Child Devt & Teaching Strategies

8/3/2019 Child Devt & Teaching Strategies

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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.

Documents

Child Devt & Teaching Strategies