CHAPTER 16: Developing the Whole Child; Becoming the Whole Teacher The Whole Child: Developmental Education for the Early Years Tenth Edition Patricia.

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  • CHAPTER 16:Developing the Whole Child; Becoming the Whole Teacher The Whole Child: Developmental Education for the Early YearsTenth EditionPatricia WeissmanJoanne Hendrick

    Weissman/Hendrick. The Whole Child, 10e. 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved16-*

    Selecting Values and Priorities in the CurriculumWhich Learnings are More Important?

    Each Teacher Decides Which Goals Should Receive Primary Emphasis

    No Blueprint For How to Teach

    Experiment, Learn, and be Creative Yourself

    Develop Your Own Personal Teaching Style

    Weissman/Hendrick. The Whole Child, 10e. 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved16-*

    Selecting Values and Priorities in the Curriculum

    Priority 1: Practice Intentional Teaching Be Mindful of Teaching Goals and Strategies

    Always be on the Lookout for Teachable Moments

    Always Assess Effects on Children

    Devote Careful Thought to:CurriculumEducational EnvironmentRelationships

    Weissman/Hendrick. The Whole Child, 10e. 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved16-*

    Selecting Values and Priorities in the CurriculumPriority 2: Incorporate Developmentally Appropriate Practice (DAP)

    Develop Curriculum and Experiences That Actively Engage ChildrenProvide Rich Teacher-Supported PlayIntegrate Learning Domains Across the CurriculumAllow for Childrens Initiative and ChoiceIntentionally Decide on Organization and Timing of Learning ExperiencesAdapt Curriculum and Teaching Strategies to Help Individual Children

    Weissman/Hendrick. The Whole Child, 10e. 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved16-*

    Selecting Values and Priorities in the CurriculumPriority 3: Develop an Integrated Curriculum That Supports the Five Selves of the Whole Child and Teaches to Multiple IntelligencesLearning Domains and Subject Matter are Not Discrete, They are Combined and Intentionally Linked Teach to Multiple IntelligencesLinguistic Intelligence Musical IntelligenceLogical-Mathematical IntelligenceSpatial IntelligenceBodily-Kinesthetic IntelligenceInterpersonal IntelligenceIntrapersonal Intelligence

    Weissman/Hendrick. The Whole Child, 10e. 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved16-*

    Selecting Values and Priorities in the CurriculumPriority 4: Find Ways to Encourage Child-Centered Active Learning; Use an Emergent Curriculum Approach

    The Direction a Topic Takes Develops as the Children and the Teachers Investigate it Together

    Plan in Advance But Use Plan as a Compass, Not a Schedule

    Collaborative, Learning Together Approach

    Weissman/Hendrick. The Whole Child, 10e. 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved16-*

    Selecting Values and Priorities in the CurriculumSome Basic Concepts of Vygotskian Psychology

    Importance of Interaction With Others in Developing Language and Cognition

    Zone of Proximal Development (ZPD)

    Emphasis on the Significance of Spoken Language

    Weissman/Hendrick. The Whole Child, 10e. 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved16-*

    Selecting Values and Priorities in the CurriculumBasic Principles of The Reggio ApproachImage of the ChildEducation Based on RelationshipsThe Role of the TeacherEnvironment as TeacherThe Hundred Languages of ChildrenDocumentationThe Role of the FamilyThe Importance of TimeChildren With Special RightsCommunity Involvement

    Weissman/Hendrick. The Whole Child, 10e. 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved16-*

    Using the Emergent Approach

    Foster the Childrens Ability to Generate Their Own Creative Ideas

    Base the Curriculum on the Interests of the Children as Their Ideas Develop

    Remember to Keep the Pathway Focused: Dont Let It Branch Off in Too Many Directions

    The Number of Childrens Ideas Increases If the Teacher Recognizes Their Value and Responds to Them Positively

    Weissman/Hendrick. The Whole Child, 10e. 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved16-*

    Using the Emergent Approach

    Use Language Consistently Along with More Tangible Ways of Trying Out Ideas

    Enable the Children to Translate Their Ideas into Concrete, Tangible Experiences

    Also Allow Children to Experience Failure

    Make Certain the Children Use Some Form of Expressive Medium to Explain to Other People What They Have Found Out

    Weissman/Hendrick. The Whole Child, 10e. 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved16-*

    Using the Emergent Approach

    The Project ApproachPhase IDevelop Possible TopicsWrite Down Childrens ResponseWebPhase IIReexamine Childrens WebTie to Learning Standards and Curriculum GoalsTeachers and Children Plan DirectionPhase IIIConclude Project by Having Children Express What They Have Learned

    Weissman/Hendrick. The Whole Child, 10e. 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved16-*

    Selecting Values and Priorities in the CurriculumPriority 5: Focus on Teaching Happiness and Joy in Learning as Much as Academic Skills

    Reflect on the Meaning of Teaching

    What are Our Basic Goals for Education?

    What Goals do You Have as a Teacher?

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