Post on 06-Apr-2018
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Child Develop Holistically
Aesthetic appreciating the grace of
another players movements, enjoying the
rhythm of the game. Affective coping with the disappointment
of being out, accepting compliments and
criticism from other players, expressing
anger over a disputed call.
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Cognitive figuring out the sequence in
which the game is played, determining how
many children can fit in the space available,
remembering who has had a chance to be it
and who has not, analyzing the best angle for
hitting a fleeing player.
Language determining what scripts to
use to get into or out of the game, using
words to describe the rules, responding to theteachers directions.
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Physical catching, dodging, and throwing
the ball; developing stamina. Social negotiating the rules of the game,
signaling others about a desire to have a
turn, making way for a new player, workingout disagreements over boundaries and
teams.
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Child Development Occurs in an
Orderly Sequence
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Implications
1. Educators read about development and
observe young children carefully so they
are familiar with relevant developmentalsequences in every domain.
2. Practitioners use their knowledge of
developmental sequences to determine
reasonable expectations for individualchildren.
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3. Teachers use their understanding of child
development to determine what newunderstandings or behaviors might logically
expand childrens current levels of
functioning. This enables them to challenge
youngsters appropriately in the classroom.
4. Teachers avoid unduly pressuring children
to accelerate their progress through certain
developmental sequences such as thoseassociated with spelling, number
recognition, or handwriting.
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Child Development Proceeds at
Varying Rates Within and AmongChildren
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Implications
1. Teachers expect that children in earlyeducation classrooms will exhibit a widerange of abilities.
2. Early childhood professionals avoidfocusing on a single index (eg. IQ,reading test score, childs ability to draw
a person, etc.) as a measure ofchildrens overall potential orachievement.
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2. Early childhood professionals avoid
focusing on a single index (eg. IQ, reading
test score, childs ability to draw a person,
etc.) as a measure of childrens overall
potential or achievement.
3. Teachers carefully observe children to
discover patterns of behavior for each child
within various developmental domains. They
use this knowledge to individualize theirinstruction rather than expecting all children
to learn the same thing in the same way at
the same time.
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4. Educators create daily schedules in which
children have opportunities to pursue
activities at their own pace. Children are
seldom required to rotate from activity to
activity on a predetermined schedule.
Practitioners adjust or change their plans tomeet the current needs of individuals in the
group.
5. Developmental norms are not used as rigidstandards against which children are labeled
ahead or behind others in the group.
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6. Classroom activities are designed to
encompass multiple learning objectives, not just
one. These allow children more than one
opportunity to be challenged and to experience
success.
7. Teachers repeat activities more than once
during the year so that children can gain
different benefits from the activity according to
their changing needs and capabilities.
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8. Practitioners document childrens individual
patterns of progress. They keep continuous
records based on observations of childrens
movement from one phase of a developmental
sequence another.
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Development Has Both
Cumulative and DelayedEffects
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Implications
1. Professionals consider the long-range
implications of their practices as well as
short-term outcomes. When current
strategies undermine long-term goals,
they are revised in favor of the long term.
In this way, teachers are careful to
ensure that their methods support theirgoals.
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2. Researchers conduct longitudinal studies of
childrens learning. Program evaluators
assess childrens progress and programeffectiveness over time.
3. Developmentally appropriate practices are
explained to parents, colleagues, and
decision makers in terms of how they support
childrens learning over the life span.
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Childrens Learning is
influenced by the Environment
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Implications
1. Teachers and administrators highlight the
importance of the environment on
learning by making sure that the program
facility is safe and secure and complies
with the legal requirements of the
appropriate licensing or accrediting
agency.
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2. Early childhood programs are structured to
ensure that childrens biological and
physical needs are addressed. For
instance, children may use the toilet
whenever they need to, they may rest when
they are tired, and they receive snacks andmeals as appropriate. Classrooms and
outdoor areas offer ample space for safe,
unencumbered movement. Adequate
ventilation is provided, and room
temperatures are maintained at a
comfortable level. Childrens wet or soiled
clothing is changed promptly.
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3. A daily schedule is established that is
relatively stable and predictable to children.
Changes in routine are explained in advance
so that children can anticipate what will
happen.
4. Educators design activities, transitions, and
routines in keeping with childrens attention
span, physical development , and needs for
activity, social interaction, and attention fromcaring adults.
