edu 120 fall 09 teacher manual

7/24/2019 Edu 120 Fall 09 Teacher Manual

http://slidepdf.com/reader/full/edu-120-fall-09-teacher-manual 1/115

OnlineInstructor's Manual

to accompany

Teaching Young Children: An Introduction

Fourth Edition

Prepared by

Wanda LeTendre Morehead State University

Upper Saddle Rier! "e# $ersey

%olumbus! Ohio

i



______________________________________________________________________________

Copyright © 2009 by Pearson Education, Inc., Upper Saddle Rier, !e" #ersey 0$%&'. &ll rihts resered( Printed in the United States o) &merica( This publication is protected by %opyriht and permissionshould be obtained )rom the publisher prior to any prohibited reproduction! storae in a retrieal system! or transmission inany )orm or by any means! electronic! mechanical! photocopyin! recordin! or li*e#ise( For in)ormation reardin permission+s,! #rite to- Rihts and Permissions .epartment(

Pearson( is a reistered trademar* o) Pearson plc

)errill®

is a reistered trademar* o) Pearson Education! Inc(

Instructors o) classes usin /ennier! Teaching Young Children: An Introduction, Fourth Edition, may reproduce material)rom the instructor's manual )or classroom use(

0 1 2 3 4 5 6 7 8

IS9":86- 021:;:86:486252:4IS9":8;- ;:86:486252:;

ii



Chapter * + erie" o- the Pro-ession

his chapter e/phasies1• Understandin the essentials o) early childhood education(

• The types o) prorams )or youn children(

• Fundin sources )or early childhood prorams(

• The roles! responsibilities! and s*ills needed )or teachers o)

• youn children(

• %urrent trainin o) teachers in early childhood education

• Resources )or pro)essional deelopment aailable to early:

childhood educators(

Essential content

8( Fie )oundational components are all essential to <uality early childhood prorams(

• Understandin child deelopment

• Play

• =uidance

• Wor*in #ith parents! )amilies! and communities

• .iersity issues

7( Proram types proide a #ay o) cateori>in early childhood options(

• In)ant?toddler prorams

• Preschool education

• %hild care prorams +)amily home child care@ child care centers@ school:based child care@

corporate child care@ be)ore:and:a)ter school care,

• Prorams )or children #ith special needs +interated prorams@ early interention prorams,

• Ainderarten education

• Primary education +multi:ae classrooms@ loopin@ interated curriculum@ classroom centers,

6( Fundin sources )or early childhood prorams include the public +throuh local! state! or )ederal)unds, and the )amilies o) youn children(

• Prorams run )or pro)it

• %ooperatie prorams

• Federally:)unded prorams

1



• State and locally:)unded prorams

• %orporate child care

• %ollee and uniersity:supported prorams

5( Roles o) the early childhood teacher are )ar more challenin and re#ardin than most people thin*(

• Facilitator o) learnin

• %ounselor

• $anitor

• %oo*

• Educational specialist

• Parent substitute

4( Responsibilities o) those in early education are broad(

• &docate )or children and )amilies

• %ontinuin education

• Enae in ethical conduct

3( Three broad cateories o) s*ills are needed to teach youn children(

• Interactin #ith children

• Preparin the enironment

• Wor*in #ith other adults

2( Ma*in a decision about teachin re<uires care)ul re)lection(

• Obsere early childhood teachers at #or*

• Spend time #ith youn children

• &s* )or )eedbac* )rom others

• Sel):analysis

1( Teacher preparation options ary! but enerally )all into three cateories(

• %.& credential

• T#o:year collee prorams

•

Four:year collee?uniersity derees

0( Resources are aailable to help teachers continue their pro)essional deelopment(

• Pro)essional orani>ations +"&EB%! &%EI,

• $ournals

• Re)erence materials +boo*s! ERI%! #eb sites,

2



eaching strategies

8;( .iscussion starters

• .o you thin* it is easier or more di))icult to teach #hen you bein #ith an understandin o)

children and their deelopmentC =ie a rationale )or your response(

• Teachers o) youn children o)ten must conince parents and others o) the importance o) play inthe classroom( WhyC

• 9ein an adocate )or children and )amilies may be )rihtenin to some people( What miht be

some simple adocacy tas*s that #ould be less stress)ul to bein #ithC

• Why is preparin the enironment such an important part o) the #or* o) the early childhood

teacherC

• Many educators ta*e eDception to the "o %hild Le)t 9ehind +"%L9, &ct on rounds that there is

too heay an emphasis on standardi>ed tests that are not in the best interest o) many children(Other teachers claim that because eery classroom is re<uired to hae a <uali)ied teacher! childrenare receiin a <uality education( What is your opinion o) "%L9C .iscuss the bene)its to

children as a result o) &ctC What are the disadantaesC

88( Small:roup tas*s

• In roups o) three! discuss the interrelationships bet#een the )ie )oundational elements o) early

childhood education( For eDample! ho# does an understandin o) child deelopment in)luenceyour #or* #ith )amiliesC %an you identi)y one or t#o uidance strateies that #ould in)luencechildrens playC &)ter discussin these issues! combine #ith another small roup and share yourthouhts(

• In roups o) three or )our! discuss #ho should pay )or early childhood prorams( Should )amilies

be responsible )or the costsC =oernmentC 9usinessC &s* small roups to ma*e a case )or the position you assin them +)amilies responsible! oernment pays! business supports, and then haeroups present their thouhts to the class( Then hae the small roups discuss the problemsassociated #ith hain either )amilies! oernment! or business responsible )or the costs o) earlyeducation(

• In small roups! hae students identi)y t#o or three speci)ic #ays in #hich teachers o) youn

children sere as counselors or )amily substitutes( Share these thouhts #ith the rest o) the class(

• In small roups! hae each student describe his or her )aorite teacher( Follo#in this discussion!

hae students construct a list o) characteristics o) eDcellent teachers( Use the same procedure toconstruct a list o) characteristics common to poor teachers( .iscuss these lists as a lare roup(

87( For .iscussion and &ction

•

Tal* to an early childhood teacher about the )ie essential elements o) early education presented inthis chapter( .oes the teacher )eel they are all necessary )or ood teachin at this leelC &re thereothers that he or she #ould addC .iscuss this #ith your classmates(

• See i) you can )ind eDamples o) the di))erent types o) early childhood prorams #ithin your

community( &re there in)ant?toddler optionsC PreschoolsC Family child:care homesC %hild: carecentersC

• =o to MyEducationLab and select the topic %haracter EducationG and read the article Parents

as Partners(G 9ecause each eneration must sociali>e the neDt eneration in order )or society toendure! recall ho# your o#n parents )ormed your character( From the aboe article and personal

3



eDperiences! identi)y the moral anatomyG o) people you consider to be o) ood character( /o#do #e as educators )oster character ro#th in our students and help parents to )oster such ro#that homeC

• Spend some time thouht)ully creatin t#o separate lists! one identi)yin your personal strenths

and the second listin your #ea*nesses( %ompare those lists #ith the roles o) early childhoodteachers and the s*ills needed to be success)ul( What do you thin*C Is there a ood matchC Why

or #hy notC• What are the re<uirements )or early childhood teachers in your stateC %ompare and contrast

prorams aailable at the community collee and uniersity leels(

86( /andouts +see &ppendiD &,

• /andout 8(8 : Ethical %onduct in the Early %hildhood %lassroom

• /andout 8(7 : Ma*in a .ecision about Teachin

Po#er Point Slides are proided in a separate )ile in the Instructors Resource %enter at###(pearsonhihered(com(

Ealuating learning

85( Test ban*

84( Other assessment ideas

• Project : Hideotape yoursel) #or*in #ith youn children( Ma*e sure you hae permission to

include children in the tape( .o a sel):criti<ue o) the tape! comparin your interactions #ith theroles! responsibilities! and s*ills needed to be a teacher in the early childhood classroom( Whatdoes this tell you about your potential e))ectieness as an early educatorC

• Project : Spend some <uality time in an early childhood settin that is ne# to you( For eDample! i)

you haent had eDperience in an in)ant?toddler proram! olunteer seeral hours in that settin(&)ter spendin time in this ne# settin! #rite one or t#o paes re)lectin upon the eDperience(What did you learnC What else #ould you li*e to *no#C

• Project : Tal* to a teacher or administrator in a corporate:sponsored child:care )acility( What are

this persons thouhts about the strenths and problems o) businesses )undin <uality earlychildhood proramsC

• ournal !es"onse # What do you see as your reatest strenth as a personC /o# could you use

this strenth in your teachin o) youn childrenC Identi)y your area o) reatest #ea*ness and #riteabout ho# that miht in)luence your #or* #ith children(

• ournal !es"onse # & parent has ust told you that she is ettin a diorce and that thins are ery

stormy at home( What )eelins #ould you probably hae a)ter this *ind o) communicationC /o#do you thin* this conersation #ould a))ect your relationship #ith that parentC /o# do you thin*you #ould react to )uture conersations #ith this parentC

dditional resources

4



83( Re)erences

!E3 4IS E5II!1 )yEducation6ab is a "ebsite containing articles and ideos.Re-erences to this site are contained in the boo7 /argins. 8o to www.MyEducationLab.com toregister and log in to the course. Instructions -or registering are aailable online.

• %oont>! S( +8004,( The &merican )amily and the nostalia trap( Phi .elta Aappan! 23+2,! A8:7;(

• Fuerst! $(! J Petty! R( +8003,( The best use o) )ederal )unds )or early childhood education( Phi

.elta Aappan! 22+8;,! 323:21(

• "ational &ssociation o) Early %hildhood Educators( +8004,( Pro)essionalism in early childhood

teacher education( $ournal o) Early %hildhood Teacher Education! 83+6,! 4:80(

• Wol)an! %( +8002,( Preschool teachin( First day and lastin impressionsK Phi .elta Aappan!

21+4,! 5;0:8;(

82( Hideos

• Career Encounters: Early Childhood Education +71 min(@ "ational &ssociation )or the Education

o) Boun %hildren@ 60@ 1;;:575:753;,

• Children Co$e First +86 min(@ %ommunity Playthins@ FREE@ 1;;:222:5755,

81. 9uildin Bour Personal Library

• $alono! M(! J Isenber! $( +8004,( Teachers stories- From personal narratie to pro)essional

insiht( San Francisco- $ossey:9ass( Usin stories )rom early childhood teachers! this boo*

discusses issues relatin to adocacy and pro)essionalism( The teacher narraties describe ho#others hae dealt #ith these important issues(

• $ensen! M(! J /annibal! M( +7;;;,( Issues! adocacy! and leadership in early education +7nd ed(,(

9oston- &llyn and 9acon( This boo* is a collection o) current articles )rom pro)essional ournals(It beins #ith in)ormation on adocacy and leadership in early childhood and then proidesseparate chapters #ith articles on ender issues! media and teleision! child health! abuse andnelect! and diersity concerns(

• Paciore*! A(! J Munro! $( +7;;6,( &nnual editions- Early childhood education( Sluice .oc*! %T-

.us*in?Mc=ra#:/ill( This boo* is an edited collection o) interestin articles on early childhoodeducation( It is a ood oerie# o) many o) the issues in the )ield( The boo* is updated each year#ith ne# articles(

5

http://www.myeducationlab.com/

http://www.myeducationlab.com/



Chapter 2 + 4istorical Contets

his chapter e/phasies1

• The early European in)luences on early childhood education(

• The beinnins o) early education in the United States(

• /istorical eents that hae impacted the direction o) early

childhood education(

Essential content8( Many historical )iures hae in)luenced early education(

• European contributors-

Martin %uther ohn A$os Co$enius ean ac&ues !ousseau ohann Pestalo''i Friedrich Froe(el Maria Montessori Margaret McMillan

%ev )ygots*ySig$und Freud ean Piaget

• &merican in)luences-

ohn +eey Eri* Eri*son A(raha$ Maslo - Mc)ic*er .unt /enja$in /loo$ ero$e /runer Arnold 0esell

Patty S$ith .ill %ucy S"rague Mitchell A(igail Eliot

7( & number o) historical eents also hae in)luenced early education(

6



• %hild Study Moement

• The =reat .epression

• World War II

• The launchin o) Sputni*

• The War on Poerty

• Federal mandates +"o %hild Le)t 9ehind &ct 1

eaching strategies

6( .iscussion starters

• In eneral! ho# hae theorists in)luenced the )ield o) early childhood educationC

%ompare the theorists contributions #ith those o) historical early childhood practitioners(

• Rousseau belieed in neatie education: the absence o) )ormal instruction until

ae t#ele( %an you identi)y both strenths and limitations o) this conceptC

• Pestalo>>i emphasi>ed the importance o) teacher:student relationships( .o you

aree they are importantC What do you see as the bene)its o) stron relationships#ith studentsC &re there #ea*nessesC

• Froebel #as the )irst to use circle time as an educational tool in teachin youn

children( Why is this roupin o) children so e))ectie as a manaement and

teachin toolC• .e#ey )elt that true education only occurs in social situations( .o you aree or

disareeC %an you ie some speci)ic eDamples that either support or re)ute thisconceptC

• What are the basic principles o) the "%9L &ctC &re these ood or bad )or childrenC

For teachersC For societyC List pros and cons(

5( Small:roup tas*s

• Martin Luther championed the idea o) )osterin all aspects o) the childs

deelopment( This concept is considered ery important in early childhoodclassrooms today( In small roups! choose an ae #ithin early childhood +;: 1,!discuss and then list eDamples o) teacher interactions! materials! or actiities thatyou hae seen or read about that are desined to stimulate these di))erent aspectso) child deelopment +intellectual! social! emotional! lanuae! physical,(

7



• %omenius #as one o) the )irst to suest that the )irst years o) li)e are crucial to

oerall human deelopment( In small roups +)our or eiht roups is best,! you #ill be assined an ae rane to )ocus on +in)ant?toddler! preschool! *inderarten! or primary,( For the leel assined! assume you are bein as*ed to present a rationale

to parents )or the importance o) these years to oerall deelopment( =enerate a listo) eDamples that could be shared( Once these lists are enerated! share yourthouhts #ith another small roup that #as assined a di))erent ae rane(

• Rousseau and Montessori both emphasi>ed the importance o) learnin throuh

sensory eDperiences( Spend some time indiidually thin*in about a time )rom your past #hen a sensory eDperience led to <uality learnin( In small roups! share yourmemories( .iscuss the importance o) sensory learnin )or youn children(

• Froebel )elt that sinin #as an important tool )or learnin in the early childhood

classroom and in the home( Spend a )e# moments in a small roup rememberin inles )rom TH commercials that you remember )rom your childhood( .oes thistell you anythin about the po#er o) sinin as an instructional toolC /o# could

you use sinin as a learnin stratey in the early childhood classroomC


• Thin* bac* to your o#n early childhood education( What do you remember about

your early eDperiencesC To #hich o) these historical theorists are you indebted )oryour o#n early educationC EDplain ho# your education #ould hae been di))erentand perhaps lac*in #ithout the cuttin ede thin*in o) these early theorists(

• Read a portion o) a teDt by one o) the historical )iures mentioned in this chapter(

What did you learn about this person )rom this tas*C Share your )indins #ith others(

• Inestiate one o) the historical eents discussed in this chapter in more detail(

What did you learnC Share your )indins #ith others(

• In /ead Start! compensatory education prorams! and Proect Follo# Throuh! allattempts at improin IN scores #ere basically unsuccess)ul( Why do you thin*this #as the caseC

• =o to MyEducationLab and select the topic %urriculum?Proram ModelsG and

ie# the ideo Reio Emilia(G What ma*es this proram so di))erent )rommodels #ith #hich you are more )amiliarC &re academics nelected #hen theemphasis is on proectsC .iscuss adantaes and disadantaes o) this proram(

3( /andouts +There are no handouts )or this chapter(,Po#er Point Slides are proided in a separate )ile in the Instructors Resource%enter at ###(pearsonhihered(com(

Ealuating learning

2( Test ban*

8




• Project : Read some o) Froebels oriinal #ritin describin his *inderarten

proram( %ompare and contrast his proram #ith todays *inderarten classrooms(

Re)lect on and #rite about the reasons )or the di))erences you discoered(• Project : Read /ymes +8021, account o) the Aaiser Shipyard %hild %are proram

durin World War II( %ompare that description #ith the child care prorams o)today( I) you are un)amiliar #ith current options! call or isit a proram anddiscuss the Aaiser proram #ith them( What are the similarities and di))erencesC

• ournal res"onse # Pestalo>>i )elt that it #as ery important )or teachers to

reconi>e the potential in each child( While this is an admirable oal! it is o)tendi))icult to implement( .o you remember an adult #ho #as able to reconi>e your potential durin your childhoodC What did this person do or say that indicated thisreconitionC I) you cant remember a speci)ic person #ho reconi>ed your potential! #rite about ho# you can bein this process o) reconi>in the potential

in each o) your )uture students(• ournal res"onse # In Montessoris day! children #ith special needs #ere o)ten

labeled as de)ectie or as idiot children( Words li*e these create cruel imaes o)the potential o) children #ith special needs( While #e dont use these terms today!unthin*in adults o)ten cause children +special needs and other#ise, stress throuhtheir #ords or actions( .escribe any remembered situations )rom your o#nschoolin #here teachers used inappropriate lanuae or actions in interactin#ith children and the impact it had( I) you dont remember such situations! #riteabout lanuae or actions that you plan to aoid in your #or* #ith children(

dditional resources

0( Re)erences

• Eliot! &( +8021,( &mericas )irst nursery schools( In $( /ymes +Ed(,! Liin history

interie#s( +9oo* 8,( %armel! %&- /acienda Press(

• /eini! %( +8021,( The emerency nursery schools and the #artime child care

centers- 8066:53( In $( /ymes +Ed(,! Liin history interie#s( +9oo* 6,( %armel!%&- /acienda Press(

• Osborn! A( +8021,( The early days o) /ead Start( In $( /ymes +Ed(,! Liin history

interie#s( +9oo* 6,( %armel! %&- /acienda Press(

• Taylor! A( +8021,( Parent cooperatie nursery schools( In $( /ymes +Ed(,! Liin

history interie#s( +9oo* 8,( %armel! %&- /acienda Press(

9



8;( Hideos

• $ohann Pestalo>>i- The First o) the "e# Educators +Insiht Media! 1;;:766:008;@

7; min(@ 850,

• Piaget2s +evelo"$ental Theory: An 3vervie +.aidson Films! 111:562:57;;! 74min(@ 74;,

88( 9uildin Bour Personal Library

• 9raun! S(! J Ed#ards! E( +8027,( /istory and theory o) early childhood education(

9elmont! %&- Wads#orth( This is probably the best teDt to oerie# historical people and eents that hae in)luenced early childhood education( It includeseDtensie eDcerpts )rom the #or*s o) )amous early childhood theorists and practitioners(

• Weber! E( +8015,( Ideas in)luencin early childhood education( "e# Bor*-

Teachers %ollee Press( This scholarly teDt is an eDcellent resource! describinmany o) the historical people and eents discussed in this chapter and presentinothers )or )urther study(

• Wortham! S( +8007,( %hildhood 81078007( Wheaton! M.- &ssociation )or

%hildhood Education International( &n interestin loo* at the history o) childhoodoer approDimately the last hundred years( The boo* proides important insihtsinto chanes that hae occurred durin that time(

10



Chapter : + ypes o- Progra/s


• The proram models associated #ith early education

• &n inestiation o) the Montessori model )or early education(

• The /ih?Scope %urriculum as used in preschool and primary

classrooms(

• The behaiorist approach and its application to youn children(

• The 9an* Street model )or early education(

• The elements o) the Reio Emilia proram and its applications

in the United States(

Essential content

8( The Montessori Proram(

• Montessoris #or* eDperiences

• %haracteristics o) the Montessori classroom

Materials%lassroom orani>ationRole o) the teacher

%hildren Sered

7( The elements o) the /ih?Scope curriculum(

• Theoretical basis

• The Plan:.o:Reie# se<uence

• The curriculum

• Structure o) the classroom day

• The teachers role

• Research on the /ih?Scope Model

•%hildren Sered

6( The behaiorist approach(

• Theoretical perspecties

• Implications )or teachin

11



• Relationship to deelopmentally appropriate practice

5( The 9an* Street model )or early education(

•Theoretical underpinnins

• Proram oals

• =oernin principles

• %urriculum and materials

• %hildren Sered

4( The Reio Emilia proram )rom Italy and its applications in the U(S(

• The enironment

• %hildren! parents! and teachers

•

%ooperation! collaboration! and orani>ation• The atelierista

• The importance o) documentation

• Proects

• %hildren Sered

eaching strategies


• What do you see as the di))erences bet#een the #or* eDperiences o) Montessori

and more traditional play optionsC &re there similaritiesC %an you ie somespeci)ic eDamples to hihliht the points you ma*eC

