Upload
amy-mazzola
View
223
Download
1
Tags:
Embed Size (px)
DESCRIPTION
7 year olds in the classroom
Citation preview
Seven Year-Oldsin the classroom
“Sevens Soccer” A game of soccer in which the field is
broken up into 3 equal sections, and the class is split up into 2 teams and then each team is broken up into 3 separate groups and each has a designated section. Once the ball crosses the line, the only people who can touch it are the children playing in that box.
“Sevens Soccer” This game is for practicing the
concept of RESTRICTIONS. According to the text, “Seven year-
olds [have a] need for restriction, a need related to their tendency toward self-absorption and self-consciousness (Wood, 2007)”.
Growth Patterns
Physical They prefer closed and confined
spaces They can be very moody and are
sensitive to all types of situations. And, they can have improved
physical abilities. For example, are better at playing sports.
Social-Emotional Can be very moody Friendships start and end fast Prefer to not do something that
they aren’t sure about Need constant reassurance Have well developed opinions
(likes and dislikes)
Language Can listen and speak very well Like talking to each other, person-
to-person, but also like notes Great vocabulary growth at this
time Growth in knowledge of meanings
of words and situations
Cognitive Learn by repeating and reviewing Prefer to work alone Don’t like to make mistakes and are
sometimes perfectionists Good at grouping things together and
classifying Like to read Enjoy cognitive games Very hands on And like to reflect on what they’ve done
In The Classroom
Vision and Fine Motor Ability Letters, numbers and drawings
and neat and small Learning script is difficult for them Anchor print and drawings to the
baseline, making it difficult or them to fill up the lines or space
Gross Motor Ability “Prefer board games to gym
games; playground games such as jump rope, four square, and hopscotch are more popular than team or large-group activities (Wood, 2007)”.
Cognitive Growth Like routines and reassurance Don’t like to be timed for tests or work Like to work alone or partnered. Like to memorize through codes or
“secrets” Like “discovery center” learning Still may whisper to themselves
during silent reading activities
Social- Emotional Behavior Forever changing friends, but
adhere to teacher’s seating chart Don’t like change, prefer a “heads
up” before making a change Close contact between teachers and
parents to ensure that the students are having their needs met.
Curriculum
Reading More independent reading More phonics work, in small
groups Reading comprehension in
written formats
Writing Stories with a beginning, middle and
end Spelling and grammar skills develop Writing themes that they are familiar
with: family, friends, pets, etc. Small and neat handwriting, staying
in the lines
Thematic Units Your Neighborhood “How systems work”: plumbing,
lighting, heating, etc. Professions Things they are good at Diversity and Discrimination Ponds, Forests, Meadows, etc.
Math Money Time Complex mental math Fractions through comparing,
weighing and measuring Symmetry Geometry
Works Cited Wood, C. (2007). Yardsticks: Children in
the classroom ages 4-14. (3 ed., pp. 85-95). Turner Falls, MA: Northeast Foundation for Children.