NELA DEVELOPMENTAL ACTIVITY LOWER ELEMENTARY PART 1: District Context Northampton County Schools is located at the northeastern region

n of North Carolina. It has 34 towns, cities, or census designated places. Jackson, NC is the county seat, center of government, in this county of more than twenty thousand people. Considered as the best place to raise a family, Northampton is a place of thriving diversity. In 2009, the estimated percent of white people living in this county - 40.9%; black 57%; Hispanic/Latino 1.2%; and other ethnicity 1.5 %. Northampton County prides itself as the home of great people. Most, if not all, are taught of courtesy and generosity which are considered as time-honored southern traditions. In addition, people here are blessed with talent, vigor and spirit of the New South.

PART II. District Programming Information Northampton County Schools has seven (7) schools and four (4) of which are elementary schools. Three (3) of which have pre-k and early elementary programs. The district also has a Head Start (CADA) which caters to at least four (4) neighboring counties Bertie, Halifax, Hertford, and Northampton. Below are the pre-k/early elementary schools of the district: 1. CADA Head Start

2. Central Elementary School

3. Gaston Elementary School

4. Squire Elementary School

5. Willis Hare Elementary School

Below are pieces of information about Northampton County Schools: A. School size:

S chool S ize
900 800 700 600 500 400 300 200 100 0 Average Elementary Middle High S chool 246 511 1 274 652 247 826 Elementary Middle High School

B. School Performance on ABCs:

S chool S ize
900 800 700 600 500 400 300 200 100 0 Average Elementary Middle High School 246 511 1 274 652 247 826 Elementary Middle High School

C. School Performance: Low Performing School

D. School Performance: School Progress

S o l of P g ss ch o ro re
80 70 60 50 40 30 20 10 0 E m le entary District S tate 67 49 Middle 50 46 High S chool 0 35 District Sta te

E. School Performance: Priority School

Su e tP r o m n eD t b Su e tGo p t d n e f r a c aa y t d n r u s
9 0 8 0 7 0 6 0 5 0 4 0 3 0 2 0 1 0 0 A ll M le a W ite h B c la k E D ND E L P E D tric is t S te ta

F m le e a

H pn is a i c

M ltiR u a c l ia 4 .4 1 4 .3 8

M ra t ig n

D trict is S te ta

4 .5 1 6 .5 1

4 .3 9 6 .4 6

6 .2 8 7 .7 6

3 .7 9 4 .6 3

6 .2 9 4 .9 8

3 .8 6 6 .5 5

5 .7 8 7 .4 8

6 3 3 .6 4

3 .3 3 3 .8 5

2 .9 1 3 .3 2

F. Years of Experience as Principal

Y a o E e n ea a P c a e rs f xp rie c s rin ip l
80 70 60 50 40 30 20 10 0 Z ero to Three District Sta te 73 48 Four to Ten 27 36 Ten or More 0 16 District State

G. Highly Qualified Teachers

Highly Qualified Teachers

120

100

80

60 District 40 State

20

0 Elementary District State 99 100 Middle 79 98 High School 90 97

Part II. District Programming Information A. Programs In an interview with Mrs. Thelma Greenwell, the districts Title 1 Director, NELA fellows were informed that there are ten pre-K classes in the district. The pre-K department is funded through the following: More at Four, Title 1, Exceptional Children with Disabilities, and CADA Head Start. Each pre-K school is monitored by the program that funded it. All pre- K classes are licensed by NC Division of Childcare. Moreover, all programs are five-star rated, and teachers are evaluated every two years.

The purpose of the Pre-K program is to get all students to be socially and emotionally ready for kindergarten. Teachers are required to do a home visit before school starts in order to get a feel for the school. In the beginning of the year, students come in on staggered enrollment, 3-5 students at a time to get a small group. Mrs. Brenda Taylor, the districts Elementary Director, explained that this is a year of transition. The Open- Court Imagine-It Reading program was recently adopted to take the place of Scott- Foresman of Reading First. Grades K-3 curriculum is aligned with the North Carolina Standard Course of Study. Assessments in Reading are also in transition because we have 3-D Dibels, which is endorsed by the governor of the state. Dibels is aligned to Imagine It. Teachers are required to send in weekly lesson logs to see how the program is working. B. Vocabulary:
ECERS-R A research based observational and measurement tool that assesses group programs at the Pre-K and kindergarten level. ELLCO An observational tool that looks at classroom literacy environment, classroom instructional practices, and identifies areas for professional development in efforts to improve literacy outcomes for children. APEEC The first measurement scale designed to evaluate the use of developmentally appropriate practices in the early elementary classroom (K-3). NCSCOS A set of standards used to determine competencies for each grade level and each high school course, with a rigorous set of academic standards that is uniform across the state.