• The Plan:.o:Reie# se<uence is an important part o) the /ih?Scope proram(

=ie some creatie ideas )or ho# you miht help children complete the plannin portion o) the se<uence(

• The 9an* Street model )or early education emphasi>es the importance o)

deelopin each childs indiiduality( What are the strenths o) this approachCWhat #ould you do to encourae indiidualityC &re there also potential problemsassociated #ith promotin indiidualityC

• The proect approach is one cornerstone o) the Reio Emilia proram( What do

you see as the strenths o) usin proectsC &re there potential problemsC Identi)y a possible proect )or preschool children( What miht some options be )or a class o)second radersC

2( Small:roup tas*s

12



• Montessori prorams can be )ound )or students 3 to 0 and een )or students in

their middle and hih school years( %an you identi)y older students #ho hae participated in Montessori schoolsC What #ould be the adantaes o) such

classrooms )or students in the 3 to 0 ae raneC the middle school yearsC the hihschool yearsC Identi)y adantaes in Montessori classrooms common to pre:school! primary! intermediate! middle school and hih school(

• &ssume you are #or*in #ith a roup o) )our:year:olds and #ant to help them

learn the concept o) )ieness( 9rainstorm #hat the children #ould need to *no#to understand )ieness( Then discuss ho# you #ould help them deelop theseunderstandins usin a play:oriented approach(

• Bour roup o) )irst rade students has sho#n an interest in learnin about birds(

.iscuss ho# you #ould interate mathematics! social studies! readin! #ritin!science! art! and music eDperiences into a study o) birds(

• For each o) the )ollo#in actiities! discuss seeral options )or students

documentin their learnins- a study o) spiders! ardenin actiities! coo*inactiities! bloc* buildin(


• Read )urther about one o) the models discussed in this chapter( Share your

)indins #ith a classmate?small roup?#rite it up in a paper(

• %hoose one idea )rom Montessoris approach that you li*e! and describe ho# this

concept #ould in)luence the #ay in #hich you #ould teach youn children(

• 9rainstorm #ith your classmates three or )our eDamples o) ho# children construct

*no#lede o) the #orld around them(

• What are the strenths o) interatin the curriculum across disciplinesC &re any#ea*nesses associated #ith this approachC

• %hec* out your community to see i) any early childhood prorams )ollo# one o)

the )ie models presented in this chapter( I) so! ta*e time to obsere in that proram! and share your insihts #ith your class( I) not! tal* to an early childhoodteacher! and see #hich models she is )amiliar #ith and ho# these models in)luenceteachin and learnin in that classroom( Share results #ith your class(


• /andout 6(8 : The Plan:.o:Reie# Se<uence

• /andout 6(7 : %omparin the &pproachesPo#er Point Slides are proided in a separate )ile in the Instructors Resource %enterat ###(pearsonhihered(com(

Ealuating learning

13



8;( Test ban*


•

Project # %hoose your )aorite early childhood education model )rom the )ie presented and tal* to an early childhood teacher about this models *ey )eatures(The teacher doesnt need to be teachin usin your pre)erred approach( Find out)rom this teacher #hich o) the *ey elements s +he, li*es and disli*es( .oes theteacher implement any o) these same approaches in their classroomC .escribe(

• Project # Try to )ind one o) the )ie model prorams in your community or eneral

area and spend some time obserin in it( .iscuss ho# the proram obseredcompared to the model description )ound in your teDt( I) there #ere di))erences!#hat #ere they and #hy do you thin* they eDistedC

• ournal !es"onse # .escribe seeral characteristics o) the teacher you #ant to be(

=ien these characteristics! #hich o) the )our models best )its the educator you

plan to be(• ournal !es"onse # Identi)y a child in the early childhood years that you personally

*no# +o#n child! nieces and nephe#s! neihbor! etc(,( For that particular child!#hich o) the )our proram models do you thin* best )its that childC .escribe #hyyou )eel that #ay(

dditional resources

87( Re)erences

• %hattin:Mc"ichols! $( +8007,( The Montessori controersy( &lbany! "(B(- .elmar(

• Elliott( M( +8001,( =reat moments o) learnin in proect #or*( Boun %hildren!46+5,! 44:40(

• /elm! $(! 9ene*e! S(! J Steinheimer! A( +8001,( Windo#s on learnin-

.ocumentin youn childrens #or*( "(B(- Teachers %ollee Press(

• Sch#einhart! L(! Wei*art! .(! J Larner! 9( +8013,( %onse<uences o) three

preschool curriculum models throuh ae 84( Early %hildhood Research Nuarterly!8+8,! 84:54(

86( Hideos

• The .igh4Sco"e Curriculu$: The +aily !outine( +82 min(@ /ih?Scope Press@

1;;:5;:PRESS@ 6;(04,• The .igh4Sco"e Curriculu$- The Plan#+o#!evie Process- +7; min@ /ih?Scope

Press@ 1;;:5;:PRESS@ 6;(04,

• An A$use$ent Par* 5or /irds- +ocu$entation o5 a %ong#Ter$ Project 5ro$

!eggio E$ilia( +0; min@ Learnin Materials Wor*shop@ 1;;:306:2835@ 40,

14



• The %ong u$"- A )ideo Analysis o5 Early Education in !eggio E$ilia, Italy +87;

min@ Learnin Materials Wor*shop@ 1;;:306:2835@ 54,


• Epstein! &(! Sch#einhart! L(! J Mc&doo! L( +8003,( Models o) early childhood

education( Bpsilanti! MI- /ih?Scope Press( This boo* presents siD models o) earlyeducation and discusses the curriculum! trainin! and research materials o) each(

• /endric*! $( +Ed(,( +7;;5,( "eDt steps to#ard teachin the Reio #ay +7nd ed(,(

Upper Saddle Rier! "$- Merrill?Prentice /all( This recent boo* is an eDcellentoerie# o) the Reio Emilia approach to early education( In addition todescribin the *ey elements o) this model! seeral educators discuss theimplications o) Reio Emilia )or &merican early education(

• /ohmann! M(! J Wei*art! .( +8004,( Educatin youn children- &ctie learnin

practices )or preschool and child care prorams( Bpsilanti! MI- /ih?Scope Press(This is the most recent boo* by /ih?Scope to describe its proram( It )ollo#s t#oearlier teDts +Wei*art! Roers! &dcoc*! J Mc%lelland! 8028@ /ohmann! 9anet! JWei*art! 8020, that also proide aluable in)ormation on this proram(

• Lillard! P( +8003,( Montessori today( & comprehensie approach to education )rom

birth throuh adulthood( "e# Bor*- Schoc*en 9oo*s( This boo* is an update o) aclassic that has been in use )or nearly thirty years +Lillard! 8027,( It proides aneDcellent oerie# o) the theory and practices associated #ith the Montessorimethod(

• Mitchell! &(! J .aid! $( +Eds(,( +8007,( EDplorations #ith youn children( Mt(

Rainier! M.- =ryphon /ouse( This teDt describes the 9an* Street approach to

early education( &lthouh it is desined as a curriculum uide )or 9an* Streetclassrooms! it does not proide speci)ic lessons or actiities to use@ rather! itidenti)ies the processes teachers use in order to deelop materials and actiities )orearly childhood classrooms(

15



Chapter % + Understanding 4o" aChild 5eelops and 6earns


• & discussion o) deelopmentally appropriate practice(

• Insiht into the relationship bet#een child deelopment!

learnin and teachin(

• .i))erin perspecties on deelopment(

• %haracteristics o) children at di))erent aes and staes(

• Strateies )or learnin about children and their deelopment(

Essential content

8( .eelopmentally appropriate practice is essential in early childhood classrooms(

• &e appropriateness

• Indiidual appropriateness

• Learnin is ie#ed as an actie process

• %onsiders all aspects o) the childs deelopment

• Family inolement is critical

• Multicultural! nonseDist materials and eDperiences are essential

7( Aey perspecties on learnin and deelopment add to our understandin o) children(

• $ohn 9o#lby : attachment

• &braham Maslo# : hierarchy o) needs

• /o#ard =ardner: theory o) multiple intelliences +linuistic! loical:mathematical!

spatial! musical! bodily:*inesthetic! interpersonal! intrapersonal! naturalistic,

• &rnold =esell: radients o) ro#th• Maria Montessori: sensitie periods@ unity o) the mental and physical! absorbent

mind

• Le Hyots*y : relationships bet#een lanuae and thouht@ >one o) proDimal

deelopment

16



• Eri* Eri*son : staes o) psychosocial deelopment +)irst )our o) eiht- trust s

mistrust@ autonomy s shame and doubt@ initiatie s uilt@ industry s in)eriority,

• $ean Piaet : schemas@ assimilation@ accommodation@ staes o) intellectual

deelopment +sensorimotor@ preoperational@ concrete operations@ )ormal

operations,• $erome 9runer : discoery learnin@ three staes o) conitie deelopment

+enactie! iconic! symbolic,

• Urie 9ron)enbrenner : ecoloical model o) human deelopment@ )our systems that

in)luence child deelopment +microsystem! mesosystem! eDosystem! macrosystem,

6( %hild deelopment similarities and di))erences help careiers understand and teachyoun children(

• In)ants and toddlers

• %hildren )rom three to )ie +preschool ae,

• The primary school years

• %hildren #ith special needs: children #ith disabilities@ children at ris*@ i)ted

children

5( Learnin about children is necessary )or e))ectie teachin(

• Studyin deelopment and learnin

• Obseration- tool )or understandin

• %ommunicatin #ith parents

• .eelopment and health assessments

eaching strategies


• .eelopmentally appropriate practice sounds li*e such a reasonable approach to

teachin and learnin( Bet! many public school teachers at the primary leel dont practice it( Why do you thin* this is the caseC What ta*es its place and #hy is thatapproach more popularC

• &ttachment is ie#ed as critical )or healthy social and emotional deelopment(

What are some implications o) attachment )or the early childhood teacherC /o#

should *no#in about attachment in)luence careiers #or*in #ith in)ants andtoddlersC

• Maslo#s hierarchy o) needs has many implications )or teachers( First o) all! #here

do you thin* teachin?learnin )its in this hierarchyC What are the implications o) placementC What role should?do teachers play in meetin student needsCImplicationsC

17



• Hyots*y describes some interestin relationships bet#een lanuae and thouht(

=ie speci)ic eDamples o) the )ollo#in situations- lanuae #ithout thouht@thouht #ithout lanuae@ linuistic thouht(

3( Small:roup tas*s

• .eelopmentally appropriate practice re<uires children to be actie learners(

.iscuss in small roups #hat bein actie means #ith reard to conitiedeelopment( &pply the results o) this discussion to the )ollo#in situation- youare teachin second rade and #ant to include actie learnin your mathematics!social studies! and science curricula( List eDamples o) #ays in #hich you could dothis )or each area(

• &ssume you hae a *inderarten child #ho you determine to hae bodily:

*inesthetic intellience( /o# #ill you ta*e adantae o) this *no#lede as youteach and #or* #ith this childC

•.iide the class into )our small roups and assin each small roup one o)Eri*sons )irst )our staes o) psychosocial deelopment( For each roup identi)yideas )or helpin children positiely resole the psychosocial crisis )or that stae(&)ter each roup has brainstormed seeral ideas! pair up small roups and hae atime o) sharin ideas(

• Bou hae a )our:year:old in your class that is briht and considered i)ted by her

)amily( The )amily is comin in )or a con)erence this a)ternoon( .iscuss in smallroups #hat you #ill say to the )amily about their childs i)tedness( &ssume the)amily coninces you they are correct in their assessment( /o# #ill that in)luencethe #ay in #hich you teach?interact #ith that childC

2( For .iscussion and &ction• .oes the concept o) deelopmentally appropriate practice ma*e senseC Would you

be com)ortable promotin it #ith parentsC .iscuss your <uestions! li*es! anddisli*es reardin deelopmentally appropriate practice #ith your peers(

• .iide the class into 4 roups( &ssin each roup one o) the needs identi)ied by

Maslo#! namely physioloical needs! sa)ety and security needs! beloninness anda))ection needs! sel):respect needs! and sel):actuali>ation needs( /ae studentsidenti)y a time in their o#n lies #hen that need #as not met( What #ere thee))ects in their liesC /o# did students manae to et that need met( &s teachers!ho# #ould these )uture teachers assure that each need #as )ul)illed in the lies o)their studentsC %ome toether as a class and share in the lare roup each o) the

roups )indins(• Pic* an aspect o) deelopment +such as the deelopment o) seD role identity,! and

discuss the in)luences o) heredity and enironment on the process(

• Spend time obserin a child in the early childhood years( Loo* )or eidence o)

ho# this child constructs *no#lede )rom playin #ith people and thins( .iscussyour insihts #ith classmates(

18



• Each o) the theorists outlined in this chapter +such as Eri*sons psychosocial

theory, has sini)icant implications )or the #ays in #hich you teach in an earlychildhood classroom( %hoose one theory! and discuss speci)ic #ays in #hich it#ould a))ect your teachin(

•Interie# a special education teacher( Without usin names! as* the teacher todescribe )or you one child #ith special needs included in the reular classroom(Find out #hy the child has been classi)ied as hain special needs! #hat behaiorsthe child displays! and ho# the special education teacher #or*s #ith the childdurin the reular school days(


• /andout 5(8 : Piaet on Education

• /andout 5(7 : Eri*sons Staes o) Psychosocial .eelopment

Po#er Point Slides are proided in a separate )ile in the Instructors Resource %enter

at ###(pearsonhihered(com(

Ealuating learning

0(Test ban*

8;( Other assessment ideas

• Project # Obsere in an early childhood classroom( %hoose one actiity children

enae in and criti<ue the deelopmental appropriateness o) the actiity based onthe characteristics presented in your teDt(

• Project # 9ased on your readins in the teDt! create a list o) <uestions about theattachment process that you could as* a parent! )amily member! or primarycareier to ain )urther insihts into this important bondin process( Theninterie# the parent or other primary careier o) a preschool child usin the<uestions you created(

• ournal !es"onse # Who had primary responsibility )or raisin you durin your

childhood yearsC .escribe the relationship you had and no# hae #ith that personor persons( What does this tell you about the attachment relationshipC

• ournal !es"onse # Bou are preparin to be a ne# parent and are eDpectin to

hae a baby to care )or in three months( Bou ust )ound out today that your childhas special needs( .escribe the )eelins you eDperience(

dditional resources

88( Re)erences

• .unn! L(! J Aontos! S( +8002,( What hae #e learned about deelopmentally

appropriate practiceC Boun %hildren! 47+4,! 5:86(

19



• =ardner! /( +8008,( The unschooled mind- /o# children thin* and ho# schools

should teach( "e# Bor*- 9asic 9oo*s(

• Aat>! L( +8006,( %hild:sensitie curriculum and teachers( Boun %hildren! 51+3,!

7(

• Aostelni*! M( +8006,( Reconi>in the essentials o) deelopmentally appropriate practice( %hild %are In)ormation EDchane +March,! pp( 26:22(

87( Hideos

• Theories o5 +evelo"$ent +70 min(@ Insiht Media@ 1;;:766:008;@ 860,

• .o Young Children %earn to Thin*: Piaget2s Theory +80 min(@ "ational

&ssociation )or the Education o) Boun %hildren@ 1;;:575:753;@ 60,

86- 9uildin Bour Personal Library

• Schic*edan>! $(! Schic*edan>! .(! Forsyth! P(! J Forsyth! =( +7;;8,(

Understandin children and adolescents +5th ed(,( "eedham /eihts! M&- &llyn J9acon( This boo* proides much ood additional in)ormation on child ro#th anddeelopment durin the early childhood years( It proides much more detail than#as possible in this chapter(

• 9er*! L( +8000,( In)ants and children- Prenatal throuh middle childhood +6rd ed(,(

9oston- &llyn J 9acon( &nother eDcellent boo* describin child ro#th anddeelopment throuhout the early childhood years(

• =esell! &(! J Il! F( +8050,( %hild deelopment- &n introduction to the study o)

human ro#th( "e# Bor*- /arper J 9rothers( This classic boo* presents a #ealtho) in)ormation collected on childrens deelopmental patterns( The normatie data proided here are still ery much in use to describe typical deelopment o)children(

• /allahan! .(! J Aau))man! $( +7;;6,( EDceptional children- Introduction to special

education +0th ed(,( 9oston- &llyn J 9acon( This teDt describes the )ield o) specialeducation and #hat it is li*e to teach children #ith special needs( It details thetypes o) children #ith special needs and #ays to #or* #ith them(

20



Chapter & + Play in Childhood


• .e)initions o) childhood play(

• Maor theories eDplainin #hy children play(

• & discussion o) social and conitie play types(

• The bene)its o) play to all aspects o) child deelopment(

• The adults role in )acilitatin childhood play(

Essential content

8( .e)inin play is a di))icult tas*(

• %haracteristics o) play: actie@ child selected@ process oriented@ suspension o)

reality(

• .escriptors o) play-

Froe(el +eey Eri*son

/runer )ygots*y El*ind

7( Theories o) play help us understand #hy children enae in this important actiity(

• %lassical theories-

• Surplus enery

• RelaDation theory

• PreeDercise theory

•

%ontemporary theories• Psychoanalytic theory

• Play as arousal see*in

• %onitie structures theory

6( %onitie play types describe conitie chanes that occur in play as children mature(

21



• Functional play

• %onstruction play

• .ramatic play

• =ames #ith rules

5( Social play types identi)y chanes in social interactions durin play as childrenmature(

• Solitary play

• Parallel play

• &ssociatie play

• %ooperatie play

• %ooperatie:competitie play

4( 9ene)its o) play are many(

• Intellectual ro#th: multisensory eDperiences@ play and problem solin@ masterin

abstract symbolism

• 9uildin social s*illslearn social roles@ decrease eocentrism@ understand the

rules o) social interaction(

• Lanuae and literacy deelopment

• Physical deelopment

• Emotional deelopment

• Play and creatiity

3( The adult must do seeral thins to )acilitate childhood play(

• Prepare the play enironments

• %reate a climate )or play

• Promote the importance o) play

• &dult inolement in play: parallel playin@ co:playin@ play tutorin

eaching strategies


• Why is play such a di))icult concept to de)ineC Is it important to do soC .oes it

matter to you as a teacher o) youn children or to children themselesC

22



• The surplus enery theory is bein used #hen )amilies suest that children o

outside and play to et rid o) all that eDtra enery( It ma*es sense as a rationale)or #hy children play( .escribe #hat you see to be the strenths and #ea*nesses o) this theory(

•Most )amilies and teachers #ould probably say that children today play less +andless creatiely, than they did een a )e# short years ao( .escribe #hy this! in)act! may be happenin( Why are many children playin less todayC

• Bour teDt discusses communication s*ills o) primary children and ho# the

imaination can be stimulated( =o to MyEductionLab and select the topicEmerent Literacy and Lanuae &rtsG then read the stratey Storytellin(G Thisstratey o))ers adice to teachers about ho# to stimulate childrens imainationsreardin storytellin( Would you be com)ortable usin this techni<ueC %an youthin* o) other #ays to encourae storytellin in primary childrenC

1( Small:roup tas*s

• In small roups! reie# all the de)initions presented in your teDt )or play( Spend

some time creatin your o#n de)inition o) this elusie concept( Share your thin*in#ith the lare roup(

• In pairs! identi)y three or )our speci)ic eDamples o) bene)its that primary children

can et )rom play eDperiences in the classroom( Share your thin*in #ith another pair(

• Read the section on Play and %reatiity! pp( 85;:858( In roups o) 4 or 3! select a

recorder )or your roup( List as many ames usin marbles as you can thin* o)!then brainstorm to create as many ne# marble amesG as possible( Share yourideas #ith the #hole classroom( .isplay the eDpanded list in a prominent place in

the classroom(• In small roups! e<uipped #ith enouh play douh )or each member! assin one

person the role o) teacher and role:play parallel playin! co:playin! and playtutorin( .iscuss the strenths and limitations o) each interention stratey(


• =o to MyEducationLab and select the topic %hild .eelopment! then #atch the

ideo Physical .eelopmentG and #atch t#o preschool children playin outdoors(%ompare the more adanced physical deelopment o) &cadia to the deelopmento) %ody( In each actiity! compare and contrast the deelopmental leels o) &cadia

and %ody( .iscuss #hat you as a teacher could do to assure that each childreaches maDimum competency )or each leel o) deelopment(

• %hoose a theory o) play that is most help)ul to you in eDplainin #hy children play(

Ma*e a case to your classmates )or the alues o) this theory(

23



• Play a ame desined )or youn children +li*e %andy LandQ, #ith a child )ie or

youner( .escribe the #ay in #hich the child played( .oes this tell you anythinabout ames #ith rules and youn childrenC

• & parent #ants to *no# #hy you are encourain play in your classroom( What

#ill you tell the parentC• Tal* to a teacher #ho includes play in an early childhood classroom( What does

this teacher do to )acilitate <uality playC

8;( /andouts +see &ppendiD &,

• /andout 4(8 : Faorite Play EDperience

• /andout 4(7 : Recipe )or Preserin %hildren

Po#er Point Slides are proided in a separate )ile in the Instructors Resource %enterat ###(pearsonhihered(com(

Ealuating learning

88( Test ban*


• Project : Interie# a )amily #ith a child in the early childhood years about play(

Find out #hat the child li*es to do in play! ho# much time each day is spent in play! and any concerns?comments the )amily has about play(

• Project : Spend some time obserin in an early childhood classroom that

encouraes children to play( Speci)ically )ocus on the *inds o) learnin that is

ta*in place as children play( I) you hae di))iculty identi)yin the learninopportunities! ta*e time to discuss this #ith the classroom teacher(

• ournal !es"onse: /o# do you )eel! about usin play as a maor stratey )or

learnin in the early childhood classroomC .o you hae any doubts or <uestionsabout plays roleC

• ournal !es"onse: &ssume you are teachin )irst rade and includin play as part

o) your curriculum( The )amily con)ronts you a)ter class! as*in you #hy you arelettin children spend aluable school time ust playin( /o# #ould yourespondC

24



dditional resources

86( Re)erences

• 9re#er! $(! J Aie))! $( +8002,( Fosterin mutual respect )or play at home and

school( %hildhood Education! 26+7,! 07:03(

• Fayden! T( +8002,( %hildrens choice- Plantin the seeds )or creatin a thematic

sociodramatic center( Boun %hildren! 47+6,! 84:7;(

• Aemple! A( +8003,( Teachers belie)s and reported practices concernin

sociodramatic play( $ournal o) Early %hildhood Teacher Education! 82+7,! 80:68(• eain! %( +8002,( Toddlers at play- Enironments at #or*( Boun %hildren!

