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Online Companion: A Guidance Approach for the Encouraging Classroom, 4e
Chapter 2
APPLICATION
ACTIVITIES
Application activities
allow students to interrelate materials from the text with real-life situations.
The observations imply access to practicum experiences; the interviews
access to family members or teachers. For an additional assignment, students
might compare or contrast observations or interviews with referenced ideas
from the chapter.
- Piaget's foundation
for the study of child development and guidance.
- Observe two
small groups of children in situations where they have to share
materials with others: one group ages three or four, the other group
ages five or six. Write down a sample conversation from each observation.
What similarities and differences do you observe in the two groups
in their actions and words? How much of what you observe can you
attribute to developmental differences? to personality differences?
Compare your findings to text material pertaining to Piaget's ideas.
- Interview an
experienced teacher about the differences in what three- or four-year-olds
and five- or six-year-olds understand about cooperating with others.
Ask how the teacher would go about teaching the concept to each
age group. What are the similarities and differences in the strategies
the teacher would use? Compare your findings to text material pertaining
to Piaget's ideas.
- Vygotsky's ideas
contribute to the study of healthy personal development.
- Closely observe
a teacher using scaffolding with a young child. Record the age of
the child in years and months. Write down as much actual dialog
from the interaction as you can. Hypothesize about both the child's
and adult's comfort levels during the experience. Did the scaffolding
result in the learning that the adult expected? Why or why not?
Compare your findings with text material regarding Vygotsky's ideas.
- Interview a
teacher about the use of scaffolding with young children. Does the
teacher use similar or different techniques with children of different
ages? Why or why not? How does the teacher know when the scaffolding
has been successful or unsuccessful? Compare your findings from
the interview with text material regarding Vygotsky's ideas.
- Erikson-A link
between child development and guidance in the classroom.
- Observe a child
who seems to you to be at one of the four of Erikson's childhood
stages. Record actions and words in a fairly typical activity or
situation for that child. Using the text material as a reference,
analyze why you believe the child is at the stage you identify.
Based on your observation, hypothesize about the child's apparent
progress in dealing with the life conflict at that stage.
- Interview a
teacher about two children, one who to the teacher seems to be progressing
in terms of healthy personal development, and one who is having
difficulties in making progress. Assuring that privacy will be protected,
learn as much as you can about each child from the teacher. Apply
the findings from your interview to Erikson's ideas in the text
about healthy personal development at the stage you believe the
child to be in.
- Gardner's construct
of emotional intelligence contributes to guidance friendly education.
- Observe at
least an hour in a classroom in which the children seem fully engaged
in a variety of activities. Apply Gardner's construct of multiple
intelligences to your observation. How many of the different intelligences
could you document that individual children seemed to be using/developing?
Write a sentence or two of documentation for each intelligence you
observed.
- Interview a
teacher about how he teaches to encourage development in any four
of the intelligences. Compare the teacher's comments to the table
in the chapter entitled "Educational Practices that Foster Multiple
Intelligences."
- The concept
of emotional intelligence defines the central guidance issue.
- Observe a child
who strikes you as having a high level of self-understanding and/or
understanding of the feelings and needs of others. Record actions
and words in a typical social situation for that child. Based on
your observation, hypothesize about the child's use of emotional
intelligence. Relate your findings to emotional intelligence ideas
discussed in the text.
- Interview a
teacher about the idea of emotional intelligence as separate from
the traditional notion of "cognitive intelligence." Ask the teacher
to discuss a child or two who seem to consistently make emotionally
intelligent decisions. What seems to be "special" about these children
in terms of their personalities, learning styles, and home situations?
Putting together your interview and your reading, discuss what you
have learned about intra and interpersonal intelligence.
- Brain development
guides personal development.
- The section
on brain development discussed several major findings and program
recommendations. Observe two or three children in a play situation
(an activity that is self-selected, self-directed, and self-realized).
Record as many words and actions from that situation as you can.
Apply two generalizations you can make about the children's play
to any two of the findings or recommendations in the text (one generalization
for each finding/recommendation). Discuss the applicability (the
"fit") between your observations and ideas about brain development
and/or resulting program policy.
- Interview a
teacher about brain development. Ask the teacher's response to the
idea in the text that if children experience high levels of stress
over time, their brain functioning and brain development are likely
to be hindered. Ask about the teacher's approach when a child seems
to be bringing high stress levels into the classroom. Compare the
teacher's responses with the text material on brain development.
