What PreK teachers are teaching via Common Core standards. Read more on how students are expected to write about these feelings.
Talking points from Common Core proponents include “we don’t tell teachers what or how to teach”. Does that mantra extend into the preschool Common Core aligned standards sphere? From Head State CARES: Taking Social and Emotional Interventions to Scale:
Preschool PATHS is aligned with the Common Core.
Visit the Preschool PATHS link above and read the alignment report on the standards. There is an extensive list of emotions teachers must teach and model for 4-5 year old students. Here’s an idea of expectations for Preschool/Kindergarten students (pg 22/51):
Do you wonder how the teachers will be rated “effective” if a preschool student does not have the fine motor skills or reading skills to use digital tools to “produce and publish writing” on what he/she learns?
We’ve been told by Common Core proponents that Common Core doesn’t tell teachers “how or what to teach”. Maybe the proponents can call Preschool PATHS and tell them they are implementing the standards all wrong since they are indeed telling teachers “how and/or what to teach”. From the first link (above):
Did you catch that important sentence about telling teachers “how and what to teach”? Preschool PATHS (Promoting Alternative Thinking Strategies), meanwhile, provides teachers with highly scripted lessons about emotions and social interactions that teachers incorporate into the school day.
This reportedly has shown positive benefits for the social-emotional development of low-income children in smaller randomized studies. With the push by education reformers for universal preschool, it might be coming to a school district near you if your population is more middle-income. It doesn’t matter, apparently, that 500 early childhood experts early in the Common Core comment period delivered a letter to the CCSSI stating the standards were detrimental to early learners. You can find that letter here:
Alliance For Childhood “Join Statement of Early Childhood Health And Education Profssionals On Common Core” (signed by 500 ECE professionals)
But don’t worry. If the student fails, it’s not that the standards and/or curriculum are developmentally inappropriate. It’s the fault of the teacher and the student (from Preschool PATHS) :
The success of any new curriculum or instructional strategy often depends on how effectively and completely a teacher implements that new approach in her classroom. Trying to expand an instructional program across multiple teachers in multiple classrooms―the notion of “scaling up”―without compromising program quality proves even more challenging. But a recent report from the U.S. Department of Health and Human Services offers preliminary evidence that large-scale preschool programs, like Head Start, can implement proven instructional strategies consistently on a broader level.
Head Start CARES (Classroom-based Approaches and Resources for Emotion and Social skill promotion) is the first large-scale nationally randomized study of strategies for promoting the social and emotional development of four-year-olds. The study, conducted from 2009-2011, involved more than 3,600 children in 307 classrooms in 10 states.
The project examined the implementation and impact of three interventions designed to boost children’s social-emotional development: the Incredible Years Teacher Training Program, Preschool PATHS, and Tools of the Mind―Play.
– See more at: http://www.edcentral.org/head-start-cares-taking-social-emotional-interventions-scale/#sthash.wDsAYx7s.dpuf