMART goals looms large on your to-do list.

Time may seem like it is slipping away , and you might be unsure where to begin, feeling stuck for ideas. Adapt and implement these examples per your needs, and you’ll soon find they save you considerable energy and time.

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Preschool Learning Objectives

Preschool learning objectives are specific goals that define what children will learn. By establishing clear learning objectives, teachers can support children’s growth and development.

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Building a high-quality early education program starts with establishing comprehensive learning objectives. These learning objectives serve as a roadmap for educators, outlining the key skills and knowledge that children will acquire during their time in preschool. By creating a structured preschool curriculum built on appropriate educational objectives, you can help ensure that your children learn the essential skills to support their cognitive, social, and emotional development and prepare them for kindergarten.

In this article, we'll explore the importance of preschool learning objectives and how they shape young children's educational experiences. 

What are learning objectives in early childhood education?

Learning objectives are specific goals and targets set by educators to define what children will achieve during their time in preschool. These objectives of preschool education encompass various areas of development , including cognitive, social-emotional, physical, and language aspects. They provide a clear framework for teachers to design age-appropriate activities and experiences that support children's growth and learning.

Teachers often structure lesson plans around specific objectives or goals that describe what children will learn at the end of a lesson. Preschool learning objectives are often informed by what children in a specific age group are typically learning or mastering and education standards set by your state or program.  For example, a lesson involving counting items in a sensory bin could be connected to the learning goal of counting numbers one through five.

Preschool learning objectives and concepts

Early education programs prepare children for future academic success by equipping them with the foundational knowledge and skills they'll need for kindergarten . By incorporating a variety of learning objectives that focus on different developmental domains such as social-emotional skills, cognitive and problem-solving skills, and pre-academic skills such as early math, science, and literacy, educators can ensure children receive daily opportunities to learn and practice these skills. 

Below we discuss preschool goals and objectives examples across various subject areas.

Cognitive development 

Cognitive development objectives focus on building foundational skills like language and literacy, numeracy, problem-solving, and critical thinking. These objectives aim to stimulate children's curiosity, encourage exploration, and foster a love for learning. By setting cognitive objectives, educators ensure that children are equipped with the necessary skills and knowledge to succeed academically as they progress through their educational journey.

Social-emotional development

In preschool, children develop important social skills that help them learn to communicate with others, cooperate, and recognize and manage emotions. Social-emotional objectives help children build positive relationships with peers and adults, develop resilience, and cultivate a strong sense of self.

Some common social-emotional learning objectives could include:

• Taking turns going down a slide on the playground
• Identifying the emotions of characters in a book 
• Listening when someone is speaking 
• Sharing a toy with a peer

Physical development 

Physical development objectives focus on enhancing children's gross motor and fine motor skills . Preschool learning environments provide opportunities for children to engage in activities that promote physical fitness, coordination, balance, and control. These objectives lay the foundation for a healthy lifestyle and support children's overall well-being.

Language development

Preschool is a critical time for young children to develop their communication and language skills . Language learning objectives in preschool focus on laying the foundation for strong language abilities, including vocabulary expansion, sentence construction, listening comprehension, and verbal expression.

Creative development

Creative development objectives encourage children to express themselves through art, music, dance, and imaginative play. These objectives nurture children's creativity, imagination, self-expression, and problem-solving abilities. They provide opportunities for children to explore their interests, discover their talents, and develop a lifelong appreciation for the arts.

Examples of objectives focused on creative development include:

• Making sounds with instruments
• Creating process art
• Dancing along to songs or clapping along to simple rhythms
• Engaging in imaginative storytelling and role-playing

Early science concepts

Teaching preschoolers early science concepts encourages their curiosity, helps them develop critical thinking skills, and improves their communication. Preschoolers can learn basic science concepts by conducting simple experiments such as exploring whether objects float or sink in water. Interactive science activities give children opportunities to explore materials, make predictions, and learn about cause-and-effect relationships.

Early literacy concepts

Early literacy objectives focus on helping preschoolers develop the skills that will prepare them for future reading and writing. Literacy activities teach children concepts like print awareness and how to recognize letter sounds and exposes them to simple rhymes and new vocabulary words. You can create a language-rich environment using rhyming games, sing-alongs, circle time discussions, and stories.

Early math concepts

Early math skills help children begin to develop number sense or the ability to understand and use numbers. These skills involve things like recognizing and interpreting numbers, grasping concepts such as "more" and "less", and counting with whole numbers. The early math skills children learn in preschool will set the foundation for more advanced mathematical lessons.

Some preschool goals and objectives that teach children early math skills include:

• Recognizing numbers
• Reciting numbers from one to ten 
• One-to-one correspondence
• Identifying patterns of two objects
• Identifying two-dimensional shapes
• Sorting objects by shape or color

Personal care and hygiene

Focusing on wellness and healthy living will help raise healthy preschoolers who thrive in school. Some examples of preschool goals and objectives include:

• Learning about nutrition and healthy foods
• Caring for personal belongings
• Washing hands 
• Brushing teeth twice daily 
• Getting dressed
• Covering their mouth while coughing and sneezing

Listening skills

Your preschool curriculum can teach young children to practice active listening skills and how to engage in group discussions by expressing their thoughts, questions, and feelings in response to their teachers and peers. Listening skills help children follow directions and form strong relationships with teachers and other children.

Examples of listening objectives include:

• Making eye contact and actively listening during conversations
• Repeating simple instructions after they are given
• Being silent after hearing a familiar prompt for listening, such as a teacher clapping their hands and counting to three

Evaluate your teaching methods

Learning objectives serve as a valuable tool for teachers to evaluate their teaching methods and lesson plans. By aligning your instructional strategies with learning objectives, you can assess the effectiveness of your teaching and make necessary adjustments to improve student learning outcomes. Here are some ways to use learning objectives for evaluation:

• Align lesson plans with learning objectives: Review the content, activities, and assessments you have planned and determine if the objectives are adequately addressed and if the instructional strategies used are appropriate for achieving those objectives. This evaluation ensures that the lesson plans are purposeful and directly contribute to the intended learning outcomes.
• Reflect on teaching approach: Use learning objectives as a guide for self-reflection and self-assessment . You can determine if children are meeting the intended objectives and identify areas where further instruction or support is needed. 
• Adjust instructional strategies: If you find that children are not meeting learning goals, you can use this information to adjust your strategies in the classroom. You may need to modify your teaching methods, provide additional resources or examples, or incorporate different types of activities to better support student learning.
• Identify areas for improvement: By regularly evaluating the alignment between objectives and instructional methods and monitoring progress, you can identify areas for improvement and implement changes to enhance teaching effectiveness.

With brightwheel's Experience Curriculum , teachers can save time by matching lessons in the app to the materials in the monthly curriculum kits and can easily track observations and progress with daily embedded assessment to monitor each child's growth. You can also capture learning progress with photos directly in the brightwheel app and share with families, keeping them engaged in their child's daily learning. 

Track children's progress

Setting clear learning objectives are also useful for tracking children's growth and development. Teachers can utilize learning objectives as a framework to monitor individual students' advancement across various areas of development. Here's how to use learning objectives to track children's progress:

• Baseline assessment: At the beginning of a unit, you can assess each child's starting point by evaluating their abilities and skills related to the learning objectives. This baseline assessment provides a benchmark against which future progress can be measured.
• Progress monitoring: Throughout the year, you can track children's progress by regularly assessing their performance in relation to the learning objectives. This can be done through formal assessments , observations, checklists, portfolios, or work samples. 
• Documentation: L earning objectives can be utilized to document children's growth and development over time. This documentation can include anecdotal records , photographs, videos, or samples of work that showcase progress in different areas. 
• Goal setting: Learning objectives provide a clear roadmap for goal setting with children and their families. Teachers can involve children and families in setting individual goals based on the learning objectives, encouraging them to take ownership of their growth and development. 
• Communication with families: Learning objectives serve as a valuable tool for communicating children's growth and development with their families. Teachers can share progress reports, conduct parent-teacher conferences, or provide regular updates on how each child is meeting the learning objectives. This collaboration fosters a supportive partnership between teachers and families in promoting children's ongoing growth.

Final thoughts

Preschool learning objectives are essential because they provide a clear roadmap for educators to guide children's learning and prepare them for future academic success. Developing learning objectives for your preschool curriculum will help children master key skills and support their growth across all developmental domains. By leveraging learning objectives to track progress and evaluate lesson plans, teachers can gain valuable insights into their teaching practices and ensure each child is meeting desired learning outcomes.

Brightwheel is the complete solution for early education providers, enabling you to streamline your center’s operations and build a stand-out reputation. Brightwheel connects the most critical aspects of running your center—including sign in and out, parent communications, tuition billing, and licensing and compliance—in one easy-to-use tool, along with providing best-in-class customer support and coaching. Brightwheel is trusted by thousands of early education centers and millions of parents. Learn more at mybrightwheel.com .

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Your top 5 goals as an early childhood educator: info for new students.

Updated December 2023

What's your role as an early childhood educator? Exactly how big an impact will you have on young children's lives?

Probably far greater than you can imagine, especially if you're just starting out and don't know much about the field.

The truth is, preschool and daycare teachers play a huge part in how kids develop—socially, academically, even physically and emotionally.

They literally change lives and shape futures. As parents, and as a society, we place a huge trust in early childhood educators (ECEs) to help grow the next generation of learners and citizens.

Exactly what goes into this process? How do ECEs prepare babies and toddlers for the next stage of their life journey?

It all starts with these five essential goals. These are the key objectives you'll be working toward, each and every day, as an early childhood educator.

1. Building Trust with Your New Little Students

This is absolutely a top priority for early childhood educators—some would say, your most important goal.

If you're running a daycare or preschool, you'll be working with children as young as three to six months and as old as four or five.

These are such impressionable years when kids will decide how they feel about schooling and teachers. And of course, when they'll be reaching some key cognitive, physical, and emotional developmental milestones.

ECEs must first gain their students' trust, so each child feels safe, supported, and ready to learn 

ECEs must form positive relationships with their little students, ensuring this very first classroom is a safe, welcoming, nurturing place.

You'll be working hard to build rapport, establish routines, and earn respect—which are essential for achieving your next four ECE goals.

2. Helping Kids Make Friends & Work Together

For most youngsters, daycare or preschool is their first opportunity to really mix with a lot of other kids from different walks of life.

In many ways, this is their first exposure to a real community (other than their own families and close friends). They'll need a specific set of skills to integrate, make friends, and learn how to work in pairs and groups.

Some of the most important social skills you'll be helping kids learn as an ECE include:

• How to share
• How to resolve conflicts
• How to express their thoughts, opinions, and feelings in effective ways
• How to solve problems in a group
• How to deal with bullying (and not be a bully themselves)

The basic communication and collaboration skills little kids make at this stage lay the groundwork for how they'll fit into society later on.

This is why early childhood education training always includes courses in psychology and development and a wide range of socialization techniques and activities for young children.

ECEs play a crucial role in teaching children to respect one another and show kindness and compassion—the building blocks for forming healthy relationships as they grow.

Early childhood educators teach kids to respect diversity, build friendships, and work together to solve problems

3. Working on Fine & Gross Motor Skills

There are also quite a few practical goals you'll work toward every day as an early childhood educator. One of these is helping kids develop their fine and gross motor skills.

These are the skills they'll need to:

• Tie their own shoes
• Feed themselves
• Zip or button their own coats
• Climb on a play structure (coordination and balance)
• Put together a puzzle
• Grip small tools or toy pieces
• Use the bathroom
• Catch and throw a ball
• Hit a target (eye-hand coordination)

Children reach so many important physical development milestones during the preschool years! It's truly amazing how quickly they evolve.

Related: Early Childhood Education Training: Amazing Things Babies Learn By Age One

When ECEs plan activities for young kids, they are always thinking about working on these motor skills—monitoring progress and providing appropriate challenges for children of different ages under their care.

Something as simple as building with blocks or drawing a picture helps toddlers gain control over their bodies and improve coordination.

4. Helping Kids Build Self-confidence & Independence

Self-confidence and independence are characteristics that develop slowly over time in enriching and supportive ECE settings.

The more you offer your young students opportunities to grow and thrive, and praise them for their efforts, the more those children will embrace new learning challenges.

The goal is for children to leave your care ready for the next stage of their development at kindergarten. This is a big transition. To make it successfully, kids need confidence in their own abilities, and readiness to pursue new adventures on their own.

Early childhood educators are nurturing, and will hold a child's hand when necessary—but they also encourage kids to become more independent and self-empowered each day.

It's a fine balance to achieve, and the mark of a truly skilled educator.