C. Parents: Northampton County Schools believe in empowering parents. In this the county created a new position parent involvement coordinator - to ensure that parental-involvement programs are implemented throughout the district. In addition, all principals are required to conduct programs involving their respective parents. At Pre-K level, as part of the registration process, a survey is conducted particularly before students come to school. Throughout the school year, teachers attend workshops that may include nutrition, creative curriculum, and how to conduct parent-teacher conferences. Parents can volunteer throughout the year, and when students go on field trips, parents are always invited. At K-2 level, parents attend assembly programs, spelling bees, PTA/PTO events, math and reading nights where grade levels make activities based on skills, conferences with students and parents, and eat lunch with students during grandparents day. The parent involvement coordinator work with parents and do learning workshops. She also organizes the parent advisory board with representatives from each school, and dinner with the school board where parents are the honored guests. Here are other parental activities that are conducted in our schools: Induction of PTA Officers and Class Parent Representatives, Doughnuts for Dads, Grits for Grandparents, Muffins for Moms, Parent Bazaar, Family Fun Day, Gang Awareness Program, Friendly School Walkthrough, Parent Involvement Booth, Parent Representative on the School Improvement Team, and Parent Involvement Workshops. D. Community Connections

Northampton County Schools are located in rural northeastern region. This, however, does not stop the district from tapping the help and support of some organizations that are committed to the education of our children beginning with the end goal in mind: making a difference in the lives of our students. The following are the different organizations that have made our district stronger: 4-H Club, Boy Scouts, Social Services, DARE, Integrated Services, NC Cooperative Extension, and the Wellness Community Center. E. Curricular Scope and Sequence Connection

PART III. Child Development (from Birth to 2nd Grade) A. Physical Development
Physical development in early childhood is as pinnacle as cognitive development or social/emotional development in the total development of the child. Physical Development in the early childhood years is occupationally centered and serves as a foundation for motor function throughout their development span. Physical Development in the pre-kindergarten years is centered in both fine and gross motor skils. Fine motor skills are skills that involved the use of intricate muscle groups to perform tasks (brushing teeth, tying shoes, fastening buttons, buckling buckles, etc.) Gross motor skills are just the opposite in that the skills involve the larger muscle groups in the body and control locomotor (skipping,

galloping, hopping), nonlocomotor (bending, twisting, stretching, etc.), and manipulative skills (more complex throwing, kicking, catching, etc.). In the pre-kindergarten years (ages 4-5) students use both fine and gross motor skills to complete such tasks as galloping, catching balls, cutting with scissors, writing the alphabet, numbers, and names. They can also dress themselves during this period (Neece & Daniels). The rate at which each child is able to complete these tasks is based on several factors: 1) environment in which they learn, 2) biology and genetics, and 3) individual motivational factors. Although biology is an area that instructors have no control of, they can set up an environment conducive to meeting the expected outcomes for this particular age group in both the fine and gross motor skill development areas. Instructors can also vary their teaching strategies and approaches to encourage student motivation and success. Based on random observations of students in a pre-kindergarten class all 17 students (6 girls, 11 boys) had a preliminary grasp on many fine motor tasks although none in my observations were completed on a mastery level. High levels of control in fine motor skill function seemed to be more prevalent in the girls I observed in the class. For example, more boys than girls asked for help opening milk cartons in the cafeteria. As well, the girls in the class had better fine motor functions related to handwriting skills (gripping pencil and controlling the pencil through writing drills). In terms of handwriting, this early age was far from mastery level. In fact, I observed many of the students still held their pencils with a full grip and only a few could write their own names. Shoe tying seemed to be an issue with both boys and girls in the class. Most all of the children needed teacher assistance in shoe tying. Fine motor skills were present in most of the children I randomly observed in the class. However, mastery level was not present. In terms of gross motor skills, the boys I observed in various settings seemed to be more advanced. On the playground in a random game of chase I observed girls playing with girls and boys playing with boys. The boys played chase and romped about, changing directions more easily than girls. The girls were more awkward in their total gross motor movement. Boys do mature their gross motor skills more rapidly than girls (Meece and Daniels, 2008).