47+6,! 27:22(

85( Hideos

• The Playor*s )ideo +88 min(@ %ommunity Playthins@ 1;;:222:5755@ FREE,

• Play: The Seed o5 %earning +6; min@ "ational &ssociation )or the Education o)

Boun %hildren@ 1;;:575:753;@ 60,


• Aie))! $(! J %asberue! R( +7;;;,( Play)ul learnin and teachin( 9oston- &llyn and

9acon( This boo* is a ood combination o) theoretical perspecties and practicalsuestions )or implementin play( It also does a nice ob o) helpin teachers ma*econnections bet#een play and the primary classroom(

• O#oc*i! =( +8000,( Literacy throuh play( Portsmouth! "/- /einemann( &n in:

depth study o) the role o) play in the deelopment o) literacy! this boo* also proides many practical ideas )or teachers(

• Han /oorn! $(! "ourot! P(! Scales! 9(! J &l#ard! A( +7;;2,( Play at the center o)

the curriculum +5th ed(,( Upper Saddle Rier! "$- Merrill?Prentice /all( The

authors hae a nice blend o) theory and practical suestions about ho# to ma*e play the )ocus o) the early childhood curriculum( Separate chapters on play and theelectronic media and play as a tool )or assessment are particularly help)ul(

• Wasserman! S( +7;;;,( Serious players in the primary classroom( +7nd ed(,( "e#

Bor*- Teachers %ollee Press( This is one o) only a )e# boo*s eDaminin theimportance o) play in the primary classroom( Wasserman ma*es a stron case )or

25



encourain play at this leel and proides many ood ideas on ho# this can beaccomplished(

26



Chapter ; + 8uiding <oung Children


• .e)initions o) uidance and discipline(

• &n identi)ication o) basic uidance principles(

• The importance o) routines and ho# to manae them(

• Strateies )or helpin children understand and respond to their )eelins(

• Techni<ues )or uidin social situations(

• Ideas )or manain roups o) youn children(

Essential content

8( There are seeral important elements o) uidance(

• 9uildin sel):esteem

• .ealin #ith social?emotional issues

• =ro#in to#ard independence and sel):control

7( Principles o) uidance help conceptuali>e and de)ine it(

• Initial considerations

• Indirect uidance

• 9uildin relationships

• Physically uidin children

• Herbal uidance strateies

• .iscipline strateies

27



6( =uidin routines is an important part o) the teachers responsibilities(

• &rrial and departure

•Transitions

• Snac*?meal time

• Toiletin

• Rest times

5( /elpin children deal #ith )eelins is another important part o) uidance(

• &ccept )eelins as alid

• 9e calm and direct

• /elp child erbali>e emotions

•

Suest alternaties

4( =uidin social interactions is a hih priority )or early childhood teachers(

• 9e a care)ul obserer

• %an children sole their o#n problemsC

• .e)ine the limits o) acceptable behaior

• /elp children become more pro:social

3( =roup uidance is also necessary in the early childhood classroom(

• %onsider the physical settin• %are)ul plannin and orani>ation

• MiDin actie and <uiet times

2( =uidance )or children #ith special needs is another consideration(

• Problem behaiors no di))erent )rom other students

• Techni<ues remain the same

• Wor* closely #ith parents

28



eaching strategies


• Bour teDt ma*es a distinction bet#een uidance and discipline( .o you see the

di))erences as sini)icant or notC =ie a rationale )or your perspectie(

• Is physical touch really that important in the early childhood classroomC Why do

you )eel the #ay you doC

• Why are transitions such an important part o) the school dayC What do you

remember about transitions )rom your school daysC Transitions are crucial timesto the classroom atmosphere( =o to MyEducationLab and select the topic=uidanceG then read Transitions(G %hoose Step 7( &s a class! create a list o) siDadditional tas*s in #hich a teacher could enae to *eep disruptions to a minimum(

• What does it mean to be calm #hen you #or* #ith youn childrenC Is it acceptable

to sho# emotions in some situationsC =ie some eDamples(

0( Small:roup tas*s

• 9uildin teacher:student relationships is an important part o) ood uidance and

discipline( In small roups! discuss techni<ues you remember teachers usin to build relationships( Try to identi)y strateies you li*ed and didnt li*e! iinreasons )or your responses(

• Bour teDt +p( 846, discusses ho# allo#in children to help ma*e rules deelops

sel):control( =o to MyEducationLab and select the topic =uidanceG! then readWhen %hildren Ma*e the Rules(G This article discusses rule ma*in )rom a

constructiist point o) ie#( The authors beliee that #hen children ma*e therules! their moral deelopment is enhanced( Ma*in rules ies children a )eelino) autonomy! accordin to the authors( Is your authority threatened #hen childrenma*e the rulesC /o# #ould classroom discipline be strenthened i) childrenhelped ma*e the rulesC

• 9rainstorm a list o) seeral misbehaiors that children may enae in either in the

classroom or on the playround( For each problem identi)ied! discuss #hether anatural or loical conse<uence could be used( I) a loical conse<uence ma*essense! suest one or t#o alternaties that may #or*(

• &ndre# is a *inderarten child in your classroom #ho hits others #hen he ets

anry( Bou hae tried seeral discipline strateies #ith minimal success and decide

it is time to try a problem solin approach( &s a roup! #al* throuh the stepsyou #ould ta*e to problem sole #ith &ndre# to help him stop hittin(

8;( For .iscussion and &ction

29



• =o to MyEducationLab and select the topic =uidanceG then #atch the ideo

Empo#erin Students to Resole %on)licts(G In the ideo! ho# e))ectie #as theteacher in helpin he students resole con)lictC Re)lect on ho# you could

success)ully use this stratey( Write similar scenarios and role:play the stratey(• &s* an early childhood teacher to describe the main discipline strateies used in

the classroom( Ma*e a list )rom your discussion! and compare it #ith the principles described in this chapter(

• .iscuss e))ectie techni<ues you could use to build relationships #ith children in

the early childhood classroom( Identi)y at least )ie you #ould consider usin(

• &re there circumstances )or #hich it #ould be appropriate to sho# your emotions

#ith childrenC .escribe situations )or #hich it may be acceptable! )or eDample! toeDpress your aner in the classroom( Identi)y at least one appropriate and oneinappropriate #ay to eDpress aner to children(

• Watch a teacher conduct a roup time eDperience #ith children( Pay care)ul

attention to actie?<uiet times and ho# the teacher actiely enaes children in the planned actiities( .iscuss your )indins #ith others(

88( /andouts +see &ppendiD & ,

• /andout 3(8 : Ways to Say =ood )or BouG

• /andout 3(7 : Usin Problem Solin


Ealuating learning87( Test ban*


• Project : Spend some time in an early childhood classroom( Loo* speci)ically )or

eDamples o) the teacher usin indirect uidance techni<ues( .escribe #hat you sa#and the e))ectieness o) the strateies implemented(

• Project : Interie# an early childhood teacher about the discipline techni<ues used(

Which o) the strateies discussed in the teDt does the teacher useC WhyC Whatdoes he or she li*e about the strateies usedC Why doesnt this person use some o)

the other optionsC• ournal !es"onse: & three:year:old child in your classroom has ust bitten another

child in the class( .escribe the )eelins you thin* you #ould hae and the responseyou #ould ma*e to the child that did the bitin(

30



• ournal !es"onse6.o do you )eel about assumin the role o) disciplinarian in

the early childhood classroomC %an you describe both posities and neatiesconcernin this part o) teachinC

dditional resources

85( Re)erences

• &lbanesi! F( +800;,( Montessori class manaement( %hicao- &dams Press(

• =un>enhauser! "( +Ed(,( +800;,( &dances in touch- "e# implications in human

deelopment( S*illman! "($(- $ohnson and $ohnson(

• La#hon! T( +8002,( Encourain )riendships amon children( %hildhood

Education! 26+5,! 771:68(

• Marion! M( +8002,( Research in reie#- =uidin youn childrens understandinand manaement o) aner( Boun %hildren! 47+2,! 37:32(

84( Hideos

• Teacher4Child Interaction: +Mana Systems@ 1;;:7;6:2;3;@ 10(04,

• Painting a Positive Picture- Proactive /ehavior Manage$ent :+71 min(@ "ational



• Essa! E( +7;;6,( & practical uide to solin preschool behaior problems +4th

ed(,( &lbany! "B- .elmar( &)ter an oerie# o) basic strateies )or dealin #ith behaior problems! Essa describes speci)ic ideas )or dealin #ith aressie!disruptie! destructie! and emotional behaiors(

• /earron! P(! J /ildebrand! H( +7;;0,( =uidin youn children +1th ed(,( Upper

Saddle Rier! "$- Merrill?Prentice /all( This classic teDt presents importantin)ormation about direct and indirect uidance in the early childhood classroom(The authors sensitiities to children and uidance issues ma*es this a must:read)or those interested in *no#in more about this important topic(

• Marion! M( +7;;2,( =uidance o) youn children( +2th ed(,( Upper Saddle Rier!

"$- Merrill?Prentice /all( This popular teDt describes the .ecision:Ma*in Modelo) %hild =uidance as a method o) ma*in choices bet#een strateies )or uidinyoun children(

• Miller! .( +7;;5,( Positie child uidance +5th ed(,( &lbany! "B- .elmar( Miller

proides sound adice on ho# to preent misbehaior( She adds a stron chapteron the importance o) ood communication )or uidance and discipline(

31



Chapter $ + 3or7ing "ith Parents,=a/ilies, and Co//unities


• The diersity o) )amily situations and its impact on teachin(

• The importance o) )amily and community inolement(

• The elements o) ood communication(

• Strateies )or e))ectie communications #ith )amilies(

•

The role o) the community in early education(

Essential content

8( Family li)e today is much di))erent than it #as in the past(

• The missin eDtended )amily

• .iorce and sinle:parent )amilies

• 9lended )amilies

• T#o:career )amilies

• Older and youner parents

• Ethnic?cultural diersity

• Family mobility

• /omeless )amilies

7( The bene)its o) inolement are many(

• 9ene)its to teachers

• 9ene)its to parents and )amilies

• 9ene)its to children

6( 9uildin stron t#o:#ay relationships is the *ey to )amily inolement(

• Proidin mutual support

• %ommunication- the *ey

• Family:)riendly schools32



5( E))ectie communication methods are important to success #ith )amilies(

•

Telephone calls• Written communications

• %ommunicatin throuh technoloy

• Hisual communication tools

• /ome isits

• Parent meetins

• Family:teacher con)erences

4( Seeral )actors in)luence <uality )amily inolement(

• Written policies

• &dministratie support

• Trainin

• Partnership approach

• "et#or*in

• Ealuation

3( Family:teacher con)licts can be barriers to ood relationships(

• 9arriers caused by human nature

• 9arriers caused by the communication process

• 9arriers caused by eDternal )actors

2( Families hain children #ith special needs re<uire additional strateies )orinolement(

1( Wor*in #ith the community is also important to e))ectie schoolin(

• Inolin the community in the school

• Inolin the school in the community

eaching strategies

33




• /o# many di))erent con)iurations o) )amilyG can you remember )rom your o#n

childhoodC /o# many can you identi)y todayC Would you be uncom)ortable#or*in #ith parents in any o) these situationsC /o# #ill you oercome anymisiins you may hae! in order to proide the best possible education )or eachchild in your classroomC

• What *inds o) )amily inolement do you remember )rom your o#n schoolinC

/o# do those memories compare to the *inds o) inolement and interaction bein suested in this chapter o) your teDtC

• While many parents and )amilies can be o) much help to you as a classroom

teacher! other )amilies may need your help and support( What *inds o) help do youthin* you could proideC Where could you o to et additional help )or needy)amiliesC Bour teDt +p( 811, describes the bene)its o) inolin )amilies in the

classroom( Read and discuss those bene)its( %an you thin* o) other bene)itsC Inyour opinion! are there dra#bac*s to inolin parentsC

• Written communications o)ten lead to either positie or neatie impressions o) the

person doin the #ritin( %an you ie eDamples )rom your o#n eDperience o)either positie impressions or neatie impressions you receied )rom someoneelses #ritten messaeC .oes this tell you anythin about the importance o) usinstron #ritin s*ills #hen you communicate #ith )amiliesC

8;( Small:roup tas*s

• While #e al#ays hope to hae positie interactions #ith )amilies that lead to better

learnin opportunities )or children! there are times #hen problems may occur #hen)amilies et inoled( 9rainstorm as a roup potential problems )or the teacher and)or children #hen )amilies et inoled in the educational process(

• In a small roup! brainstorm content you #ould #ant to include on a bulletin board

)or )amilies( S*etch your bulletin board on a sheet o) paper and then share yourthin*in #ith another small roup(

• /ome isits are important tools )or learnin about children and )amilies(

9rainstorm a list o) possible thins you miht learn )rom a home isit(

• &s you thin* about the community in #hich you lie! brainstorm a list o) potential

resources that could be use)ul to you as a teacher o) youn children( Where mihtyou o )or )ield tripsC What materials and supplies could you potentially et )or

)ree or at a reduced priceC


• Interie# a parent #ith a child in the early childhood years( What does this parent

see as the maor hassles o) )amily li)eC /o# does the parent )eel about her childs

34



schoolC Is the parent inoled in the schoolC %ome up #ith seeral speci)icinterie# <uestions! and see #hat *inds o) responses you et(

• =o to MyEducationLab! %lic* on Hideo %lassroom and select the topic Families

and %ommunitiesG and #atch the ideo /ead Start(G Why do you suppose )amilyinolement is a re<uired component o) /ead Start proramsC /o# does )amilyinolement a))ect child deelopmentC Why #as Een Start createdC

• Read about an eDample o) a *inderarten teachers e))orts to inole parents( =o

to MyEducationLab and select the topic Families and %ommunitiesG ie# thestratey & Teachers EDperience Inolin Parents in Their %hildrens Readinand #ritin(G .iscuss the list o) ideas )or inolin parents( &re there additionalideas that you can contribute to the discussionC

• This chapter discussed a ariety o) di))erent )amily situations that you #ill

encounter in your #or* #ith youn children( .iscuss ho# these ariances in )amilystructure could in)luence the #ays in #hich you #or* #ith parents and )amilies(

Try to be as speci)ic as possible(• /o# do you thin* you #ill use #ritten communications in your #or* #ith

parentsC Identi)y t#o or three speci)ic ideas that you may #ant to use(

• &re you a#are o) community resources that may be aailable to help parents deal

#ith some o) the strules they )aceC For eDample! i) a parent con)ided in you thatshe needed some #arm clothin )or her children to ma*e it throuh the #inter!could you point her in the riht directionC Find three community resources )or thissituation or a similar problem o) your choosin(


•/andout 2(8 : Family Interie# : Family Inolement

• /andout 2(7 : Teacher Interie# : Family Inolement


Ealuating learning

86( Test ban*


• Project : &ssume you are ust beinnin your )irst year o) teachin in an earlychildhood classroom( .escribe in detail #hat you #ould li*e to do durin theupcomin year to inole and #or* #ith )amilies( Remember that you #ill be ery pressed to ust et your teachin orani>ed and planned: be realistic in youreDpectations )or #or*in #ith )amilies(

35



• Project : The parents o) your )our:year:olds hae ust indicated )rom the results o)

a recent <uestionnaire that they #ould li*e to meet and discuss aressie play andho# to deal #ith it( Outline an interestin hour and one:hal) )amily meetin on this

topic(• ournal !es"onse : Bou hae ust had a con)erence #ith a )amily that #ants you to

use span*in as a )orm o) punishment )or your *inderarten children( Bou disaree#ith the )amilys suestion and it ma*es )or a strained meetin( /o# could youstrenthen your relationship #ith this )amily )or )uture interactionsC

• ournal !es"onse : .escribe the impact that either stron or poor communications

hae had on a personal relationship +)amily member! )riend! etc(,( What does thistell you about your #or* #ith )amiliesC

dditional resources

84( Re)erences

• Aeller! 9( +8002,( /ouse calls( Education Wee*! September 6! pp( 62:5;(

• "ational %enter )or Education Statistics( +8002,( Fathers inolement in their

childrens schools( Washinton! .(%(- U(S( .epartment o) Education(

• Shartrand! &(! Weiss! /(! Areider! /(! J Lope>! M( +8002,( "e# s*ills )or ne#

schools- Preparin teachers in )amily inolement( %ambride! M&- /arardFamily Research Proect(

• U(S( .epartment o) Education( +8005,( Stron )amilies! stron schools- 9uildin

community partnerships )or learnin( Washinton! .(%(- &uthor(

83( Hideos

• Parents on /oard +%hilds Wor* %hilds Play@ 1;;:037:8858@ 700,

• Partnershi"s ith Parents +71 min(@ "ational &ssociation )or the Education o)

Boun %hildren@ 1;;:575:753;@ 60,


• 9arbour! %(! 9arbour! "(! J Scully! P( +7;;1,( Families! schools! and communities-

9uildin partnerships )or educatin children( +5th ed(, Upper Saddle Rier! "$-Merrill?Prentice /all( The authors proide a stron oerie# o) homeschool community relations( In particular! separate chapters on community inolementand model parent inolement prorams are help)ul(

• =est#ic*i! %( +7;;5,( /ome! school and community relations +4th ed(,( &lbany!