In daycare and preschool young children take their first steps toward becoming independent learners, and making friends on their own

5. Preparing Children for Future Academic Success

This last (but certainly not least) ECE goal includes academic essentials, like language, problem-solving and basic math skills—but also the structures and routines children need to get used to before starting kindergarten.

For example, in a quality daycare or preschool, children learn:

• How to sit still and concentrate on a task for a set period of time
• How days are divided into work, play, snack, lunch, recess, clean-up, etc.
• How to listen to and follow instructions
• How to be apart from their families for much of the day
• To trust and respect teachers, teachers' aides, and their own classmates

These are all "readiness" skills—they combine to form the profile of a young child who is ready for the next phase of academic and social development.

Can you imagine a more important job? Apart from parents and guardians, early childhood educators are the very first teachers a child knows. They set the tone for an entire lifetime of learning, personal development, and relationships.

This is why when parents find a truly talented, skilled, and devoted ECE, they treasure that person—and recognize the huge impact this teacher will have on their child's life.

And of course, it's why early childhood educators love what they do!

Related: 7 Signs You're Destined for a Career in Early Childhood Education

ECE's are a child's first teacher outside of the home and set the tone for future academic and personal growth

Starting your ECE career

Are you interested in pursuing a career in early childhood education, but haven't yet started ECE training ?

We would love to hear from you. Herzing has worked with hundreds of ECEs over the years and is dedicated to upholding the highest standards in training and professional practice.

We recommend talking with an advisor to learn more about admission requirements, the skills needed to succeed in this program, and what is involved in earning an early childhood education certificate.

Chat live with an admissions advisor right now. Or click below to explore the program in more detail. We're here to help!

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9 NS ELCF Curriculum goals

Learning goals and objectives.

Free the child’s potential, and you will transform him into the world —Maria Montessori

Learning goals provide a structure for early learning practice, guide educators’ reflections and critical thinking, and form the basis for the assessment of children’s learning and holistic development.

The four learning goals are

• discovery and invention
• language and communication
• personal and social responsibility

These goals are consistent with the framework’s image and vision of children as confident and capable learners. Each goal is supported by several Learning Objectives that provide educators with specific reference points. These reference points are there to identify, document and communicate children’s progress to families, other early childhood professionals, and educators in schools. Over time, educators can reflect on how children have developed, how they have engaged with increasingly complex ideas, and how they have participated in increasingly sophisticated learning experiences.

Educators understand that children take different pathways to achieve these goals. Early learning does not focus exclusively on the endpoints of children’s learning; educators give equal consideration to improvements made by individual children and recognize and celebrate not only the giant leaps that children take in their learning but the small steps as well.

Receive the children in reverence, educate them in love, and send them forth in freedom. —Rudolf Steiner

Well-being is a holistic concept that focuses on children being happy, confident, and healthy in all aspects of their development. For children, well-being implies that they are loved, respected, protected, and supported by their families and communities.

Children’s well-being is affected by all their experiences within and outside of their early childhood education programs. Educators know that when they attend to children’s well-being by providing warm and trusting relationships, they are supporting children’s learning and development. Educators understand that it is essential to ensure predictable and safe environments for children, that provide affirmation and respect for all aspects of their physical, emotional, social, cognitive, linguistic, creative, and spiritual needs. By acknowledging each child’s cultural and social identity, and responding sensitively to their emotional states, educators give children confidence, a sense of well-being, and a willingness to engage in learning. As children experience being cared for by educators and others, they become aware of the importance of living and learning together with others.

Children develop their own well-being and confidence as they learn more about healthy lifestyles, emotional well-being, and healthy social relationships. As children become more independent they can take greater responsibility for their health, hygiene, and personal care, and become mindful of their own and others’ safety. Routines provide opportunities for children to learn about health and safety. Educators understand tha good nutrition is essential to healthy living and enables children to be active participants in play, and they are responsible for providing many opportunities for children to experience a range of healthy foods.

The state of children’s well-being influences the way they interact in their environments. A strong sense of well-being provides children with confidence and optimism to develop new friendships, interact with groups of other children, participate in new types of activities, and measure and calculate reasonable risks. It also influences children’s readiness to persevere when faced with unfamiliar and challenging learning situations and creates opportunities for success and achievement.

Learning Objectives supporting the goal of well-being include:

• children feel safe, secure, and supported
• children become strong in their social and emotional well-being
• children take increasing responsibility for their own health and physical well-being
• children develop knowledgeable and confident self-identities

Discovery and invention

Education is not the filling of a pail, but the lighting of a fire. —Unknown

Children use a variety of processes such as exploration, collaboration and problem-solving to develop curiosity, persistence, and creativity. Children who are effective learners are transfer and adapt what they have learned from one context to another, and are able to locate and use resources for learning.

Through play, children invent symbols to explore relations of power, truth, and beauty as they move between the world as it is and the worlds they create. In these possible worlds, children have the liberty to push the boundaries and explore who they are as members of communities engaged with age-old issues such as good and evil. Learning to be imaginative and creative requires open and flexible environments, rich in materials and role models that reflect the cultural life of their communities—the songs, crafts, languages and artifacts—and opportunities for children to invent their own cultural forms and symbols; to explore unique and innovative approaches to understanding their worlds. [2]

Educators recognize children as competent learners, and understand that they are capable of interacting with their indoor and outdoor environments to discover new concepts, problem solve, and create new ways of learning and playing. Children use their representational knowledge to invent new play—a rock may become a truck, a tree may become a house, and a line of chairs may become a train. Creativity allows children to create their learning environments over and over and in different ways. This type of active learning environment supports children’s confidence to be involved learners who are increasingly able to take responsibility for their own learning, personal regulation, and contributions to the social environment. Connections and continuity between learning experiences in different settings make learning more meaningful, and contribute to the integrated nature of children’s learning and development.

Children develop an understanding of themselves and their world through active, hands-on investigation. A supportive, active learning environment encourages children’s engagement in learning which can be recognized as deep concentration and complete focus on what captures their interests. Children bring their own sense of self and their previous experiences to their learning. They have many ways of seeing the world, different processes of learning, and their own preferred learning styles.

An example of a learning disposition is the disposition to be curious. It may be characterized by: an inclination to enjoy puzzling over events; the skills to ask questions about them in different ways; and an understanding of when is the most appropriate time to ask questions. [3]

Active involvement in learning builds children’s understandings of concepts, as well as the creative thinking and inquiry processes that are necessary for lifelong learning. They challenge and extend their own thinking, and that of others, and create new knowledge in collaborative interactions and negotiations. Children’s active involvement changes what they know, can do, and value, and transforms their learning.

Educators’ knowledge of individual children is crucial to providing environments and experiences that optimize children’s learning.

Learning Objectives intended to support discovery and invention include:

• children develop curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, and imagination
• children develop a range of skills and processes such as problem-solving, inquiry, experimentation, hypothesizing, researching, and investigating

Language and communication

Language is the tool of the tools. —Lev S. Vygotsky

From birth, children communicate with others using gestures, facial expressions, sounds, language(s), and assisted communications. Responsive adults support the development of language throughout early childhood

• by giving language to a baby’s gestures (Oh, you want the teddy bear!) and expressions (Ah, you like this applesauce!)
• by repeating toddlers’ expressions into full sentences (You want to read the book again?)
• by probing and extending possibilities for language development when engaging in conversations
• by providing opportunities for children to express their ideas, ask questions, and share stories

Educators appreciate that children are social beings who are intrinsically motivated to exchange ideas, thoughts, questions, and feelings, and who use a range of tools and media, including music, dance and drama, to express themselves, connect with others and extend their learning.

Early Childhood Educators provide opportunities for children to be able to communicate their feelings, thoughts, and ideas through careful and thoughtful design of the environment, and the educators’ own use of language and expression. Educators are skilled at maintaining a special balance in their exchanges with children—to respond to children’s expressions in ways that inspire children to continue their communication, rather than replacing children’s language with their own. [4]

Children’s use of their first language underpins their sense of identity and their conceptual development. They feel a sense of belonging when their language, interaction styles, and ways of communicating are valued. Children who hear, not only their own first language but the languages of other children in their program and community, begin to learn about the rhythms and sounds of all languages, and cultivate a sense of personal attachment to their own language, which contributes to their sense of personal identity.

Educators understand that children communicate with more than their words. Their constructions with blocks, art work, playdough figures, and pretend play scenarios all provide information about various stages of childhood development, interests and abilities, and how children interact both with the learning environment and other children. Educators encourage children to ask questions, and by analyzing those questions, educators assess children’s learning concepts, use of language, and pursue the types of things that children wonder about. When children are encouraged to re-tell an event, describe a painting, or explain what’s happening in the dress up corner, they have the opportunity to practice sequential thinking and reasoning. This expression and communication helps both educators and parents learn about children’s thinking, their ideas, and who they are.

Experiences in early childhood education programs build on children’s range of experiences with language, literacy, and numeracy within their families and communities. Positive attitudes towards, and competencies in literacy and numeracy are essential for successful learning. The foundations for these are built in early childhood.

Learning Objectives supporting language and communication:

• children interact verbally and nonverbally with others
• children engage with a variety of texts and gain meaning from them
• children express ideas and make meaning with a variety of media
• children begin to understand how symbols and patterns work
• children use technology to access information, investigate ideas, and express their thoughts
• Acadian and Francophone children in French minority language communities develop strong foundations in French

Personal and social responsibility

What children learn does not follow as an automatic result from what is taught, rather, it is in large part due to the children’s own doing, as a consequence of their activities and our resources. —Loris Malaguzzi (Edwardo et al. 2011)

From infancy, a child’s relationships and experiences begin to influence the development of a uniquely personal sense of identity. Identity is not fixed at birth, but is shaped by a child’s family and community, interactions with others, culture, language, and experiences. Children who grow and develop in safe, secure, responsive, and consistent environments are more likely to develop the confidence to explore their environment and seek out new experiences. Children who are respected for their ideas, competencies, talents, and aptitudes develop a sense of themselves as competent and capable individuals.

Membership in communities involves interdependency. It is as simple and as complicated as this: we need to take care of each other, and we need to take care of the natural and constructed world around us. When children engage in respectful, responsive, and reciprocal relationships guided by sensitive and knowledgeable adults, they grow in their understanding of interdependency. [5]

Throughout the early years, children develop their own identities, and understand how they relate to others. Participation in high-quality, play-based early childhood education programs gives children the opportunity to test out different roles, such as taking turns being the doctor, patient, store clerk, and airplane pilot, and understand and appreciate other perspectives.

Interactions with other children and adults provide opportunities to learn how to listen to other opinions, promote one’s ideas, and resolve conflicts. Outdoor play cultivates a respect for the environment, and allows children to experience their natural environments in a first-hand and concrete way, and to understand their roles and responsibilities in taking care of our world.

Infants and toddlers begin to develop a sense of personal responsibility when they learn to feed themselves and recognize their belongings. Toddlers take greater responsibility for themselves when they accomplish self-care tasks, such as toileting and washing their hands.

Helping children develop strong personal identities, awareness, and sense of responsibility means educators spend time developing skills and strategies to help children regulate their emotions, problem solve, and communicate with others. Educators understand their own responsibility to model respect for children, families, and each other as professionals. They also understand the importance of creating inclusive environments that respect diversity and support all children to participate in activities regardless of their skill level or development.

In school age care settings, children’s sense of responsibility for their learning is co-determined and skills and attitudes towards life-long learning are consolidated. Children actively involved in community building develop common interests and learn about citizenship. [6]

By the time children are in their early school years, they are able to create rules for fair play, and modify and re-shape those rules in consideration of fairness to the group, or to ensure that all children have a chance to be included. Participation in games with teams encourages a sense of fair play for all and a sense of responsibility to the team.

Learning Objectives supporting personal and social responsibility • children learn to interact in relation to others with care, empathy, and respect • children develop a sense of belonging to groups and communities, and how they can actively participate in them • children respond to diversity with respect • children become aware of fairness • children become socially responsible and show respect for the environment

Attribution

Learning Goals and Objectives (pages 47-54) from Capable, Confident, and Curious : Nova Scotia’s Early Learning Curriculum Framework .

