Transcript CHAPTER 16: Developing the Whole Child; Becoming the Whole Teacher The Whole Child: Developmental Education for the Early Years Tenth Edition Patricia Weissman Joanne Hendrick.

CHAPTER 16:
Developing the Whole Child;
Becoming the Whole Teacher
The Whole Child:
Developmental Education for the Early Years
Tenth Edition
Patricia Weissman
Joanne Hendrick
Selecting Values and Priorities in the
Curriculum
•
Which Learnings are More Important?
•
Each Teacher Decides Which Goals Should Receive Primary
Emphasis
•
No Blueprint For How to Teach
•
Experiment, Learn, and be Creative Yourself
•
Develop Your Own Personal Teaching Style
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
16-2
Selecting Values and Priorities in the
Curriculum
•
Priority 1: Practice Intentional Teaching
o Be Mindful of Teaching Goals and Strategies
o
Always be on the Lookout for Teachable Moments
o
Always Assess Effects on Children
o
Devote Careful Thought to:
 Curriculum
 Educational Environment
 Relationships
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
16-3
Selecting Values and Priorities in the
Curriculum
•
Priority 2: Incorporate Developmentally
Appropriate Practice (DAP)
o Develop
Curriculum and Experiences That Actively
Engage Children
o Provide Rich Teacher-Supported Play
o Integrate Learning Domains Across the Curriculum
o Allow for Children’s Initiative and Choice
o Intentionally Decide on Organization and Timing of
Learning Experiences
o Adapt Curriculum and Teaching Strategies to Help
Individual Children
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
16-4
Selecting Values and Priorities in the
Curriculum
•
Priority 3: Develop an Integrated Curriculum That
Supports the Five Selves of the Whole Child and
Teaches to Multiple Intelligences
o Learning Domains and Subject Matter are Not Discrete,
They are Combined and Intentionally Linked
o Teach to Multiple Intelligences
 Linguistic Intelligence
 Musical Intelligence
 Logical-Mathematical Intelligence
 Spatial Intelligence
 Bodily-Kinesthetic Intelligence
 Interpersonal Intelligence
 Intrapersonal Intelligence
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
16-5
Selecting Values and Priorities in the
Curriculum
•
Priority 4: Find Ways to Encourage ChildCentered Active Learning; Use an Emergent
Curriculum Approach
o The
Direction a Topic Takes Develops as the
Children and the Teachers Investigate it Together
o Plan
in Advance But Use Plan as a Compass, Not a
Schedule
o Collaborative,
Learning Together Approach
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
16-6
Selecting Values and Priorities in the
Curriculum
•
Some Basic Concepts of Vygotskian
Psychology
o Importance
of Interaction With Others in
Developing Language and Cognition
o Zone
of Proximal Development (ZPD)
o Emphasis
Language
on the Significance of Spoken
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
16-7
Selecting Values and Priorities in the
Curriculum
•
Basic Principles of The Reggio Approach
o Image of the Child
o Education Based on Relationships
o The Role of the Teacher
o Environment as Teacher
o The Hundred Languages of Children
o Documentation
o The Role of the Family
o The Importance of Time
o Children With Special Rights
o Community Involvement
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
16-8
•
Foster the Children’s Ability to Generate Their Own
Creative Ideas
•
Base the Curriculum on the Interests of the
Children as Their Ideas Develop
•
Remember to Keep the Pathway Focused: Don’t
Let It Branch Off in Too Many Directions
•
The Number of Children’s Ideas Increases If the
Teacher Recognizes Their Value and Responds to
Them Positively
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
16-9
•
Use Language Consistently Along with More
Tangible Ways of Trying Out Ideas
•
Enable the Children to Translate Their Ideas into
Concrete, Tangible Experiences
•
Also Allow Children to Experience Failure
•
Make Certain the Children Use Some Form of
Expressive Medium to Explain to Other People What
They Have Found Out
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
16-10
•
The Project Approach
o Phase I
 Develop Possible Topics
 Write Down Children’s Response
 Web
o Phase II
 Reexamine Children’s Web
 Tie to Learning Standards and Curriculum
Goals
 Teachers and Children Plan Direction
o Phase III
o Conclude Project by Having Children Express
What They Have Learned
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
16-11
Selecting Values and Priorities in the
Curriculum
•
Priority 5: Focus on Teaching Happiness and
Joy in Learning as Much as Academic Skills
o Reflect
on the Meaning of Teaching
o What
are Our Basic Goals for Education?
o What
Goals do You Have as a Teacher?
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
16-12