"B- .elmar( This boo* is an eDcellent oerie# o) the issues inoled in #or*in

36



#ith parents and )amilies( It stresses the importance o) e))ectie communication inestablishin and maintainin relationships(

• La#ler! S( .( +8008,( Parentteacher con)erencin in early childhood education(

Washinton! .%- "ational Education &ssociation( This boo* )ocuses onconductin e))ectie con)erences and includes separate chapters on academic per)ormance con)erences! re)erral con)erences! and con)erences about discipline problems(

37



Chapter ' + 5iersity and <oungChildren


• The #ays in #hich children deelop diersity concepts(

• Ideas to encourae acceptance o) dierse people(

• Techni<ues )or interatin diersity topics into the curriculum(

• Wor*in #ith )amilies and community members about diersity(

Essential content

8( .iersity is a )oundational element o) early childhood education(

• .iersity impacts child deelopment

• Play is in)luenced by diersity

• .iersity is a )actor in uidance and discipline

• .ierse parents and )amilies re<uire aried strateies )or inolement

7( &ttitudes about diersity ary amon children(

• Racial?cultural attitudes

• &ttitudes about ender

• &ttitudes about people #ith special needs

6( Encourain an acceptance o) diersity is challenin! but important(

• 9ein #ith sel):analysis

• Tal* about di))erences

• Tal* about similarities

• EDpose children to diersity

5( There are inappropriate responses to diersity issues(38



• Inore diersity

• The tourist approach

4( It is important to interate diersity throuhout the curriculum(

• The anti:bias curriculum

• Usin toys that promote diersity

• .iersity throuh ames

• Nuality childrens literature

• The isual:aesthetic enironment

• Meanin)ul diersity eDperiences

3( %onsider the diersity o) lanuaes spo*en in homes o) students(

2( Wor*in #ith indiiduals #ith special needs re<uires plannin and thouht(

• .eelopin inclusie enironments

• Social interactions in the classroom

• %ollaboratin #ith other pro)essionals

1( Issues o) ender e<uity must be dealt #ith in the early childhood classroom(

• Lanuae

• &ccessibility issues• &ttitudes

0( Wor*in #ith parents and community members is necessary to brin about chanesin attitudes(

• Family inolement in diersity issues

• %hanin attitudes

eaching strategies


• .o youn children really notice di))erences bet#een peopleC %an you ie any

eDamples )rom your o#n eDperiences #ith childrenC

39



• /oliday times are important components o) most cultural heritaes( Which holidays

#ill you celebrate and ho# #ill you celebrate themC =ie a rationale )or yourresponse(

•Reread .iersity as an Essential ElementG pp( 786:785( Re)errin to the "&EB%Standards! diide students into 6 roups( &ssin each roup one o) the threestandards listed( Each roup should be able to list )ie suestions )orimplementin those standards to ensure that each child receies a <uality! acceptineducation(

• It has been said There is strenth in diersity(G What does that statement mean to

youC Recall your P:4 education( Who #ere the dierse children in thoseclassroomsC What strenths did those children brin #ith themC What does eachchild brin to the classroom that is di))erent )rom #hat eery other child brinsC


• In small roups! enerate a list o) eDamples o) ho# diersity impacts the other )our

)oundational elements o) early education +child deelopment! play! uidance anddiscipline! and #or*in #ith )amilies,

• Tal* about ho# teleision impacts childrens concepts about diersity( Identi)y

speci)ic prorams that encourae either positie or neatie attitudes( Share yourthouhts #ith another small roup(

• In small roups! brainstorm #ays in #hich )amilies in)luence attitudes about

diersity( For the neatie elements on your list! tal* about #ays in #hich youcould counterbalance these problems(

• Bou hae ust been hired to teach in a classroom that has limited diersity( Tal* in

small roups about #ays in #hich you could build releant diersity eDperiencesinto your classroom(


• What are your attitudes to#ard diersityC =o bac* to the section on attitudes! and

try some o) the actiities suested there( .iscuss your thouhts #ith a smallroup o) peers(

• Ta*e some time to bro#se throuh some toy and e<uipment catalos )or youn

children( What did you )ind that addresses diersity issuesC

• Find a childrens boo* listed in the diersity biblioraphy o) the "ational

&ssociation )or the Education o) Boun %hildren +8006, or Marshall +8001, and

read it( Would you use it in #or*in #ith youn childrenC Why or #hy notC• =o to MyEducationLab and select the topic .ierse LearnersG and #atch the

ideo Incorporatin the /ome EDperiences o) %ulturally .ierse Students intothe %lassroom(G What biases do teachers hae about bilinual studentsC /o##ould you! as a teacher! oercome such biasesC /o# could a teacher conert

40



in)ormation )rom another lanuae! such as *no#in ho# to count! to *no#ledein Enlish! the dominant lanuae in many U(S( classroomsC

• Reread .iersity as an Essential Element! re)errin to the "&EB% Standards(

.iide yourseles into three roups( Each roup #ill discuss one o) the threestandards sho#n( Each roup should be able to list )ie suestions )orimplementin those standards to assure that each child in the classroom receies a<uality and acceptin education(


• /andout 1(8 : Bour &ttitudes about .iersity

• /andout 1(7 : %hildrens 9oo*s .ealin #ith .iersity


Ealuating learning

85( Test ban*


• Project : Tal* to an early childhood teacher about the chanes +both positie and

neatie, that hae come about throuh the inclusion o) children #ith specialneeds in the classroom( Write up your )indins(

• Project : Obsere in an early childhood classroom )or eDamples o) diersity built

into classroom actiities( Loo* )or toys! ames! childrens literature! pictures! andeDperiences that promote positie concepts o) diersity( What did you )indC

• ournal !es"onse : /o# #ould you )eel about a )amily #hose attitudes about

diersity di))er )rom your o#nC What could you do to help this )amily chane theirattitudeC Remember that attitudes o) adults chane slo#ly(

• ournal !es"onse : I) you had to choose one aspect o) diersity that is most

important to you! #hat #ould it beC .escribe #hy you )eel it is the mostimportant(

dditional resources

83( Re)erences

• 9an*s! $( +8006,( Multicultural education- .eelopment! dimensions! and

challenes( Phi .elta Aappan! 24+8,! 77:71(

• 9outte! =(! Han Scoy! I(! J /endley! S( +8003,( Multicultural and nonseDist prop

boDes( Boun %hildren! 47+8,! 65:60(

41



• Feruson! P(! J Feruson! .( +8001,( The )uture o) inclusie educational practice(

%onstructie tension and the potential )or re)lectie re)orm( %hildhood Education!25+4,! 6;7:6;1(

• "eubert! A(! J $ones! E( +8001,( %reatin culturally releant holiday curriculum- &neotiation( Boun %hildren! 46+4,! 85:80(

82( Hideos

• Tales 5ro$ the Phili""ines: +64 min(@ &9& Productions@ 8:111:11:PI"B&@ 77(54,

• Anti: /ias Curriculu$:+6; min(! Redlea) Press@ 1;;:576:16;0@ 58(04,


•

.erman:Spar*s! L( +8010,( &nti:bias curriculum- Tools )or empo#erin younchildren( Washinton! .%- "ational &ssociation )or the Education o) Boun%hildren( & practical uide )or implementin a diersity curriculum( In addition toconsciousness:raisin actiities! .erman:Spar*s proides a reie# o) childrensliterature dealin #ith diersity issues and suests possible eDperiences thatincrease childrens a#areness and understandin o) diersity(

• /ildebrand! H(! Phenice! L(! =ray! M(! J /ines! R( +7;;1,( Ano#in and serin

dierse )amilies( +6rd ed(,( Upper Saddle Rier! "$- Merrill?Prentice /all( &n up:to:date teDt #ith separate chapters on #or*in #ith &)rican &merican! /ispanic!&sian! &rab! "atie &merican! and &mish )amilies( &dditional chapters on teen parents! )amilies #ith children #ith special needs! sinle parent )amilies!

step)amilies! and ay and lesbian )amilies are included(• Halde>! &( +8000,( Learnin in liin color- Usin literature to incorporate

multicultural education into the primary curriculum( 9oston- &llyn and 9acon( This boo* )ocuses on usin literature to incorporate multicultural education into the primary curriculum( It includes sections on interated lanuae arts actiities )or primary classrooms and an annotated biblioraphy o) <uality childrens literaturedealin #ith multicultural issues(

• Wolery! M(! J Wilbers! $( +Eds(,( +8005,( Includin children #ith special needs in

early childhood prorams( Washinton! .%- "ational &ssociation )or theEducation o) Boun %hildren( This boo* proides a stron oerie# o) the issuesinoled in interatin children #ith special needs into the early childhood

classroom(

42



Chapter 9 + Planning the PhysicalEniron/ent1 Indoors


• 9asic issues related to plannin an indoor enironment )or

youn children(

• The typical centers )ound in an early childhood classroom(

• Indoor enironments )or in)ant?toddlers! preschoolers! and

primary children(

• %riteria )or selectin e<uipment and materials )or the classroom(

• /ealth and sa)ety issues )or youn children(

Essential content

8( Plannin uidelines identi)y the )undamentals o) room arranement(

• 9asic considerations

• Incompatible centers

• Spaces )or aryin roup si>es

• Personal spaces

• &ssessin the physical space

7( The centers:based classroom is most common in early childhood(

• &rt center

• Manipulatie center

• Literacy center

• 9loc* center

• /ouse*eepin center

• .ramatic play center

• The Music center

• .iscoery?Science

• Other creatie center options +#ood#or*in! sand?#ater,

43



• Writin center

• %omputer center

6( &e:related considerations )or early childhood classrooms are important(

• In)ant?toddler classrooms

• %hildren three to )ie

• Primary children

5( =uidelines are aailable )or selectin e<uipment and materials(

• %riteria )or selection

• %ommercial materials

• Teacher:made e<uipment

4( Plannin is needed to include proide an inclusie classroom(

3( Proidin )or chane in the physical enironment is important(

• Obsere and listen to children

• 9alancin consistency and chane

• Rotatin materials throuh centers

2( /ealth and sa)ety issues are essential )or optimal child deelopment(

• Plannin a healthy enironment

• Sa)ety concerns

1( %onsider creatin a space )or parents in the classroom(

eaching strategies


• Is centers:based learnin more plannin and e))ort )or the classroom teacher or

lessC What ma*es you thin* thisC

44



• O)ten! teachers hae to buy supplies #ith their o#n money( Bour teDt discusses

teacher:made ames on p( 736( Read and then discuss materials! ames! andsupplies that you could ma*e )or your classroom( =enerate a list and add to it as

the semester proresses(• I) you had to choose t#o or three centers to include in a primary classroom! #hat

#ould they beC WhyC

• What are the similarities bet#een in)ant?toddler! preschool! and primary

classroomsC What are the di))erencesC

• Re)errin to the section on selectin e<uipment and materials! the siDth bullet lists

enhancin sel):concept as one o) the criteria )or selectin materials( .iscuss #aysyou as a teacher could select materials to enhance students sel):esteem( EDplainho# the toy selection can enhance a students sel) esteem(

• Re)errin to the section o) your teDt on selectin e<uipment and materials

beinnin on p( 738! the siDth bullet lists enhancin sel):concept as one o) the

criteria )or selectin materials )or the classroom( .iscuss #ays that you as ateacher could select materials to enhance sel):esteem( EDplain ho# the toyselection can enhance a childs sel):esteem(


• =ien the plannin uidelines outlined in your teDt! as a small roup s*etch out a

)ormat )or a centers:based early childhood classroom( /ae a clear rationale )orthe placement o) each center( Share your s*etch #ith another small roup(

• =o to MyEducationLab and select the topic Teachin StrateiesG then read the

article Ideas )or Enhancin the Learnin Enironment(G What are some ideas you

discoered about learnin spacesC /o# many other ideas can the roup enerateC• What special considerations #ould there be )or settin up and usin a

#ood#or*in center in the early childhood classroomC What materials could youuse )or this centerC

• &ssume you hae decided to include a )amily corner in your early childhood

classroom( &s a small roup! discuss the elements o) this corner and s*etch adesin )or your parent corner(


• S*etch to scale an early childhood classroom( %ompare #hat you )ound #ith the

uidelines presented in this chapter(• Obsere children playin in an early childhood center( What #ere they doin and

sayinC .iscuss your obserations #ith your peers(

• Bour principal is concerned about your plans to add centers to your primary

classroom( Ma*e a case )or the bene)its o) centers and play )or children(

45



• =o to MyEducationLab and select the topic Early EnironmentsG! then #atch the

ideo EnironmentsEarly %hildhood(G &re materials child:si>edC &re the areas#ell:de)ined pertainin to the actiities that happen thereC &re noisy and messy

areas separated )rom <uiet! neat areasC &re the areas appropriate )or a preschoolclassroomC %an you thin* o) other areas that miht be appropriateC /o#important is the need )or monitorin all stations at all timesC WhyC

• Research! ma*e! and demonstrate to others a simple ame or material that could be

used )or play in an early childhood center(

• Spend some time in an early childhood classroom loo*in )or #ays in #hich the

teacher has dealt #ith sa)ety issues( Ma*e a list o) your )indins(

87( /andouts +see &ppendiD & ,

• /andout 0(8 : The Halue o) Unit 9loc*s

• /andout 0(7 : .ramatic Play %entersPo#er Point Slides are proided in a separate )ile in the Instructors Resource %enterat ###(pearsonhihered(com(

Ealuating learning

86( Test ban*


• Project : Spend some time in an early childhood classroom( Ma*e an accurate s*etch

o) the physical space( .iscuss the classroom desin in relation to the planninuidelines described in your teDt(

• Project : Tal* to an early childhood teacher about a ame or actiity that is needed )or

the classroom( 9ased on this need and the criteria )or ood materials presented in your teDt! construct a ame or actiity )or use in the classroom( Try it out #ith children andthen ealuate its e))ectieness(

• ournal !es"onse : In a centers:based classroom! the teacher is more o) a )acilitator o)

learnin rather than a proider o) direct instruction( /o# do you )eel about assuminthe role o) )acilitatorC What do you see as the strenths and limitations o) this role )orteachersC

• ournal !es"onse : Bour teDt suests you create personal spaces )or children in your

classroom( Why is this importantC /o# #ould you o about creatin these spaces )orchildren in your classroomC

dditional resources

84( Re)erences

46



• &ronson! S( +8008,( /ealth and sa)ety in child care( "e# Bor*- /arper %ollins(

• E#in! $(! J Eddo#es! &( +8005,( Sand play in the primary classroom( .imensions

o) Early %hildhood! 77+5,! 75:74(

• /arms! T(! $acobs! E(! J White! .( +8004,( School:ae care enironment ratinscale( "e# Bor*- Teachers %ollee Press(

• Proen>o! E(! J 9rett! &( +8016,( The complete bloc* boo*( Syracuse! "(B(-

Syracuse Uniersity Press(

83( Hideos

• Places to 0ro # The %earning Environ$ent +6; min(@ "ational &ssociation )or the

Education o) Boun %hildren@ 1;;:575:753;@ 60,

• Setting u" the %earning Environ$ent +7; min(@ /ih?Scope Press@ 1;;:5;:PRESS@

6;(04,


• %atron! %(! J &llen! $( +7;;1,( Early childhood curriculum +5th ed(,( Upper Saddle

Rier! "$- Merrill?Prentice /all( This teDt presents an early childhood curriculum based on creatie play( It includes stron chapters on curriculum )or personala#areness and emotional! social! and conitie deelopment(

• .ode! .(! %ol*er! L(! J /eroman! %( +7;;7,( The creatie curriculum +5th ed(,(

Washinton! .%- Teachin Strateies! Inc( This is a #ell:respected boo* describinthe importance o) play and a centers:based classroom( Special emphasis is on the pre*inderarten ae rane(

• Isbell! R( +8004,( The complete learnin center boo*( 9eltsille! M.- =ryphon/ouse( This boo* proides a clear uide )or the deelopment o) thirty:t#odi))erent early childhood centers( This ho#:to uide presents many ood ideas(

• Mitchell! &(! J .aid! $( +Eds(,( +8007,( EDplorations #ith youn children( Mt(

Rainier! M.- =ryphon /ouse( This boo* #as prepared as a curriculum uide )orearly childhood classrooms by the 9an* Street %ollee o) Education( It describesthe 9an* Street approach! #hich is a )rame#or* )or deelopmentally appropriate practice )or children )rom birth throuh ae eiht(

• Wasserman! S( +7;;;,( Serious players in the primary classroom +7nd ed(,( "e#

Bor*- Teachers %ollee Press( &n eDcellent rationale )or the inclusion o) play in the primary classroom! this boo* also presents many practical tips )or implementin a primary proram that is play oriented(

47



Chapter *0 + Planning the PhysicalEniron/ent1 utdoors


• The importance o) outdoor play(

• Ideas )or plannin the outdoor play enironment(

• & rationale )or encourain a ariety o) play types outdoors(

• The teachers role in preparin )or outdoor play(

• Playround health and sa)ety issues(

Essential content

8( The importance o) outdoor play needs to be emphasi>ed(

7( Plannin uidelines help children play creatiely outdoors(


• FiDed e<uipment

•

Moeable e<uipment• Hariety o) play options

6( & ariety o) play areas outdoors allo#s )or dierse play eDperiences(

• Transition area

• Manipulatie?%onstruction area

• .ramatic play area

• Physical area

• Sand?#ater play area

•

"atural areas

5( .eelopmental considerations ma*e the outdoors appropriate )or all youn children(

• In)ant?toddler play spaces

• %hildren three throuh )ie

48



• Primary children

• The child #ith special needs

4( There are seeral options )or selectin e<uipment and materials(

• %ommercial e<uipment

• .onated materials

• &dult:made e<uipment

3( It is important to plan )or reular chane in the outdoor enironment(

• Outdoor prop boDes

• Teacher:moable e<uipment

• %hild:moable e<uipment

2( /ealth and sa)ety issues must be considered on the playround(

• Playround inuries

• Sa)ety uidelines

• /ealth considerations

• The adults role

1( Family and community inolement can help ensure a <uality playround(

0( I) outdoor play is to be productiely used! teachers need to commit to the

playround(

eaching strategies


• Share a )aorite outdoor play eDperience you remember )rom childhood( Tell

#here you #ere! #hat you #ere doin! #ith #hom you #ere playin( &)ter seeral people hae shared! discuss #hat these eDperiences say about outdoor play(

• Bour teDt emphasi>es the importance o) hain materials outdoors that children

can manipulate( Is this really that importantC Why or #hy notC• Obesity is an increasinly problematic situation )or children( We all *no# the rules

that oern obesity( 9ecause #eiht control is so di))icult )or most o) us! ho# can#e control our o#n eatin and eDercise habits betterC /o# can #e inspire ourstudents to eat healthy )oods! and to eDercise moreC What can #e do to encouraemore actie play and less sedentary li)estyles in our studentsC

49



• While early childhood teachers spend many hours each #ee* preparin the indoor

enironment! much less e))ort is enerally spent on the outdoors( Why has so littletime and enery been spent preparin and plannin )or creatie outdoor playC


• Spend some time in small roups reie#in catalos o) commercial playround

e<uipment( Loo* speci)ically at the costs and creatie potential o) this e<uipment(.iscuss your )indins as a lare roup(

• I) hands:on manipulation o) materials is important outdoors! it is necessary to

create some lo#:cost options )or children( 9rainstorm in small roups one or t#ooptions )or ineDpensie manipulatie?construction materials )or use outdoors(Share your ideas #ith another small roup(

• Usin the uidelines )or playround plannin )ound in your teDt! plan and then

s*etch an eDcitin playround )or youn children(

• In small roups! brainstorm a list o) materials that could be donated )rom arious businesses in your community )or use on the early childhood playround(


• Is it #orth all the e))ort re<uired to ma*e the outdoor play area more li*e the

indoor classroomC Why or #hy notC

• Reread the section on %hildren #ith Special "eeds and the %elebratin .iersity

)eature on pp( 713:712( Why do children #ith special needs enerally need moremodelin! encouraement and rein)orcement in their play situationsC What *indso) accommodations need to be made )or special e<uipment to ma*e playroundstruly accessible )or children #ith special needsC

• Tal* to a teacher o) youn children! and )ind out ho# much time children spend playin outdoors( In #hat typical actiities are children inoledC What problemsdoes the teacher see associated #ith outdoor playC

• =o to MyEducationLab and select the topic %hild .eelopmentG then #atch the

ideo Physical &ctiityG and obsere t#o preschool children playin outdoors(%ompare and contrast the di))erences in their physical deelopment(

• /o# do #eather conditions in)luence outdoor play in your areaC %an you thin* o)

#ays to minimi>e the neatie in)luences o) #eather )or playround useC

• Plan and put toether a prop boD that could be used to stimulate dramatic play

outdoors(


• /andout 8;(8 : /istory o) Playrounds

• /andout 8;(7 : Playround Sa)ety

50




Ealuating learning

85( Test ban*


• Project : Find a playround in your community desined )or youn children(

Obsere care)ully )or the play areas included! and )or the <uality o) the )iDed andmoable e<uipment( Write a criti<ue o) the playround as compared to in)ormationin your teDt(

• Project : Usin in)ormation )rom your teDt and /andout 8;(7! locate an early

childhood playround in your community and assess it )or strenths and problemsrelated to sa)ety(

• ournal !es"onse : Outdoor play can be a ery messy eDperience( /o# #ill you

deal #ith this component o) the actiityC What can you do to minimi>e themessiness #ithout sti)lin the creatiity o) the playC

• ournal !es"onse : Ma*e a case )or children spendin more time outdoors(

Identi)y the bene)its o) play in this settin(

dditional resources

83( Re)erences

• 9rett! &(! Moore! R(! J Proen>o! E( +8006,( The complete playround boo*(

Syracuse! "(B(- Syracuse Uniersity Press(

• Fenton! =( +8003,( 9ac* to our roots in natures classroom( Boun %hildren!