Province of Nova Scotia Department of Education and Early Childhood Developmen t. (2018). Capable, Confident, and Curious: Nova Scotia’s Early Learning Curriculum Framework . https://www.ednet.ns.ca/docs/nselcurriculumframework.pdf

• New Zealand Ministry of Education. 1996. Te Whãriki. Early Childhood Curriculum . Wellington, NZ. Learning Media . p.45 ↵
• Makovichuk, L., Hewes, J., Lirette, P., and N. Thomas. 2014. Play, Participation, and Possibilities: An Early Learning and Child Care Curriculum Framework for Alberta . Edmonton, AB: Government of Alberta. www.childcareframework.com p. 99 ↵
• ( New Zealand Ministry of Education. 1996. Te Whãriki. Early Childhood Curriculum . Wellington, NZ. Learning Media. p.44 ↵
• Flanagan, K. 2012. PEI Early Learning Framework—Relationships, Environments, Experiences . Charlottetown: PEI: Department of Education and Early Childhood Development. www.princeedwardisland.ca/sites/default/files/publications/eecd_eyfrwrk_full.pdf   p.69 ↵
• University of New Brunswick Early Childhood Research and Development Team. 2008. New Brunswick Curriculum Framework for Early Learning and Child Care—English . Fredericton, NB: Department of Social Development, Government of New Brunswick. www2.gnb.ca/content/ gnb/en/departments/education/elcc/content/curriculum/curriculum_framework.html p. 34 ↵
• Australian Government Department of Education and Training. 2011. My Time, Our Place: Framework for School Age Child Care in Australia . Canberra, ACT: Commonwealth of Australia. www.docs.education.gov.au/system/files/doc/other/my_time_our_place_ framework_for_school_age_care_in_australia_v4_1.pdf   p.7 ↵

Fundamentals of Early Childhood Education in Nova Scotia Copyright © 2022 by NSCC is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Early Childhood Educator Professional Goals

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Different types of career goals for early childhood educators, child development mastery goals, curriculum and program development goals, community engagement and advocacy goals, professional network and collaboration goals, leadership and administrative goals, what makes a good career goal for a early childhood educator , career goal criteria for early childhood educators, child-centered focus.

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• Join Early Education Groups
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• Develop a Leadership Philosophy
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Shaping young minds, fostering creativity and curiosity in early education stages

Shaping young minds, fostering creativity and curiosity in the early learning journey

Nurturing young minds, fostering growth and curiosity in a safe, engaging environment

Supporting educational growth, fostering student engagement in a dynamic learning environment

Shaping young minds, fostering creativity and curiosity in the foundation years

Shaping inclusive learning environments, fostering growth for students with unique needs

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Prioritizing Program Goals

Data-informed continuous improvement is only possible with good quality data.

• What is the data telling you, and what are the most urgent family, child, and community needs?
• How will program goals be developed and communicated internally (e.g., to staff, families, governing body/Tribal Council and Policy Council members) and externally (e.g., to community partners and funders)?
• How will you make sure that program goals embrace culturally and linguistically responsive practices and outcomes?
• How would each group of stakeholders embrace and articulate these program goals?
• How will programs track, monitor, and evaluate activities and progress?
• How much data is currently used to measure progress, and what new data is needed to determine progress?
• What is realistic given funding constraints and opportunities?

These questions indicate how important it is to plan strategically. Families, staff, governing body/Tribal Council and Policy Council members, and other key stakeholders have a role to play in supporting a program's goals. Being strategic takes more planning time, but the results are well worth the investment. When a program's direction is established, it is easier to prioritize a manageable number of program goals and a clear method for achieving expected outcomes. Ultimately, the decision on how many program goals to have should be guided by the program's data. Although there is no required number of program goals and objectives, programs need to focus on the five central domains of the ELOF when addressing school readiness-related goals.

School Readiness Goals

Tell Me More Learn more about the expectations around establishing program goals with HSPPS regulation 45 CFR § 1302.102(a) .

The HSPPS require programs to establish school readiness goals that are aligned with the ELOF, state, and tribal early learning standards as appropriate, and the requirements and expectations of the schools that Head Start children will attend. At a minimum, they must address the domains of Language and Literacy; Cognition; Approaches to Learning; Perceptual, Motor, and Physical Development; and Social and Emotional Development. Programs will likely establish a goal for each of the ELOF's five central domains. Many programs serving infants, toddlers, and preschool children develop one set of school readiness goals appropriate for all children birth to 5.

Tell Me More Guidance on how programs can revise or create a school readiness goal as a type of program goal can be found in Using the ELOF to Establish School Readiness Goals, which is part of the ELOF Implementation Toolkit .

Programs are required to establish school readiness goals in consultation with the families whose children are participating in the program. There are a variety of ways a program can do this. Consider forming an implementation team or school readiness committee that includes staff and parents. Examine data gathered through parent interest surveys. Ask parents for input during home visits and on lesson plans.

Table 1 compares the characteristics of program goals and school readiness goals. Note that school readiness goals are a type of program goal.

Table 1: Characteristics of Two Types of Program Goals

• BROAD statements of strategic direction that are compelling and engage everyone in the program in some level of related effort
• What is to be accomplished?
• Why is it important?
• Describe the program’s focus and priorities
• May generally or specifically support the attainment of school readiness goals (most program goals do this)
• Must include goals for the program’s provision of educational, health, nutritional, and PFCE program services
• Must be responsive to culturally and linguistically diverse populations of children and families served in the program
• Are phrased as statements and begin with words like, “Program will...”
• BROAD statements of expectation around children’s status and progress that address the five central domains of the ELOF
• Reflect the age of the children being served
• What will children accomplish?
• Why is the goal important for kindergarten entry?
• Describe what the program wants children to know and be able to do at the end of their Head Start enrollment
• Encompass the range of children served (e.g., are applicable for children who are DLLs and children with disabilities or suspected delays)
• Are phrased as statements and begin with the words, “Children will...”

School readiness goals are a type of program goal.

Table 2 compares the development process for the different types of Head Start goals.

Table 2: Process for Developing Two Types of Program Goals

• Typically developed for the baseline application of the five-year project period through the organization’s strategic planning and Head Start planning processes
• Community assessment for new grantees
• Annual self-assessment, updated community assessment, and program-specific data sources, including aggregated PFCE data for existing grantees (e.g., summaries of conversations and observations, family strengths and needs, surveys of family satisfaction with services and referrals, and family partnership agreements)
• Developed in consultation with and approved by the governing body/Tribal Council and Policy Council
• Typically developed for the baseline application of the five-year project period through the organization’s strategic planning and Head Start planning processes
• State or tribal early learning guidelines
• Requirements and expectations of schools
• Developed in consultation with the families of the children participating in the program
• Mapped to align with indicators of child outcomes from the program’s child assessment system

Head Start Approach to School Readiness

• Children are ready for school
• Families are ready to support children’s learning
• Schools are ready for children

Table 3 compares how each type of goal is reviewed, revised, tracked, and analyzed to support program-level school readiness goals.

Table 3: How Different Types of Goals Support School Readiness

• Reviewed and revised only if program and community assessment data  indicate the goal is no longer relevant
• May be revised as other goals are accomplished
• May be revised as program, state, national, or tribal priorities are modified or emerging issues are identified
• May not change from year to year unless the context changes (e.g., there is a shift in program demographics, a need to realign with local education agency, state, or tribal early learning standards or guidelines, or need to incorporate parent input)
• Objectives related to program goals are measurable to enable programs to track progress throughout the five-year grant cycle, as well as analyze impact at the end of five years
• Progress toward goals is tracked using different tools or methods and by analyzing relevant data sources
• Based on child-level assessment data, this is aggregated and analyzed at least three times a year; except in programs operating fewer than 90 days, aggregation and analysis includes sub-groups as appropriate, such as DLLs and children with disabilities
• Includes data that measures features such as adult-child interaction, professional development efforts for staff, responsive environment, curriculum fidelity, parent and family input, etc.
• Includes disaggregated child assessment data that is compared with other data collected by the grantees, such as individual child health data, individual child attendance data, human resource data, and fiscal data
• In some cases, includes comparison with other aggregated child level assessment data from the state, local pre-K programs, and other sources

Understanding the similarities and differences between program goals and school readiness goals is an important part of planning. Ultimately, program and school readiness goals, along with measurable objectives, all work together to strengthen high-quality, comprehensive services to children and families.

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You are here, 2030 sustainable development goals.

Introduction

It is time to recognize the importance of early child development. It is also time to celebrate that the 2030 Sustainable Development Goals (SDGs)  include, for the first time, an early child development goal. Specifically, the Sustainable Development Goal 4 is to ensure lifelong learning - Early stimulation increases duration of schooling, school performance, and adult income . In addition to this explicit goal, early child development provides a natural link to seven other goals— including poverty reduction, health and nutrition, women and girls’ equality, and ending violence .

• Goal 1: Eradicate poverty – Early childhood development interventions increase adult productivity and income, and reduce inequities.
• Goal 2: End hunger and improve nutrition – Interventions to promote nurturing care help to improve young children’s growth and development.
• Goal 3: Ensure healthy lives – Supporting early childhood development increases quality of home care practices, protects against stress, and reduces risks of chronic disease and improves mental health in adulthood.
• Goal 5: Achieve gender equality – Early childhood development interventions improve motivation and opportunities for learning for girls, so that they can benefit equally from schooling and enter the job market
• Goal 10: Reduce inequality in and among countries – Early childhood stimulation and food supplementation will enable children living in extreme poverty, to attain outcomes closer to more affluent peers.
• Goal 16: Promote peaceful societies – Children who are well nourished and secure have enhanced coping strategies, even in conditions of severe adversity. In the absence of nurturing care there is a high likelihood that an increasing number of children across the globe will be exposed to violence in their homes and communities. The recent  Ending Violence in Childhood: Global Report 2017 estimates that in 2015, at least three out of four of the world’s children – 1.7 billion – had experienced inter-personal violence in a previous year. This can have adverse transgenerational consequences leading to a vicious cycle – as parenting begets parenting.
• Goal 17: Strengthen the means of implementation – Early childhood development interventions have the potential to strengthen coordination across sectors to achieve common health, social, and economic goals, and to bring together civil society and governmental partners.

Video (Eng) | Dr. Nicholas Alipui: The UN’s 2030 Agenda for Sustainable Development in Regard to Child Rights (30:30)

Relevant information

This special 2018 issue of New Directions in Child and Adolescent Development features four review articles from authoritative leaders in the field. These articles highlight how far our field has come over the past five decades, as well as how much further effort is needed to refine, adapt, and implement – in a sustainable fashion – responsive parenting and nurturing care programs of proven value across the globe.       

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Creating Meaningful and Measurable Early Childhood IEP Goals and Objectives

Feel free to print and/or copy any original materials contained in this packet. KITS has purchased the right to reproduce the copyrighted articles included in this packet. Any additional duplication should adhere to appropriate copyright law.

The example organizations, people, places, and events depicted herein are fictitious. No association with any real organization, person, places, or events is intended or should be inferred.

Compiled by Misty Goosen, Ed. S., and David P. Lindeman, Ph.D. 

Adapted by Chelie Nelson, Ph.D., and David P. Lindeman, Ph.D. 

April 2003, updated October 2006

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Table of Contents

Letter from the director.

Essential Elements, Checklists

Guided Practice

Frequently asked questions, kelsd standards.

References and Resources 

Packet Evaluation

December 2011

Dear Colleague,

Writing a child’s individualized education plan (IEP) is an important responsibility of early childhood special educators. The IEP is the primary documentation regarding the child’s educational program, and requires teams to meet both procedural (regarding the process of IEP development) and substantive (contents of the IEP designed with the intent of educational benefit) requirements of IDEA. KSDE provides information on both the procedural and substantive IEP requirements through the Kansas Technical Assistance Network (TASN). IEP training modules , including a module specific to early childhood, can be found at TASN.

The TASN modules address issues related to the development of compliant IEPs and address issues such as early childhood transition requirements and who can be considered a regular education teacher for a preschool age student.  This packet is focused on the substantive requirements of writing IEPs for children receiving early childhood special education, including the integration of early childhood outcomes into the design of an IEP.  Much of the content of this packet was adapted for early childhood special educators from the Kansas Special Education Process Handbook (2011) found at KSDE .

We hope that you will find that the packet contains helpful information. After you have examined the packet, please complete the evaluation found at the end of this packet. Thank you for your interest and your efforts toward the development of quality services and programs for young children and their families.

David P. Lindeman, Ph.D.

KITS Director

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Essential Elements, Checklists and Forms

If possible, please read this article along with the packet - Access through an institution can be granted. 

• Chambers, C. R., & Childre, A. L. (2005). Fostering Family-Professional Collaboration Through Person-Centered IEP Meetings: The “True Directions ” Model. Young Exceptional Children, 8(3), 20–28. https://doi.org/10.1177/109625060500800304

Essential Elements of Present Levels of Academic Achievement and Functional  Performance (PLAAFP)

• What is the child able to do?
• To describe the current level of functioning in the general curriculum (for preschoolers defined as “appropriate activities”) and the unique needs of the child that will be addressed by special education and related services. To establish a baseline of measurable information that serves as the starting point for developing goals.
• the strengths of the child
• the unique needs of the child
• parental concerns
• how the child’s disability affects his/her involvement and progress in age appropriate activities
• identifies any special factors
• describes both academic and non-academic areas
• summarizes evaluation results in understandable language
• establishes a baseline of information used in writing goals, short term objectives and benchmarks
• Describe the behavior the child is doing in objective, measurable terms. Describe how the developmental delay is keeping the child from participating and progressing in the same activities that other children of the same age are doing.   

