Analysis and reasoning
may not be the first thing that comes to mind when you think of a pre-k
classroom, but they’re actually crucial teaching components largely
missing from early childhood curricula in our country.

The Classroom Assessment Scoring
System
(CLASS) is an observation tool developed at the University of Virginia
by Bob Pianta. In the 2007 Improving Head
Start for School Readiness Act, the instrument was suggested as a valid and
reliable research based tool for evaluating Head Start teacher’s
overall classroom quality and interactions with their students.
Nationally, pre-k teachers typically score low in the dimension of Concept
Development., which focuses on teaching children to use analysis and
reasoning along with how they can connect the classroom activities to
their everyday lives. Traditional teacher-directed pre-k classrooms have
focused more on cognitive development related to the knowledge and
comprehension levels of Bloom’s Taxonomy. Yet an increasing
body of research that
supports
the importance of early language
development
shows a need to emphasize Concept Development. The CLASS is one way to
consider these types of interactions and rate them on a scale.

When pre-k teachers do
apply analysis and reasoning, it’s typically problem-solving in the
classroom. When two kids want the same toy, you have a problem. Solving
scenarios like this student-to-student develops the critical thinking
skills of all involved and teaches manners, deferred gratification and
coping mechanisms. Another way to accomplish this feat would be for
teachers to cater their academic curriculum to what is happening with
their student’s home. Picking themes common to a pre-k student’s
experience will enable all to participate while offering the opportunity
for each child to speak from their own unique experiences.

I would love to hear
what you do with your students to practice analyzing and encourage
reasoning in the classroom. Also, how do you connect school learning to
home experiences and vice versa?