As with every stage of development, both fine and gross motor skills improve with age and with practice. Environmental factors combined with individual characteristics will determine the levels of development as the students progress through these developmental stages.

B. Cognitive Development This essay will focus on cognitive development of children from birth to 2nd grade. According to Piagets Theory of Cognitive Development, children from ages 2 through 5 to 7 years are in a preoperational stage. Children at this stage are very intuitive and they use symbols, objects, images, numbers, gestures, etc. to make sense of and represent real life and the environment as they see it. In the concrete operations stage which consists of children from 5 to 7 through 11 to 12 years of age,, children develop more logical thinking. Their thinking is more tied to real life and they focus on skills such as seriation, classifying, and conservation. One of the major focuses of Vygotskys Theory at the birth to 2nd grade level is the zone of proximal development. Vygotsky also emphasizes the importance of adult guidance and peer interactions. This concept supports the notion that children function at different levels based on their developmental ages. During my school visits, I found evidence of both theories being put into practice by the teachers in the Pre-K class and 2nd grade class. Especially in the Pre-K class, students were provided opportunities and encouraged to play. They worked a great deal in centers with activities such as dramatic play, art, writing, etc. and teacher basically monitored the centers to have dialogue with the students about what they were doing. The students were even allowed to choose for themselves what centers they could choose as long as the center was not already at

capacity. Centers were full of toys and manipulatives for the children to use while exploring. Students had time set aside when they did circle time being guided by the teacher as well. In the 2nd grade classroom, more of the work was guided practice and independent practice. The assignments were also more structured and students werent given as much choice because certain standards had to be met to prepare them for the challenges and standardized tests that would be administered in the third grade. Students were involved in more abstract thinking and learning and had to do more problem solving at the 2nd grade level as well. I observed students using music to assist them with understanding concepts at this level as well as the Pre-K level. Overall, the early elementary experience was both fun and informative. C. Language and Literacy Development Communications across cultures are conveyed through symbols, devices, and languages. In Meece, J and Daniels, D (2007) literacy is the ability to construct and express meaning through reading, writing, and discussing text. Pre-kindergarten and second grade observations reveal that language and literacy start at an early age, even prior to formal instruction. However, the mastery of language and literacy is revealed in the complexity of use in comparison of preschool students and high schools. Students in a 2nd grade class were looking up words from the glossary to define, reading The Lion and the Mouse, and completing a graphic organizer. As students are working on different tasks but achieving the same goal, they are developing their communication and competence skills. Students are acquiring the needed concepts to master emergent literacy. They are able to recognize print, sounds and letters, and the alphabet. Hearing the kindergarten use language demonstrates a complete different cycle from the second grade class. The kindergarten teacher modeled and practiced writing letters and words

for the students. Students practiced independently at their desk while the teacher and the instructional assistant monitored and assisted. Mastering the concept of sentence structure was demonstrated through the use of visuals, words, and collaboration. In the center, students constructed a story using a prescribed formula. It is amazing to see how language and literacy are developed and utilized in the formative years. These strategies ensure the conventions and standards for effective communication are learned and mastered. Effective communication involves many conventions and standards. Students who successfully master the concepts are equipped for success. Students in the kindergarten classes practice writing capital and lower cases of the letters N and O. From there the students begin to write words using those letters. In the second grade students uses the graphic organizer to demonstrate understanding of the story. Strategies in both rooms are building the foundation of students language and literacy. Interviewing two second graders they said that reading was fun and they enjoyed reading. One stated that reading gives the opportunity to learn about things and to imagine. These simple but concise answers demonstrate age appropriate answers. Language and literacy instructions are vital to the success of children. It is important that the proper foundation and instructions are given at the beginning. In spite of children learning language in their environment, the right structured learning environment and curriculum can provide them with the adequate tools for success. D. Self-concept, Identity, and Motivation As children grow and develop in stages they acquire knowledge and experiences mold their view of themselves. Erik Erikson, who believes that developmental stages start at birth and continues into adulthood, has put these stages into a psychosocial theory. During the early stages, children must gain a sense of trust and develop their own will power, and acquire a sense