Essential Elements of Measurable Annual Goals

• What should the child be doing a year from now?
• To describe what a child can reasonably be expected to accomplish within 12 months with specially designed instruction and related services. Measurable annual goals enable the child to be involved in and progress in age appropriate activities.
• is directly related to the needs identified in the PLAAFP
• sets the direction for working with the child
• uses the baseline established in the PLAAFP as a starting point to monitor progress
• is stated in clear terms
• has four parts: time frame, conditions, behavior,  and criterion
• describes what the child will do
• comprehensive
• Describe the behavior the child will be doing when the goal is reached. Include the time frame, the conditions in which the behavior will be seen, the specific behavior to be achieved, and what level/degree will be used to identify if the goal has been achieved.

Essential Elements of Short Term Objectives & Benchmarks

Note:  While not required, short-term objectives/benchmarks continue to be a useful component of an IEP by providing intermediate gauges of progress toward the overall goal. 

• What are the intermediate steps or major milestones needed to achieve the goal?
• To outline measurable, intermediate steps between the child’s baseline data established in the PLAAFP and the annual goal.
• intermediate steps to a goal
• major milestones to a goal
• minimum of 2 per goal
• a logical breakdown of the major components of the annual goal
• general indicators of progress, not a detailed instructional plan
• include time frame, conditions, behavior, criteria
• may be sequential or parallel
• expected performance level
• major milestones or precursor steps
• include time frame, condition, behavior
• Describe the behavior the child will be doing when the short-term objective or benchmark is achieved.

Adapted from O’Donnell, D. (1999, November 29). Examples and tips of making annual goals measurable. Memorandum from Nissan B. Bar-Lev, Cooperative Education Service Agency No. 7, Department of Special Education. Retrieved January 18, 2003 from http://www.cesa7.k12.wi.us/sped/issues-IEPissues/writingiep/GoalsMeasurable.html - Webpage has since been removed. 

PLAAFP Checklist

• strengths identified as they relate to possible interventions or strategies
• needs stated are clear priorities
• parent concerns have been addressed
• clearly states what the delay is keeping the child from doing
• behaviors/skills can be seen, heard, or counted (measurable)
• behaviors/skills are useful across environments (functional)
• special considerations were considered (i.e. specialized equipment)

Measurable Annual Goals Checklist

• Established from the needs identified on the PLAAFP
• Established related to parent concerns
• Established related to early childhood outcomes
• Provide a clear picture of what the child will be able to do in 12 months as a result of intervention
• Describe behaviors/skills that can reasonably be expected in 12 months as a result of intervention.
• Describe behaviors/skills that would not have been achieved without special education
• Achievement will enhance the child’s participation in current and future inclusive environments
• Are meaningful and functional towards the success of the child across environments
• Establishes the level or degree of mastery for goal accomplishment
• Are written in a way that any person working on the educational plan can easily begin instruction.  Jargon is explained or not used
• Are stated in positive terms

Short Term Objectives/Benchmarks Checklist

• Define intermediate steps towards the goal
• At least 2 short term objectives / benchmarks have been written per goal
• Benchmarks identify major milestones towards achieving the goal
• Specific instructional strategies, materials, and personnel have been listed

Best Practices in Goal Setting

Individualized - Goals are specifically designed to address child’s individual needs as identified on the PLAAFP. They specify antecedents, conditions and mastery criteria appropriate for the child. They are not selected from a canned list of IEP goals.

Comprehensive - Goals address all aspects of the child’s current and future environments and are selected by the team as priorities for which special interventions are necessary.

Normalizing - Goals focus on skills that are normalizing, not stigmatizing. The team considers the effect of goal achievement on the child’s perceived status in typical settings.

Appropriate Activities - Goals are selected that will specifically improve the child’s ability to participate and progress in appropriate activities.

Interdisciplinary - All members of the team, including the family, contribute to the identification and prioritization of goals.

Collaborative - Team members are aware of and involved in implementing goals. If multiple agencies are involved, information is coordinated so all agencies are addressing the same or compatible goals.

Family-Centered Relationship-Supportive - Goals address behaviors/skills that will enhance the child’s interactions and relationships with family members and significant others. The family is an important contributor in the process of selecting and prioritizing goals.

Culturally Sensitive - Goals are appropriate to the child’s family culture and are written in a style (and language) that is meaningful to the family.

Adapted from McLean, L.  (1992, June). Assessment and Curriculum:  Choosing a System That’s Right for Your Program.   Presenter at Early Childhood Special Education Summer Institute, Ames, Iowa.

Ten Methods for Collecting Baseline Data

• Work Sample Analysis
• Time Sampling
• Rating Scales
• Timed Probes
• Task Analysis
• Frequency Counts
• Curriculum Based Assessments
• Criterion Based Assessments

Revised IEP/IFSP Goals and Objectives Rating Instrument (R-GORI)

Functionality

• Does the child need to demonstrate the skill in all/most situations?
• Is the skill crucial (increases independence) for participation in most daily routines (e.g., playing, dressing, eating, participating in family activities such as shopping eating at restaurants, participating in classroom activities such as snack, centers, circle time), OR is it a necessary or precursor component of a skill that is crucial?
• Is the skill crucial for the completion of most daily routines?
• Is the skill considered a precursor, building block, or necessary element to the acquisition of another skill?
• Does the goal represent a generic process?
• Does the goal represent a group of related behaviors?
• Is the objective a precursor or building block to the goal (i.e., a milestone)?
• Is the objective a component or aspect of the goal?
• Can the child use the skill across settings, materials, and/or people?
• Can everyday items be used by the child when performing the skill?

Instructional Context

• Can others provide opportunities or teach the skill in common, everyday situations?
• Is the goal/objective written in clear, jargon free language that can be elicited by any member of the team?
• Is the skill written in a way that is not confusing, too clinical, or requires specific knowledge that is not readily available to all team members?

Measurability

• Can multiple people agree that the same skill has occurred?
• Is a specific definition of the skill provided—is it operationally defined?
• Is the dimension of the skill provided (e.g., frequency, duration, latency, endurance, intensity, accuracy)?
• Is the length of time the skill is to be consistently performed indicated (e.g., for 5 days, 2 weeks)?
• Are the conditions or circumstances under which the skill is to be performed/ demonstrated provided (e.g., when given, during, at)?
• Is the level of performance stated (e.g., with assistance, independently) or implied in the target behavior (e.g. copies, initiates)?

Adapted from Notari-Syverson, A.R., & Schuster, S. L. (1995)  Putting real life skills into IEP/IFSPs for infants and young children.  Teaching Exceptional Children, 27 (2), 29-32.

Early Childhood Outcome and IEP Review Summary Form

Child's name:

IEP Review Date:

Outcome 1: To what extent does the child show age appropriate functioning , across a variety of settings and situations, in the area of social interaction?

Outcome 2: To what extent does the child show age appropriate functioning , across a variety of settings and situations, related to the acquisition and use of knowledge and skills?

Outcome 3: To what extent does the child  take action to meet his/her own needs as appropriate to his/her age across a variety of settings and situations?

 Adapted from : Nylander, D. (2010). Nylander Annual Report ECO Worksheet. Paper presented at the 2010 OSPE Leadership Mega Conference. Retrieved from http://leadershipmega-conf-reg.tadnet.org/ uploads/file_assets/attachments/228/original_Nylander_Annual_Report_w-ECO_worksheet.pdf?1280160000 - Webpage has since been removed. 

Integrating Child Outcomes Measurement into the IEP Process

Instructions: The group decides for each practice, which is implemented well and which is not. List some barriers for those practices that are not well implemented. If time allows, one person from each table will report to the other IFSP groups on 2 or 3 things going well and 2 or 3 things that are hard to implement and why. 

Barriers: 

The practices in this worksheet are based on I ntegrating Child Outcomes Measurement with the Individualized Education Program (IEP) Process: Implementations Rating Scale (July 2010) by the IEP Workgroup of the IDFSP/IEP-Outcomes Integration Think Tank

KSDE IEP modules and training materials  can be downloaded from the  Technical Assistance System Network

Chris is able to build simple block structures. He can cut on a line when assisted with hand placement on scissors and copy a line (vertical and horizontal) though he switches the writing utensil in his hands frequently, during all activities.

In 36 weeks, Chris will improve his fine motor skills within the daily classroom routine to a more age appropriate level by meeting the listed benchmarks.

• Copy a circle using tripod or adapted tripod grasp & writing utensil.
• Copy a cross, using tripod or adapted tripod grasp & writing utensil.
• Copy a square, using tripod or adapted tripod grasp & writing utensil.

What do you think about this PLAAFP?

• Yes. We know Chris is able to build simple block structures, cut on lines when assisted with hand placement on the scissors, and copy lines (vertical and horizontal) though he switches his hands frequently.
• Yes. The description in this PLAAFP provides us with information that we can see and count. Specifically, we know that Chris switches hands when holding onto a writing utensil. He does this frequently and across all situations. We also know that Chris can cut on a line when someone helps him put his fingers around the scissors correctly, but he is unable to do this on his own.   
• No. There is no statement regarding what this is keeping Chris from being able to do within age appropriate activities. An easy way to correct this portion of the PLAAFP would be to include a statement regarding what children his age are able to do. This sets the stage to illustrate exactly what Chris isn’t getting to do and how it is affecting his ability to participate and progress in appropriate activities. The following example could be inserted to help correct this portion of the PLAAFP: “Children of the same age are able to copy a circle, cross, and square in their drawings. A delay in this area prevents Chris from being able to engage in prewriting activities.”
• Yes. Information is provided in a straightforward manner, making it easy to identify needs as well as indicate what skills are priorities for this child.
• Yes. Chris is able to build simple block structures, cut on lines with assistance, and draw lines to some degree. While this PLAAFP doesn’t list these skills specifically as strengths, they are things that Chris is able to do. It isn’t mandatory to write strengths in the PLAAFP section, however, information regarding a child’s specific or relative strengths can be valuable in helping the team determine what skills are a priority. Information regarding strengths may also prove useful when identifying specific interventions.
• Yes. A baseline has been established, but it could have been written with more information that would make the next step of writing goals easier. In this example we are still missing information regarding the conditions in which the behaviors were observed (i.e., during paper and pencil, art, or direct instruction activities) or the specific method in which the data was collected (i.e., when asked to draw a line on a piece of paper after watching a model). By including the conditions and methods of data collection in the PLAAFP, goal writing will be easier since it is necessary to include that information in the goal.

Measurable Annual Goal

Is this goal measurable?  Does it contain all the required information?

This example is not a measurable goal. In this goal, the behavior and criterion are not specific, observable or measurable. The behavior, “improve fine motor skills to a more age appropriate level” does not provide a clear picture of what this child will be doing in 12 months as a result of intervention. It is not specific enough to be measurable.

Another problem is the statement “as measured by the listed benchmarks”. All the necessary information must be included in the goal.  In this example the necessary information is listed in the benchmarks. Thus the goal does not pass the “stranger test”. Without seeing the benchmarks the reader would have no idea what to expect of this child in a year.

In this example the only intervention needed for Chris to improve his skills in this area is to participate in the daily curriculum of the preschool program (perhaps with adaptive equipment). The team may feel this does not illustrate a high priority need and could elect to address it in another portion of the IEP. For example, they might indicate that adaptive equipment will be provided throughout the preschool day to address his fine motor needs, and record this information in the services section of the IEP, rather than including it as a goal.

Remember, needs identified in the PLAAFP must be addressed somewhere in the IEP. In most cases they will be addressed as goals, in some cases they can be addressed somewhere else on the IEP.

Do the benchmarks contain all the required information?

• No. The benchmarks listed do not include the time. They do, however, include all other elements (e.g., behavior, conditions)

Sammi achieved an age equivalent score of 35 months on the auditory comprehension portion of the Language and Comprehension Preschool Scale. She scored 38 months on the expressive communication portion of this test and overall scored in the moderately severe range of communication.

In 36 instructional weeks, Sammi will increase her speech and language skills to age appropriate levels with 80% accuracy.