- The teacher
creates a climate for partnerships with family members.
- Interview a
teacher about the steps he takes at the beginning of the year to
build partnerships. Compare answers with material from the chapter.
- Interview a
family member about what is important for a teacher to do at the
beginning of the year to create a climate for partnerships with
family members. Compare answers with material from the chapter.
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RECOMMENDED
READINGS
Black, S. (2003, January).
Too soon to test. The American School Board Journal, 13-20.
Brazelton, T. B.,
& Greenspan, S. (2000). The irreducible needs of children-what every
child must have to grow, learn, and flourish. Cambridge, MA: Perseus
Publishing.
Elkind, D. (1997,
November). The death of child nature: Education in the postmodern world.
Phi Delta Kappan, 79, 241-245.
Elksnin, L. K., &
Elksnin, N. (2003, Fall). Fostering social-emotional development in the
classroom. Education, 124(1), 63-75.
Gallagher, K. C. (2005,
July). Brain research and young children. Young Children, 60(4),
12-20.
Gardner, H. (1999).
Intelligence reframed: Multiple intelligences for the 21st century.
New York: Basic Books.
Gunnar, M. R., & Barr,
R. G. (1998, July). Stress, early brain development, and behavior. Infants
and Young Children, 11 (1).
Kagan, J. (1997, February).
Temperament and the reactions to unfamiliarity. Child Development,
139-143.
Kaiser, B., & Sklar-Rasminsky,
J. S. (2003). Challenging behavior in young children: Understanding,
preventing, and responding effectively. Boston, MA: Pearson Education.
Ladd, G. W., Kochenderfer,
B. J., & Coleman, C. (1997). Classroom peer acceptance, friendship, and
victimization: Distinct relational systems that contribute uniquely to
children's school adjustment. Child Development, 68, 1181-1197.
Mayer, J. D., & Salovey,
P. (1997). What is emotional intelligence? In P. Salovey & D. J. Sluyter
(Eds.), Emotional development and emotional intelligence: Educational
implications (pp. 3-31). New York: Basic Books.
Newberger, J. J. (1997,
May). New brain development research-A wonderful window of opportunity
to build public support for early childhood education. Young Children,
4-9.
Novik, R. (1998, Summer).
The comfort corner: Fostering resiliencey and emotional intelligence.
Childhood Education, 74(4), 200-205.
O'Neil, J. (1996,
September). On emotional intelligence; A conversation with Daniel Goldman.
Educational Leadership, 54(1), 6-12.
Raver, C. C., & Zigler,
E. F. (1997). Social competence: An untapped dimension in evaluation of
Head Start's success. Early Chldlhood Research Quarterly, 12, 363-385.
Shores, R. E., & Wehby,
J. H. (1999). Analyzing classroom social behavior of students with EBD.
Journal of Emotional and Behavioral Disorders, 7, 194-199.
Stone, S. J. (1998/1999,
Winter). Brain research and implications for early childhood education.
Childhood Education, 75(2), 97.
Turner, N. T., Broemmel,
A. D., & Wooten, D. A. (2004). History through many eyes: Ten strategies
for building understanding of time concepts with historical picture books.
Childhood Education, 81(1), 20-24.
Turner, T. N., Broemmel,
A. D., & Wooten, D. A. (2004, Fall). History through many eyes. Childhood
Education, 81(1), 20.
Vance, E., & Jimenez
Weaver, P. (2003). Words to describe feelings. Young Children,
58(4), 45.
Webster-Stratton,
C. M., & Reid, M. J. (2004, April-June). Strengthening social and emotional
competence in young children-The foundation for early school readiness
and success: Incredible years classroom social skills and problem-solving
curriculum. Infants and Young Children, 17(2), 96-114.
Wolfe, P., & Brandt,
R. (1998, November). What do we know from brain research? Educational
Leadership, 56, 8-13.
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WEB
LINKS
Note: The following
list of materials does not necessarily indicate author endorsement.
Child Development
- Preschool Brain
Growth and Development http://www.preschoolrainbow.org/
Choose Brain Growth
- Zero to Three
http://www.zerotothree.org/
Topics > Brain Development > Brain Development FAQs
- Early Childhood
Educational Research Foundation http://www.highscope.org
- Early Childhood
Research http://www.ecrp.uiuc.edu
- National Academy
for Child Development http://www.nacd.org/
- Early Childhood
Care and Development http://www.ecdgroup.com
Brain Research
- World Bank Organization
http://www.worldbank.org/
Choose Topics > Education > Under Priorities/Topics and Sector Themes,
Choose Early Child Development
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AUDIO-VISUAL
RESOURCES
[10 Things Every Child
Needs] Order at www.amazon.com
by typing in "Ten Things Every Child Needs" under VHS, or by calling Consumer
Vision at 1-800-756-8792.
