EDE4103 Multilevel Early Childhood Pedagogy and Curriculum

1. EDE4103 Multilevel Early Childhood Pedagogy and Curriculum Assignment 1 Metaphor Bernadette Dunne W0092931 http://ede4103.wikispaces.com/

2. METAPHOR Teaching is Gardening

3. The classroom is a garden....

4. The students are seedlings...

5. The teacher is the gardener

6. Role of teacher teacher as an observer, a facilitator and a guide

7. Theorists Vygotsky Bruner Bronfenbrenner Piaget Reggio Emilia

8. Principles of teaching and learning • Scaffolding the learning • Teacher as co-learner and collaborator • Authentic learning experiences and assessment • Provide a caring, nurturing and safe learning environment • Building partnerships

9. Scaffolding the learning • Social constructivism • Vygotsky • Some seedlings will blossom early and some will blossom late. Some will require extra attention, some will need additional encouragement, and some will grow with a wild will of their own.

10. Teacher as co-learner and collaborator Reggio Emilia Children are seen as strong, competent, and intellectual Supporting and empowering children by encouraging them to express their ideas and opinions and give them opportunities to share in decision making and engage in reflection (QSA, 2010). Negotiated curriculum Contexts that facilitate learning, creating enriching situations and helping children to be the direct agents and constructors of their own learning process(Spaggiari in Fraser 2006, p 187).

11. Authentic learning experiences and assessment Cognitive constructivism Piaget The gardener should be patient with the seedlings, because no matter how much water or how much sunshine they receive, they are all individuals, and, as a result, they will all grow at their own rate, in their own way, during their own time; no two are the same.

12. Provide a caring, nurturing and safe learning environment Reggio Emilia The environment : “the third teacher” (Fu 2002 p111). Good gardeners are optimistic and patient.

13. Building partnerships Bronfenbrenner we do not develop in isolation; development is a joint interaction between the person and their environment (cited in Peterson, 2004). Good gardeners do not work in isolation; others have an important role to play also.

14. People, not curriculum, are the desired outcomes of schooling (Glasser, 1992, p. 964). Teaching is gardening The classroom is a garden The students are seedlings The teacher is the gardener.

15. Lesson Plan Algebra: Patterning Year 1 / 2 Differentiated model

16. Image retrieved 12/4/2011, 2011, from http://www.diffcentral.com/model.html

17. Bruner’s Language model of Mathematics • The lesson plan have been designed around the language model. The language model of mathematics helps us teach mathematics for understanding. It has 4 clearly definable stages that everyone passes through: (1) children's language(2) materials language(3) mathematical language(4) symbolic language

18. Orientating Phase / Introduction • Children should be able to verbalize what patterns are and identify simple patterns.

19. Enhancing Phase / Body • Children should be able to create patterns. • Children should be able to predict what comes next in a repeating pattern.

20. Group 1 • Using everyday items and familiar object (Children’ language stage), make patterns with assistance. Predict what comes next. Complete patterns.

21. Group 2 • Using mathematics material familiar to children (materials language stage), make patterns, predict what comes next. Complete patterns.

22. Group 3 Group members working interactive whiteboard taking turns using the interactive on line pattern activities (mathematical language stage): http://www.learningtoday.com/corporate/files/games/Algebra_Patterns_L1_V1_T4a.swf http://funschool.kaboose.com/preschool/games/game_crazy_pattern_machine_the.html Images retrieved on 2/4/11 from http://www.learningtoday.com/corporate/files/games/Algebra_Patterns_L1_V1_T4a.swf http://funschool.kaboose.com/preschool/games/game_crazy_pattern_machine_the.html

23. Synthesising Phase / Conclusion • Children should be able to understand the concept of patterning. • Children should be able to demonstrate their knowledge by creating their own pattern. Children sitting at their own desks in mixed ability groups Each student to create a pattern using multi link blocks. Then students are required to draw their pattern.

24. In Vygotsky’s words, “what the child is able to do in collaboration today he will be able to do independently tomorrow” (Vygotsky, 1978, p. 211).

25. References (APA 5TH) • Berk, L.E. (2000). Child Development: 5th Ed. Allyn and Bacon: Massachusetts. • Bruner, J. (1996). The Culture of Education. Cambridge, MA: Harvard University Press. • Cadwell, L. (1997). "Bringing Reggio Emilia home: An innovative approach to early childhood education.". Teachers College Press, New York. • Commonwealth of Australia (2005). National Framework for Values Education in Australian Schools.   Retrieved 5/4/2011, 2011, from http://www.curriculum.edu.au/verve/_resources/Framework_PDF_version_for_the_web.pdf. • Epstein, J. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta • Kappan, 76, 701-712. • Furlong, V. (1991). Disaffected pupils: reconstructing the sociological perspective. Brittish Journal of Sociology of Education, 12(3), 293-307. • Fraser, S. (2006). Authentic Childhood: Experiencing Reggio Emilia in the Classroom (2nd ed.). Toronto, Ontario: Thomson Nelson. • Fu, V. R., Stremmel, A. J., & Hill, L. T. (2002). Teaching and Learning. Collaborative Exploration of the Reggio Emilia Approach. Sydney: Prentice Hall of Australia Pty. • Funkhouser, J., & Gonzales, M. (1997). Family involvement in children's education: Successful local • approaches. Washington: US Department of Education. • Hendrick, J., & Weissman, P. (2006). The Whole Child: Developmental Education for the Early Years (8th ed.). Upper Saddle River, NJ: Pearson Education. • Hewett, V. (2001).Examining the Reggio Emilia approach to early childhood education. Early Childhood Education Journal, 29, 95-100.

26. References cont... • Lipman, M. (2003). Thinking in Education. Cambridge, UK: Cambridge University Press. • Mooney, C. G. (2000). Theories of Childhood: An introduction to Dewey, Montessori, Eriksson, Piaget & Vygotsky. St. Paul, MN: Redleaf Press. • Peterson, C. (2004). Looking forward through the lifespan (4th ed.). Frenchs Forest: Pearson Education.  • Ruge. J, (2003) Developing home, school and community partnership: A working Paper, NSW Department of Education and Training.  • The State of Queensland Studies Authority. (2006). Early Years Curriculum Guidelines. Retrieved on April 12, 2011 from http://www.qsa.qld.edu.au/downloads/p-9/ey_cg_06.pdf • The State of Queensland Studies Authority. (2010). Queensland Kindergarten Learning Guideline Draft. Retrieved on April 12, 2011 from http://www.qsa.qld.edu.au/downloads/p-9/p-9_qld_k_learning_guide.pdf • Tomlinson, C. (2003). Differentiating instruction for academic diversity. In J. M. Cooper (Ed.), Classroom teaching skills, 7thed (pp 149-180). Boston: Houghton Mifflin. • Tomlinson, C. (2005). Quality curriculum and instruction for highly able students. Theory into Practice, 44(2), 160-166. • Van Hoorn, J., MonighanNourot, P., Scales, B., & Rodriguez Alward, K. (2007). Play at the Centre of the Curriculum (4th ed.). Upper Saddle River, NJ: Pearson Education. • Vygotsky, L. S. (1978). Mind in society. Cambridge: Harvard University Press.