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The Whole Child: Developmental Education for the Early Years Tenth Edition Patricia Weissman

CHAPTER 7: Arranging a Good Day for Young Children: Daily Routines and a Supportive Classroom Environment. The Whole Child: Developmental Education for the Early Years Tenth Edition Patricia Weissman Joanne Hendrick. Daily Routines Are the Backbone of the Program.

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The Whole Child: Developmental Education for the Early Years Tenth Edition Patricia Weissman

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  1. CHAPTER 7:Arranging a Good Day for Young Children: Daily Routines and a Supportive Classroom Environment The Whole Child: Developmental Education for the Early Years Tenth Edition Patricia Weissman Joanne Hendrick

  2. Daily Routines Are the Backbone of the Program • Children Need Routines for Health and Sense of Stability • For Infants Routines are the Curriculum • Avoid Conflict Around Routines • Keep Routines Reasonable

  3. Schedules • Eating by Choice • Keep Schedules Predictable But Flexible • Schedule Must Not Short-Change Time for Play • Transition Times

  4. Schedules • Arrivals and Departures • Introduce the Child to School Gradually • Invite Families to the School • Handle Emotional Outbursts with Care

  5. Schedules • Routines That Center Around Eating • Good Nutrition Is Important • Less than 1% of Children in the United States Consume the Balanced Diet Recommended by USDA • 10% of Children 2 to 5 Years and 15% of School Age Children Overweight • Planning Appealing and Nutritious Meals • Become Familiar With USDA and ChooseMyPlate Materials

  6. Schedules • Routines That Center Around Eating • Some Basic Principles on Eating • Eating Should be a Pleasure but Food Should Not be Used as a Reward • Eating Together Should Convey a Sense of Happy Family Life to the Children • Eating Should Help a Child Be Independent • Eating Can be a Learning Experience • Be Aware of Allergies and Other Food Restrictions • Choking

  7. Schedules • Diapering and Toilet Learning • Centers Must Have Clear Policies • Teachers and Families Must Work Together • Taking Children to the Toilet • Always Wash Hands! • Handling Mishaps

  8. Schedules • Nap Time • Regularize the Routine • Allow the Children to Get Up as They Wake Up • How Long Should Children Sleep? • Should All Children Nap?

  9. Arranging a Supportive Educational Environment • The Reggio Approach: Environment as Teacher • Environment Conveys Respect for the Child • Environment Facilitates Learning • Environment Should be: • Inviting • Stimulating • Beautiful • Carefully Considered With Attention to Detail

  10. Arranging a Supportive Educational Environment • The Classroom Environment Should Support All Five Selves • The Emotional Self • Environment Should Show Children They are Valued and Cared For • Emotional Climate Affects Everything in the Classroom • The Physical Self • Environment Must Have Space for Children to Move Their Bodies • Opportunities and Materials for Fine-Motor Activities

  11. Arranging a Supportive Educational Environment • The Classroom Environment Should Support All Five Selves • The Social Self • Space for Large-Group Gatherings and Discourse • Spaces That Foster Socialization

  12. Arranging a Supportive Educational Environment • The Classroom Environment Should Support All Five Selves • The Cognitive Self • Defined Learning Centers • Blocks Center • Dramatic Play • Literacy Center • Science and Math Center

  13. Arranging a Supportive Educational Environment • The Classroom Environment Should Support All Five Selves • The Creative Self • Environment Should Support “The Hundred Languages of Children” • Art Studio or “Atelier” in the School is Ideal • Well-Stocked Art Center in Classroom With all Sorts of Expressive Materials and Equipment • Teachers Should be Creative in Making Materials and Finding Free and Recyclable Items (see Appendix D)

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