• In 9 weeks, Sammi will produce /l/ in all positions in words, phrases and sentences with 80% accuracy.
• In 18 weeks, Sammi will produce /l/ in all positions in spontaneous speech with 80% accuracy
• In 27 weeks, Sammi will use pronouns appropriately in spontaneous speech with 80% accuracy.
• Yes. It does appear that the data is in reference to the latest assessment information.
• Yes/No. While age scores are provided in the PLAAFP, the description of the behavior is not specific enough to understand what Sammi is really able to do. All we really know is the score the child achieved on this instrument. We do not have detailed information regarding specific skills. In addition, age scores are not easily understood providing even less information from which to build on later in the process.
• No. We know that Sammi’s scores fell in the moderately severe range of communication, but we do not know how that affects Sammi’s ability to progress in appropriate activities.   
• No. Information provided was too general. Not enough information was provided from which specific needs could be identified and goals written.
• No. Age scores are not good measures to use in monitoring progress over a short period of time. Not enough information was provided to establish a baseline.

Measurable Annual Goal 2

Is this goal measurable? Does it contain all the required information?

This example is not a measurable goal. The behavior is not specific enough to fully understand what Sammi will be doing this time next year (e.g., increase her speech and language skills to age appropriate levels). In addition the criterion is not tied to anything (e.g., 80% of what?). This goal is also missing information regarding the conditions in which the behavior will be observed (i.e., during free choice and center time activities). Finally, this goal does not pass the “stranger test”, and is, therefore, not meaningful. This is an unacceptable goal.

Short-term objectives

• In 27 weeks, Sammi will use pronouns appropriately in spontaneous speech  with 80% accuracy.

The criterion statement is ambiguous because the goal is missing the statement of the conditions in which the behavior would be observed.

Sample Measurable Annual Goals

• In 12 months, Timmy will follow 2-step directions, during large group activities (i.e., groups of 6 or more children), 1 time per observation period, across 5 consecutive group times.
• By November 1, 200X, when given a verbal direction by an adult, Robin will begin to comply with the direction within 10 seconds, 3 out of 4 opportunities, for 3 consecutive days.
• In 12 months, while at school, Bobbie will use the toilet independently when necessary, for a period of at least 3 weeks without an accident.
• In 36 weeks, Misty will establish and maintain proximity with peers and cooperatively play with partners during child-directed free choice activities for at least 5 minutes, one time per observation period, across 5 consecutive free choice activities.
• In 36 weeks, Vera will use scissors to cut out simple shapes with curved lines when presented with scissors, and paper with printed shapes (at least 3 inches in diameter).  She will cut out the shapes within 1/4 inch of the line, 4 out of 5 trials.
• In 36 weeks, during conversations with peers or adults, Terry will use words to describe attributes of toys or foods (e.g., shape, size, color, texture, and spatial relationship), 2 times per observation period for 3 consecutive days.

Measurable Annual Goals

• Using the information you have learned in this packet, re-write the following goals:
• In 12 months, Garrett will improve his personal-social skills by 6 months according to the Battelle Developmental Inventory.
• Samantha will increase her adaptive skills by six months by improving toileting skills with 40% accuracy.
• Brett will improve his cognitive skills by 6 months by working on his perceptual discrimination skills with 90% accuracy.
• Heather will increase her ability to complete a variety of daily living skills by completing the following benchmarks with 100% accuracy.
• Cody will improve his stability and mobility to improve his classroom participation by accomplishing 100% of the stated benchmarks, by October 20, 200x.

Goosen, M., & Lindeman, D. (2003). Creating Meaningful and Measurable Early Childhood IEP Goals & Objectives. Parsons, KS: Kansas Inservice  Training System, Kansas University Center on Developmental Disabilities.

Dr. Phil on Prioritizing IEP Goals

Okay… I admit it.  I’m a Dr. Phil junky.  He seems to have a no-nonsense way of telling folks how to cut to the chase and just do something.  People flock around him to hear, what I consider to be, common sense with pizzazz.   

Recently, Ol’ Doc Phil has agreed to take on the national problem of obesity.  I haven’t read his book, but I bet he will help the masses cut through the enormous amount of magazine articles, medical journals, and specialized diets to tell us the key points we all should be working on to acquire that perfect figure.   

It’s almost as if Dr. Phil is on a mission to develop a grown-up version of an IEP, tailored to move each of us toward the healthy weight and lifestyle we should all be experiencing. I wonder… if Dr. Phil were counseling early childhood teachers and support staff, could he as easily help us identify and prioritize IEP goals for young children with special needs?  Could he “cut to the chase” and identify those “big dang deal” goals worth writing on the IEP?  What words of wisdom would Dr. Phil have for teachers and support staff trying to identify and prioritize IEP goals?

Here is how I imagine a Dr. Phil show might go if he were talking with an early childhood disabilities teacher on the topic of prioritizing IEP goals. 

How’s That Working for You? *

Miss Nelly, an early childhood disabilities teacher from Somewhere, Kansas, is sitting in the hot seat next to Dr. Phil.  Dr. Phil leans a little closer to Miss Nelly and speaks in that pleasant Texan drawl. 

Dr. Phil: “I hear you are having a little trouble identifying IEP goals for a preschool student in your class.  I also hear that this is a common problem.  Your colleagues tell me that you have a tendency to write a whole lot of goals on every IEP that passes your way.  Let me ask you Miss Nelly, how do you go about selecting IEP goals for a given student?” 

Miss Nelly: “Well Dr. Phil, I look at the evaluation information and then I write down every possible need I can think of given that information.  In Johnny’s case, there are a lot of needs, so of course I have a lot of goals.”

Dr. Phil: “And how’s that working for you?”*

Miss Nelly: “Actually, it’s pretty hard to keep track of everything I am supposed to be working on.  It is very difficult to monitor progress as often as I would like, so I don’t do much of that.  Truth is, I don’t pay much attention to what’s on the IEP except when I send out progress reports, and of course when it is time to write a new IEP at the annual review.  You must remember, Johnny’s IEP isn’t the only plan I am working on.  It’s just so much to remember!“

Dr. Phil: “So what you are saying is that you write a whole lot of goals, but it’s hard to keep track of them?  So I ask you again, Miss Nelly, is what you are doing now working for you?  Is it working for Johnny?  If the cat’s in the kitchen, then you had better give him some yarn.”

I’m not sure what point Dr. Phil was attempting to make with the cat metaphor.  The reality is Dr. Phil loses me sometimes.  However, I believe he did make a strong case for Miss Nelly to rethink how she identifies goals on the IEP.  Obviously, identifying everything that was noted in the evaluation as a goal wasn’t working for Miss Nelly or Johnny.  This strategy made the IEP unmanageable and, therefore, ineffective.

You Have to Name it Before You Can Claim It *

Miss Nelly is becoming a little nervous.  She has no clue what Dr. Phil might be asking her to do, and is still wondering what the cat has to do with IEP writing.  She gathers up the courage to speak to this Cowboy of Conundrums.

Miss Nelly: “Dr. Phil, you must understand that the Kansas State Department of Education (KSDE) has made it very clear that any need identified in the Present Levels of Educational Performance (PLAAFP) must be addressed somewhere on the IEP.  Like I said, in Johnny’s case there is a long list of needs, so it seems necessary to make a goal to address each of them.  Isn’t that what I am supposed to do?”

Dr. Phil: “The problem is that you think every need is a high priority, and I’m here to tell you that just ain’t true, Miss Nelly.  The fact of the matter is if an alligator steals your earring, you had better let him have it. “

Miss Nelly: “If an alligator…wait, I’m not sure…”

Dr. Phil: “Don’t interrupt me here, darlin, I’m trying to make a point.  It seems to me that there is a little confusion on the topic of prioritizing goals.  It just so happens that I have asked my top notch staff to do some research about the rules and regulations regarding IEP writing in Kansas and I have found some interesting points that just might help you out.

You are right in stating that needs identified in the PLAAFP must be addressed somewhere on the IEP; and you are also right that, in most cases, those needs will be written on the IEP as goals.  Here is where the rubber hits the road, Miss Nelly.  It isn’t necessary to write down every need identified in the evaluation on the PLAAFP, but only those needs that will require specially designed instruction AND will help the preschool child participate and progress in appropriate activities.  Needs that were identified in the evaluation that will be addressed just through the experience of participating in a preschool classroom (without specially designed instruction) need not be listed on the PLAAFP, and, therefore, will not need to be addressed as goals.

Sure, it’s a good idea to include other stuff, like the strengths of the child, and an even better idea to include the concerns noted by the parents.  Shucks, that last one is a no-brainer. Can you think of a better way to help prioritize a goal than to address the concerns of the parents?

The bottom line is, if you write an appropriate PLAAFP, you will have a much easier time of identifying and prioritizing high priority goals.  Write down those needs you think will have the biggest impact on the life of this child and his family. From that information you will be able to write high priority goals. They will both be better in content and less in number, therefore a win-win for everyone. You have to name it (high priority goals) before you can claim it (effective IEP).”

Once again, Dr. Phil hit the nail right on the head. There is a direct relationship between the needs identified on the PLAAFP and the measurable annual goals. In order to identify really meaningful goals, the PLAAFP should first identify those needs, which if addressed, will make the most positive difference for the child and his/her family.

Pretti-Frontczak and her colleagues also recommend choosing skills that are:

• Functional, usable, observable and measurable
• Not likely to develop without intervention
• Developmentally appropriate/match child’s developmental level
• Address multiple areas and are generalizable
• A priority to all team members, including parents
• Enhance participation in appropriate activities
• Realistic and achievable as a means to prioritizing meaningful and measurable IEP goals.

Would You Rather Be Right or Happy? *

As the show comes to an end, Miss Nelly shares her final thoughts with Dr. Phil.

Miss Nelly: “So you are saying that it is okay to write only those goals that the team, including the parents, believes will make the biggest impact on the life of the child and that I don’t need to worry about writing a whole bunch of goals?  Does that mean I will only be teaching Johnny a few things since I have only a few goals?”

Dr. Phil: “Dagnabbit, Woman! If a kangaroo hops on your radiator, don’t you think it would be a good idea to turn off the car?”

Miss Nelly: “Huh?”

Dr. Phil: “Of course you will be teaching Johnny many things that are not specifically written out as goals.  Through the course of the preschool day, he’ll be engaging in planned activities built from your classroom curriculum.  Many of the skills that were identified in the evaluation, but not identified as needing specialized instruction, will be addressed through the course of the preschool program.  Johnny will participate and be supported in those activities just like all the other children.  Since you are not doing anything different for Johnny in this part of the program, there is no need for the intensive level of monitoring that is required for an IEP goal.   So, Miss Nelly, given all that I have taught you, tell me now, would you rather be right or happy?“

Miss Nelly: “Well, in this case, Dr. Phil, if I follow your advice, I believe I will be right and happy at the same time.  I will be focusing on high priority goals for Johnny – goals that really will make a difference.  By writing only the highest priority goals, Johnny’s IEP will be more meaningful and more manageable.”   

Dr. Phil: “Gosh I’m good!  That’s all for today, folks. And remember: you either get it or you don’t.”*

This satirical account of the Dr. Phil Show is purely fictitious and should not be interpreted as a factual account of a previously aired episode. Quotes followed by an * were taken from excerpts of the Dr. Phil Show; however, the ideas and opinions expressed in this article are entirely that of the author, Misty Goosen, Ed.S., KITS.

Wise Words From Irmagene Eloise Petticoat  “Ms. IEP”

Have you been caught faking Carpal Tunnel Syndrome at an IEP meeting?

Does your mother  routinely call you during IEP meetings when it is your turn to discuss measurable annual goals?

Just as you were beginning to realize that  artificial intelligence is no match for natural stupidity,  Ms. Irmagene Eloise Petticoat, aka “Ms. IEP”, comes out  of the Ivory Towers of Topeka to answer probing questions from early childhood special education professionals.

Dear Ms. IEP,

When I start this whole IEP process it feels like I am writing the same information over and over again (e.g., individual report, team evaluation report, PLAAFP). Is this really necessary?

I’m reminded of similar feelings when faced with creating the annual family newsletter. While I have a very full and exotic life, reporting such extravagance begins to feel redundant. So, too, may the sage reader feel when asked to write information regarding evaluation. Heed the following advice from Ms. IEP:

The PLAAFP is different from the team evaluation report, and therefore should not be a reiteration of what has already been written. The team evaluation report includes all of the evaluation results and documentation concerning the eligibility of the child. The report is written by the evaluation team, which includes the parents. It is no longer necessary (or advisable) for individual professionals to write separate reports.

The PLAAFP does not include all of the evaluation results, it includes only the most pertinent information needed to develop an IEP. The PLAAFP describes performance in the general education curriculum, for preschool children this means performance in appropriate activities. It describes how the disability is effecting the child’s performance and establishes a baseline from which measurable annual goals will be written. Other information can be included in the PLAAFP (i.e., strengths, concerns of parents) especially as it applies to the development of a good educational plan.    