of purpose and direction. Although Ericksons theory has some limitations, his studies revealed that children demonstrate their perceptions through the concepts of self-concept, identity and motivation. Through self-concept, childrens beliefs, attitudes, knowledge and ideas about themselves are evident. During the preschool years, children tend to describe themselves using physical characteristics, interest, actions, and other concrete labels. When a preschooler was asked to describe himself, his response was very typical of a four-year-older. He said, "I am a boy". I have black hair. I like football and sponge bob. Most of the girls had similar responses. As with self-concept, identity in young children is often associated with concrete things. Pre-k descriptions of themselves tend to vary according to their current activity. For example, in a housekeeper center, they might say that they are cooks or doctors. But, in another center, they might say that they are a firefighter . In other words identity constancy does not develop at the same rate in young children. Another factor that influences perception is motivation, which refers to the forces that initiate, sustain and terminate behavior. In young children, motivation tends to be influential, especially by peers. Whether it is on the playground or in the classroom, most children like to play the games that their friends like. It appears that motivation for most young children have to be extrinsic such as smiley faces, stickers, treats praises and hugs. As children move on to other stages of development, their view of themselves will change because of their various interactions. By the time they reach adulthood, they will have established at set of values and beliefs that they believe describe them. E. Peer Relations and Motivation

How would you explain Amys behavior? Meece and Daniels (2008) asked this question to initiate the discussion on peer relations and moral development which are two of the many factors that affect child development. Amy displayed negative peer relations which could be explained that she might have experienced rejection in her early years. This experience led her to become aggressive, hostile and disruptive. Peer relations are essential elements of a childs development. Their ability to relate positively or negatively to others all depends on how their social cognition ability was developed in their early years. Children who have grown with positive peer relations already have in mind, who their friend should be. Moral development, on the other hand, focuses on how children adhere to rules and social solidarity (Kohlberg, 1969) cited in Meece and Daniels (2008). This is manifested on how they react to situations they are subjected to. In an interview with Caleb, a 2nd grade student at Willis Hare Elementary School, he said that a friend for him is someone who is nice to be with; someone he can play with in the playground, and sometimes get in trouble with. He added that he wanted to be treated by others the way he treated them. He said that if you treat them nicely, they would also treat you nicely. Children like Caleb have a social cognition which is the ability to think about their social world (Meece and Daniels, 2008). Furthermore, he also exhibits understanding of fairness and justice which are important aspects of moral development among children. Sarah, who is in Kindergarten student, said that she has friends because they play together at the playground. She also shows concerns of the welfare of others even at an early age particularly when she explained that she had to clean up because she does not want her friends to trip over her toys. Part IV: Data Collection

In efforts to better understand Early Childhood Development in Northampton County our group conducted several interviews and observations. As a whole we gathered bits of information from all of the elementary schools and the only Head Start program in the county. We were also privileged to conduct a panel interview with the Pre-K Coordinator, Title I Program Director, and Director of Elementary of Education, which proved to be very informative. Interviews and observations were done with students at all grade levels from Pre-K to second grade. Some of the footage is included in our district s developmental PowerPoint presentation. Part V. Putting it Together Studying children helps educators understand the various factors that influence physical development, cognitive development, language and literacy development, self-concept, identity, motivation, peer relations, and moral development. Research has determined that there are essential factors that shape and determine the educational development of children. To gain a better understanding of child development, fieldwork of observations and interview were conducted in Head start Center and local elementary schools. Our finding indicated that the schools in Northampton County are implementing developmental appropriate strategies that are designed to increase student learning. However, as any institution, learning is an on-going process that needs to be continuously monitored to achieve the maximum results in student achievement. The reflections of our observations and interviews are summarized below: Physical Development Based on the random observations of the students in pre-kindergarten class (ages 4- 5), all students had a preliminary grasp on many fine motor skills. In terms of gross motor skills, the boys who were observed seemed to be more advanced than the girls. Cognitive Development

