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Chapter 4: How a Child Develops Learns, Pt. 1 4th Edition

Maslow's Hierarchy of Needs. Figure 4-2, p. 93Text pp. 92-93. Howard Gardner. Theory of Multiple IntelligencesLinguistic: word smartLogical-mathematical: number smartSpatial: picture smartMusical: music smartBodily kinesthetic: body smartInterpersonal: people smartIntrapersonal: self smartN

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Chapter 4: How a Child Develops Learns, Pt. 1 4th Edition

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    1. Chapter 4: How a Child Develops & Learns, Pt. 1 4th Edition Dr. Marian C. Fritzemeier, Ed.D. CLDV 03: Principles & Practices of Teaching Young Children

    2. Maslows Hierarchy of Needs Figure 4-2, p. 93 Text pp. 92-93

    3. Howard Gardner Theory of Multiple Intelligences Linguistic: word smart Logical-mathematical: number smart Spatial: picture smart Musical: music smart Bodily kinesthetic: body smart Interpersonal: people smart Intrapersonal: self smart Naturalistic: nature smart (text p. 94)

    4. Gesells Gradients of Growth Transparency 4.2 Text pp. 94-95

    5. Developmentally Appropriate Classroom Figure 4-1 (p. 88) 12 key principles for child development (p. 89)

    6. Developmentally Appropriate Practice (not in text) Statement about what the NAEYC believe constitutes quality care & education for young children Guides professional decision making using 3 knowledge bases:

    7. 1. What is known about how children develop and learn, including: information about ages and stages what appropriate experiences, materials, activities, & interactions for age & stage are

    8. What is known about each individual child in group 3. What is known about the social & cultural context each child is growing up in. Adapted From: Foundations: Early Childhood Education in a Diverse Society, Janet Gonzalez-Mena, Mayfield, 2000, page 10.

    9. NAEYCs Key Guidelines to Teaching Developmentally Appropriate Practice (not in text) Subjects & skills are integrated, not taught separately Learning takes place through active exploration & interaction with people & materials

    10. Activities are concrete, real & relevant Ex: counting taught while setting table Children are given choices.

    11. Teachers are alert to childrens stress or frustration, & act quickly to help them reduce it Teachers foster competence & interdependence in children Adapted From: Developmentally Appropriate Practice http://www.csdf.k12.ca.us/academics/ecepiate_prac.htm

    12. Portrait of a Child Group 1: One year olds, pp. 104-106 Group 2: 2 year olds, p. 106 Group 3: 3 year olds, p. 108 Group 4: 4 year olds, pp. 108-109 Group 5: 5 year olds, pp. 109-110 Group 6: 6 year olds, p. 110 Group 7: 7 years olds, pp. 110-112 Group 8: 8 year olds, p. 112

    13. Instructions Read aloud text pages for assigned age group For your portrait, decide if you want to draw a boy or a girl; give child a name Title poster, Portrait of a ___ Year Old Print childs name below title Draw child incorporating as much information as possible about your age groups development in the portrait Ex: 4 years likes to draw & paint objects that represents things & people in the world You could draw her painting a picture of something real Ex: 7 years Sports figures like Michael Jordan & Ken Griffey, Jr. are important to him Draw child wearing sports team hat Choose a spokesperson for your group

    14. Video, Clip #1 Building Brains (20:25) Study Guide

    15. Small Groups Small Group Discussion: Chapter 4

    16. Review: Significant Contributions 4.4 Group1: Erik Erikson Group 2: Jean Piaget Group 3: Lev Vygotsky Group 4: Maria Montessori

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