Child Development 22 CH. 1-Introducing Intentional Teaching -Dr. Gallegos

Intentional Teaching Intentional Teaching is planful, thoughtful and purposeful. –Use their knowledge, judgement, and expertise to organize learning experiences for children; when an unplanned situation arises, they can recognize a teaching opportunity & take advantage of it, too.

Intentional Teaching Intentional teaching means teachers act with specific outcomes or goals in mind for all domains of children’s development and learning. –Requires wide-ranging knowledge about how children typically develop and learn. –Teachers must have a repertoire of instructional strategies and know when to use a given strategy to accommodate the different ways children learn and the specific content they are learning.

Intentional Teaching The difference between child- guided experience and adult- guided experience. –Child-guided experience is when children acquire knowledge and skills through their own exploration and experience through interactions with peers –Adult-guided experience that is planned situations in which the teachers introduce information and model skills. (see pg. 3). –Both experiences have a place in the early childhood setting.

Intentional Teaching The meaning of intentional is to act purposefully, with a goal in mind and a plan for accomplishing it. Intentional teachers aims at clearly defined learning objectives for children, employs instructional strategies likely to help children achieve the objectives and continually assesses progress and adjusts the strategies based on that assessment.

Intentional Teaching Effective intentional teachers look at the emotional climate they create. They select inviting equipment and materials that reflect children’s individual interests, skills, needs, cultures, and home languages, and they put these in places where children will notice & want to use them.

Intentional Teaching Pianta (2003) defines intentionality as “directed, designed interactions between children and teachers in which teachers purposefully challenge, scaffold, and extend children’s skills.”

Intentional Teaching Berliner (1987, 1992) list these elements as characteristics of good intentional teaching: –High expectations –Planning and management –Learning-oriented classroom –Engaging activities –Thoughtful questioning –Feedback (p. 6)

Intentional Teaching Teaching is the knowledge, beliefs, attitudes, and especially behaviors and skills teachers employ in their work with learners. An effective teacher is competent in 3 areas: 1. Curriculum 2. Pedagogy 3. Assessment

Intentional Teaching Curriculum –The knowledge and skills teachers are expected to teach and children are expected to learn, and the plans for experiences through which learning will take place. –Effective teachers know the subject matter covered in their program’s curriculum and how children typically develop with regard to each domain addressed.

Intentional Teaching Pedagogy –The ways teachers promote children’s development and learning. –Effective teachers ensure that children experience a learning environment that promotes their development in all areas of the curriculum. –Teachers must establish a nurturing environment in which children are healthy and safe and feel secure. –Teachers respect differences in children’s preferences, cultures, home languages, and other factors. – Instructional interactions define a program’s quality and its impact on children’s intellectual and social development.

Intentional Teaching Assessment –The ongoing process of determining how children are progressing toward expected outcomes of learning and development, using multiple sources of information. –Assessment can range from observational measures and porfolio;s of children’s work to standardized tests and instructments.

Intentional Teaching Cont. Assessment –Assessments are collected, administer, interpreted, & apply the results of assessment as they plan learning experiences for individual children and the class as a whole, and to monitor individual and group progress. –Teachers share the assessment to the parents to ensure home and school work together to support student’s development

Intentional Teaching Content-is the substance or subject matter that teachers teach and is the object of children’s learning. –It’s the knowledge and skills in an area of learning Vocabulary-the language used in a content area Concepts-the important ideas or principles within a content area. Its the big idea. Skills-the specific abilities needed within a domain of learning and development

Child Development 22 CH. 2- Best Practices for Intentional Teaching -Dr. Gallegos

Overview of Best Practices Best practice requires the knowledge of knowing what is being done in the classroom and how it will foster children’s development and produce real and lasting learning. Best practice principles in 6 key areas of responsibility are: –Curriculum –Environment –Scheduling –Interaction with children –Building Relationships with families –Assessing

Structuring the Physical Learning Environment Provide a safe and healthy indoor and outdoor environment Organize the space in interest areas or centers Supply plentiful and diverse equipment and materials Display work created by and of interest to children

Scheduling the Program Day Establish a consistent yet flexible daily routine Allow for a variety of types of activities Use a variety of groupings Allow just enough time for each type of a ctivity

Interacting with Children Meet children’s basic physical needs Create a warm and caring atmosphere Encourage and support language and communication Encourage initiative Introduce information and model skills Acknowledge children’s activities and accomplishments Support peer interactions Encourage independent problem solving

Building Relationships with Families Exchange information about the curriculum and how it promotes children’s development Share suggestions and how to extend learning at home

Assessing Children’s Development Use assessment results to plan for individual children and the group as a whole Use assessment results to identify areas for professional development

Conclusion The mission of the intentional teacher is to ensure that young children acquire the knowledge and skills they need to succeed in school and in life.