48+6,! 1: 88(

• McAee! $( 9uilder boards( 9ellinham! W&- /ands On 9oo*s(

• Hereront! $( Places and spaces )or preschool and primary +outdoors,( Washinton!

.(%(- "ational &ssociation )or the Education o) Boun %hildren(

82( Hideos

• Sa5e Active Play: A 0uide to Avoiding Play Area .a'ards +"ational &ssociation)or the Education o) Boun %hildren@ 1;;:575:753;@ 60,


51



• Frost! $( +8007,( Play and playscapes( &lbany! "B- .elmar Publishers( This boo*

proides an in:depth discussion o) historical perspecties on playrounds! clearuidelines )or playround deelopment! *ey points on playround sa)ety issues!and important in)ormation on adult roles on the playround(

•=uddemi! M(! J $ambor! T( +Eds(,( +8006,( & riht to play( Little Roc*! &R-Southern Early %hildhood &ssociation( The articles in this edited boo* ma*e astron case )or allo#in children creatie play eDperiences both indoors and on the playround( Many suestions are proided on preparin the outdoor settin and#ays in #hich adults can support the play opportunities there(

• /e#es! $( +8024,( 9uild your o#n playround( 9oston- /ouhton Mi))lin( This

uide describes the procedures necessary )or ettin parents and communitymembers orani>ed and inoled in constructin ineDpensie playrounde<uipment( It presents many dra#ins and pictures o) possible proects(

• Marston! L( +8015,( Playround e<uipment( $e))erson! "%- McFarland and

%ompany( This boo* is )ull o) s*etches o) playround structures that adults can

build ineDpensiely and #ith aerae construction s*ills( The ideas are adaptable toa ariety o) aes #ithin the early childhood rane(

• Ri*in! M( +8004,( The reat outdoors- Restorin childrens riht to play outside(

Washinton! .%- "ational &ssociation )or the Education o) Boun %hildren( Thislittle boo* is a must:read )or those #ho are not yet coninced o) the importance o) outdoor play( Ri*in ma*es an impassioned plea )or the childs riht to <ualityoutdoor play eDperiences and ies many ood resources to help the interestedreader et started(

52



Chapter ** > ctiity Planningand ssess/ent


• The components o) deelopmentally appropriate curriculum(

• The importance o) obserations in plannin and assessment

actiities(

• &ctiity and lesson plannin(

•

Elements o) an interated curriculum and the proect approach(• Schedulin issues and the curriculum(

• The elements o) assessment in the early childhood classroom(

Essential content

8( There are seeral steps needed to create a deelopmentally appropriate curriculum(

• =uidelines )or the deelopmentally appropriate curriculum

•

.eelopmental considerations• Obseration as a curriculum tool

• %urriculum oals

• Plannin actiities and lessons

• &ctiity plannin

• Lesson plannin

7( The interated curriculum is important in early childhood education(

• Why implement an interated curriculumC

• Plannin and preparation +thematic learnin,

6( The proect approach is ainin proponents by teachers o) youn children(

5( Schedulin issues are important to plannin the curriculum(

4( &ssessment techni<ues include more than the traditional test options(53



• Usin standardi>ed tests

• .eelopmental screenin

• The role o) obseration in assessment• .ocumentation o) childrens learnin

• The port)olio and its use

3( Inolin )amilies in curriculum plannin and assessment ma*es ood sense(

eaching strategies


• Pae 6;4 o) your teDt discusses obseration and the use o) anecdotal records!chec*lists! and ratin scales( /o# )amiliar are you #ith these toolsC Whatin)ormation should be included in anecdotal recordsC The 5th tool discussed is therunnin record( /o# does the runnin record proide a more detailed anddescriptie record o) a childs behaiorC

• EDplain interated curriculum( What are the adantaes o) an interated

curriculumC What does an interated curriculum contribute to a holistic approachto education studentsC /o# does an interated curriculum relate to real li)eC

• %ompare and contrast the interated curriculum and proect learnin( What are the

similaritiesC .i))erencesC

• Preparin a schedule o) actiities )or the early childhood classroom is important(

/o# does it in)luence the learnin that ta*es placeC

1( Small:roup tas*s

• =o to MyEducationLab and select the topic Obseration and &ssessment(G Read

the article .ocumentin Learnin With .iital Port)olios(G .iscuss ho# to ma*esuch port)olios meanin)ul( What *inds o) student #or* should be includedC "eDt! obsere in a primary classroom( Usin the in)ormation )rom the article as auide! list all the eDamples you see documentin that children are learnin( Includeas many arti)acts as possible o) samples or pictures o) students #or*(

• Usin the lesson plan in your teDt! as a small roup! plan a social studies lesson on

community helpers )or a class o) )irst rade students(

• EDplain interated curriculum( What are the adantaes o) an interated

curriculumC /o# does an interated curriculum contribute to a holistic approachto educatin childrenC /o# does an interated curriculum relate to real li)eC

54



• Bour second:rade children came bac* eDcited )rom the recent )ield trip to a local

la*e! about #ays in #hich they could help sae the trout in the la*e( .iscuss insmall roups! ho# you could help students deelop this interest into proect

learnin(


• Spend some time obserin in an early childhood classroom( Loo* )or some

indicators o) student interests( %ould any o) these interests be deeloped into athematic unitC

• Bour teDt! p( 6;4 discusses obseration and the use o) anecdotal records!

chec*lists! and ratin scales( /o# )amiliar are you #ith these toolsC Whatin)ormation should be included in anecdotal recordsC The )ourth tool discussed isthe runnin record( .iscuss the runnin record( /o# does the runnin record

proide a more detailed and descriptie record o) a childs behaiorC• %reate a chec*list )or use in obserin an aspect o) child deelopment( Try it out

#ith a roup o) children(

• %reate a curriculum #eb )or a theme o) your choice( Use the subect areas o)

mathematics! lanuae! art! music! moement! science! and social studies )or thespo*es o) the #eb(

• Tal* #ith your classmates about the strenths and limitations o) proects #hen

compared #ith the thematic approach to plannin the curriculum(

8;( /andouts +There are no handouts )or this chapter(,Po#er Point Slides are proided in a separate )ile in the Instructors Resource

%enter at ###(pearsonhihered(com(

Ealuating learning

88( Test ban*


• Project : Interie# a teacher about the actiity plannin and lesson plannin they

do( /o# do teachers spend their plannin timeC Why is this di))erent than #hat#as described in your teDtC

• Project : .eelop an obseration chec*list )ocusin on a speci)ic behaior o)youn children( Try out your chec*list and then discuss the thins you learned )romthis actiity(

• ournal !es"onse : Is assessment necessary in a play:oriented early childhood

classroomC Why or #hy notC

55



• ournal !es"onse : &ssume you #ill be beinnin your )irst year o) teachin in a

)e# #ee*s( What are your )eelins about proect learninC What do you see as thestrenths! limitations! and challenes o) this approachC

dditional resources

86( Re)erences

• 9rit>! $(! J Richard! "( +8007,( Problem solin in the early childhood classroom(

Washinton! .(%(- "ational Education &ssociation(

• =race! %(! J Shores! E( +8008,( The port)olio and its use- .eelopmentally

appropriate assessment o) youn children( Little Roc*! &R- Southern Early%hildhood &ssociation(

•/ills! T( +8006,( &ssessment in conteDtTeachers and children at #or*( Boun%hildren! 51+4,! 7;:71(

• Stone! S( +8003,( Interatin play into the curriculum( %hildhood Education!

27+7,! 8;5:8;2(

85( Hideos

• Charting 0roth # Assess$ent +6; min(@ "ational &ssociation )or the Education o)

Boun %hildren@ 1;;:575:753;@ 60,

• Active %earning +82 min(@ /ih?Scope Foundation@ 1;;:5;: PRESS@ 6;(04,


• 9rede*amp! S(! J %opple! %( +Eds(,( +8002,( .eelopmentally appropriate

practice in early childhood prorams +re( ed(,( Washinton! .%- "ational&ssociation )or the Education o) Boun %hildren( This reised boo* is thede)initie statement on deelopmentally appropriate practice )rom the larest! mostin)luential pro)essional orani>ation in the early childhood arena( The boo*contains sections describin )oundational principles and separate discussions o)deelopmentally appropriate practice )or in)ant?toddlers! preschoolers! and primarychildren(

•

Aroh! S( +8004,( The interated early childhood curriculum +7nd ed(,( "e# Bor*-Mc=ra#:/ill( This teDt proides a stron rationale )or usin an interatedcurriculum( It then presents practical ideas )or deelopin this approach )or theearly childhood classroom( Included is a clear description o) curriculum #ebbin(

• Mc&)ee! O(! J Leon! .( +8002,( &ssessin and uidin youn childrens

deelopment and learnin( +7nd ed(,( 9oston- &llyn J 9acon( Mc&)ee and Leon

56



present a stron )rame#or* )or e))ectie assessment in the early childhoodclassroom( They proide ood discussions o) ma*in and usin obserations inassessment and the port)olio process(

•

Wortham! S( +8003,( The interated classroom- The assessmentcurriculum lin* inearly childhood education( Upper Saddle Rier! "$- Merrill?Prentice /all( &s thetitle implies! this boo* emphasi>es the importance o) interatin assessment andcurriculum in the plannin and teachin o) youn children( Included is an importantchapter on screenin and assessment in early childhood prorams(

57



Chapter *2 + EnhancingPhysical 5eelop/ent


• The components o) physical deelopment(

• The role o) the teacher in )acilitatin physical deelopment(

• The role o) toys and play in ross and )ine motor deelopment(

• The importance o) outdoor actiities in physical deelopment(

•

/ealth and sa)ety issues in early childhood(

Essential content

8( The importance o) motor s*ills in child deelopment is substantial(

• Social s*ills and physical deelopment

• Motor actiities and emotions

• %onnections to conitie deelopment

7( Early childhood proides a )oundation )or physical )itness(

6( There are seeral components o) physical deelopment(

• Physical ro#th

• =ross motor deelopment

• Fine motor s*ills

• Leels o) motor deelopment

• Perceptual:motor deelopment

5( There are many thins teachers can do to teach physical deelopment(


• Instructional strateies )or physical deelopment

58



• Physical deelopment and play

• Orani>ed physical actiities

4( Enhancin physical deelopment indoors can be accomplished in seeral #ays(

• Orani>ed ames and actiities

3( Enhancin physical deelopment outdoors is important(

• Rouh:and:tumble play

• Orani>ed ames and actiities- outdoors

2( Teachin children to care )or their bodies re<uires e))ort(

• /ealth education• Sa)ety issues

1( Wor*in #ith parents and )amilies is important )or optimal physical deelopment(

• Understandin physical ro#th

• Importance o) actie play

• "utrition in)ormation

• %ompetitie sports

eaching strategies


• There are many connections bet#een physical and conitie deelopment( %an you

proide eDamples o) this relationshipC

• =o to My Education Lab and select the topic /ealth! Sa)ety and "utritionG and

read the article & %oordinated School /ealth Plan(G Read about ho# a schooldistrict used Maslo#s hierarchy o) needs! added a ninth componentacademicopportunity! and trans)ormed the district into a nurturin community that daily

impacted the students holistically(• On p( 65;! )ind a discussion o) leels o) motor deelopment( .iscuss the leels

that are listed( /o# much do you *no# about ho# children deelop physicallyC/o# #ill this section about *no#lede o) motor deelopment in children be o)help to you as a teacherC

59



• Throuhout this chapter physical actiity is discussed as a #ay to preent health

problems as children mature into adulthood( List and discuss the many #ays as possible that ma*e the claim that physical actiity enhances health(

•9oth play and orani>ed physical actiities are emphasi>ed by your teDt astechni<ues )or enhancin physical deelopment( /o# much o) each should beincluded and #hyC


• .ecide on a traditional competitie ame +not )ound in your teDt, and discuss #ays

in #hich it can be chaned into a non:competitie actiity( Is this chane reallynecessaryC Why or #hy notC

• =o to MyEducationLab and select the topic Math and ScienceG then #atch the

ideo Food Surey LessonG and obsere a )irst:rade children discussin and

raphin their )ast )ood pre)erences as part o) a math lesson( /o# miht thislesson be adapted to rein)orce the concept o) ma*in health)ul )ood choicesC

• The "ational &ssociation o) Sport and Physical Education has deeloped t#o sets

o) curriculum standards )or youn people +See Fiures 87:8 and 87:7,( From your eDperience #or*in #ith and obserin youn children! ho# #ell do you thin*youn children meet these standardsC In your classroom! ho# #ould you orani>eyour school day to ensure that youn children could meet these standardsC

• &s a small roup! outline the contents o) a letter to )amilies o) second rade

children addressin nutrition in)ormation( &ssume your )amilies spea* Enlish! butare sendin )oods hih in salt! suar! and )at to school #ith children )or snac*s(

88( For .iscussion and &ction• Surey a parent concernin his childs teleision ie#in durin an aerae #ee*(

Try to et the parent to be as accurate as possible( %ompare your )indins #ithothers doin the same tas*! and then discuss the impact o) teleision on childhood)itness(

• Read about motor s*ills in a boo* on child deelopment! and then discuss #ith a

small roup the roles o) heredity and enironment in physical deelopment(

• Usin a beanba or a lare! so)t ball! play a ame o) catch #ith a preschool child(

.o the same thin #ith a primary:aed child( .escribe the di))erences in physicalabilities o) the t#o children(

• Increasinly! &mericans are danerously oer#eiht! and this situation has )iltered

do#n to our children( /o# can you as a teacher model and teach the dynamics o)#eiht control! so as to be a ood role model )or your studentsC

• Watch a competitie sport )or youn children( Obsere the childrens reactions to

the ame! the coaches interactions #ith players! and the communications bet#een parents and children(

60



87( /andouts+see &ppendiD &,

• /andout 87(8 : =ro#th in =ross Motor S*ills

•/andout 87(7 : =ro#th in Fine Motor S*ills


Ealuating learning

86( Test ban* 85( Other assessment ideas

•

Project : Find a non:competitie ame +not )ound in your teDt,! plan ho# you #ill present it to children +see chapter 88 )or actiity and lesson plans,! and then playthe ame #ith children( Write up your assessment o) ho# the ame #ent(

• Project : Obsere children playin outdoors on a playround( Loo* especially )or

speci)ic eDamples o) ho# children are deelopin physical s*ills as they play( Writeup your )indins(

• ournal !es"onse : Rouh:and:tumble play can o)ten border on aression( /o#

do you )eel about this play type and ho# #ill you monitor the play to aoid theneatie aressionC

• ournal !es"onse : Bour teDt stronly supports a de:emphasis on competitie

sports durin the early childhood years( /o# do you )eel about this optionC &re

there both strenths and #ea*nesses to orani>ed sports )or youn childrenC

dditional resources

84( Re)erences

• %leland! F( +8005,( Preschool annotated biblioraphy( $ournal o) Physical

Education! Recreation! and .ance! 34+3,! 46:43(

• Fuhr! $(! J 9arclay! A( +8001,( The importance o) appropriate nutrition and

nutrition education( Boun %hildren! 46+8,! 25:1;(

• /ammett! %( +8007,( Moement actiities )or early childhood( %hampain! IL-/uman Ainetics Publishers(

• Inacio! &( +8005,( Early childhood physical education- Proidin the )oundation(

$ournal o) Physical Education! Recreation! and .ance! 34+3,! 71:6;(

83( Hideos

61



• A Child 0ros: The First Year +74 min(@ Learnin Seed@ 1;;:365:5058@ 10,

• Structured Play: 0ross Motor Activities 5or Every +ay +71 min(@ "ational



• =raham! =(! /olt:/ale! S(! J Par*er! M( +8001,( %hildren moin- & re)lectie

approach to teachin physical education +5th ed(,( Mountain Hie#! %&- May)ieldPublishin( &lthouh this boo* )ocuses more on the elementary rades! it does proide a stron discussion o) deelopmentally appropriate practice )or physicaleducation( It is a ood oerie# o) physical education )or youner children(

• Marot>! L(! %ross! M(! J Rush! $( +7;;4,( /ealth! sa)ety and nutrition )or the

youn child +4th ed(,( &lbany! "B- .elmar( &s the title implies! this boo* proidesan oerie# o) health! sa)ety! and nutrition issues )or youn children( It ies practical adice about disease control! accident preention! and proidinnutritious meals(

• "ational %enter )or Education in Maternal and %hild /ealth( +8007,( "ational

health and sa)ety per)ormance standards- =uidelines )or out:o):home child care prorams( &rlinton! H&- &uthor( This lare three:rin binder proides de)initiein)ormation on health and sa)ety uidelines )or early childhood classrooms( Itma*es speci)ic recommendations )or both the indoor and outdoor settins(

• Pica! R( +7;;;,( Moin and learnin series( &lbany! "B- .elmar( This is a t#o:

noteboo* series! one )or aes )our to siD and one )or children siD to nine( It

includes audiocassettes and %.s and proides an eDcellent collection o) moementactiities )or youn children(

62



Chapter *: + Supporting Social andE/otional 5eelop/ent

his chapter e/phasies

• /elpin children deal #ith their )eelins

• Materials and actiities )or emotional deelopment

• %omponents o) social competence

• The social deelopment curriculum

•

The impact o) stress on emotional and social deelopmentin children and its impact on adults

Essential content

8( Teachers also help youn children #ith emotional deelopment(

• What are emotionsC

• .ealin #ith )eelins

7( There many ood materials and actiities )or emotional deelopment(

6( The deelopment o) social competence continues throuhout the early years

• 9uildin a sense o) sel)

• &dult:child relationships

• Peer interactions

5( The social deelopment curriculum proides children #ith assistance in socials*ills

• The enironment and materials

• &ctiities and themes

4( Stress is a )actor in social and emotional deelopment(

• Stress )actors

• /elpin children cope

63



3( The teachers and careiers personal deelopment is enhanced by emphasi>in social?emotional #ell:bein(

2( Wor*in #ith parents and )amilies strenthens social?emotional deelopment

eaching strategies


• /o# #e )eel about ourseles aries )rom day to day and moment to moment(

What )actors cause these )luctuationsC What are the implications o) this )or yourteachin o) youn childrenC

•

Bour teDt suests that )amily:child relationships are important because childrendeelop trust and )eelins o) sa)ety #ithin the )amily( What are your memoriesabout relationships in your early yearsC What happens #hen )amily:childrelationships do not lie up to eDpectationsC What remedies can you initiate #hen)amily:child relationships do not seem to be #hat they shouldC