Is it necessary to report test scores in the PLAAFP? Some people are telling me I should, and other people are telling me I shouldn’t.

Gullible Gary

While I understand the puzzle you face, I feel compelled to ask the question, “Do you do everything other people tell you to do?“ Alas, that information is for a different column. To include test scores or not include test scores, that is the question.   

It is not necessary to report test scores in the PLAAFP. It is necessary to establish a baseline in the PLAAFP, but it is not mandatory for that baseline to be established with a specific test score.  Baseline data can be established in a variety of ways. Structured observations, checklists, curriculum and criterion based measures could all be used to establish and report baseline data depending on the specific skill in question.  If scores are reported from any of these methods they should be written in a manner that is understandable to all team members, including parents.

What is the difference between short-term objectives and benchmarks? When should I use a benchmark instead of a short-term objective?

Puzzled Pat

Some have suggested to me that the confusion noted here is nothing more than a conspiracy created by paper companies to rule the free world. However, I am not as suspicious as some of my readers, and would offer the following explanation:

Since the reauthorization of IDEA 2004, IEP teams are no longer required to write short-term objectives or benchmarks for young children with disabilities who will not be taking alternative state assessments. Given that state assessments are not administered to this population of children virtually every IEP preschool age children would be exempt.  However, short-term objectives and benchmarks are still considered best practice toward monitoring progress toward the overall goal, and therefore IEP teams should consider writing them as part of a quality IEP.

• Short-term objectives are discrete component skills of the annual goal, while benchmarks are statements of expected performance levels.
• There is no rule governing when a short-term objective should be written instead of a benchmark and visa versa.
• Short-term objectives and benchmarks are both used to measure intermediate steps towards the accomplishment of a goal.
• Short-term objectives and benchmarks both include a timeframe, conditions under which the behavior will occur, and a description of the behavior.
• Short-term objectives also include a criterion from which to gauge if the objective has been accomplished.  Benchmarks do not.
• Short-term objectives may be written in sequential or parallel order and should be comprehensive.  Benchmarks are written in hierarchical order.
• The underlying thought when writing a benchmark is, “Can the child do the skill or not?”
• It is important not to confuse IEP benchmarks with district benchmarks.

If you put a weakness or concern in the PLAAFP, are you always required to write a goal? 

Dear Anonymous,

When I receive a question like yours, one cloaked with mystery, I am always intrigued. Some might worry that you, Dear Reader, have been concealing children’s weaknesses so as not to write goals. However, I’ve noted your concern and understand how this may be, in fact, a gray area. Not to worry! I’m here to provide enlightenment.

IDEA 2004 does not require that a measurable annual goal be written for each concern identified in the PLAAFP. However concerns not addressed through goals, MUST be addressed SOMEWHERE in the IEP.

The following is an example in which an IEP team decided to address a concern on another portion of the IEP and not as a goal. After they reviewed Jerry’s PLAAFP (see below) they decided to address the concern in another portion of the IEP.

• Jerry’s PLAAFP: When asked to point to colors, Jerry is able to point to red and green consistently. He is unable to identify the colors yellow, blue, pink, orange, and purple like other children his same age.   
• Special Considerations Portion of Jerry’s IEP: “The daily classroom routine and active-ties will provide opportunities for Jerry to learn the colors yellow, blue, purple, pink, and orange. The team feels no additional supports are necessary.”

It is important to remember that in most cases the IEP team will address concerns identified in the PLAAFP by writing measurable annual goals. In the above example, the team decided against doing so.  However, they could have written a goal if they had wished.  Such decisions are left up to individual teams.   

What do they mean by prioritizing goals? If there are a lot of needs, shouldn’t I write a goal for everything?

Meticulous Max

I suspect that you have engaged in a scientific breakthrough and have invented a way to increase the hours in the normal day from 24 to 38.  As the rest of us in the field of education are not allowed the great fortune of a 38-hour day, we must limit the number of goals we write.  If you read further, you may come to understand that those of us on Earth prioritize what we write, allowing us to contribute to society, eat and even sleep – all within the 24-hour day we are allocated.

There is a common misconception that for every need identified in the PLAAFP, an individual goal must be written. The truth is, high priority goals often address several needs in one statement. When the team writes the PLAAFP, they are setting the stage for prioritizing the most important skills for the child to acquire in the coming year. Those skills that will enable the child to be involved in and progress in appropriate activities. Only the most significant needs should be recorded in the PLAAFP, from which goals will be written. 

Remember, the IEP is not a lesson plan. It is a document that provides guidance to the team, from which specific interventions and other planning can take place. It provides focus and accountability to the achievement of very specific goals; however, it does not preclude other learning that will invariably take place in the overall program for the child. In the course of a year, the child will learn a host of other things that may or may not be related to the IEP, but will occur as a result of participating in the curriculum.

What assessment tools should I use for documentation on the PLAAFP?

Jupiter Aligned With Mars

I am perplexed and wonder if you, Dear Reader, have been consulting astrological charts to determine your assessment strategies? While astrological charts may be helpful when identifying lottery numbers, they provide little information in the evaluation process.

The focus of the PLAAFP is to identify the current functioning of the child within age appropriate activities, and to prioritize the special needs of the child to be used when writing goals. Therefore, information must be collected that will allow the team to establish a baseline within age appropriate activities. A variety of formal and informal measures are useful in this process. Examples include published curriculum based assessments or criterion referenced tests, structured observations, rating scales, rubrics, portfolio assessments, work sample analysis, language samples, and checklists. Information collected using such methods will provide good baseline data from which measurable annual goals can be written.

A common mistake made by IEP teams is to use a standardized number produced from a published norm-referenced test as the baseline.  Norm-referenced tools may be useful in answering eligibility questions, but are not sensitive enough to monitor growth in specific skills, especially for young children.  Additionally, all the members of the team (including the parents) may not easily understand standard scores.  They do not provide information regarding a child’s functioning within the general curriculum, nor do they provide instructional guidelines from which to make educational plans. Therefore, norm-referenced tests are not the best tools to establish baseline information.

Should parent concerns be documented in the PLAAFP?

I delight in the opportunity to share from my very own familial fountain pen of knowledge. I will strive to help you put the “k” in “kwality”.  Read the following answer to your paternal conundrum.

Teams must consider the concerns of the parents when developing the IEP. However, there are no clear rules where this information should be documented. The PLAAFP is a logical place for noting parent concerns since the IEP will be constructed using PLAAFP information.

If the PLAAFP and measurable annual goals are written in simple terms, will they be accepted?

Ordinary Mary

I just love a simple mind, and it is clear that you are the proud owner of one. You would do well to heed the following advice.

PLAAFPs and measurable annual goals that are written in simple terms, are not only acceptable, they are desirable. The law spells out that the PLAAFP must be stated in terms that are specific, measurable, and objective.  Measurable annual goals must also be specific and measurable. In addition, they must be written so that anyone who is working with the child, including the parents, can use the information to develop appropriate instructional plans as well as assess the child’s progress (e.g., pass the “stranger test”).

Above all, goals should be meaningful. A goal is meaningful when it describes a behavior/skill that will have a real impact on the success of a child in current as well as future environments. If the PLAAFP and goal have these components they are acceptable.

Is using a criteria like “80% accuracy” sufficient when writing goals?

Just Wondering

Dear Wondering,

Far be it for me to interfere with an educator’s right to confuse the public and sound professional all in one statement. Nevertheless, I should remind you that the purpose of documenting criteria is to make the goal understandable and meaningful.  I suggest that you commit the following rules to memory.

The criterion identifies how much, how often and to what standards the behavior must occur in order to demonstrate that the goal has been reached. “80% accuracy” identifies how much, but it does not identify to what standards the behavior must occur. Look at the following examples.

• Example 1 Goal: In 36 instructional weeks, when asked to tie his untied shoes, Billy will tie his shoe with 80% accuracy.

How will the team measure the accomplishment of this goal? What does a shoe that has been tied to 80% accuracy look like? A percentage criteria is not sufficient in this example because the percentage doesn’t provide useful information.

• Example 2 Goal: In 12 months, during personal sharing time at school, Kelly will respond to the topic and initiations of others appropriately (i.e., stay on topic, ask pertinent questions, make related statements) 80% of the time, as measured during 5 consecutive structured observations.

How will the team determine if this goal has been accomplished? The team will conduct timed observations during personal sharing time at school. They will count the number of responses Kelly exhibits within those timed periods, and indicate the percentage of positive responses to see if they reach or exceed 80%. Once Kelly exhibits positive responses for at least 80% of the time, the team will continue timed observations until she exhibits this percentage for at least 5 observational periods in a row. In this example information is provided to make the 80% meaningful to the accomplishment of the goal.

Do I really have to rewrite the PLAAFP every year? 

Really Busy

I am really curious as to what part of “present”, as in the phrase, ”Present Levels of Academic Achievement and Functional Performance”, you really don’t understand?  I really feel compelled to remind you that the word “present” means “current, existing or latest”, implying that the PLAAFP is really written every time an IEP is written or updated.  The word “present, in this context, really should not be confused with the word “gift” as in “gift of another year or two before I need to write a new PLAAFP”.  Really now, if the child has not changed from last year to this year, should we really even be in this business?  Better or worse is really a change and tells us what we are, or are not, really doing with the child.

The PLAAFP must include current information, not past performance, and therefore must be rewritten every year.

IEPs According to Dr. Seuss™

If Dr. Seuss would have had to do IEPs, he might have written this.

Do you like these IEPs?

I do not like these IEP’s

I do not like them, Jeeze Louise

We test, we check

We plan, we meet

But nothing ever seems complete.

Would you, could you

Like the form?

I do not like the form I see

Not page 1, not 2, not 3.

Another change,

A brand new box. I think we all

Have lost our rocks.

Could you all meet here or there?

We could not all meet here or there.

We cannot all fit anywhere.

Not in a room

Not in a hall

There seems to be no space at all.

Would you, could you meet again?

I cannot meet again next week

No lunch, no prep

Please hear me speak.

No, not at dusk and not at dawn

At 4 p.m. I should be gone.

Could you hear while all speak out?

Would you write the words they spout?

I could not hear, I would not write

This does not need to be a fight.

Sign here, date there,

Mark this, check that.

Beware the student’s ad-vo-cat(e)

You do not like them

Try it again! Try it again!

And then you may.

If you let me be,

I’ll try again

And you will see.

I almost like these IEPs

I think I’ll write 6003

And I will practice day and night

Until they say

“You’ve got it right”.

(Author Unknown)

Visit the KSDE  website for the latest on the Kansas Early Learning Standards

References and Resources

*Bagnato, S., Neisworth, J., & Pretti-Frontczak (2010).  Linking authentic assessment and early childhood intervention: Best measures for best practices.  Baltimore: Brookes.

Bentzen, W. R. (2008).  Seeing young children: A guide to observing and recording behavior  (6th ed.). Albany, NY: Delmar.

*Curtis, D. & Carter, M.   (2002)  The art of awareness: How observation can transform your teaching.  St. Paul: Redleaf Press.

*Chambers, C. R. & Childre, A. L. (2005). Fostering family-professional collaboration through person-centered IEP meetings: The "true directions" model,  Young Exceptional Children ,  8 :20- 28.

Christle, C.A. (2010). Individualized education programs: Legal requirements and research findings,  Exceptionality, 18:3,  109- 123.

*Colker, L. J., (1995).  Observing young children: Learning to look, looking to learn .   Washington, DC: Teaching Strategies. (video)

Division for Early Childhood. (2007).  Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation . Retrieved June, 13, 2011 from http://www.naeyc.org/files/naeyc/file/positions/ PrmtgPositiveOutcomes.pdf - Webpage has since been removed. 

Grisham-Brown, J., Pretti-Fronczak, K., Hemmeter, M. L. Ridgley, R.   (2002). Teaching IEP goals and objectives: In the context of classroom routines and activities,  Young Exceptional Children. 6 : 18 - 27.

Hojnoski, R. L., Gischlar, K.L., Missall, K.N. (2009). Improving child outcomes with data-based decision making: graphing data,  Young Exceptional Children , 12: 15- 30.  

Horn, E. & Banerjee, R. (2009). Understanding curriculum modifications and embedded learning opportunities in the context of supporting all children's success,  Language, Speech and Hearing Services in  Schools,  40 , 406-415.

Horn, E., Lieber, J., Li, S., Sandall, S. & Schwartz, I. (2000). Supporting young children's IEP goals in inclusive settings through embedded learning opportunities,  Topics in Early Childhood Special Education , 20:4, 208 - 223.

Jung, L.A. (2007). Writing SMART objectives and strategies that fit the routine,  Teaching Exceptional Children,   Mar/Apr , 54- 58.