Observations indicated that the teachers in the Pre-K class and 2nd grades were putting the preoperational and the zone of proximal development into practice. Students were involved in more abstract thinking and learning as well as problem solving. Language and Literacy Development Observations revealed that the language and literacy starts at an early age, prior to a formal education. Communication skills and competencies were evident in children in grades Pre-K-2nd. Self-Concept, Identity, and Motivation Observations indicated that children go through developmental stages from birth to adulthood. During the Pre-K years, children identify themselves through their beliefs, attitude, knowledge, and ideas about themselves. They describe themselves through concrete means. Peer Relations & Moral Development Observations indicated that peer relations are essential to a childs development. Their ability to relate positively or negatively to others depends on their social and cognitive ability. Part VI. Plan of Action To ensure that Northampton County Schools is continuing to apply the resources and tools necessary for successful early child development there must be a plan in place to monitor and shape the process. This Plan of Action needs to be centered on SMART goals that are specific, measurable, attainable, realistic, and timely and meet A. Physical Development

The following goals are designed with the purpose of helping students meet expected outcomes in grade Pre-Kindergarten in the areas of gross and fine motor skills. 1. Healthy bodies equates to healthy minds. To ensure all schools in the district are providing each student with two meals per day that meet state and local nutritional standards. Outcomes will be measured by standardized monitoring of the districts ability to adhere to local, state, and federal guidelines as it relates to mandated child nutrition. 100% of students will receive two state defined nutritious meals per day through out the entire academic year or while school is in regular session. 2. Students will demonstrate basic locomotor, gross motor skills (hopping, skipping, jumping, galloping). Students will participate in two, thirty (30) minute sessions of structured physical activity per week in which basic locomotor skills will be drilled and executed. 90% of students will perform at expected outcomes based on observational benchmark assessments by May of 2011. 3. The improvement of fine motor functions related to using tools for writing and drawing. The goal will be met by having students perform two, thirty (30) minute sessions per day of handwriting drills designed to help them meet the standards set by NCDPI curriculum and benchmark assessments. This goal is attainable in time and percentages: 85% of the students will perform at or meet desired outcomes on state and local assessments/benchmarks by May of 2011. B. Cognitive Development The following goals are designed with the purpose of helping students meet expected outcomes in the areas of cognitive development, specifically with symbolic thinking and logical thinking, in the Pre-Kindergarten grade.

1. The student will demonstrate expected outcomes for representation and symbolic thinking. This goal will be met by providing two, thirty (30) minute session daily of structured center time, allowing students to take on pretend roles and make believe with tangible objects (blocks, puzzles, educational and resourceful play toys). This goal is attainable in time and percentages: 90% of students will meet desired outcomes and will be assessed by formal benchmarks and observational checklists by May of 2011. 2. The student will demonstrate logical thinking in pattern development. This goal will be met by performing daily incorporated lessons that allow for students to identify, classify, and arrange objects in a series of patterns. This goal is attainable in time and percentages: 85% of students will meet desired outcomes and will be assessed by formal benchmarks and standardized testing set forth by the NCDPI curriculum by May of 2011. C. Social/Emotional Development The following goals are designed with the purpose of aiding in the social/emotional development of students in the Pre-Kindergarten grade. 1. The students will use thinking skills to solve conflicts. This goal will be met by offering strategies for the students to practice in his or her daily dealings with other classmates. Strategies will include reframing the situation, identifying alternative solutions, using self-talk, and recognizing problem situations to avoid them. This goal is attainable in time and percentages: 70% of students will meet desired outcomes based on observational methods by May of 2011. 2. The students will demonstrate the ability to show self-direction and independence. This goal will be met by providing students with structured time to work by themselves to complete tasks on a daily basis, at least thirty (30) minutes per day. This goal is attainable in time

and percentages: 80% of students will meet desired outcomes based on observational methods by May of 2011.

D. Language and Literacy Development The following goals are designed with the purpose of aiding in the language and literacy development of students in the Pre-Kindergarten grade. 1. The students will demonstrate a knowledge of the alphabet. This goal will be met by focusing daily instructional time geared towards teaching the alphabet. This goal is attainable in time and percentages: 85% of students will meet desired outcomes by the end of the first nine weeks grading period in the pre-kindergarten grade. The students will be assessed using checklists and benchmarks. 2. The students will demonstrate the ability to understand and follow oral directions. This goal will be met by daily instructional time focused on oral instructions/routines with verbal and non-verbal prompts as cues from the instructor(s). 90% of students will meet expected outcomes by May of 2011.

References Interviews Meece, J.L., & Daniels, D.H. (2008). Child & Adolescent Development for Educators. China: Mc-Graw Hill Higher Education NC Report Cards School Profiles