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ECE 1B The great Quarterly Divide

ECE 1B The great Quarterly Divide. Education Group in class Sit in the first 2 rows. Support Group in Center S ign up for your age group and then sit on the back 2 rows. INTRODUCTION. Example: S hannon S tevens Smart & Sassy!.

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ECE 1B The great Quarterly Divide

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  1. ECE 1B The great Quarterly Divide Education Group in class Sit in the first 2 rows. Support Group in Center Sign up for your age group and then sit on the back 2 rows

  2. INTRODUCTION Example: Shannon Stevens Smart & Sassy! • Think about one thing you REALLY want to get out of this class. • Get with a partner, find out their name and by using their first initials, come up with 2 words describing them.

  3. ECE 1B Class Business • Daily Sign in and Sign out • Disclosure statement. –Due next time! • Read Read it over , get it signed, and bring it back. • $5.00 fee paid into the Child Care Center acct. • Give the Licensing Review packet. • ------------------------------------------------------------------------------------------------------------------------------------ • Planning and Teaching of four lessons. • Cubs (0-2 years) Bears (3-5 years)

  4. Support Group to Daycare! • Education group- come get some bubbles 

  5. Bubble Evaluation • How will kids learn through these? • Fake Bubble • Information Sheet • Bubble Wordstrip • Bubble Blow Activity • Pictures • Bubble container • What are we talking about today?

  6. Early Childhood Education 1B Welcome Education Group!

  7. Your Turn • Sign in for today. • On the back bulletin board. • Sign up for the 4 teaching experiences. • On the front white board. • Supplies on the counter • Get an ECE 1B workbook • Take your vouchers • Grab a piece of gum

  8. This week this class Might seem scary and you might not quite understand what is going on, but grab an exit buddy and work together - you might even have some fun.

  9. ECE 1B Workbook Tour • Back of the title page • Education Class responsibilities. • Record your assigned teaching # and dates. • I will make a copy of the sign up sheet for you. • Class calendar on the web, on the back wall, on the board, daily on each power point.

  10. So How do children learn Best? Bubble Play

  11. Workbook Pages • Standard IV obj 1 Section A Page 14

  12. DAP stands for Developmentally Appropriate Practices tell us

  13. CHILD DIRECTED, CHILD INITITATED, and TEACHER SUPPORTED • Child decides what to do, the idea, and the material to use. • Adult follows the child's lead. • Adults help, talk, and interfere too much. • Silent • Observe • Understand • Listen

  14. Age and individual appropriateness • Infants have different interests and skills than the toddlers, and preschoolers • Each child progresses at their own rate. • This explains why two 3 year old children where one is toilet trained and the other is not. • Activities are based on the child’s individual needs and abilities.

  15. (tell me)

  16. Hands on and CONCRETE Learning • Concrete experiences. • Touch, feel, manipulate, use, apply senses • Learning by experience • Child must be actively involved to learn. • It is not the activity but the child's response to it that counts. • Make it fun. If your not having fun, you're doing something wrong & learning isn't happening. • Let the children do most of the talking, touching, and moving. • Never drill • Teacher talking makes for less child learning

  17. 6 Areas of Development (PESCLM) • Activities focus, teach, enhance, develop, and include: Physical, Emotional, Social, Cognitive, Language, and Moral

  18. REAL and RELEVANT • Learning real concepts that relate to the child’s own world, life, or experiences. • Worm day • Bubble day • Apple Day

  19. Challenging but Encourages Learning and Discovery

  20. Child’s Choice and Child’s Time • Childrenchoose the materials they want to work with. • If the tasks appear to be hard or of no interest, create a new variation that fits the child’s needs. • DO NOT JUMP IN AND DO IT FOR THEM. • Short attention spans: 5 to 10 minutes on one thing. • The child might change activities often so keep activities moving and have choices. • Flexible to be able to work and finish activities. • If a child is not done with a project, let him finish while the others free play or begin another activity. • If children do not complete an activity encourage them to finish, but do not force them to finish.

  21. Multi-Cultural and Non-Sexist • Multi-cultural and Non-sexist • activities, materials, and equipment.

  22. WHAT IT Most Important In a DAP Curriculum?

  23. Process vs. Product • The process is important NOT the product • What was learned and developed? • Were the learning goals (concepts and objectives) achieved? If so, the lesson was a success regardless of the outcome of the child’s product.

  24. Unit 1 – blue page-doing #1-6,13 RC I-3 Weekly Lesson Plans (pg 11-12) (Do together?) RC I-2 Sample Menu (pg 13)- See Samples

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