CHAPTER 16:Developing the Whole Child; Becoming the Whole Teacher

The Whole Child: Developmental Education for the Early Years

Tenth EditionPatricia WeissmanJoanne Hendrick

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

16-2

Selecting Values and Priorities in the Curriculum

• Which 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 Reserved

16-3

Selecting Values and Priorities in the Curriculum

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

o Always be on the Lookout for Teachable Moments

o Always Assess Effects on Children

o Devote Careful Thought to: Curriculum Educational Environment Relationships

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

16-4

Selecting Values and Priorities in the Curriculum

• Priority 2: Incorporate Developmentally Appropriate Practice (DAP)

o Develop Curriculum and Experiences That Actively Engage Children

o Provide Rich Teacher-Supported Playo Integrate Learning Domains Across the Curriculum

o Allow for Children’s Initiative and Choiceo Intentionally Decide on Organization and Timing of Learning Experiences

o Adapt 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 Reserved

16-5

Selecting Values and Priorities in the Curriculum

• Priority 3: Develop an Integrated Curriculum That Supports the Five Selves of the Whole Child and Teaches to Multiple Intelligenceso Learning Domains and Subject Matter are Not Discrete, They are Combined and Intentionally Linked

o Teach to Multiple Intelligences Linguistic Intelligence Musical Intelligence Logical-Mathematical Intelligence Spatial Intelligence Bodily-Kinesthetic Intelligence Interpersonal Intelligence Intrapersonal Intelligence

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

16-6

Selecting Values and Priorities in the Curriculum

• Priority 4: Find Ways to Encourage Child-Centered Active Learning; Use an Emergent Curriculum Approach

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

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

oCollaborative, Learning Together Approach

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

16-7

Selecting Values and Priorities in the Curriculum

• Some Basic Concepts of Vygotskian Psychology

oImportance of Interaction With Others in Developing Language and Cognition

oZone of Proximal Development (ZPD)

oEmphasis on the Significance of Spoken Language

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

16-8

Selecting Values and Priorities in the Curriculum

• Basic Principles of The Reggio Approacho Image of the Childo Education Based on Relationshipso The Role of the Teachero Environment as Teachero The Hundred Languages of Childreno Documentationo The Role of the Familyo The Importance of Timeo Children With Special Rightso Community Involvement

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

16-9

Using the Emergent Approach

• Foster the Children’s 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: Don’t Let It Branch Off in Too Many Directions

• The Number of Children’s 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 Reserved

16-10

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 Reserved

16-11

Using the Emergent Approach

• The Project Approacho Phase I Develop Possible Topics Write Down Children’s Response Webo Phase II Reexamine Children’s Web Tie to Learning Standards and Curriculum Goals

Teachers and Children Plan Directiono Phase IIIo Conclude 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 Reserved

16-12

Selecting Values and Priorities in the Curriculum

• Priority 5: Focus on Teaching Happiness and Joy in Learning as Much as Academic Skills

oReflect on the Meaning of Teaching

oWhat are Our Basic Goals for Education?

oWhat Goals do You Have as a Teacher?