Transcript Teaching Children About Food Safety

Teaching Children
About Food Safety
Food Safety Professional Development for
Early Childhood Educators
Teaching Children
About Food Safety
• Goals
– Show you how to empower children
to make decisions about food safety
– Introduce several instructional
strategies to use with children
– Explain how you are to assess the
effectiveness of your teaching
methods
Teaching Methods
• Developmentally Appropriate
Practice
• Curricular Integration
• Thematic Planning
• The Project Approach
• Direct Instruction
• Structured Discovery
• Play Activities
• Teachable Moments
• Role Modeling
• Problem Solving
Developmentally
Appropriate Practices
Developmentally Appropriate Practices
use:
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What teachers know about how children
develop and learn;
• What teachers know about the individual
children in their group; and
• Knowledge of the social and cultural
context in which those children live and
learn
in the process of teacher decision-making.
Guidelines for
Developmentally Appropriate Practice
• Create a caring community for
learners
• Teach to enhance development and
learning
• Construct appropriate curriculum
• Assess children’s learning and
development
• Establish mutually beneficial
relationships with families
Considering the
Developing Learner
• Previous
experience
• Age
• Abilities
• Health
• Feelings
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Needs
Interests
Learning rates and styles
Attitudes, skills and
knowledge
• Sense of security in
social settings
Myths Associated with
Developmentally
Appropriate Classrooms
• Myth 1: one right way to implement
• Myth 2: teachers abandon all their prior
knowledge and experience
• Myth 3: classrooms are unstructured
• Myth 4: classroom teachers don’t teach
• Myth 5: curriculum will have to be
watered down
• Myth 6: academics have no place.
Children just play.
Myths Associated with
Developmentally
Appropriate Classrooms
• Myth 7: assessment only of what a child
“can do”
• Myth 8: programs can be defined
according to dichotomous positions.
• Myth 9: programs suitable for only
certain kinds of children.
• Myth 10: just a fad, soon to be replaced
by another, perhaps opposite, trend.
Curricular Integration
(Making Connections and Using Themes)
• Integrate new learning with prior
knowledge
• Connect what is being learned in school
with students’ interests and experiences
outside school
• Making meaningful connections between
the content and skills within a subject or
between subjects
Thematic Planning
(Using Themes in the Classroom)
Do my children have opportunities to:
– Connect prior knowledge
– Make choices
– Work with others
– Extend knowledge
– Develop skills and processes
– Represent in a variety of ways
– Have fun
– Communicate (present)
The Project Approach
• For children ages 4 through 8
• Provides related alternative activities and
tasks for a wide range of abilities and
experiences.
• Use in mixed-age settings and diversity of
groups
• The important components of the project
approach: class discussions, investigations,
field trips, visiting an expert or having a
guest speaker, real objects or artifacts, and
role play
Direct Instruction
• Direct teaching-A type of instructions
practice whereby the teacher directs
and structures the classroom
environment.
• Subject matter is presented in a
developmental manner with student
practice and teacher
evaluation/feedback following lesson
presentation.
Structured Activities
• A structured program is one that is
highly organized and teacherdirected with limited or no flexibility.
• Educational activities are formally
arranged in a step-by-step fashion.
Structured Discovery
• The structured discovery model is one in
which students “discover” information
rather than having it told to them
• The discovery from the lesson is a
planned one, however; i.e., students
discover a correct answer.
• What they discover is the lesson
objective which is predetermined by the
teacher.
• Structured discovery utilizes an inductive
rather than deductive approach to
learning.
Play Activities
• Play-A self-motivated
activity through which
learning occurs
• Children play in order to
learn
• Play provides many
opportunities for children
to develop physically,
socially, and intellectually
Teacher’s Role in Fostering
Learning Through Play
• Teacher must act as a guide, a facilitator, a
record keeper, and a resource person
• Teacher must plan for play by creating
environments and schedules, developing and
modifying curricula, and advocating for the use
of play as a context for learning.
• Teacher must engage and interact with
children as they play.
• Teacher must assess, record, and display
children’s learning no matter what form that
learning takes.
Create Opportunities for
Playful Learning
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Selecting a theme
Webbing the possibilities
Creating the connection
Organizing the environment
Extending the study
Adding projects
Wrapping it up
Teachable Moments
• Teachable moment-That particular
moment or point in class time when
all conditions are just right to
explain a concept, thought, or idea.
• A then and there opportunity to
teach students and/or to make a
point.
Social Learning Theory-Role Models
• Self-regulation occurs when a child
initiates new behavior or modifies
existing behavior as a result of wanting
to change based on things they have
observed or read.
• Observation plays a powerful role in
learning.
– Children observe others to learn how to act
– Children see, children do
Social Learning Theory-Role Models
(Four processes involved in modeling)
1. Paying attention to people
2. Selecting behaviors to reproduce
3. Remembering the observed
behavior
4. Reproducing what was observed
Who or what do children observe?
• Parents
• Siblings
• Other Family
Members
• Teachers
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Movies
Videos
Video Games
The Internet
EVERYTHING!
Problem-based Learning
• Problem solving-The activity of
arriving at the solution of a problem
through the systematic organization
and the cognitive processing of the
relevant data
Problem-based Learning
(A basic strategy)
• Work together to identify the
problem
• Discuss the problem
• Brainstorm possible solutions
• Agree on a plan
• Check periodically to make sure the
plan is working
Assessment
Are my methods working?
Use of Observation in Assessment
• Observation is a valuable
technique for assessment
purposes.
• When children engage in hands-on
learning, observation is one of the
best choices for assessing their
progress.
Use of Observation in
Assessment
• An anecdotal record is one of the
best observation tools to use for
assessment purposes.
Use of Observation in
Assessment
• A good anecdotal record should include:
– Necessary identifying information (names of
children observed, date and location of
observation)
– Provide a continuous, detailed description of
student behavior
– Record only observed behavior during the
observation time
– Provide an interpretation later than, and
separate from, what was actually observed
What have you learned?
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Developmentally Appropriate Practice
Curricular Integration
Thematic Planning
The Project Approach
Direct Instruction
Structured Discovery
Play Activities
Teachable Moments
Role Modeling
Problem Solving
What have you learned?
• Facts about teaching strategies that
could help you teach and reinforce
food safety content to your students
• What developmentally appropriate
practices are
• How to assess whether you have
been successful