©2012 Cengage Learning. All Rights Reserved. Chapter 5 Children, Teachers, and Creative Activities...

©2012 Cengage Learning.All Rights Reserved.

Chapter 5Children, Teachers, and Creative

Activities•Consider the Child•Developmentally Appropriate Practice•Differentiated Instruction•Multiple Intelligences•Adapting Instruction for Children with Special Needs•Bloom’s Taxonomy•National Standards


Consider the Child

• Developmental level– Physical– Social– Emotional– Intellectual/Cognitive


Consider the Child (continued)

• Individual differences– Age level– Developmental level– Strengths and weaknesses– Abilities and skills– Large and small motor skills– Self-expression– Learning style– Social skills


Developmentally Appropriate Practice (DAP)

• NAEYC position statement, 1997– Teach young children

• Meet children where they are• Help each child reach challenging and achievable

goals• Recognize that challenge will vary for each child• Intentionality in all early childhood practices


Developmentally Appropriate Practice (DAP) (continued)

• Classroom characteristics– Teachers in charge– Children have choices– Hands-on learning experiences– Balance between child-choice and teacher-

directed experiences– Organized with child’s physical, social,

emotional, and cognitive needs in mind– Maximum interaction among children


Developmentally Appropriate Practice (DAP) (continued)

• Calls for– Child to choose from variety of activities– Child expected to be physically and mentally

active– Child to work individually or in small, informal

groups– Child to be provided concrete learning

activities with relevant materials to lifestyle and experience


Differentiated Instruction

• Definition– Providing different types of learning

experiences and environments to suit individual needs

• What “works” for each child• Lessons/activities connect for each child


Differentiated Instruction (continued)

• Characteristics– Child-centered, child-choices– Similarities and differences accepted– Teacher is coordinator, not provider of information– Children and teachers work together– Variety of group sizes and independent work– Flexibility in schedule, room arrangement,

assessment, instructional strategies– Assessment guides instruction


Multiple Intelligences

• Correlated with differentiated learning

• Part of Developmentally Appropriate Practices (DAP)

• Strategy for meeting individual needs developed by Howard Gardner

• Eight intelligences and more being discovered


Multiple Intelligences (continued)

• Word smart (Linguistic intelligence)

• Logic smart (Logical/Mathematical intelligence)

• Picture smart (Visual/Spatial intelligence)

• Music smart (Musical intelligence)


Multiple Intelligences (continued)

• Body smart (Bodily/Kinesthetic intelligence)

• Person smart (Interpersonal intelligence)

• Self-smart (Intrapersonal intelligence)

• Nature smart (Naturalistic intelligence)


Adapting Instruction for Children with Special Needs

• Correlates with differentiated instruction– Meet each child at developmental level– Tailor the environment to the child’s strengths

and weaknesses– Increase challenges in manageable steps– Encourage child’s gradual use of most senses– Adapt schedule, materials, tasks, and

assessment to meet individual needs


Bloom’s Taxonomy

• Classification system – Categorizing questions– Designing instruction– Correlated with differentiated learning and

DAP


Bloom’s Taxonomy—Levels

• Knowledge—recall of data

• Comprehension—problem in own words

• Application—use knowledge in new way

• Analysis—distinguish between facts and inferences

• Synthesis—put parts together for whole

• Evaluation—judgments about value of ideas, things


National Standards

• No Child Left Behind

• Content standards/core curriculum

• Elementary standards

• Early childhood standards

• INTASC standards p. 109. – Interstate New Teacher Assessment and Support Consortium

standards are model standards for licensing new teachers. They are performance based and they describe key indicators or what teachers should know and be able to do.


Chapter 6Creative Environments•Physical Space: General Guidelines•Arrangement of Space and Equipment•Activity/Interest Centers•Selection of Equipment for Creative Activities


Physical Space: General Guidelines

• Acoustics• Floors• Heat, light, and ventilation• Light source• Running water, sinks• Storage• Chairs and tables• Shelves


Physical Space: General Guidelines (continued)

• Safety factors– Windows– Paints– Plants– Art materials– Pipes, radiators, wall plugs– Hangers, hooks– Furniture arrangement– Fire exits


Arrangement of Space and Equipment

• Age and developmental levels

• Supervision

• Flexibility

• Traffic flow

• Personal space


Activity Centers

• Defined space– Children learn without teacher’s presence– Children interact with materials and other

children– Children develop skills and knowledge– Children learn through direct contact– Area of personal and active exploration