[Multiple Intelligences]
www.insight-media.com
[Nurturing Growth-Child
Growth and Development] www.naeyc.org
AUDIO-VISUAL MATERIALS
Note: The following
list of materials does not necessarily indicate author endorsement.
10 Things Every
Child Needs. In this video, experts such as Dr. T. Berry Brazelton,
Dr. Bruce Perry, and Barbara Boweman discuss "ten simple things shown
to help children's Brain Development." Well-known, watcher-friendly 60-minute
video. Robert R. McCormick Tribune Foundation, 1997. Chicago, IL 60611.
312-337-0480.
Howard Gardner,
Multiple Intelligences for the New Millennium. Eight-part video: (1)
Who Owns "Intelligence"? (2) a New View; (3) the Nine Intelligences; (4)
the Three Axes of Intelligence; (5) MI in Practice: Individualization
and Assessment; (6) Disciplinary Understanding: Entry Points; (7) Intelligence
in the New Millennium; (8) Intelligence and Ethics: Good Work. 48 minutes.
2002. Into the Classroom Media, 10573 West Pico Blvd., #162, Los Angeles,
CA 90064. 1-800-732-7946. mi@classroommedia.com
Into the Classroom:
Intelligence, Understanding, and the Mind. Video. Lecture by Gardner
in which he discusses Multiple Intelligences and the education process.
Into the Classroom Media, 10573 West Pico Blvd., #162, Los Angeles, CA
90064. 1-800-732-7946. mi@classroommedia.com
Multiple Intelligences.
In this video program, educator David Lazaer argues that for all children
to succeed instructors must adapt their teaching styles to multiple intelligences.
He defines seven categories of intelligence: logical-mathematical, verbal-linguistic,
visual-spatial, intrapersonal, kinesthetic, interpersonal, and musical.
#UR784. Insight Media, 2162 Broadway, New York, NY 10024. 212-721-6316.
Nurturing Growth-Child
Growth and Development. In this video, a child's development takes
place in the context of the child's culture and family. This video examines
how early childhood programs incorporate all the developmental domains
and how teachers plan for the interaction of these domains to support
the development of the whole child. #865. National Association for the
Education of Young Children, 1509 16th Street NW, Washington, DC 20036.
800-424-2460.
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CHAPTER
RELEVANT WEB SITES
Note: The following
list of materials does not necessarily indicate author endorsement.
Child Development
- Preschool Brain
Growth and Development http://www.preschoolrainbow.org
Choose Brain Growth
- Zero to Three http://www.zerotothree.org
Topics > Brain Development > Brain Development FAQs
- Early Childhood
Educational Research Foundation http://www.highscope.org
- Early Childhood
Research & Practice http://www.ecrp.uiuc.edu/
- National Academy
for Child Development http://www.nacd.org/
- Early Child Development
http://www.umaine.edu
Search for ECE Online > Choose ECE-Curriculum and Environments
- Early Childhood
Care and Development http://www.ecdgroup.com
Brain Research
- World Bank Organization
http://www.worldbank.org/
Choose Topics > Education > Under Priorities/Topics and Sector Themes,
Choose Early Child Development
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GUIDING
QUESTIONS
- How do Piaget's
ideas provide a foundation for the study of child development and guidance?
- What do Vygotsky's
ideas contribute to the study of healthy personal development of the
child?
- Why is Erikson's
work a link between child development and guidance in the classroom?
- How does Gardner's
theory of multiple intelligences contribute to the guidance tradition?
- How does the concept
of emotional intelligence define the central guidance issue?
- What are the implications
of brain development for guiding personal development?
- How does the teacher
create a climate for partnerships with family members?
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DISCUSSION
ACTIVITY
Think about an academic
subject that you personally are quite comfortable or quite uncomfortable
about. Trace your memories about that subject and the teacher(s) and try
to pinpoint experiences that led to your present feelings. Analyze your
thoughts, feelings, and experiences regarding the subject area in relation
to the developmental ideas of one of the following: Vygotsky, Gardner,
Goleman, or LeDoux's ideas about emotions and brain development.
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