• &lthouh preschool students become increasinly a#are o) peers! and build

relationships #ith them! they sometimes hae problems seein ideas )rom the pointo) ie# o) others( Preschool children also sometimes hae problems #itho#nership! and do not #ant to share #ith anyone( 9ecause social s*ills are crucialto success in li)e! ho# #ould you assist these students to understand someoneelses point o) ie#C /o# #ould you assist these students to ta*e turns #ith toysC

•

Many #ell:meanin adults say thins li*e- .ont be sadG or Stop cryin(G 9asedon in)ormation in your teDt! #hat is the problem #ith these *inds o) statementsCWhat #ould be some better #ays o) communicatin #ith children about their)eelinsC

0( Small:roup tas*s

• What are some speci)ic #ays in #hich you can build sel):concept in childrenC In

small roups! brainstorm a list o) ideas(

• For the )our core emotions discussed in your teDt! identi)y #ays in #hich you

could help children reconi>e these )eelins and appropriately deal #ith them(

•William =lasser tal*s about creatin a )riendly #or*place( In small roups!discuss #hat you could do as a teacher o) youn children to )oster thisatmosphere(

• %ooperation is an important social s*ill( /o# #ill you encourae this behaior in

the classroomC .iscuss your thouhts #ith another small roup(

64




• Thin* about your o#n sel):concept( What ma*es you )eel ood about yoursel)C

&re there issues or eents that cause you to )eel less positieC Tal* this oer #ithothers! and then apply your )indins to #or*in #ith children( /o# can this helpyou in buildin their sel):conceptC

• Wor* #ith a small roup o) peers! and deelop a list o) speci)ic #ays in #hich

teachers sere as models )or youn children in social relationships( .iscuss theimportance o) bein a ood model(

• Thin* bac* to your o#n childhood( Who #as your )irst )riendC What do you

remember about this personC .iscuss #hat you remember #ith others! and thental* about #hat this tells you about helpin children build )riendships(

• =o to MyEducationLab and select the topic %hild .eelopmentG and read

%on)licts! Possessions(G Read STEPS! .iscuss &ctiities( =enerate a list 4

additional #ays the adults in the classroom can help students to resole con)licts inthe classroom( In spite o) out best e))orts to teach children to share! o)ten! theyresist( What are some strateies you hae used that hae been success)ul inteachin children to share( =enerate a list o) 4 additional strateies(

• Spend some time in an early childhood classroom( Loo* especially )or materials!

boo*s! and e<uipment that may help children #ith their social?emotionaldeelopment( Tal* to the teacher about ho# she speci)ically addresses this contentin the curriculum(


•/andout 86(8 : 9uildin Teacher:Student Relationships

• /andout 86(7 : %hildhood Stressors


Ealuating learning87( Test ban*


• Project : Identi)y )ie strateies )or buildin peer relationships( These ideas should

be di))erent )rom the ones in your teDt( For each stratey! #rite a brie) pararaphdescribin the procedures )or implementation(

• Project : Obsere an early childhood teacher #or*in #ith children( Loo*

speci)ically )or #ays in #hich the teacher helps children reconi>e and deal #ith)eelins( Write up your obserations! includin any suestions )or improin theinteractions you obsered(

65



• ournal !es"onse : What *inds o) thins cause you stress in your li)eC What do

you do to reliee these stressesC What do your responses tell you about ho# youmiht #or* #ith children under stressC

• ournal !es"onse : .o you see yoursel) as a person #ho can eDpress )eelinsappropriately in your interactions #ith other adultsC /o# #ill this in)luence your#or* #ith childrenC

dditional resources

85( Re)erences

• /artup! W(! J Moore! S( +800;,( Early peer relations- .eelopmental sini)icance

and pronostic implications( Early %hildhood Research Nuarterly! 4! 8:82(

• /oni! &(! J Wittmer! .( +8003,( /elpin children become more prosocial- Ideas)or classrooms! )amilies! schools! and communities( Boun %hildren! 48+7,! 37:2;(

• "abors! M(! J Ed#ards! L( +8005,( %reatiity and the childs social deelopment(

.imensions o) Early %hildhood! 76+8,! 85:83(

• O"eil! $( +8003,( On emotional intellience- & conersation #ith .aniel =oleman(

Educational Leadership! 45+8,! 3:8;(

84( Hideos

• Preschool Social +evelo"$ent : +6; min(@ Insiht Media@ 1;;:766:008;@ 860,

• Preschoolers- Social and E$otional +evelo"$ent# +Mana Systems@ 1;;:7;6:

2;3;@ 10(04,


• %an)ield! $(! J Siccone! F( +8004,( 8;8 #ays to deelop student sel):esteem and

responsibility( 9oston- &llyn J 9acon( &s the title suests! this boo* is loaded#ith ideas )or helpin children deelop healthy sel):esteem( With modi)ication insome instances! the ideas are use)ul in #or*in #ith children throuhout the earlychildhood rane(

• El*ind! .( +7;;8,( The hurried child- =ro#in up too )ast too soon +6rd ed(,

Readin! M&- &ddison Wesley( This classic boo* describes the stresses children)ace today and the problems that come )rom pushin children to ro# up too<uic*ly( It is an eDcellent boo* )or both parents and teachers(

• Aostelni*! M(! Stein! L(! Whiren! &(! J Soderman! &( +7;;7,( =uidin childrens

social deelopment +5th ed(,( &lbany! "B- .elmar( Proidin a stron

66



deelopmental understandin o) the social issues )aced by youn children! this boo* also ies much ood adice about ho# to deal #ith the problems that arise(

• Mc%lellan! .(! J Aat>! L( +8002,( Fosterin childrens social competence- The

teachers role( Washinton! .%- "ational &ssociation )or the Education o) Boun%hildren( This boo* is desined to blend research and practice on the subect o)strenthenin youn childrens social s*ills( It is an important resource on thetopic(

67



Chapter *% + )athe/atics, Science, andSocial Studies 6earning


• The oals )or conitie deelopment in the early childhood

classroom(

• The constructiist approach to learnin(

• Issues relatin to mathematics instruction in early childhood

education(

• The science curriculum )or youn children(

• The importance o) social studies in early childhood(

Essential content

8( =oals o) the conitie curriculum help de)ine #hat should ta*e place(

• The role o) learnin )acts

• The importance o) critical thin*in• Encourain problem solin

• %reatin li)elon learners

7( The constructiist approach is emphasi>ed in the early childhood classroom(

6( Mathematics education is important )or youn children(

• %lassi)ication

• Seriation

• Patternin

• "umber concepts

• Measurement

• =eometry

• The lanuae o) mathematics

• Problem solin

68



5( Science learnin should be included in the early childhood classroom(

•

Scienti)ic content• The scienti)ic process

• .eelopin scienti)ic attitudes

4( Boun children also need <uality social studies eDperiences(

• Understandin sel)

• Understandin others

3( Interatin conitie learnin throuhout the curriculum is important(

• In)ant?toddler materials and actiities• %hildren three throuh )ie

• The primary rades

2( The )amilys roles in conitie deelopment are critical(

• Supportin the importance o) conitie deelopment

• &ssistin #ith classroom learnin

• /ome learnin tas*s

eaching strategies


• =o to My Education Lab and select the topic Math and ScienceG! and then read

the Stratey %hildren Will =ain S*ills in Predictin Mathematical Outcomes(GMany students su))er )rom math anDiety( Predictin! ma*in uesses about all thetopics listed in this article could ie primary students a sense o) po#er oermathematics and launch children on an adenture that could lead to con)idence inmath( What other predictions could children ma*eC

•While constructiist learnin is essential to early education! is it al#ays necessary)or children to learn in this mannerC %an you ie eDamples o) situations in #hichconstructiist learnin isnt necessary or een bestC

69



• Reconi>in patternin is considered an important s*ill in learnin mathematics(

%an you identi)y patterns in mathematics that you reconi>eC

• /o# do #e help youn children deelop scienti)ic attitudesC .escribe some

speci)ic thins that can be done(

0( Small:roup tas*s

• In a small roup! ta*e )ie minutes or so to ta*e the )ollo#in <ui>- a, Find the

s<uare root o) 836@ b, "ame the )i)th president o) the United States@ c, What arethe capital cities )or Hermont! Rhode Island! &ri>ona! Montana! and OreonC d,What is an imperatie statementC e, =ie a de)inition )or mammal( Follo#in the<ui>! ta*e some time to tal* about the importance o) learnin )acts in the earlychildhood classroom(

• =o to MyEducationLab and then select the topic Math and Science(G Read the

stratey Science %enters(G This stratey suests that children need room toobsere! classi)y! compare! measure! communicate! ma*e predictions! and reachconclusions( .iscuss in small roups and then in #hole roup #hat #ould be possible to do in a primary classroom(

• Bour teDt lists the ten thematic strands )or social studies content in schools( .iide

the class into roups o) 4( &ssin each roup t#o o) the strands%ulture@ Time!%ontinuity and chane@ People! places and enironments! etc(and brainstormactiities )or each strand that #ould be appropriate to teach in a primary class(

• 9rainstorm and identi)y at least three home learnin tas*s that #ould be

appropriate )or )amilies o) toddlers( 9e speci)ic in #hat you #ould hae )amiliesdo(


• Ta*e a second loo* at the oals )or conitie deelopment presented in this

chapter( /o# #ell do you thin* you hae met these oals in your o#n li)eC Willyour eDperiences in)luence the #ay you teach conceptual *no#ledeC

• Many adults are math or science anDious! meanin they had poor eDperiences #hile

studyin one or both o) these subects and hae come to see themseles as )ailuresin these areas( /o# can you help aoid these phobias in the children you teachC

• The learnin o) )acts does hae a place in the early childhood classroom( What

should that place beC Ma*e a case )or learnin some )acts +names! dates! eents, in

the primary social studies curriculum(• %ompare and contrast constructiist learnin and play( /o# are they similar and

di))erentC

• %hoose an ae #ithin the early childhood rane! and brainstorm a list o) home

learnin tas*s that parents could do easily and that #ould be )un )or both the childand the parent(

70




•

/andout 85(8 : Play and Problem Solin• /andout 85(7 : /ome Learnin Tas*s


Ealuating learning

87( Test ban*


• Project : Plan a constructiist science actiity +usin plannin strateies )rom

chapter 88, )or a small roup o) youn children( .o the actiity #ith children andthen describe the strenths and #ea*nesses o) the proect(

• Project : Obsere an early childhood classroom! loo*in )or eDamples o)

constructiist learnin in mathematics! science! and?or social studies( Write up acriti<ue o) the actiities obsered(

• ournal !es"onse : .o you see yoursel) as math or science phobicC What led to

either the phobia or the lac* o) oneC /o# #ill this a))ect the #ays in #hich you#or* #ith youn childrenC

• ournal !es"onse : .o you see yoursel) as a li)elon learnerC Why or #hy notC

Will this in)luence the #ay in #hich you #or* #ith childrenC

dditional resources

85( Re)erences

• =oldhaber! $( +8005,( I) #e call it science! then can #e let the children playC

%hildhood Education! 28+8,! 75:72(

• Patton! M(! J Ao*os*i! T( +8003,( /o# ood is your early childhood science!

mathematics! and technoloy proramC Boun %hildren! 48+4,! 61:55(

• Perlmutter! $(! 9loom! L(! J 9urrell! L( +8006,( Whole math throuhinestiations( %hildhood Education! 2;+8,! 7;:75(

• Belland! "( +8004,( Encourain youn childrens thin*in s*ills #ith Loo(

%hildhood Education! 28+6,! 847:844(

84( Hideos71



• ed +ras his /icycle: A Case o5 +raing to %earn: +86 min(@ Learnin Materials

Wor*shop@ 1;;:306:2835@ 76,

• Mathe$atics: +85 min(@ /ih?Scope Press@ 1;;:5;:PRESS@ 6;(04,


• &merican &ssociation )or the &dancement o) Science( +8000,( .ialoue on early

childhood science! mathematics! and technoloy education( Washinton! .%-&uthor( This teDt is a collection o) thouht:proo*in articles describin the problems that eDist in teachin mathematics and science to youn children( Theauthors also encourae early educators to see the potential )or learnin that eDistsdurin these years(

• 9ic*art! T(! $ablon! $(! J .ode! .( +8000,( 9uildin the primary classroom( &

complete uide to teachin and learnin( Washinton! .%- Teachin Strateies(This boo* describes a deelopmentally appropriate approach to teachin in the primary rades( It includes separate chapters on mathematics! science! and socialstudies learnin(

• %haille! %(! J 9ritain! L( +7;;6,( The youn child as scientist- & constructiist

approach to early childhood science education +6rd ed(,( "e# Bor*- Lonman( Theauthors promote the idea that children naturally enae in strateies )or learninthat are much li*e those used by scientists( They present many ood ideas )or promotin this constructiist approach in science education(

• Sha#! $(! J 9la*e! S( +8001,( Mathematics )or youn children( Upper Saddle

Rier! "$- Merrill?Prentice /all( This boo* presents many ood ideas )ordeelopin a mathematics curriculum )or youn children that oes beyond the rotelearnin so typical o) this subect(

72



Chapter *& + 6anguage and6iteracy 6earning


• The deelopment o) lanuae in youn children

• The linuistic systems children master to understand lanuae

• Techni<ues )or )acilitatin lanuae learnin

• Understandin the youn childs emerin readin and #ritin

s*ills• E))ectie techni<ues and materials )or lanuae and literacy

learnin

Essential content

8( Lanuae learnin is a compleD process(

• Theoretical perspecties

• Lanuae deelopment

• Linuistic systems• Facilitatin lanuae learnin

• Lanuae learnin materials

7( Literacy learnin is closely related to lanuae learnin(

• Literacy deelopment

• &ssistin #ith emerent literacy

• %hildrens boo*s

• Writin tools

•Writin Instruction

• Formal readin instruction

6( It is important to encourae parent inolement in lanuae?literacy learnin(

73



• Ta*in adantae o) daily liin

• Simple home learnin tas*s

eaching strategies


• Throuhout this chapter! Enlish as a second lanuae is discussed( Enlish

lanuae learners +ELLs, in the U(S( schools hae more than doubled in the last 84years( .iscuss the %elebratin .iersity actiity! p( 581 in your teDt( Whatadditional actions could you ta*e as the teacher o) these children to ensure thatyour classroom is eDperienced as a #elcomin placeC

• &)ter readin a classic childrens boo* +li*e &leDanders Per)ectly /orrible! &#)ul!.ay,! as* students to de)ine characteristics o) the boo* that ma*e it so attractieto children(

• Bour teDt tal*s about emerent literacy and its importance( What are the alues o)

thin*in o) literacy as emerin throuhout the early yearsC

• The lullaby is discussed in your teDt as a lanuae:rich eDperience )or youn

children( Lullabies are thouht to hae a calmin and stress:reducin e))ect onchildren( Recall the lullabies you remember )rom your childhood! and )rom yourchild:care eDperiences( .iscuss your eDperiences #ith lullabies(

4( Small:roup tas*s

• =o to MyEducationLab and select the topic %urriculum?Proram ModelsG then

read the stratey 9oo* Readin to %hildren(G In small roups! read about ho#readin to children uses lanuae circuits that children #ill later need! to learn toread( Learn about #ays that hearin stories deelops these circuits( .iscuss pre:readin! durin readin! and a)ter readin strateies teachers can use to enhancereadin in children(

• =enerate a list o) #ords or phrases that children may hae di))iculty understandin

because o) their tendency to ta*e thins literally( +eDample- I hae a )ro in mythroatG,

• Maria Montessori proposed that children eDperience sensitie periodsG #herein

they hae a *een interest in certain aspects o) their deelopment( Early childhoodis a time o) reat interest in lanuae( EDamine teDt on pae 580! and eneratelists o) #ays that teachers in early childhood classrooms could meet the strateieslisted there(

• &s a roup! tal* about ho# you could create a print:rich enironment )or a roup

o) )our:year:old children( Share your ideas #ith another small roup(

74




•

Spend some time in a public place such as a playround! rocery store! orrestaurant! and obsere ho# parents and children tal* to each other( Share #hatyou )ind #ith classmates(

• =o to MyEducationLab and select the topic Emerent Literacy and Lanuae

&rtsG and then #atch the ideo Peer Sca))oldin(G Obsere an older studentreadin to a youner student( What e))ect did the teachers interention hae onthe childrenC %ould you identi)y the e))ects o) buddy readinG on the childrenC%ould you eDplain ho# Hyots*ys one o) ProDimal .eelopment #as at #or* inthis situationC

• Obsere primary children at play( What *inds o) lanuae interactions did you seeC

Share this in)ormation #ith your classmates(

•=o to MyEducationLab and select the topic Emerent Literacy and Lanuae&rtsG then #atch the ideo Mini:lesson- Teachin 8st =raders to &dd .etail(G &sa roup! discuss ho# the eDamples the teacher ies are help)ul to children )orunderstandin the concept o) oiceC What do the children say that tells you theyunderstand the concept o) oiceC

• 9ro#se throuh a collection o) boo*s )or children( See i) you can )ind one or t#o

that you remember as a child( What made those boo*s memorable to youC


Ealuating learning

1( Test ban*


• Project : Read )rom other sources about one o) the theories o) lanuae ac<uisition

discussed in your teDt( Write a criti<ue o) this approach(

• Project : Obsere a toddler interactin #ith an adult( Record as much o) the actual

lanuae you hear )rom both the adult and child( It may be help)ul to tape record

the interactions( .iscuss the lanuae obsered #ith the in)ormation presented inthe teDt )or this ae(

• ournal !es"onse: Most o) oral lanuae learnin is cauht rather than tauht( Is

there a role )or actually teachin lanuae s*ills to youn childrenC =ie eDamplesto support your response(

75



• ournal !es"onse: &ssume you are teachin a roup o) second rade children(

/o# #ill you encourae <uality #ritin s*ills #ithout discourain childrensenthusiasm and creatiity in the #ritin processC

dditional resources

8;( Re)erences

• 9roc*! .(! J .odd! E( +8005,( & )amily lendin library- Promotin early literacy

deelopment( Boun %hildren! 50+6,! 83:78(

• 9ranscombe! &(! J Taylor! $( +8003,( The deelopment o) Scraps understandin o)

#ritten lanuae( %hildhood Education! 27+4,! 721:718(

• Einarsdottir! $( +8003,( .ramatic play and print( %hildhood Education! 27+3,! 647:

642(• /enri<ues! M( +8002,( Increasin literacy amon *inderarteners throuh cross:

ae trainin( Boun %hildren! 47+5,! 57:52(

88( Hideos

• %anguage and %iteracy +82 min(@ /ih?Scope Press@ 1;;:5;:PRESS@ 6;(04,

• /eginning to !ead and 7rite +6; min(@ Films )or the /umanities and Sciences@

1;;:742:4873@ 850,


• %hristie! $(! En>! 9(! J Hu*elich! %( +7;;6,( Teachin lanuae and literacy-

Preschool throuh the elementary rades( +7nd ed(,( "e# Bor*- Lonman( This boo* proides a nice blend o) theory and practical ideas that are use)ul in helpinchildren deelop lanuae and literacy s*ills(

• %ullinan! 9(! J =alda! L( +8001,( Literature and the child +5th ed(,( Orlando! FL-

/arcourt 9race( This boo* proides an oerie# o) childrens literature anddescribes ho# to select and use boo*s #ith youn children(

• /alliday! M( +8024,( Learnin ho# to mean- EDplorations in the deelopment o)

lanuae( London- Ed#ard &rnold( This boo* is an eDcellent discussion o) the

interactionalist perspectie on lanuae deelopment(• Sno#! %(! 9urns! S(! J =ri))in! P( +8001,( Preentin readin di))iculties in youn

children( Washinton! .%- "ational &cademy Press( This is a scholarly loo* at theimportance o) usin a ariety o) techni<ues in the teachin o) readin( Itemphasi>es the teachin o) phonics in conunction #ith #hole lanuae learnin(

76



Chapter *; + Using the Creatie rts to

Support 5eelop/ent and 6earning

his chapter e/phasies1• .e)inin creatiity as it applies to youn children(

• The importance o) art and music in child deelopment and learnin(

• The teachers role in )acilitatin the creatie arts(

• %reatie art and music actiities )or youn children(

•

Families roles in the creatie arts(• The role o) play in early drama eDperiences(

