Online Companion: A Guidance Approach for the Encouraging Classroom, 4eChapter 5
Application activities allow students to interrelate material from the text with real-life situations. The observations imply access to practicum experiences; the interviews, access to teachers or parents. Students may compare or contrast observations and interviews with referenced ideas from the chapter.
Black, S. (2003, January). Too soon to test. American School Board Journal. Cassidy, D. J., Mims, S., Rucker, L., & Boone, D. (2003, Summer). Emergent curriculum and kindergarten readiness. Childhood Education, 194-199. Curtis, D., & Carter, M. (2005). Rethinking early childhood environments to enhance learning. Young Children, 60(3), 34-38. Gallagher, K. C. (2005). Brain research and early childhood development: A primer for developmentally appropriate practice. Young Children, 60(4), 20-22. Hasche, B. (2003, Summer). Childhood obesity. The caregiver's role. Texas Child Care. Heidemann, S., Chang, C. J., & Menninga, B. (2005).When teachers are learning, children are too: Teaching teachers about assessment. Young Children, 60(3), 86-92. Kohn, A. (2001). Fighting the tests: Turning frustration into action. Young Children, 56(2), 19-24. National Association for the Education of Young Children. (2005). Resources on environments that support exploring, learning, and living. Young Children, 60(3), 56-58. Note: The following list of materials does not necessarily indicate author endorsement. Developmentally Appropriate Practice
Teacher Resources
[Creating a Community of Learners] www.naeyc.org [The Creative Curriculum] www.teachingstrategies.com [Developmentally Appropriate First Grade: A Community of Learners] www.naeyc.org [Discipline Series: Discipline and the Physical Environment] www.earlychilded.delmar.com [An Idea Blossoms-Integrated Curriculum] www.naeyc.org [The New Room Arrangement as a Teaching Strategy] www.teachingstrategies.com [Seeds of Change-Leadership and Staff Development] www.naeyc.org [Teachers in Transition: Room to Grow] www.naeyc.org AUDIO-VISUAL MATERIALS Note: The following list of available materials does not necessarily indicate author endorsement. Creating a Community of Learners. This video emphasizes that schools need to foster communities of learners dedicated to the continuous improvement of the learning environment. It profiles one school whose educational decisions are driven by the goals of continuous learning. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036. 1-800-424-2460. The Creative Curriculum. This dynamic 37-minute video effectively conveys what a quality, developmentally appropriate program should look like. Filmed in a variety of early childhood settings, the videotape follows the structure of The Creative Curriculum for Early Childhood. 1988. Teaching Strategies, Inc., PO Box 42243, Washington, DC 20015. 1-800-637-3652. Developmentally Appropriate First Grade: A Community of Learners. Spend a day in David Burchfield's first-grade classroom in a public school in rural Virginia through this video. He translates the concept of developmentally appropriate practice into a thematic, interactive learning experience for children 5 through 7 years old. #825. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036. 1-800-424-2460. Discipline Series: Discipline and the Physical Environment. Not specifically geared to early childhood education, this newer video nonetheless shows how design of the physical environment can reduce mistaken behavior in the classroom, with ideas adaptable to early childhood. Thompson Delmar Learning, Executive Woods, 5 Maxwell Drive, Clifton Park, NY 12065. 1-800-998-7498. An Idea Blossoms-Integrated Curriculum. This video illustrates how three teachers successfully used an integrated curriculum to meet individual children's needs at many levels. The program examines planning techniques, as well as the roles of the teacher and the child in implementing an integrated curriculum. #868. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036. 1-800-424-2460. The New Room Arrangement as a Teaching Strategy. This video illustrates with still photos room arrangement ideas to reduce conflicts and enhance productive activity in early childhood classrooms. 1991. Teaching Strategies, Inc., PO Box 42243, Washington, DC 20015. 1-800-637-3652. Seeds of Change-Leadership and Staff Development. Ensuring that all children come to school ready to learn requires a restructuring of the ways schools and communities work. This video explores ways to encourage professional development of teachers and other staff while implementing best practices. It examines how teachers advocate for change in practices and how they organize, analyze, and implement best practices in individual schools. #871. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036. 1-800-424-2460. Teachers in Transition: Room to Grow. This video shows primary teachers striving to implement more developmentally appropriate practice in different contexts-rural South Carolina and Chicago. #817. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036. 1-800-424-2460. Note: The following list of materials does not necessarily indicate author endorsement. Developmentally Appropriate Practice
Teacher Resources
PREVIEW FIVE Organizing the Encouraging Classroom Chapter Five examines the organization of the encouraging classroom. The topics include explanation of the encouraging classroom; the vital role of developmentally appropriate practice; physical layout of the encouraging classroom; thematic instruction as the central instructional focus; and the use of parent volunteers in the encouraging classroom. SIX Managing the Encouraging Classroom Chapter Six explores management of the encouraging classroom to reduce mistaken behavior. Topics include setting up the daily program, mixing active and quiet times, the placing of large groups, managing transitions, and working with family members and other volunteers in the classroom. SEVEN Leadership Communication with the Group Chapter Seven addresses the use of leadership communication with the group, including establishing leadership at the beginning of the school year; implementing guidelines instead of rules; providing encouragement; discussing inclusively, using the class meeting; and communicating with parents to maintain partnerships. EIGHT Leadership Communication with the Individual Chapter Eight explores leadership communication with the individual to reduce and prevent mistaken behavior. In the encouraging classroom, the teacher uses leadership to support the individual by listening to life experiences; by using contact talk, the compliment sandwich, humor, and the careful use of touch; and by using leadership communication in the family-teacher conference.
Recall from your experience as a student a theme or a classroom routine that you participated in and that means something to you in relation to your professional development. Compare or contrast that experience with relevant ideas from the chapter. top |
