Transcript The Early Elementary Grades: 1

Chapter 10
The Early Elementary Grades: 1-3
Preparation for Life
The Early Elementary Grades
Children ages six through nine make up the primary or early
elementary grades 1 through 3. Like kindergarten, the primary
grades have undergone substantial change over the last decade,
with the explicit purpose in mind of improving the education of
young children. The purpose of this chapter is to review the
learning environments that are meant to address the distinct
developmental characteristics of the primary grades child.
Upon completion of this chapter, you will be able to discuss the
importance of developmentally appropriate practices and
learning environments for the primary school-age child.
Elementary School Changes
Changes and expectations of school today influence:
the organization of schools;
school-home-community interactions;
how teachers teach;
the evaluation of children;
the role of state governments in curriculum and evaluation.
Federal funding, such as that made available through the American
Recovery and Reinvestment Act of 2009, is provided in order to improve
student learning and achievement.
The Social Context of Schooling Today
Diversity – Teachers will increasingly be required to
meet the learning needs of children from different
cultural, language, and socioeconomic backgrounds.
Technology – Children are growing up with technology,
which makes them very comfortable with this means
for interacting with others.
Health and Wellness – There is a national epidemic of
childhood obesity and childhood diabetes. Schools will
be called upon to address this situation.
Political Change – Politicians and lawmakers differ in
terms of their beliefs of the best education for
children. Expectations of schools change with elections.
The School Context
Standards
Testing
Teachers are expected
to ensure that all
children learn.
Children learn content
that is specified in local,
state, and national
standards.
Teachers are expected
to help students learn
so that they can pass
required tests.
Teachers Roles
Curriculum
Alignment
Data Driven
Instruction
The curriculum or what
teachers teach is
aligned with standards.
Teachers make decisions
about teaching based on
analysis of assessment data.
Achievement
Teachers today work
more collaboratively
with their colleagues.
Academics
Instruction takes an integrated
approach which allows subject areas
to be incorporated into activities.
Physical Development
Growth among primary grades children is slow and steady.
Height and weight among girls and boys is about the same until age nine, when girls
weigh more and are taller than boys.
Differences in physical appearances of this age group is due to genetics, culture,
and differences in nutrition, health care, and experiences.
Primary school age children have more confidence in their motor skills, as
reflected in the games in which they participate. There are no gender differences
in the skills of boys and girls at this age.
Fine motor skill development allows them to be more proficient in school related
tasks such as writing.
Social Development
Erickson’s
industry vs.
inferiority
psychosocial
stage
Gain confidence
and satisfaction
from completing
tasks
Primary
Grade
Social
Development
Begin to
compare
themselves with
others
Social Development
Children at this stage may develop one of two evaluations of
self:
Mastery-oriented attributes
(industriousness)
Children attribute their
success to:
 trying hard
 paying attention
 sticking to a task
 determination
Learned helplessness
(inferiority)
Children attribute their
failure to
 lack of ability
Teachers should support mastery-oriented students. They
should help learned helplessness students gain confidence in
their abilities by encouraging them and providing them with
tasks they can accomplish.
Emotional Development
Teachers can help primary grade students develop positive
emotions and learn how to express emotions by:
using literature that discusses emotions;
encouraging children to express their emotions;
providing opportunities for children to write about feelings;
understanding the various cultures may express emotions
differently.
Mental Health
One in thirty three children suffer from childhood depression.
The signs of childhood depression include:
opersistent sadness
owithdrawal from family and friends
ochanges in eating and sleeping habits
ofrequent physical complaints
oexcessive aggression during play
olack of motivation
ochronic fatigue
Cognitive Development
Primary grade children reach Piaget’s concrete operations by the time
they are seven (six year olds may still be in the preoperations stage).
Concrete operations children:
use mental images and symbols during the thought process;
are able to reverse operations;
understand that a change in physical appearance does not change
quality/quantity of objects;
understand one-to-one correspondence;
can classify using multiple properties of objects;
understand class inclusion.
Moral Development
Moral development is the process of developing attitudes and
behaviors deemed acceptable by a given society. Two
theorist, Piaget and Kohlberg, developed theories of moral
development. For the primary grades child,
Piaget
Children develop a sense of right
and wrong based on what
adults say is right and wrong .