Essential content

8( .e)inin creatiity is a di))icult tas*(

• .e)initions o) creatiity

• %haracteristics o) creatie indiiduals

• &ssistin #ith the creatie process

• %reatiity and play

7( The youn artist is deelopin li)elon s*ills )or enoyin the creatie arts(

• Why include artC

• Misconceptions about art

• .eelopmental trends in art

• The early childhood art curriculum

• The adults role in art eDperiences

• The art o) Reio Emilia

77



6( Boun children enoy musical eDperiences throuhout the school day(

• The importance o) music in early childhood

•Musical deelopment

• The music curriculum )or youn children

• Moement and music

• Facilitatin musical eDperiences

5( There are many options )or creatie art and music actiities(

• &ctiities )or in)ant?toddlers

• &rt and music )or preschoolers

• The primary years

4( %reatie dramatics occur naturally #ith children(

eaching strategies


• =o to MyEducationLab and select the topic Early EnironmentsG and then #atch

the ideo EnironmentsEarly %hildhood(G &s the ideo is #atched! discuss#hat happens in each center( &re all the centers that you consider to be important!

includedC In your o#n childhood! #hat #ere your )aorite centersC Why #erethey important to youC What do these play centers proide )or childrenC

• Bour teDt tal*s about aoidin models in art proects )or youn children( What are

the problems #ith doin soC Without usin models! #hat can the teacher do tohelp children #ho are strulin in their use o) art materialsC

• With school budets strained to the limit! o)ten the tas* o) teachin creatie arts is

le)t to the teachers( Read the )eature Family Partnerships The &rt .ocent inPrimary %lassroomsG p( 552( Who are some talented )riends or parents that you*no#C .iscuss the possibility o) ma*in use o) talented parents and other talented people in the community to teach all the enres o) creatiity(

2( Small:roup tas*s

• In small roups! identi)y #hat you see as the *ey characteristics o) creatiity in

childhood( %ompare your list #ith the in)ormation presented in your teDt( What areyour areas o) creatiityC Who nurtured your talents #hen you #ere younC Whatis necessary on the part o) adults to nurture creatiity in childrenC

78



• =o to MyEducationLab and select the topic %urriculum?Proram ModelsG then

#atch the ideos MontessoriG and /ih Scope(G %ompare and contrastMontessori and /ih Scope( List adantaes o) each proram( &re there any

disadantaes o) either proram that you can )indC• Usin a set o) shared crayons! dra# somethin o) interest to you( Bou #ill hae

approDimately )ie minutes( Share your dra#in #ith your small roup( Thendiscuss your )eelins about your competence in art and then the implications o) this)or your #or* #ith youn children(

• Read the Into Practice )eature Sinin Sons With Boun %hildrenG p( 543( In

roups o) )ie! discuss the cateories listed( %reate additional sons in eachcateory( Share your )indins #ith the #hole roup( Identi)y other possibilities)or usin sons in the classroom(


• What do you li*e to do #hen you are bein creatieC .iscuss this #ith a small

roup! and then tal* about #hat this tells you about creatiity(

• When you #ere a child! did you enae in dramatic playC What #ere the ames o)

lets pretendG that you playedC /o# did you )ind props to use )or this *ind o) playC What did you learn )rom your dramatic playC What do children today learn)rom dramatic playC

• Obsere children participatin in an early childhood art eDperience( What did they

doC Was it creatieC Why or #hy notC

• What is your com)ort leel in teachin musicC /o# do you respond to musicC

Read p( 541 in your teDt( Which o) the actiities listed #ould you be com)ortable

doinC %an you name other musical actiities #ith #hich you #ould becom)ortable doinC

• =o to MyEducationLab and select the topic %reatie &rtsG and then read the

article The &rts Ma*e & .i))erenceG and learn ho# the arts impact the academicachieement o) poor achieers( The article eDplores the )indins o) a lonitudinalstudy conducted by the "ational Educational Lonitudinal Study o) 8011 +"ELS-11,( This study )ound a sini)icant correlationro#in oer timebet#een arts participation and academic per)ormance( .iscuss ho# art and music haeattracted poor per)ormin students and enhanced their academic achieement inaried academic subects(


• /andout 83(8 : %reatie &rt )rom $un*

• /andout 83(7 : Sinin #ith %hildren


79



Ealuating learning

8;( Test ban*


• Project : &)ter tal*in to an early childhood teacher about an appropriate actiity!

use the actiity plan )ound in chapter 88 to plan an art actiity )or youn children(&ctually do the actiity and then assess its e))ectieness(

• Project : Tal* to an early childhood teacher about sons )or youn children(

Identi)y #ith the teacher a ne# son that the children #ould enoy( Schedule a timeand teach the son to the class o) children( Write up your assessment o) the

actiity(• ournal !es"onse : /o# #ould you rate your o#n personal creatiityC .iscuss

ho# this assessment may in)luence your e))orts to stimulate the creatiity inchildren(

• ournal !es"onse : Some people hae reat di))iculty carryin a tune #hen they

sin( /o# could someone #ith this problem still hae a stron music curriculumC

dditional resources

87( Re)erences

•9al*e! E( +8002,( Play and the arts- The importance o) the unimportantG(%hildhood Education! 26+3,! 644:63;(

• Eddo#es! &( +8004,( .ra#in in early childhood- Predictable staes( .imensions

o) Early %hildhood! 76+5,! 83:81(

• Moyer! $( +800;,( Whose creation is it! any#ayC %hildhood Education! 33! 86;:67(

• Schiller! M( +8004,( &n emerent art curriculum that )osters understandin( Boun

%hildren! 4;+6,! 66:61(

86( Hideos

• Art and Music 5or Preschoolers +7; min(! Insiht Media! 8003! 1;;:766:008;!

870,• Music Across the Curriculu$ +7; min(! "&EB%! 1;;:575:753;! 60,


80



• 9roo*es! M( +8013,( .ra#in #ith children- & creatie teachin and learnin

method that #or*s )or adults! too( "e# Bor*- =(T( Putnams Sons( This boo*describes a nonthreatenin process )or teachin children techni<ues )or improin

dra#in( The emphasis is on enhancin creatiity! not on the end product o) thedra#in process(

• %ro)t! .( +7;;;,( &n actiities handboo* )or teachers o) youn children +3th ed(,(

9oston- /ouhton Mi))lin( This time:honored resource has a #ealth o) ideas )orart! #ood#or*in! music! and many other cateories o) creatie actiities )orchildren throuhout the early childhood years(

• Isenber! $(! J $alono! M( +7;;3,( %reatie thin*in and arts:based learnin-

preschool throuh )ourth rade +5th ed(,( Upper Saddle Rier! "$- Merrill?Prentice/all( These #ell:respected authors ma*e a stron case )or the connections bet#een play and creatie actiities( They address both music and art actiities and presentmany ood ideas )or ma*in them a play)ul part o) the early childhood classroom(

•Schirrmacher! R( +7;;7,( &rt and creatie deelopment )or youn children +5thed(,( &lbany! "B- .elmar( This boo* )ocuses on art )or youn children and proides an in:depth loo* at creatiity! deelopmental aspects o) art! the adultsroles! and necessary components o) a creatie art center(

81



Chapter *$ + Using echnology toSupport 5eelop/ent and 6earning


• The impact o) teleision on youn children(

• The relationships bet#een technoloy and play(

• The impact o) teleision on youn children(

• %haracteristics o) deelopmentally appropriate so)t#are )or

the early childhood classroom(

• The teachers role in technoloy use(

• Strateies )or communicatin #ith )amilies about technoloy(

Essential content

8( Teleision ie#in has both positie and neatie in)luences on children(

•

Time spent ie#in• SeD! iolence! and adertisin

• Redeemin aspectsC

7( Hideo ames are another recent technoloical issue parents and teachers must )ace(

• The debate oer alue

6( Ma*in computer use deelopmentally appropriate is necessary and possible(

• %omputers and play

• Social interactions and computer use

• .eelopmental abilities

• The child #ith special needs

• %omputers in the classroom

• Interactin #ith children usin computers

82



5( It is important to ta*e care in selectin computers and so)t#are(

•

/ard#are options• Selectin computer so)t#are

4( Families play critical roles in technoloy use(

• =uidelines )or )amily teleision use

• Hideo ames in the home

• /elpin )amilies select computer so)t#are

• %ommunicatin #ith )amilies usin technoloy

eaching strategies


• =o to MyEducationLab and select the topic TechnoloyG and then #atch the

ideo Tablet %omputers in First =rade Math(G Hie# a )irst rade teacher usin atablet computer to teach mathematics( /o# is the tablet used to teach students tosole math problemsC /o# does the teacher manae her students use o) thetabletC Would you )eel con)ident usin this technoloy in your primary classroomC

• /ae any o) you #itnessed an act o) iolenceC an act o) murderC .iscuss this(

.oes thin*in about it brin bac* the horror o) itC Bour teDt states that! accordinto /urst +7;;5,! the aerae child sees more than 7;;!;;; acts o) iolence includin 5;!;;; acts o) murder by ae 81( /o# do these acts a))ect you #henyou ie# themC /o# do you thin they #ould impact toddlers! pre:schoolchildren! primary children! middle school children! hih:school studentsC

• Many elementary schools hae computer labs rather than placin computers in the

classrooms( What are the problems #ith this approach )or primary childrenC

• Most o) the so)t#are aailable )or youn children is cateori>ed as drill and

practice +see pae 518,( While this so)t#are has its place! ho# could you conince)amilies that play)ul so)t#are is betterC

2( Small:roup tas*s

83



• %ollect titles o) ideo ames aailable )or primary children( .iscuss the content o)

the ames( What are the bene)its o) these ames )or childrenC What are the bade))ectsC

•Tal* in small roups about ideo ames you hae played or are a#are o)( What doyou see as the strenths and?or #ea*nesses o) ideo ames )or youn childrenC

• Some )amilies let their children #atch inappropriate teleision sho#s or moies(

What could you do to help parents ma*e better choices )or their childrenC

• =o to MyEducationLab and select the topic TechnoloyG and read the article

/o# Technoloy %an Trans)orm a School(G Read about Willo# 9end School inRollin Meado#s! Illinois( The school Sini)icantly improed test scores!caused a hih leel o) student enthusiasm! and rene#ed sta)) enthusiasmG byadoptin a success)ul technoloy proram( The proram dramatically chaned aschool #ith a 57 lo#:income student population! 66 Enlish Learners! 42minority students! and a 4; mobility rate( In small roups discuss the di))erent

aspect o) the proram! and then share in #hole roup(


• Aeep a lo o) adertisements that children ie# on teleision( &re the products

appropriate )or childrenC .o the adsG encourae lyin! stealin! and other )ormso) deceitC .o the adsG encourae bullyin or con)ormity to inappropriate behaiorC What do these adertisements teach childrenC

• Surey your classmates reardin teleisions in the home( Find out ho# many

teleisions each person has at home( What does this tell you about this )orm o)technoloy in &merican homesC

• =o to MyEducationLab and select the topic TechnoloyG and then read the article&ssistie Technoloy )or Readin(G .iscoer ho# assistie technoloy is used inAentuc*y schools to assist Learnin .isabled students to improe readin s*ills(.iscuss the seeral strateies used in so)t#are to improe prior *no#lede so thatstudents understand #hat they are readin( Is it possible that #e can learn )romso)t#are better strateies )or teachinC

• Play a ideo ame desined )or youn children( .escribe its strenths and

#ea*nesses(

• Watch an educational teleision proram +li*e Sesame Street, desined especially

)or youn children( Tal* about its strenths and limitations(


84



Ealuating learning

8;( Test ban*


• Project : Hie# one hour o) teleision prorammin desined especially )or children

and one hour o) prime time ie#in +siD to eiht pm,( Focus on obserin seDualthemes! iolence! and the adertisin durin these times( Write a criti<ue o) thisie#in(

• Project : Reie# a piece o) so)t#are desined )or children in the 6 to 1 ae rane(

Usin the criteria presented in your teDt! discuss the strenths and limitations o)the so)t#are(

• ournal !es"onse : .o you thin* TH! moies! and ideo ames inter)ere #ith

<uality play eDperiences in childhoodC Why or #hy notC• ournal !es"onse : I) you had to choose bet#een a computer and a set o) bloc*s

)or the *inderarten classroom! #hich one #ould you chooseC Present a rationale)or the position you ta*e(

dditional resources

87( Re)erences

• 9rett! &( +8005,( %omputers and social deelopment o) youn children(

.imensions o) Early %hildhood! 76+8,! 8;:86(• El*ind! .( +8003,( Boun children and technoloy- & cautionary note( Boun

%hildren! 48+3,! 77:76(

• Samaras! &( +8003,( %hildrens computers( %hildhood Education! 27+6,! 866:863(

• Shade! .( +8003,( So)t#are ealuation( Boun %hildren! 48+3,! 82:78(

86( Hideos

• Co$"uter %earning 5or Young Children +86 min(@ /ih?Scope Press@ 1;;:5;:

PRESS@ 6;(04,

• The Adventure /egins: Preschool and Technology +8; min(@ "ational &ssociation

)or the &ssociation o) Boun %hildren@ 1;;:575:753;@ 7;,


85



• /auland! S(! J Wriht! $( +8002,( Boun children and technoloy- & #orld o)

discoery( 9oston- &llyn J 9acon( This boo* proides much practical in)ormationabout the appropriateness o) computers in the early childhood classroom!

uidelines on selectin ood so)t#are! and interatin the computer into theclassroom( &pproDimately 86; so)t#are titles are reie#ed(

• Liebert! R(! J Spra)*in! $( +8011,( The early #indo#- E))ects o) teleision on

children and youth +6rd ed(,( "e# Bor*- Peramon Press( This boo* chronicles theimpact o) teleision ie#in on children( It describes ho#! )or many &merican)amilies! the teleision has become an interal part o) )amily li)e! consumin more)ree time than any other actiity(

• Papert! S( +8006,( The childrens machine- Rethin*in school in the ae o) the

computer( "e# Bor*- 9asic 9oo*s( Papert ained )ame throuh the deelopmento) a computer lanuae called Loo! #hich allo#s children to proram thecomputer( In this thouht:proo*in boo*! he describes ho# computers and

so)t#are li*e Loo can potentially trans)orm the #ay in #hich schools operate

86



ppendi

4andouts

87



Handout 1.1

Ethical Conduct in the Early Childhood Classroom

The "ational &ssociation )or the Education o) Boun %hildren! in its %ode o) Ethical%onduct! has de)ined )or early childhood educators a )rame#or* )or determininappropriate behaiors in interactin #ith children! )amilies! colleaues! and the community(This )rame#or* is! by necessity! eneral rather than speci)ic( Real:#orld situations re<uirecare)ul analysis and discussion #ith others to ade<uately resole( The )ollo#inhypothetical situation is desined to et you thin*in and discussin an ethical situation(9ein by discussin the case #ith others! identi)yin the alues that seem to be in con)lict(9rainstorm possible solutions! ealuate each critically! and ma*e a decision about the mostappropriate resolution( Once you hae #or*ed throuh this situation! try creatin youro#n ethical dilemma and #or* throuh the process once aain(

Ethical Case1 he )eddleso/e )o/

Adrienne is the $other o5 5ive#year#old Merrilee and an active "artici"ant in your*indergarten classroo$- Adrienne volunteers each Tuesday and Thursday $ornings andregularly s"ends additional ti$e volunteering each ee*- She has very strong o"inionsa(out instructional strategies that or* at this age 5or (oth her daughter and otherchildren in the class- Adrienne is convinced that the children need $ore direct instructionin $athe$atics and reading- She has shon you the or*(oo*s reco$$ended (y a 5riendand has tried to get you to use these $aterials ith children in the class- Even though you have shared ith Adrienne your "hiloso"hy o5 "lay5ul learning ith $ani"ulative$aterials, she continues to "ro$ote a $ore structured a""roach to learning- Merrilee is

getting a heavy dose o5 or*(oo* learning at ho$e and you are orried a(out the stress she $ay (e under there-

<our "n Ethical Case1

88



Handout 1.2

Making a Decision About Teaching

Seeral options are aailable to help you ma*e a decision about a career in early childhoodeducation( %onsider obserin in an early childhood classroom! spend time interactin#ith youn children! and as* )or )eedbac* )rom others( One additional option is to dosome sel):analysis( The purpose o) this handout is to help you bein that process o)introspection( Try to spend some <uality time thin*in throuh each o) the sel):assessmenttas*s that )ollo#( =ood luc*K

8( Identi)y both strengths and ea*nesses you are a#are o) in yoursel) that #ill in)luenceyour ability to carry out the arious roles o) the early childhood teacher-

Facilitator o) Learnin

%ounselor

$anitor

%oo*

Educational Specialist

Parent Substitute

7( What personal attributes do you hae that #ill allo# you to deelop the )ollo#in broad s*ills needed to teach youn childrenC

Positie interactions #ith children

Preparin the enironment

Wor*in #ith other adults

89



Handout 3.1

The PlanDo!e"ie# $e%uence

erry, Marita, and Enri&ue are second#grade children in your classroo$- They have (eenengrossed over the "ast several days (y their study o5 ani$als through the use o5 a C+# !3M Encyclo"edia "rogra$ on the co$"uter- So 5ar, they have s"ent several 5ree#ti$e "eriods huddled together, enjoying the video cli"s and other in5or$ation on the C+-7hile they see$ to (e enjoying the$selves, there is little structure or direction to theiractivity- It is ti$e to gather the$ together 5or so$e "lanning 5or 5uture ti$e s"ent on this "roject-

The Plan:.o:Reie# se<uence is an important part o) the /ih?Scope Proram andshould help you #ith plannin )or these three children( Thin* throuh the three steps and#hat you and the children could do to success)ully implement them(

Plan

.o

Reie#

90



Handout 3.2

Com&aring the A&&roaches

Each o) the )our approaches to teachin youn children has both strenths and limitations(Ta*e some time no# to outline these models! listin both the posities and neaties +)romyour perspectie, o) each option(

)ontessori Education

Strenths Wea*nesses

4igh?Scope Progra/

Strenths Wea*nesses

@an7 Street pproach

Strenths Wea*nesses

Reggio E/ilia Progra/

Strenths Wea*nesses

91



Handout '.1

Piaget on Education

$ean Piaet is reconi>ed primarily )or his contributions to our understandin o) childdeelopment and learnin( Occasionally! ho#eer! he made his ie#s on education *no#n(The )ollo#in <uote summari>es his thouhts-

The principal oal o) education is to create men #ho are capable o) doin ne# thins! notsimply repeatin #hat other enerations hae done( ( ( men #ho are creatie! inentors!and discoerers( The second oal o) education is to )orm minds that can be critical! caneri)y! and not accept eerythin they are o))ered( The reat daner today is o) sloans!collectie opinions! ready:made trends o) thouht( We hae to be able to resistindiidually! to critici>e! to distinuish bet#een #hat is proen and #hat is not( So #eneed pupils #ho are actie! #ho learn early to )ind out by themseles! partly by their o#nspontaneous actiity and partly throuh materials #e set up )or them@ #ho learn early totell #hat is eri)iable and #hat is simply the )irst idea to come to them +El*ind! .( 8018%hildren and adolescents: 6rd ed( "(B(- OD)ord Uniersity Press! p( 70,(

.iscussion?Re)lection

What are the implications o) the points that Piaet ma*es aboeC Is education todaysupportie o) Piaets oalsC Why or #hy notC .o you aree or disaree #ith the pointsthat Piaet ma*esC .escribe your thin*in(

92



Handout '.2

Erikson(s $tages o) Psychosocial De"elo&ment

Bour teDt introduces only the )irst )our o) Eri*sons eiht staes o) deelopment( To better understand Eri*sons perspectie on deelopment! all eiht are presented here #ith a brie)discussion o) the positie resolution )or each stae(

Trust s( Mistrust +birth throuh eihteen months,

The youn child is learnin to trust the careiers responsible )or proidin )or basicneeds(

&utonomy s( Shame and .oubt +eihteen months throuh ae three,

%hildren are learnin to ma*e choices to eDplore their #orld and do thins on their o#nseparate )rom the adults proidin their care(

Initiatie s( =uilt +three to siD years,

%hildren become more curious about learnin and doin as they eDplore the #orld aroundthem(

Industry s( In)eriority +siD to t#ele years,

%hildren bein to deelop a sense o) strenths and limitations in comparison to otherstheir o#n ae(