Types of Activity Centers

• Art

• Dramatic play

• Block-building

• Manipulatives

• Science/discovery


Types of Activity Centers (continued)

• Language arts

• Sand and water play

• Woodworking

• Outdoor play


Decisions about Activity Centers

• Where and when

• Numbers—children and centers

• Kinds

• Organization of materials

• Organization in convertible spaces


Selection of Equipment for Centers

• Characteristics of appropriate equipment– Simple in design– Versatile– Stimulating– Easy to use– Durable


Selection of Equipment for Centers (continued)

• Characteristics of appropriate equipment– In proper amounts– In proper working order– Encourages cooperative play– Safe– Developmental purpose– Good quality– Child size


Chapter 7Play, Development, and

Creativity•What Is Play?•Importance of Play in Child Development•Adapting Play Environments for Children with Special Needs•Violent Play


What Is Play?

• For children– Living is play– Play is living– Intrinsically motivated– Aids mental, social, cognitive, and physical

development– Individual or group– An activity not a product


Types and Stages of Play

• Free, spontaneous play

• Organized play

• Stages of play– Onlooker– Solitary– Parallel– Associative– Cooperative


Importance of Play in Child Development

• Physical development– Small and large motor development– Overall coordination– Balance– Hand-eye coordination– Physical strength– Senses– Strength


Importance of Play in Child Development (continued)

• Mental/cognitive development– Piaget’s theory—play as assimilation– Vygotsky’s theory—play facilitates cognitive

development


Importance of Play in Child Development (continued)

• Social emotional development

• Smilansky’s theory—play, social class, and culture

• Benefits of play– Positive self-concept– Expression and understanding of emotions– Mastery of the environment– Safe trying on of adult roles


Adapting Play Environments for Children with Special Needs

• Arrange physical environment to facilitate interaction

• Creating play centers

• Assigning seats during group times

• Social toys rather than isolate toys


Violent Play

• Reasons for violent play– Violence in everyday life– Feelings– Media, toys, and violence


Working with Violent Play

• Reduce amount of violence children see

• Promote imaginative and creative play

• Observe children’s play

• Talk with children about violent play

• Correct misconceptions about violence


Outdoor Play/Recess

• Extension of indoor classroom

• Encourages motor and social skills

• Arguments against recess

Academic

Safety

• Decreased time due to NCLB Act



Chapter 8Using Technology to Promote

Creativity• Technology and Developmentally Appropriate

Practice• Importance of Using Technology• Technology and Multiple Intelligences• Value Of Computers In Early Childhood Programs


Technology and DAP

• Developmentally appropriate uses:– Software as a manipulative – Support child’s curiosity and exploration– Limited use for children under age five– Not an expensive worksheet


Importance of Using Technology

• Provides variety in the program

• Provides interesting learning experiences

• Involves children in creation of materials

• Builds on and reinforces other activities


Types of Technology

• Videotapes

• Photography

• Digital cameras

• Smart toys

• iPods

• CDs and disc players

• Interactive white boards


Technology and Multiple Intelligences—Examples

• Word smart—writing, editing, language skills

• Logic smart—math games, problem solving, strategy games

• Picture smart—drawing and paint programs

• Music smart—music composing, letter/sound with music


Technology and Multiple Intelligences—Examples (continued)

• Person smart—two-person games, telecommunications programs

• Intrapersonal smart—problem-solving software, word processing

• Body smart—animation programs, joysticks, moving objects on screen


Value of Computers in Early Childhood Programs

• Spoken communication

• Cooperation

• Social interaction

• Fine motor skills

• Self-help skills

• Collaborative work


Choosing Software for Young Children

• Age appropriateness

• Child control

• Clear instructions

• Expanding complexity

• Independent exploration


Choosing Software for Children (continued)

• Process orientation

• Real-world representations

• Technical features

• Trial and error

• Visible transformation


The Internet and Early Childhood Programs

• Web 1.0 vs. Web 2.0

• Information sites—reference sources

• Communication sites—writing sources

• Interaction sites—similar to software programs

• Publication sites—publishing children’s work

• Blogs, Wikis


Personal Learning Networks

• Online educational community

• Social Bookmarking Accounts

• Shared links with groups/networks

• Links stored online

• Organization with tags/keywords


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©2012 Cengage Learning. All Rights Reserved. Chapter 5 Children, Teachers, and Creative Activities...

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