We
believe that:
- Birth to age five is the optimal time to lay foundational
literacy;
- Language and literacy development occurs within
the context of all developmental domains;
- Language and literacy are comprised of reading,
writing, listening, speaking, viewing, and visually representing;
- Children learn best through scientifically researched,
explicit and embedded play-based experiences influenced by such
theorists as Broffenbrenner, Bygotsky, Adams, and Sulzby;
- The explicit teaching of early
language and literacy skills can and should occur during both
direct instructional and indirect instructional
play-based experiences;
- The incidental teaching of language
and literacy skills can and should occur regularly during all
parts of the daily routine;
- Teachers must be trained in both research-based
literacy content skills and research-based child development pedagogy;
- The balance of explicit and incidental teaching
in the early childhood classroom should be determined by the teacher;
- Advancing children's literacy is best accomplished
through a collaboration of experts including teachers, parents,
experts and community members;
- Learning to read is a complex process requiring
teachers to understand the structure of the English language and
how that knowledge can powerfully inform instruction;
- Teachers must be knowledgeable about child development
and skilled at observing children for cues to guide literacy curriculum
decisions;
- Teachers should view themselves as researchers constantly
looking for ways to extend children's language and literacy learning;
- Children learn best in diverse settings with stimulating
provocations;
- A well developed learning environment and daily
routine is integral to advancing both literacy development and
the language needed to form and maintain strong social relationships;
- Because the home is the primary context in which
children learn language and literacy, teachers should strive to
create homelike learning enviroments with strong family partnerships;
- The transition from preschool to public school involves
a strong collaboration of parents, teachers, and community members.
SPIRALS
Will...
1.
....increase
language and literacy skills for preschoolers at-risk for
reading failure, so they may reach or exceed age-appropriate literacy
benchmarks upon kindergarten entry;
2.
....increase
teachers' demonstrated skill to deliver evidence based
emergent literacy instruction by providing rigorous, integrated
and ongoing teacher training and coaching;
3.
....enhance learning
environments with literacy-rich practices and materials;
4.
....increase
the intensity of early literacy instruction;
5.
....inform instruction,
professional development and program delivery through the analysis
of ongoing child, teacher, classroom and program level assessments;
6.
....coordinate
with local school districts, statewide early childhood education
initiatives, MDOE and federal directives such as Head Start....to
ensure children's reading success.
|
our mission