Kansas State Department of Education Student Support Services. (2008).  The Individualized Education Program . In  The Kansas special education process handbook  Topeka. Retrieved from http://www.ksde.org/LinkClick.aspx?fileticket= v14pER6l8ng%3d&tabid=3152&mid=8268 - Webpage has since been removed. 

*Losardo, A., & Notari-Syverson, A (2011).  Alternative approaches to assessing young children .   Baltimore: Brookes.

Missouri Department of Elementary and Secondary Education. (2002, March 29). Special education compliance: Measurable goals and objectives questions and answers. Retrieved January 22, 2003, from http://www.dese.mo.gov/divspeced/Compliance/Q&A/MGO.html - Webpage has since been removed. 

National Early Childhood Technical Assistance Center (NECTAC),  (2011). Integrating Outcomes - Individual Education Planning (IEP) Process. Retrieved from http://leadershipmega-confreg.tadnet.org/uploads/file_assets/ attachments/139/original_IEP-Outcomes_Flow_Chart.pdf?1279906774 - Website has since been discontinued. 

Nebraska Department of Education. (n.d.). Present level of education performance. Retrieved November 25, 2009, from http://www.nde.state.ne.us/SPED/technicalassist/iepproj/develop/pre.html - Webpage has since been removed. 

Notari-Syverson, A.R., & Schuster, S. L. (1995)   Putting real life skills into IEP/IFSPs for infants and young children.    Teaching Exceptional Children, 27(2),  29-32.

Nylander, D. (2010).  Nylander Annual Report ECO Worksheet . Paper presented at the 2010 OSEP Leadership Mega Conference. Retrieved June 2011 from http://leadershipmega-conf-reg.tadnet.org/uploads/file_assets/attachments/228/ original_Nylander_Annual_Report_w-ECO_worksheet.pdf?1280160000 - Website has since been discontinued. 

O’Donnell, D. (1999, November 29). Examples and tips of making annual goals measurable. Memorandum from Nissan B. Bar-Lev, Cooperative Education Service Agency No. 7, Department of Special Education. Retrieved January 18, 2003, from http://www.cesa7.k12.wi.us/sped/issues-IEPissues/writingiep/GoalsMeasurable.html - Department has since been renamed and website has moved (https://www2.ed.gov/about/offices/list/osers/index.html) . 

Office of Special Education Programs. (2001, November/December). Access to the general curriculum: Questions and answers.  Teaching Exceptional Children, 34 , (2), 84-85.

Office of Special Education Programs. (2006).   I DEA'2004 Amendments, Final Regulations, Retrieved June 13, 2011 from http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C - Visit sites.ed.gov/idea/regs/c for updated versions. 

Pretti-Frontczak, K. (2002). Accessing the general curriculum/IEP goals.   Retrieved September 24, 2003, from http://fpsrv.dl.kent.edu/ecis/Web/Inservice/inservice.htm - Website address has since been discontinued. 

 Pretti-Frontczak, K. o Bricker, D. (2000) Enhancing the quality of individualized education plan (IEP) goals and Objectives,  Journal of Early Intervention, 23 :2, 92-105.

 *Sandall, S. (Ed.). (2004).  DEC recommended practices: A comprehensive guide for practical application . Denver, CO: Sopris West.

 *Sandall, S., Schwartz, I. & Joseph, G. E. (2008).  Building blocks for teaching preschoolers with special needs .   Baltimore: Brookes.

 U.S Department of Education   (2010)  Questions and Answers On Individualized Education Programs (IEPs), Evaluations, and Reevaluations  " http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CQaCorner%2C3%2C - Visit sites.ed.gov/idea/topic-areas/ for updated version. 

U. S. Department of Education Office of Special Education. (n.d.). I DEA practices: Special education questions and answers written by the experts. Retrieved January 22, 2003, from http://www.ideapractices.org/qanda/qanda.php?showCat=33&showSub=37-top

Walsh, S., Smith, B. J., & Taylor, R. C. (2000). I DEA requirements for preschoolers with disabilities: IDEA early childhood policy and practice guide.   Arlington, VA: Council for Exceptional Children.

•  Wright, P. D., & Wright, P. W. (2003).  Your child's IEP: Practical and legal guidance for parents . Retrieved January 22, 2003, from http://www.wrightslaw.com/advoc/articles/iep_guidance.html - Page has since updated to https://www.wrightslaw.com/advoc/articles/iep_guidance.html

*These items are available from:

KITS Early Childhood Resource Center 2601 Gabriel, Parsons, KS 67357 Email: [email protected] Phone: 620-421-3067

Council for Exceptional Children (CEC) The Division for Early Childhood

Early Childhood Technical Assistance Center (ECTA Center)

Frank Porter Graham Child Development Institute 

Pacer Center

U.S. Department of Education

Waisman Center

• For more information on Creating Meaningful and Measurable Early Childhood Individual Education Plan (IEP) Goals, visit the Family Service Coordination Tool Kit . 

Please take a few minutes to complete the brief online survey located above. Your feedback is central to our evaluation of the services and materials provided by KITS.

Goals for Early Childhood Education

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TBR | The College System of Tennessee

The tennessee board of regents (tbr) is tennessee's largest higher education system, governing 40 post-secondary educational institutions with over 200 teaching locations. the tbr system includes 13 community colleges and 27 colleges of applied technology, providing programs to students across the state, country and world., instructor of early childhood education.

• Morristown, Tennessee, United States
• Faculty - 9/10 Month
• Closing on: May 1 2024

Job Title: Instructor of Early Childhood Education

Campus Location:  Morristown Campus ( Employees are assigned to a “home” location but may occasionally or regularly be required to work at other WSCC locations. )

Job Purpose:  Teach various courses in the field of early childhood education that meet the requirements for a variety of degree plans.

Essential Job Functions:

• Teach in-person, virtual, and web-based courses including developing web courses and acting as a Course Mentor for TN eCampus.
• Prepare course syllabi, course materials, evaluate student learning, and maintain class records. 
• Participate in curriculum development, student recruiting, advising, placement, and division/departmental meetings.
• Complete goals and objectives for the individual, the department/division, and the college.
• Complete educational outcome measures and academic reporting as required. 
• May perform other duties as assigned.

Additional Program Coordinator Duties:

• Maintain NAEYC Accreditation of Higher Education programs by overseeing self-study for renewal and annual reports, data collection, and attending higher education professional development meeting.
• Collaborate with four-year colleges on articulation agreements and advise students who are Early Education and Behavioral/Social Science majors.
• Assist in the selection of adjunct professors, delegate their semester courses, and maintain communication with them throughout the semester.
• Promote early childhood education in the community and serve in leadership roles on college, community, and state committees, such as Ready by Six, TECTA, Head Start, Pre-K Advisory Board, etc. Maintaining communication with early childhood stakeholders in the WSCC region.
• Expand program lab opportunities for WSCC students by working cooperatively with local early child care and education centers.

Required Qualifications:

• Master’s degree in Early Childhood Education or related field(s) is required.
• Demonstrated desire and experience in working with community college and pre-teaching education students.
• Understanding and acceptance of the comprehensive community college philosophy.
• Stated willingness to teach at multiple locations including more than one area high school.

Preferred  Qualifications:

• Earned Doctorate in Early Childhood Education or a highly related field is preferred.
• Experience teaching Early Childhood Education in a college setting.
• Two to three years’ experience in an early childhood education setting.

Behavioral Core Competencies:

• Empowers and motivates students to learn effectively.
• Works effectively with other faculty and administrators within the department, the division, and the college to provide well-developed courses and programs of study.
• Ability to communicate effectively both orally and in writing to establish and maintain effective interpersonal relationships with others.
• Is a team player and contributes to the department and the division with new ideas and approaches, and uses professional development opportunities to expand instructional vision.

Leadership & Supervisory:  This position has no supervisory responsibilities but is expected to participate as part of a team in conjunction with other faculty and as a member of the Behavioral and Social Sciences division.

Environment & Working Conditions:  Office environment is temperature controlled with occasional fluctuations, well lit, and free from loud noises and unnecessary interruptions. This position may require travel and teaching in high schools. Could be exposed to varying weather conditions when travelling.

Physical Demands (including requirements for travel or working nights/weekends/holidays)

• Sitting for long periods of time.
• Large amounts of time spent looking at computer monitors could lead to some eye strain, stress, or headache issues.
• Walking, standing and speaking for long periods of time.
• Operation of standard office equipment including copier and fax machine.
• Travel to local areas may be required.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential duties of this job.

Requisition #497313

Posting Closes: Wednesday, April 1, 2024

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Inspired by Reggio Emilia: Emergent Curriculum in Relationship-Driven Learning Environments

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What children learn does not follow as an automatic result from what is taught, rather, it is in large part due to the children’s own doing, as a consequence of their activities and our resources. —Loris Malaguzzi, The Hundred Languages of Children

The author of these words, Loris Malaguzzi, was the founder and director of the renowned municipal preschools of Reggio Emilia, Italy. Malaguzzi passed away two decades ago, but we hope he would be pleased with the progress early childhood educators in North America have made toward understanding his pedagogical lessons. His philosophy—a blend of theory and practice that challenges educators to see children as competent and capable learners in the context of group work (Fraser & Gestwicki 2002)—differs from the widely accepted Piagetian perspective that views child development as largely internal and occurring in stages (Mooney 2013). Malaguzzi emphasized that “it was not so much that we need to think of the child who develops himself by himself but rather of a child who develops himself interacting and developing with others” (Rankin 2004, 82). As such, at the core of the Reggio Emilia philosophy is its emphasis on building and sustaining relationships.

Much like Vygotzky, Malaguzzi believed that social learning preceded cognitive development (Gandini 2012). He emphasized that the environment plays a central role in the process of making learning meaningful. So important was this notion, that Malaguzzi defined the environment as the third teacher (Gandini 2011). Malaguzzi’s third teacher is a flexible environment, responsive to the need for teachers and children to create learning together. Fostering creativity through the work of young hands manipulating objects or making art, it is an environment that reflects the values we want to communicate to children. Moreover, the classroom environment can help shape a child’s identity as a powerful player in his or her own life and the lives of others. To foster such an environment, teachers must go deeper than what is merely seen at eye level and develop a deep understanding of the underlying principles and of children’s thinking, questions, and curiosities.

A little more than a decade ago, Pinnacle Presbyterian Preschool, in Scottsdale, Arizona, began implementing a program directly influenced by the schools of Reggio Emilia. Inspired by the writings of Lella Gandini, we began a fond relationship with the author and educator, inviting Gandini to visit our school with regularity.

Lella Gandini is best known in North America as the leading advocate for the Reggio Emilia approach to early childhood education. Her numerous publications include writings on early childhood education and folklore, and she is coauthor or coeditor of such works as  Insights and Inspirations From Reggio Emilia: Stories of Teachers and Children From North America  and  The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education.  It is through our friendship with Lella Gandini that we have implemented strategies that empower teachers to use space and materials to ignite learning. For example, teachers notice in early autumn that the children are taking an interest in spider webs on the playground. Several 4-year-olds discover the strands reflecting the sunlight on a fence post. The teachers know the finding has sparked the children’s curiosity when the children ask to photograph the web. Classroom teacher Keri Woolsey describes her response:

We try to integrate the writing and prewriting skills with the children, so I told the children, “Oh my gosh, I don’t have my camera; could you draw it for me?” They ran inside the classroom and got clipboards, paper, and markers and hurried back to the playground. And then they began to draw. Some of these kids typically don’t really want to try to write or draw, just because they are not confident with those skills. Yet here they are jumping at the task because it was meaningful to them. No matter what the drawing looked like, it was a total celebration of what they were learning.

Creating a flexible, relationship-driven learning environment

Relationships are at the very heart of the Reggio Emilia philosophy. That philosophy is reflected in an environment that encircles the child with three “teachers,” or protagonists. The first teacher—the parent—takes on the role of active partner and guide in the education of the child. The second is the classroom teacher. Often working in pairs, the classroom teacher assumes the role of researcher and intentionally engages children in meaningful work and conversation. The third teacher is the environment—a setting designed to be not only functional but also beautiful and reflective of the child’s learning. It is the child’s relationship with parent, teacher, and environment that ignites learning.

Children construct their own knowledge through a carefully planned curriculum that engages and builds upon the child’s current knowledge, recognizing that knowledge cannot simply be provided for the child. The curriculum, often emergent in nature, is based on the interests of the children. When learning is the product of the child’s guided construction rather than simply the teacher’s transmission and the child’s absorption, learning becomes individualized. Most important, teaching becomes a two-way relationship in which the teacher’s understanding of the child is just as important as the child’s understanding of the teacher.