Children develop a sense of right
and wrong /good and bad
based on viewpoints shared
with peers.
Kohlberg
Children develop a sense of right
and wrong based on a reward
and punishment system. They
respond to consequences of
their behavior.
Children are motivated by
satisfaction of their needs.
Primary School Physical Environments
Classroom Organization
Materials are available to support
content area development.
Learning centers are based on
content areas.
Centers support literacy
development.
Children’s work is valued and
displayed.
Schedules are posted so that
children can read them.
Instruction
Instruction is based on an
interdisciplinary, integrated
approach.
There is a balance between
teacher directed, intentional
teaching and student active
involvement.
Technology is used to support
skill and concept learning.
Children use technology for
presentations, projects, and
reports.
See Figure 10.3 for additional features of the primary classroom.
Primary Grades - Social Environments
Supportive social environments in the primary grades include:
Families and
communities
connected to
classroom
learning
Community of
learners
where
children are
valued and
respected
There are high
expectations for
all children
Children learn
in peace and
harmony
Continuous and
appropriate
assessment is
used to support
teaching and
learning
Thinking is
considered a skill
and is
incorporated
throughout the
curriculum
Prosocial Skills and Conflict Resolution
Education
Prosocial skills and conflict resolution are taught to primary school-age
children in order to reduce violence and uncivil behavior.
Prosoical skills are aided when teachers:
are good role models for children;
provide positive feedback when prosocial behavior is observed;
provide opportunities for children to help and show kindness to others;
conduct a conflict free classroom;
use literature to teach prosocial behaviors;
work closely with parents;
catch children being good and tell them how pleased they are.
Primary Grades Curriculum
The primary grade curriculum is determined by state and local
standards. Teachers use a variety of strategies to achieve the
standards.
Write and
present
plays
Content
Standards
Attend
community
events
Literacy and Reading
Teachers use a balanced approach to literacy and reading in the
primary grades.
Guided reading is used to help children develop and use independent
reading strategies such as:
Context cues
Letter-sound relationships
Word structure
(See pgs. 282-83 for literacy development strategies.)
Mathematics
Primary grades focus on the “new math” which emphasizes
Hands on activities
Problem solving
Traditional
Group and team work
math
Application of mathematical
Drill
ideas to real-life events.
Memorization
Mathematics
The National Council of Teachers of Mathematics (NCTM) identify
the following ten areas as the understandings and competencies
primary grade children should accomplish:
Number and operations
Algebra
Geometry
Measurement
Data Analysis and Probability
Problem Solving
Reasoning and Proof
Communication
Connection
Representation
Instruction is also aligned with NCTM Focal Points.
Science
Science in the primary grades is inquiry-based. Children are involved in
activities and a process that involves:
Social Studies
Social studies integrates the social sciences and humanities to help
children make informed and reasoned decisions as citizen in a
democratic society. Social studies might include topics in the areas
of:
Culture
Time, continuity and change
People, places, and environment
Individuals, groups, and institutions
Power, authority and governance
Science, technology, and society
Civic ideals and practices
Teaching Thinking
Blooms Taxonomy provides one model of teaching thinking. The
taxonomy is a hierarchical arrangement that moves from basic to more
complex thinking.
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
What’s next
After reviewing this presentation and reading Chapter 10,The Early Elementary Grades:
1-3, check your understanding of the terms and concepts listed below. You will then
be ready to complete the Chapter 10 quiz.
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The impact of change in elementary
schools
American Recovery and Reinvestment Act
of 2009
The social context of schooling- influence
of
Diversity
Technology
Health and wellness
Political change
Characteristics of school context today
Characteristics of primary age children
Physical development
Social development
Emotional development
Cognitive development
Moral development
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Learned helplessness
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Mastery oriented attributes
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Childhood depression
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Primary grades
Physical environment
Social environment
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Developing prosocial skills
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Strategies for achieving content
standards
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Guided reading
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Difference between new/traditional
math
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Inquiry-based science instruction
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Social studies instruction
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Blooms Taxonomy