I greatly enjoyed chatting with everyone at the ILASCD conference on March 2nd regarding the use of open-ended questions. We first dug into the why of asking open ended questions…
The above are the most important reasons. However, we can also be validated in our strong belief of using open-ended questions when we examine the research. Starting with our “go-to” source for reliable, research based information: NAECY (National Association for the Education of Young Children)…
Two more sources of information on why to use open-ended questioning are two examples of assessments/evaluations that are often used in early childhood classrooms: ECERS (Early Childhood Education Rating Scale) and CLASS (CLassroom Assessment Scoring System by Teachstone)…
Another source of information to validate the importance of open-ended questioning is the Danielson Framework for Teaching…
Although there are many, many other sources of information of validation for open-ended questioning, the last one we are going to examine here is Pyramid Model…
On the next blog post, we will dig into four different types of questioning to help us dig into children’s creative and critical thinking through multiple directions.
NOTE: Response sheets where students are illustrating or writing an idea based on a response to a prompt from a piece of literature, such as draw the setting or draw your favorite part of the story OR a documentation sheet, data collection sheet or “lab report” where information from science observations or data is begin recorded are NOT considered worksheets. Worksheets typically have one correct answer such as “circle all of pictures that start with the letter H” or “underline the words that rhyme with car.”
It is important for young children to begin to explore the American symbols to build patriotism and pride in their country, to provide a sense of belonging to a bigger place, and to communicate the ideals of the United States.
There is little evidence that calendar activities that mark extended periods of time (week, month) are meaningful for children below first grade (Friedman, 2000). National Education Association for Young Children learn best through hands-on learning experiences and that developmentally appropriate practices include “teachers who “mathematize” children’s everyday experiences. For example, they help children learn and practice math skills and concepts during block building, play with games and manipulatives, and movement activities” (Developmentally Appropriate Practice Third Edition). Children will learn patterns, counting, number relationships, etc. best through individual and small group hands-on, meaningful activities, not through the repetitive calendar activities which do not hold any meaning for them. (see 
Use a linear calendar (7 days). For very young children, the linear calendar should be vertical, just like the daily schedule, and as they grow in their developmental skills, it can be horizontal. Use pictures of home and school- discuss if it is a home day or a school day. Count how many days we have been at school OR chart the weather and discuss how many rainy, sunny, etc. days. 
accomplished in the classroom. At the end of each week and/or each month, have the students choose 3-5 pictures from a group of pictures that you have taken over that period of time. They need to reflect on the learning they have done that week and decide as a group which pictures best represent that learning. Jot down children’s comments on notecards. Place the pictures with the comments in a scrapbook or on a large piece of paper to hang in the hallway or classroom. This is a great way to document and showcase children’s learning as well as to demonstrate growth over time.
Journey into Early Childhood 