Identity s( %on)usion +adolescence,

Boun people bein to inestiate their ocation and pro)essional orientation(

Intimacy s( Isolation +youn adult,

The deelopment o) loe relationships occur durin this period(

=eneratiity s( Stanation +mature adult,

Time is spent in parentin! supportin others(

Interity s( .espair +older adult,

!e5lecting on and acce"ting the li5e one has led-

93



Handout *.1

+a"orite Play E,&erience

This tas* is desined to et you thin*in about your o#n childhood and some o) thespecial play eDperiences you remember( Thin* bac* to your childhood +aes three to eihtis best! but any time durin your childhood is o*ay,( What do you remember doin #henyou had a chance to playC %an you recall a special play eDperience that you enaed inreularlyC For the play times you remembered ans#er the )ollo#in <uestions-

8( .escribe your remembered play eDperience(

8- 7here did you "lay and hat ere the $aterials you used9

6( Who did you play #ithC

5( Share your remembered eDperience #ith t#o or three others(

4( .oes this actiity ie you any insihts about childhood playC Were there any commoncharacteristics in the remembered eDperiencesC

94



Handout *.2

!eci&e )or Preser"ing Children

Start with one large grassyfeld, a hal dozen hildren,two or three s!all dogs, a"inh o #roo$ % so!e "e##les&

'i( the hildren and dogstogether and ")t the! into thefeld, stirring onstantly& *o)r the

#roo$ o+er the "e##les, s"rin$lethe feld with owers& S"read o+erall a dee" #l)e s$y and #a$e in the hot s)n&

-hen #rown, set away to oolin a #atht)#&

.)thor /n$nown

95



Handout -.1

ays to $ay /0ood )or ou

One o) the <uic*est #ays to et children to tune you out is to continually use the same#ords to praise and encourae them( Many o) us et into the bad habit o) sayin =ood)or youG )ar too o)ten( Rather than ettin stuc* in that rut! try aryin the #ords you use(The )ollo#in eDamples should help et you started-

OutstandinK

Boue ot it(

Im proud o) your hard #or*(

Boure really thin*in today(

Boure learnin )ast(

I *ne# you could do itK

Aeep up the ood #or*(

This time is much better than the last(

Bour practice has made a real di))erenceK

I li*e #hat you are doin(

%onratulations(

Bou are ma*in reat steps )or#ard(

Thats much better(

Bou ma*e that loo* easy(

Im impressed(

Loo* at youK

Hery creatie(

96



Handout -.2

4sing Problem $ol"ing

Problem solin can be used to #or* throuh problems #ith indiidual children or #ithissues that concern the entire class( The basic steps as de)ined in your teDt are as )ollo#s-

8( Wor* toether to identi)y the problem behaior

7( .iscuss the implications o) the behaior

6( 9rainstorm possible solutions(

5( &ree on a plan(

4( %hec* periodically to ma*e sure the plan is #or*in(

Try a""lying these "ro(le$#solving ste"s to the 5olloing situation ith an entire class:

It is early in the school year! and your second rade students are hain di))icultymanain their time on the playround( They )re<uently end up in trouble #ith the playround superisor )or their aressie play( Bou hae decided it is time to hae aclassroom meetin to resole this problem( .iscuss the issues you #ould consider in preparin )or the meetin and outline a prospectie aenda(

97



Handout 5.1

+amily 6nter"ie# 7 +amily 6n"ol"ement

One important #ay to ather in)ormation about )amily inolement in education is to as*)amily members themseles( The )ollo#in <uestionnaire is intended as a #ay to bein that process( I) you are a parent yoursel)! please interie# someone other than yoursel)( Bou#ill ain more )rom the eDperience(

8( What do you see as the bene)its to you! children! and teachers o) )amily inolementC

7( In #hat #ays are you inoled in your childs educationC

6( /ae you encountered problems as you ot inoled in school:related actiitiesC I) so! please describe(

5( /o# does your childs teacher communicate #ith you as a )amily memberC

4( /o# do you )eel about bein inoled in your childs educationC

3( Is there anythin else you can tell me about your inolement in educationC

98



Handout 5.2

Teacher 6nter"ie# +amily 6n"ol"ement

Teachers vary in their attitudes toards or*ing ith 5a$ilies and in ays they involvethe$ in the educational "rocess- The "ur"ose o5 this intervie tas* is to give you so$e 5irst#hand in5or$ation a(out 5a$ily involve$ent- I5 you have a 5riend or relative thatteaches young children, consider contacting that "erson 5or this intervie-

8( What do you see as the bene)its to you! children! and )amilies o) )amily inolementC

7( /ae you encountered problems as you hae #or*ed to inole )amiliesC I) so! can

you describe themC

6( In #hat #ays do you inole )amilies in your classroom actiitiesC .o you try toinole )amilies at home to #or* #ith their childrenC

5( What strateies do you use to communicate #ith )amiliesC

4( /o# do you )eel about #or*in #ith )amiliesC

3( Is there anythin else you can tell me about your #or* #ith )amiliesC

99



Handout 8.1

our Attitudes about Di"ersity

7hile $ost o5 us ould li*e to thin* that e are not "rejudiced against "eo"le ho aredi55erent 5ro$ ourselves, care5ul intros"ection ill "ro(a(ly indicate that each o5 us can$a*e additional "rogress in our attitudes- Sel5# analysis is one ay in hich e can(egin the "rocess o5 "ositive change- Try the 5olloing ste"s as an initial ay to assess your on attitudes-

8( %an you ie speci)ic eDamples )rom your past in #hich you hae interacted positiely#ith people #ho are culturally?racially di))erent )rom yoursel)C .o you remembereDamples o) times #hen your interactions #ere less positieC

7( Thin* about your attitudes to#ards the opposite seD( What characteristics do youassociate #ith that roup that you li*eC &re there characteristics you dont li*eC

6( .escribe your )eelins #hen you are around children #ith special needs( 9e as speci)icas possible(

100



Handout 8.2

Children(s 9ooks Dealing #ith Di"ersity

There are many ood eDamples o) childrens boo*s that deal positiely #ith diersityissues( &n eDample #ill be presented here )or each o) the three aspects o) diersitydiscussed in your teDt( Bou #ill be eDpected to )ind three additional boo*s that you )indhelp)ul and that could be included in the early childhood classroom(

Cultural?Racial 5iersity

&dol)! &( +8026,( 9lac* is bro#n is tan( "(B(- /arper %ollins(

Your choices:

8(

7(

6(

Children "ith Special !eeds

%airo! S( +8014,( Our brother has .o#ns syndrome( Toronto- &nnic* Press LT.(

Your choices:

8(

7(

6(

8ender EAuity

Merriam! E( +8010,( Mommies at #or*( "(B(- Simon and Shuster(

Your choices:

-

7(

6(

101



Handout :.1

The ;alue o) 4nit 9locks

Unit bloc*s +see chapter 0 )or a description, are one o) the most ersatile and aluabletools )or learnin in classrooms )or youn children( They can be success)ully usedthrouhout the early childhood years( Eli>abeth /irsch! editor o) The /loc* /oo* !suests the )ollo#in potential bene)its o) bloc* use in the early childhood classroom-

Physical 5eelop/ent rtPatterns /and manipulationSymmetry Eye:hand coordination9alance Hisual perception

Social Studies 6anguage rtsPeople and their #or* Nuestions and conceptsMappin EDchane o) ideasInterdependence o) people Plannin o) buildinSymbolic representation "amin o) buildin

Function o) buildin

Stories about buildin

Social 5eelop/ent ScienceFeelin o) competence =raity%ooperation Stability

Respect )or the #or* o) others 9alanceInclined planesInteraction o) )orcesProperty o) matter Inductie thin*in

Mathematics%lassi)ication MeasurementOrder =eometry "umber Ine<ualityFractions E<uality.epth

/eihtLenthMeasurement

102



Handout :.2

Dramatic Play Centers

/ecause o5 the i$"ortance o5 dra$atic "lay, teachers need to ta*e s"ecial care to "re"are&uality $aterials that encourage this "lay ty"e- /rainstor$ $aterials that could (e usedto create interesting "lay o"tions 5or the 5olloing dra$atic "lay centers:

Shoe Store %ampin

&irplane 9arber Shop

Restaurant .octors O))ice

103



Handout 1<.1

History o) Playgrounds

Playgrounds as e *no the$ today are a relatively recent "heno$enon- The 5irst "laygrounds in this country (egan around the (eginning o5 the tentieth century as settings 5or large $uscle develo"$ent- Frost and 7ortha$ ;<==1 identi5ied several "hases in the evolution o5 the A$erican "layground:

he )anu-actured ppliance Era

.urin this period! #hich bean around the turn o) the century and lasted until the 804;s!the emphasis #as on iron! steel! and #ooden manu)actured structures( Playrounds #eredesined #ith )unctionalism in mind: structures #ere stron and eDpected to last manyyears(

he !oelty Era

The 804;s and 803;s hae been described as the noelty era( In)luenced by artists!architects! recreation specialists! and educators! an attempt #as made to add noelty or)antasy structures to the playround( Turtle climbin structures! roc*et ship merry:o:rounds! and .isney character s#ins are eDamples o) options that #ere placed on playrounds to stimulate dramatic play outdoors(

he )odern Era

The 802;s sa# an increasin ariety in playround e<uipment! #ith modular #oodene<uipment becomin more popular( %ompleD #ooden structures #ith lin*aes to other

units! plat)orms o) aryin heihts! suspended brides! ramps! )iremans poles@ #ide slides!rins! and ropes became popular(

he )oable Parts Era

While Frost and Wortham didnt include this cateory! it appears that interest is ro#in inhain more moable parts on playrounds )or youn children( Storae remains the larestdra#bac* to this option )or many early childhood prorams(

Frost! $(! and Wortham! S( +8011,( The eolution o) &merican playrounds( Boun%hildren! 56+4,! 80: 71(

104



Handout 1<.2

Playground $a)ety

Sa5ety on "laygrounds has (een a concern o5 the Consu$er Product Sa5ety Co$$ission;CPSC1 since <>?- A5ter $uch research and "u(lic testi$ony, the CPSC develo"ed a seto5 voluntary "layground sa5ety standards that are generally acce"ted as the (est guidelines 5or sa5ety outdoors- The (asic ele$ents o5 the standards are su$$ari'ed(elo:

Sur-acing Under and round Play Structures

The most common cause o) inury on playrounds is )allin )rom a piece o) e<uipmentonto a hard sur)ace( The %PS% suests some sort o) shoc* absorbin material under andaround eery piece o) e<uipment on the playround( SiD to t#ele inches o) sand! pearael! bar*! shredded tire! or a manu)actured pad oer concrete or asphalt are

recommended dependin on the heiht o) the structure( This sur)acin should eDtend atleast siD )eet out )rom each structure to ma*e sure children land on the so)ter material(

Spacing o- EAuip/ent

E&ui"$ent on the "layground should (e "laced in such a ay that children can sa5ely$ove (eteen e&ui"$ent ithout the threat o5 injury- For e@a$"le, a child co$ing o55 a slide should have roo$ to recover (e5ore co$ing in contact ith the sings-

Sharp Points, Protrusions, and Pinch Points

Sharp metal edes! eDposed bolts! and anles on e<uipment that can trap childrens body parts are eidence o) poor e<uipment desin and o)ten lead to unneeded inuries on playrounds(

Enclosures and 4eights -or Plat-or/s

The %PS% has identi)ied sa)e plat)orm heihts and railins?enclosures to help aoid the problem o) children )allin o)) play structures( /iher plat)orms also re<uire deeper?moreshoc*:absorbin materials under and around the e<uipment(

Poorly )aintained EAuip/ent

Een ood e<uipment that doesnt receie proper care )rom adults #ill eentually becomea playround ha>ard( It is necessary to reularly chec* and repair e<uipment on playrounds )or youn children(

105



Handout 12.1

0ro#th in 0ross Motor $kills

The develo"$ent o5 gross $otor s*ills ;large $uscles in ar$s and legs1 5ollo a "attern 5or $ost children in the early years- 7hile there are $any variances 5ro$ the ty"ical "atterns, the 5olloing characteristics are co$$on 5or children at di55erent ages:

In-ants

Sits up +siD months,Stands #ith help +eiht months,%ra#lin +ten months,Wal*in +t#ele months,

oddlers

9end )rom #aist to pic* up toy +eihteen months,Wal* on a line +ae t#o,9einnin runnin +ae t#o,

hree><ear>lds

Run smoothlyNuic* stops&lternate steps as climb stairs

=our><ear>lds

%limbin hih +stretchin limits,Runnin and standin umpsMasters tri*e ridin

=ie>and Si><ear>lds

$ump rope$ump oer obects/oppin and s*ippin

Seen><ear>lds

=allop to musicThro#in a ball mastered9i*e ridin

106



Handout 12.2

0ro#th in +ine Motor $kills

Clear "atterns e$erge in the develo"$ent o5 5ine $otor s*ills during the early years-7hile there are variances (eteen children, the 5olloing characteristics are co$$on:

In)ancy

=raspin obectsPincer rasp +thumb and )iner,

T#os and Threes

Strinin lare beads%opyin circle or crossFoldin paper

Four:Bear:Olds

&bilities needed )or dressin deelopedTyin shoes #ith help9einnin #ritin

Fie:Bear:Olds

Fold a trianle )rom paper

.ra# s<uare or trianle%ut alon a line #ith scissors

SiDes and Seens

Still reerse numbers and letters&ble to dra# diamond shape

107



Handout 13.1

9uilding Teacher$tudent !elationshi&s

Stron teacher:student relationships dont ust happen@ they re<uire time and e))ort to build( &s described in your teDt! it is important to ta*e time )or positie personalinteractions #ith children( =reetin children as they arrie and as*in appropriate<uestions is one eDample o) this type( Many teachers also ta*e time to enae in ettin:ac<uainted actiities that are more contried! but #hich can strenthen teacher:studentrelationships( The )ollo#in is an eDample o) this type-

Boosh and Bisses

With students seated in a circle! brin out a Aoosh ball and eDplain that you #ill toss theAoosh ball to a student in the roup( That child should introduce hersel) and then toss the ball to another student( The second child then introduces the preious student and then

introduces himsel)( .ependin on the ae o) the children! you may #ant to hae childrenintroduce up to three children precedin them( Once eeryone has been introduced+includin the teacher,! re#ard eeryone #ith a candy Aiss as a treat )or their participation(

Find! and describe belo#! t#o other ettin:ac<uainted actiities that you could use inyour #or* #ith youn children-

8(

7(

108



Handout 13.2

Childhood $tressors

There are many di))erent eents that cause stress in the lies o) children( Some are anormal part o) ro#th and deelopment( Others are brouht about by the circumstances in#hich children )ind themseles( O)ten! a sinle stressor can be oercome by children #henthey are ien the time and resources to do so( It becomes much more di))icult! ho#eer!#hen stressin eents continue to accumulate(

The list that )ollo#s is meant to ie you some idea o) the many di))erent eents that cancause stress in the lies o) youn children( Please note that een positie eDperiences can be stress)ul eents( When you see children #ho are eDperiencin seeral o) these at onceor in a short time )rame! you #ill need to ta*e eDtra care to assist them in dealin #iththese stressors(

Parent diesParent diorcesParent traels eDtensiely )or #or* Personal illness or inuryParent remarriesMother oes to #or* %hild eDperiences di))iculties in school9irth o) a siblin%hane in the )amilys )inancial conditionStartin a ne# eDtracurricular actiity +music! soccer! etc(,Outstandin personal achieement

Moe to another part o) to#nReceies or loses a pet%hane in day care hoursHacation #ith )amily%hanes )riends

109



Handout 1'.1

Play and Problem $ol"ing

Problem solin is an important s*ill to deelop in children! and as described in chapter 4! play is an eDcellent ehicle )or practicin and per)ectin this tas*( Teano! Sa#yers andMoran +8010, describe the )indins o) research on problem solin and play( /ere aresome o) the connections described in their article-

• Play "rovides a non#threatening environ$ent in hich children 5eel 5ree to

e@"lore and e@"eri$ent-

• Play is real li)e )or youn children( The problems they encounter there are

meanin)ul to them(

•S*ills learned in these real li)e situations are more li*ely to be enerali>ed toother situations(

• Play allo#s children to eDperiment #ith more than one solution to a potential

problem(

9ased on this in)ormation! spend some time obserin children at play in an earlychildhood classroom or on the playround( Loo* )or eDamples o) problem solin in play(

8( What did children do or say that indicated problem solin #as ta*in placeC

7( .escribe the leel o) inolement o) children as they enaed in play and problem solin(6( What #as the teachers role in )acilitatin problem solinC

Teano! .(! Sa#yers! $(! and Moran! $( +8010,( Problem:)indin and solin in play- Theteachers role( %hildhood Education! 33+7,! 07:02(

110



Handout 1'.2

Home =earning Tasks

It is i$"ortant 5or teachers o5 young children to involve 5a$ilies in si$"le ays at ho$ein the education o5 their children- These activities are o5ten re5erred to as ho$e learningtas*s- The 5olloing criteria hel" teachers construct valua(le e@"eriences 5or 5a$iliesand children:

• Tas*s should re<uire the child to do most o) the tal*in?#or* and the parent to

do the least(

• Families need clear directions that identi)y both the purpose )or the tas* and

the materials and procedures to )ollo#(

• Ealuation should be built into the tas* so that the child *no#s i) they hae been success)ul(

• The )amily and child need to be interested in! and enoy the tas*(

• =ood home learnin tas*s need to be easy to prepare )or! ineDpensie! and

brie)(

=ien the aboe criteria! plan )our interestin home learnin tas*s )or a speci)ic ae #ithinthe early childhood rane( Use terms that parents #ill understand and that clearly describe

#hat you eDpect them to do( For each actiity! use the )ollo#in )ormat to describe thetas*-

Title +ma*e it )un and attractie,

Materials needed

Procedures

Re)erence +#here you ot the idea,

111



Handout 1-.1

Creati"e Art )rom >unk

& <uality art proram )or youn children doesnt re<uire eDpensie materials ore<uipment( Fre<uently! thro#:a#ay materials can be recycled in the art center )or someery creatie art eDperiences( The )ollo#in list is a samplin o) materials that teachers!community members! and parents can contribute to the art center +Schirrmacher! 8001,-

&rti)icial )lo#ers9erry bas*etsWood scrapsEmpty cereal boDes! toothpaste boDes! etc9ottle caps and tops9utter tubsOld maa>ines%ardboard scraps9uttonsOld calendars%ancelled stamps%andles%or*sScraps o) cloth%atalosOld reetin cardsE cartons%otton ballsOld crayons

Foam rubber =ummed labelsPac*in materialPaper scrapsRibbon scrapsStrinMeat traysBarnToilet paper rollsUsed i)t #rap

Schirrmacher! R( +8001,( &rt and creatie deelopment )or youn children( +6rd ed(,(&lbany! "(B(- .elmar(

Handout 1-.2

$inging #ith Children

112



Children learn to sing over ti$e and through $uch re"etition- 7ol5 ;<<?1 suggests thatchildren develo" their a(ility to sing in 5our ste"s:

6istening

The younest children! or those #ho are ust startin to learn a ne# son! bein bylistenin to others sin( While recorded music is help)ul! hearin and seein another personsin seems to be the most e))ectie( It may appear to the adult that some children may not be listenin! but many times they are absorbin the music <uic*ly and completely(

agging n

3nce children start to get the rhyth$ and tune o5 a song, they (egin to tag onB to songsthey hear and li*e- They ill echo (rie5 (its and "ieces o5 the song- Children $ay (eengaged in other activities, (ut hen a 5avorite "art o5 a song co$es along, they illecho the "arts they es"ecially enjoy-

#oining In

9y ae three or )our! most children #ill oin in sinin a son! once they hae become)amiliar #ith the #ords and tune( =roup sinin becomes more participatory at this point(Many children s#itch bet#een tain on and oinin in as their interest rises and )alls(

Independent Singing

&)ter considerable eDperience #ith sinin alon #ith a roup! children eentually becomemore com)ortable in sinin alone( For many children! this step is reached by *inderarten(The sons chosen )or independent sinin are those that the child has mastered by)ollo#in the earlier steps(

edu 120 fall 09 teacher manual

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