Child Development 22 CH. 3-Approaches to Learning -Dr. Gallegos

Approaches to Learning According to the National Education Goals Panel, approaches includes the following components: curiosity, creativity, confidence, independence, initiative, and persistence.

Young Children’s Development in Approaches to Learning A child’s level of inhibition and emotional reactiveness (the child’s sensitivity to emotional triggers or the strength with which the child exhibits feelings) can strongly affect his/her approach to learning. A healthy approach to learning is an important component of school readiness and is enhanced when young children are encouraged to explore the environment, materials, ask questions and use their imaginations.

Young Children’s Development in Approaches to Learning Encouraging young children to make choices builds their sense of initiative and self- confidence. Children perceive learning as a positive challenge, not as a barrier or a threat.

Teaching and Learning using Approaches to Learning A program setting that provides choices and supports initiative allows all children, using the traits they were born with, to act satisfyingly and successfully with different materials, people, activities, and events. To create a setting that supports a child’s positive predisposition to learn and recognizes each child’s preferred learning style: –Sensory mode –Pacing –Social context

Teaching and Learning using Approaches to Learning Sensory mode-provide an environment that is rich in materials and appeals to all the senses. Pacing-young children need time to try new things, solve problems, practice skills, or think about what they are learning; hence the adults must be patient. Social context-children should always have the option to play alone or with others.

Fitting the Learning Experiences to the Learning Objectives Openness to Experiences Openness to experiences describes a child’s initial willingness to explore materials., ideas, people and events. Processing Experiences Processing experiences is how children deal with the physical and interpersonal environment both during and after the experience

Openness to Experiences Child-guided experience is especially important for learnings such as: –Taking initiative Teaching strategies –Focus on children’s efforts, not the outcomes –Encourage but not force –Balance freedom and structure in the environment.

Openness to Experiences Engaging with materials is an important component of school readiness. It requires self-regulation. –Teaching strategies Provide a variety of materials and activities Give children ample time to carry out their intentions. Minimize interruptions and transitions.

Openness to Experiences Adult-guided experiences is especially important for learning such as: –Planning is an important opportunity to plan carry out, and review activities of their own choosing were positively associated with almost all aspects of children’s social, cognitive, and motor development.

Openness to Experiences Cont. Planning –Planning becomes more complex and detailed as children are increasingly able to hold an mental image of objects and actions. Teaching Strategies –Provide opportunities for children to make intentional choices throughout the day –Treat children’s plans with respect –Learn some phrases in the student’s home language

Openness to Experiences Engaging with ideas Adults can encourage children to pay attention to the reasons behind what they observe through scaffolding. –Scaffolding has 2 parts The first is to support children at their current level of understanding The second is to gently extend their learning –Teaching Strategies: »Scaffolding »Describe & encourage children to describe what they are doing. »Use questions sparingly »Invite children to explain their thinking »Take advantage of opportunities to explain your thinking.

Processing Experiences Child-guided experience is especially important for learnings such as: –Solving problems There are developmental changes in the way children approach problems. Younger preschoolers do so with enthusiasm and self- confidence but less persiste4nce. Older preschoolers are more persistent, flexible and more systematic. Self-regulation (another factor in executive function).

Processing Experiences Teaching strategies –Encourage children to describe problems that arise during play. –Give children time to come up with solutions –Call children’s attention to what is and is not working. –Assist child who are frustrated.

Processing Experiences Using resources –Children become increasingly adept at identifying and using resources Katz (1993) points our the dispositions or ‘habits of mind’ they bring to these endeavors are the desire to find things out, make sense of experience, strive for accuracy, and be empirical (prove something works).

Processing Experiences Cont. Using resources Teaching Strategies –Provide open-ended materials that appeal to all the senses –DLL need to see that its okay to explore materials in different ways –Talk with children about how they use resources. –Encourage children to use resources to answer their own questions

Processing Experiences Adult-guided experience is especially important for learning such as: –Reflecting involves more than the memory or a rote recitation. Reflection is remembering with analysis. Teaching strategies –Make comments & one-ended questions that encourage reflection and help children connect current and previous experience. –Create opportunities for children to describe their actions to peers. –Use photographs and other mementos to help children remember and reflect on experiences.

Processing Experiences Following Up –As a child gets older they will become increasingly more interested on a set of materials or activties. The capacity tends to increase with age. –Adult’s creativity and ingenuity can help a child expand.

Processing Experiences Cont. Following Up –Teaching strategies Provide time and materials for children to continue pursuing their interests. Provide opportunities for children to elaborate on the play themes that interest them. Share in children’s interests and curiosity.