Emergent curriculum is not a free-for-all. It requires that teachers actively seek out and chase the interests of the children. This kind of teaching environment demands a high degree of trust in the teacher’s creative abilities, and envisions an image of the child as someone actively seeking knowledge. It is a perspective that turns structured curriculum, with predetermined outcomes, on its head. A standardized curriculum that is designed to replicate outcomes often eliminates all possibility of spontaneous inquiry, stealing potential moments of learning from students and teachers in a cookie-cutter approach to education in the classroom. Given the diversity of the children we teach, accepting a canned recipe for teaching, evaluation, and assessment is problematic at best. Each child we teach is unique, requiring us to use our own judgment, instead of rules, to guide our teaching practice. To teach well, educators must ensure that creativity and innovation are always present. Although good teaching requires organization and routines, it is never inflexible and rarely routine. It dances with surprise. It pursues wonder. It finds joy at every turn.

Flexible environments allow teachers to be responsive to the interests of the children, freeing them to construct knowledge together. This is apparent in our example of the spider investigation. The teachers could simply leave behind the children’s interest in spiders, limiting the activity to the playground. Instead, they encourage the children to draw what they observe and to share those observations and drawings during class circle time. To be sure, the teachers already have an activity planned for the daily circle time; they set it aside to pursue knowledge on a subject that has sparked the children’s imaginations. One of the classroom teachers, Kristine Lundquist, describes what happened next.

We asked the children what they knew about spiders and spider webs. Living in the desert, spiders of all shapes and sizes are common. So we were not surprised when the children bubbled forth with ideas about how webs are created or stories of brave dads removing spiders from rooms in their homes. We wrote down the children’s comments and included them in the daily journal email to parents. The very next day on the playground the children were at it once again, finding and exclaiming, rather loudly, that another spider had been discovered.

Creating environments that reflect our values

Surprisingly, in our efforts to define best practices, we seldom address the vision of how our values are communicated through our practice. Once we get beyond standards in literacy and numeracy, what do we hope to achieve? What kind of culture do we want the children to experience in our schools? A few years ago, our staff attended a conference at one of the local community colleges presented by Deb Curtis and Margie Carter. Titled “Reflecting With the Thinking Lens,” the conference was designed to help teachers and schools cultivate creative and reflective thinking about their teaching environments (Curtis et al. 2013). Margie Carter suggested that as a teaching team we create a simple worksheet to help us consider how our values are reflected in our classroom environments.

When we evaluate the spider investigation, the worksheet reflects the learning occurring in our classroom, modifications needed to the environments, and introductions of new materials. Using evaluation tools like this, the teaching team at Pinnacle meets each week as a group and also several times during the week with classroom teaching partners. This time for teachers to learn from each other is scheduled into the week and never compromised. It is time devoted to discuss their work, their hopes and concerns, and their ideas with other colleagues. It is a recognition that learning to teach well rarely occurs during college instruction, but rather within the context of classroom experiences and discussions with colleagues. We believe that learning to teach well is a lifelong endeavor. As such, we define ourselves as colearners with our students. Behaving more as researchers, teachers provide meaning and demonstrate values as teachers and students construct learning together.

One thing we know for certain is that students will thrive in a school environment where the teachers themselves are thriving. The best schools nurture the teachers who work there as well as the students who learn within the walls. Learning from our colleagues deserves time and attention, as it opens up new ideas about what professional development should be. Changing outcomes in classrooms requires teachers to challenge what they know and what they think is developmentally appropriate, and to reach beyond pedagogical techniques. In our experience, this can happen only in an environment that is respectful of differences in viewpoint, supportive in trying something new, and mindful of the willingness of teachers to shed their sensitivity and isolation. Teachers who have grown accustomed to working alone transform their thinking into creating solutions as they share with their colleagues. This transformation in teaching practices can happen only in an environment where collaboration and discussion are highly valued.

Creating environments that foster creativity

Teaching for creativity involves asking open-ended questions where there may be multiple solutions; working in groups on collaborative projects, using imagination to explore possibilities; making connections between different ways of seeing; and exploring the ambiguities and tensions that may lie between them.  — Ken Robinson, Out Of Our Minds: Learning to Be Creative

There is much about the Reggio Emilia approach that distinguishes it from other efforts to define best practices in early childhood education. Much of the worldwide attention has been on the program’s emphasis on children’s symbolic languages, lovingly referred to as the hundred languages of children. George Forman and Brenda Fyfe (2012) describe the hundred languages of children as symbolic languages children use to express their own knowledge and desires through artwork, conversation, early writing, dramatic play, music, dance, and other outlets. Recognizing that at the very core of creativity is our desire to express ourselves, Reggio Emilia schools create environments that inspire and support creative thinking and invention. If building and sustaining relationships are to be the foundation of a learning community, then creativity must always be present. Creativity is the conduit—the instrument that allows us to communicate with and understand others.

At Pinnacle, every learning space has paper and writing instruments. In the imaginary play spaces within the classrooms and the playground outside, children are actively writing and drawing. It becomes a part of the culture of learning, a process that is internalized within the group. We have made a conscious effort to steer away from purchasing ready-made materials, such as pre-cut foam pieces or rubber stamps, and instead spend resources on paper, clipboards, and multiple forms of writing and drawing tools. Asking children to draw what they see and then revisit the subject later to add yet more detail is the very essence of scientific observation. When the tarantula joins the classroom, teachers place magnifying glasses, small clipboards with paper, and markers next to the terrarium. They place nonfiction books about spiders on the shelf near the terrarium and display close-up pictures of different kinds of spiders. Rather than instructing the children, the teachers set up the provocation and then take a step back.

In Reggio Emilia-inspired schools, teachers place great emphasis on using materials and activities that provoke investigation and group learning. As expected, being curious and inventive little people, the children are very excited about the new spider addition to their classroom. They closely watch the tarantula, using the magnifying glasses to see the details and then drawing what they observe. The conversation is lively and loud as they speculate about where the spider came from, what the spider eats, whether it is a boy or a girl spider, and how the spider compares to the other spiders in the photographs. When the children ask their teachers what kind of spider it is, the teachers seem uncertain and wonder aloud how the class might figure it out. “We don’t jump at giving them the answers,” explains Jane Barber, classroom teacher. “Our intent is to focus on the processes of discovery, to teach them how to learn by not only observing but also using resources such as books and the Internet. We act as guides in the hunt for information.” In the weeks that follow numerous drawings of spiders are on display in the classroom, and the children count the legs and eyes, write their names on their drawings, and ask how to spell  tarantula ,  spinnaret,  and  egg sac . The children want to write, because the writing is meaningful to them. The scientific inquiry, early literacy, and math opportunities naturally fall into place around the spider investigation.

Fostering creativity through investigations

Creativity seems to emerge from multiple experiences, coupled with a well-supported development of personal resources, including a sense of freedom to venture beyond the known.  —Loris Malaguzzi, The Hundred Languages of Children

Just off the center courtyard of our school there is a lovely building called the  atelier,  a French word, meaning workroom or artist’s studio. Historically, an atelier serves not only as a place where seamstresses, carpenters, painters, sculptors, and other artists could create their products, but also as a place that could offer inspiration and answers to their questions. Inspired by the schools of Reggio Emilia, we have created a special place, separate from the classrooms, where children use creative art as a tool to represent their ideas and feelings.

Though classrooms have a scheduled time each week to visit the atelier, teachers are welcome to bring small groups to the atelier to create at any time. The two teachers in our atelier have a close relationship with the classroom teachers. As colleagues, they communicate about the interests of the children and work going on in the classroom. Today, the children arrive in the atelier to find a shadow of a spider cast across the white tiled floor. They delight in this discovery and wonder how this can possibly be. Some reach down with hesitant hands to touch the dark shadow on the floor. Encouraged, they soon search out the source of the bright light. In the corner is an overhead projector with a spider photograph laying on the light tray. The teachers allow them to touch the equipment and investigate. They giggle at the discovery that the spider on the floor moves when the photograph moves. Some children ask if they can draw the spider. Anticipating this request, the teachers tear off a long sheet of butcher paper and the children sprawl out on the floor and begin to trace the shadow.

Although investigations often begin with children representing what they know through drawing, creating three-dimensional artwork is highly valued by teachers as a way to extend the learning. Clay, wire, wood, and recycled materials are used daily in the classrooms and the atelier to help children express what they know. As such, we ensure that the classrooms have many different kinds of materials that help the children piece it all together. Materials such as masking tape, packaging tape, wire, clay, and various kinds of glues and adhesives are available at easy access to the children. Again, we steer away from prepackaged materials. Instead we use open-ended, recycled materials, which are often donated by the parents. Children learn how to glue, cut, fold, tear, balance, and solve problems in the context of project work. Although the end product is deemed lovely, it is not the driver of the activity. Rather, it is the process of creating—the enjoyment of creating together—that is at the forefront of the endeavor.

An opportunity to move the children toward creating three-dimensional art becomes apparent during one of the class conversations. Ms. Woosley, the classroom teacher, explains, “It’s really surprising to us that it is the spider webbing the children are most interested in. One of the boys expressed concern that they were having trouble remembering where all of the webs were on the playground. We suggested creating a map of the playground, mapping where the spider webs were located. The children liked that idea.” A committee of students is formed to investigate how to make a map. Because the teachers are aware of another map project occurring on campus, they collaborate with colleagues in another classroom. The Spider Web Committee is invited to meet with the other classroom students to discuss strategies for mapping the playground.

In the weeks that follow, the two classrooms—using their individual drawings as guides—will create together one three-dimensional map of the playground. They label the spider web locations and create a map legend. Their knowledge of spider webs was extended to understanding maps, use of legends, and a compass, all within the context of group work.

Celebrating the child’s identity

Those of us who have been fortunate to teach for years in early childhood know well the elation we experience when our teaching goes well—when everything clicks into place. Our students share this same feeling when they experience success. This sense and level of satisfaction children experience creates an appetite for learning, a hunger to do it again—and again and again.

This is never more evident than the moment a child understands that he or she belongs, that he or she is a member of the group. In the first week of classes, teachers quickly cluster 8-inch by 10-inch photographs of the children on the walls surrounding the classroom circle space. Their names are printed boldly next to their images. As soon as possible, drawings and other forms of artwork appear next to each child’s photograph, with the child’s name written in his or her own hand, and a quotation about something the child likes.

But this is just the start of building the child’s identity. As you walk around the classroom space, you find family photographs donated by the parents and a basket of “All About Me” books that the parents have created using family photographs. These personal books are read over and over again as children seek comfort in sharing the names and faces of those most dear to them. There are individual mailboxes with their names and individual cubby spaces that belong only to them. It is an environment that opens its arms wide, surrounding children with a sense of who they are.

Project work and investigations easily lend themselves to fostering a child’s sense of identity. With the spider investigation, the teachers suggest that the children create a Bug Club. The Bug Club meets on the playground each day and sets out to find bugs and spider webs. “There were some children who were not engaged in the spider hunts occurring on the playground. However, when we created the Bug Club, everyone wanted to join in,” says Jane Barber, a classroom teacher. “We suggested that each child have a name badge to identify them as part of the club.” Using simple card stock, with yarn as a lanyard, the children draw a picture of their favorite bug and write their own first name. In addition, the children create their own Bug Club Journal. They use these journals to draw the creatures they find and to write down new words. The Bug Club Journals have the child’s name and photograph on the cover. To be a member of the Bug Club, you need your name badge, your journal, and a writing tool such as a marker, crayon, or pencil. As hoped, the children jumped at the chance to be a member of the club. “It just took off. We moved outside the playground, just beyond the gate, and the children were so excited. All they wanted to do was draw and draw. We were surprised and pleased at how they stayed on task, how careful they were with their drawings. Venturing out with the Bug Club became a part of our daily routine,” says Kristine Lundquist, classroom teacher.

As all teachers and parents know, there is a big difference between what a child is capable of doing and what a child is willing to do. You cannot teach someone who does not want to learn or someone who does not believe he or she can learn. If we want to promote the hunger for learning, then we should create environments in which students and teachers feel safe to venture beyond what is already known—environments that reflect our values and celebrate students and teachers as uniquely creative individuals.

Author’s Note : Transforming education happens only when we transform our teaching. My deep appreciation to Sabrina Ball, Jane Barber, Keri Woolsey, Kristine Lundquist, and the staff at Pinnacle for their leadership in creating playful and inquiry-based learning environments.

Mary Ann Biermeier, MEd, is director of professional development at Pinnacle Presbyterian Preschool. She devotes her time and passion to initiatives designed to resolve high rates of illiteracy in Arizona, helping teachers create learning environments that support all children.

Vol. 70, No. 5

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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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