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CHAPTER 16: Developing the Whole Child; Becoming the Whole Teacher

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?

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CHAPTER 16: Developing the Whole Child; Becoming the Whole Teacher

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  1. 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

  2. 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

  3. Selecting Values and Priorities in the Curriculum • Priority 1: Practice Intentional Teaching • Be Mindful of Teaching Goals and Strategies • Always be on the Lookout for Teachable Moments • Always Assess Effects on Children • Devote Careful Thought to: • Curriculum • Educational Environment • Relationships

  4. Selecting Values and Priorities in the Curriculum • Priority 2: Incorporate Developmentally Appropriate Practice (DAP) • Develop Curriculum and Experiences That Actively Engage Children • Provide Rich Teacher-Supported Play • Integrate Learning Domains Across the Curriculum • Allow for Children’s Initiative and Choice • Intentionally Decide on Organization and Timing of Learning Experiences • Adapt Curriculum and Teaching Strategies to Help Individual Children

  5. 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 • Learning Domains and Subject Matter are Not Discrete, They are Combined and Intentionally Linked • Teach to Multiple Intelligences • Linguistic Intelligence • Musical Intelligence • Logical-Mathematical Intelligence • Spatial Intelligence • Bodily-Kinesthetic Intelligence • Interpersonal Intelligence • Intrapersonal Intelligence

  6. Selecting Values and Priorities in the Curriculum • Priority 4: Find Ways to Encourage Child-Centered Active Learning; Use an Emergent Curriculum Approach • The Direction a Topic Takes Develops as the Children and the Teachers Investigate it Together • Plan in Advance But Use Plan as a Compass, Not a Schedule • Collaborative, Learning Together Approach

  7. Selecting Values and Priorities in the Curriculum • Some Basic Concepts of Vygotskian Psychology • Importance of Interaction With Others in Developing Language and Cognition • Zone of Proximal Development (ZPD) • Emphasis on the Significance of Spoken Language

  8. Selecting Values and Priorities in the Curriculum • Basic Principles of The Reggio Approach • Image of the Child • Education Based on Relationships • The Role of the Teacher • Environment as Teacher • The Hundred Languages of Children • Documentation • The Role of the Family • The Importance of Time • Children With Special Rights • Community Involvement

  9. Using the Emergent Approach • 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

  10. Using the Emergent Approach • 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

  11. Using the Emergent Approach • The Project Approach • Phase I • Develop Possible Topics • Write Down Children’s Response • Web • Phase II • Reexamine Children’s Web • Tie to Learning Standards and Curriculum Goals • Teachers and Children Plan Direction • Phase III • Conclude Project by Having Children Express What They Have Learned

  12. Selecting Values and Priorities in the Curriculum • Priority 5: Focus on Teaching Happiness and Joy in Learning as Much as Academic Skills • Reflect on the Meaning of Teaching • What are Our Basic Goals for Education? • What Goals do You Have as a Teacher?

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