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5. Consistent adults supervision is provided
so that children can readily identify a specific
adult from whom to seek help, comfort,attention, and guidance.
6. Children are treated with warmth, respect,
and caring (regardless of socioeconomic,
cultural, ethic, or family background,
appearance, behaviour, or any disabling
condition).
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7. Early childhood professionals use positive
discipline techniques aimed at enhancing
childrens self-esteem and self-control.
8. Practitioners create classroom
environments that support and challenge
childrens abilities.
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Children Learn Through a
Combination of Physical
Experience, SocialInteraction, and Reflection
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Implications
1. Support learning by encouraging children
to explore and act on the environment as
well as by providing experiences that
stimulate children to discover and
construct knowledge for themselves.
2. Interact with children, posing questions,
and introducing new elements tochallenge childrens current thinking.
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3. Provide daily opportunities for children to
interact with their peers.
4. Offer information, ask questions,
demonstrate, point out, and explain in an effort
to help children acquire knowledge or skills
they cannot discover on their own.
5. Provide experiences that enable children to
link new information with what they already
know and understand.
6. Give children opportunities to reflect on their
experiences and help children develop
strategies fro doing so.
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Children Learn Through
Play
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Implications
1. Play is integrated into all curriculumdomains.
2. A variety of props and other materials
are available with which to play.3. Adults are joyful and playful as they work
with children and stimulate childrens
play by modeling, taking roles, offering
information, asking questions, playing
with language, and avoiding interrupting
the play when they are not needed.
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4. The sound and activity levels within the
classroom reflect the quality of childrens
play-high quality play is often noisy and
active.
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The Project Approach
Projects begin with the
selection of a topic
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Principles of EffectiveTheme Teaching
(Cummings, 1989; Jalongo &
Stamp,199
7; Kostelnik, Howe, etal.,1996)
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1.Themes must be age appropriate,
individually appropriate, and socio-culturally
appropriate.
2.Themes should relate directly to childrens
real-life experiences, building on what they
know and what they want to know moreabout.
3.Each theme should represent a concept for
children to investigate. The emphasis in a
theme is on helping children build theme-
related concepts, not on having children
memorize isolated bits of information.
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4. Every theme should be supported by a
body of factual content that has been
adequately researched by the teacher (s).
5. Themes should integrate content learning
(social-conventional knowledge) with process
learning (physical, logical mathematical,representational, meta-cognitive, and other
processes related to each curricular domain).
6. Theme-related information should be
conveyed to children through hands-on
activities that involve active inquiry.
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7. Theme-related activities should represent all
six curricular domains and promote their
integration.
8. In teaching the theme, the same content
should be offered more than once and
incorporated into different kinds of activities(exploratory, guided discovery, problem
solving, discussions, cooperative learning,
demonstrations, direct instruction, small-groupand whole-group activities).
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9. Themes should lend themselves to the
eventual development of projects that are
child initiated and child directed.
10. Themes should provide opportunities for
children to document and reflect on what they
have learned.
11. Themes should include ways to involve
members of childrens families.
12. Each theme should be expanded or
revised according to childrens demonstrated
interests and understanding.
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Essential Theme Criteria
1. Relevance of the topic to children.
2. Ability of the theme to involve children in
hands-on activities.3. Diversity and balance across the
curriculum.
4. Availability of theme-related props.5. Ability of the theme to inspire child-
initiated projects.
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Phase 1
Once a topic has been identified, the
project enters Phase 1, Beginning the
Project. The teacher determines what
children already know about the topic and
what they want to know. A childrens web
is developed. Parents are alerted that a
project is about to begin, and resourcesand materials are gathered.
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Phase 2 In this phase, Developing the Project, the
children do field work, interview experts,investigate real objects, and consult books andother research materials. Groups of childrenmay investigate different aspects of the topic.
For example, one group may do a survey offavorite ice-cream flavors. Another may studysigns in the store. When the class visits an icecream shop, children are prepared to gather
information through asking prepared questions,sketching, photographing, and bringing backartifacts to study. Class discussions keepeveryone aware of the progress of the groups.To ic webs are u dated with new knowled e.
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Phase 3
During Phase 3, Concluding the Project,
the children tell the story of their project.
There may be a parents night,
demonstrations of play environments,
class-made books, or an exhibit. A project
lasts weeks or even months.