I love the idea of families sending in photos of where they tend to spend time together on the weekends (or time when they are not working). That makes the conversations that ensue very pertinent to the child.
Those photos (or photos that the staff have taken from around the community) can be used in so many different ways: making memory games, matching picture halves, lotto games, etc. Each time those class made materials are used, the intentional teacher can initiate conversation about the places seen in the photos. The class can also make a book: when open, one page can have a photo of a local place or local people (i.e. fire fighters, police, grocery store staff, etc.) and the facing page can be comments that the children tell about their experiences with those people or places.
A tech savvy teacher could also arrange to do some skyping with a local person (interview the local grocery store manager with the children for example) or show brief videoclips of the local community (i.e. brief videos of the local waterfall, the local city bus picking up passengers, the local postal carrier delivering mail, etc.).
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Kristen Kennen
Early Childhood Education Specialist
EdAdvance
Danbury, CT
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Original Message:
Sent: 09-27-2018 09:50 PM
From: Lisa Schultz
Subject: standard 2L.2
I would like to encourage some discussion around assessment item 2L.2 2L.2 Children have chances to learn specific details about the actual communities in which they live.
How would a program meet this standard during their classroom observation?
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Lisa Schultz
Philadelphia PA
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