Chapter 19: Approaches to Teaching and Learning Children have many different styles of learning and intelligence. Children learn best when lessons are adapted to their learning styles or intelligence. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Chapter 19: Approaches to Teaching and Learning manipulatives core learning skills intelligence quotient multiple intelligences teachable moments open-ended materials close-ended materials curriculum developmentally appropriate curriculum intentional teaching scaffolding objectives Bloom’s Taxonomy project approach Reggio Emilia Approach theme lesson plan open-ended questions facilitate outcome Child Care Today, Chapter 19: Approaches to Teaching and Learning

Teaching Children Chapter 19: Approaches to Teaching and Learning Because children need hands-on experiences, teachers should provide many manipulatives to develop skills and to stimulate thinking. manipulatives Toys and materials that children can handle and change with their hands. Child Care Today, Chapter 19: Approaches to Teaching and Learning

How Children Learn Chapter 19: Approaches to Teaching and Learning Children learn best by doing. Children learn best when using their senses. Children learn through trial and error. Children learn best when all areas of development are nurtured. Children learn through positive reinforcement and self-motivation. Children acquire and experiment with new behaviors through imitation and role modeling. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Core Learning Skills Chapter 19: Approaches to Teaching and Learning Early childhood teachers can nurture core learning skills by providing children with a variety of daily activities that can be applied to real life. core learning skills Life skills that affect learning during childhood and throughout the life span. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Core Learning Skills Chapter 19: Approaches to Teaching and Learning Ellen Galinsky’s core skills for effective learning: Skill 1: Focus and Control Skill 2: Perspective Taking Skill 3: Communication Skill 4: Making Connections Skill 5: Critical Thinking Skill 6: Taking On Challenges Skill 7: Self-Directed, Engaged Learning Child Care Today, Chapter 19: Approaches to Teaching and Learning

Learning Styles Chapter 19: Approaches to Teaching and Learning There is no single right way to learn. Perceptual styles of learning: Visual (observation) Auditory (listening) Tactile (touching) Kinesthetic (movement) Social (interaction) Independent (few distractions) Child Care Today, Chapter 19: Approaches to Teaching and Learning

Characteristics of Different Learning Styles Chapter 19: Approaches to Teaching and Learning Characteristics of Different Learning Styles Learning Style Characteristics Visual Learn by observing and looking at pictures and images Auditory Learn by listening and hearing the words spoken; follow oral directions well Tactile Learn by sense of touch; enjoy hands-on learning and opportunity to manipulate objects Kinesthetic Learn by moving their bodies; pairing body movements with music is helpful; need breaks while learning a new skill Social Learn through teacher and peer-group interaction; see “big picture” and do not focus on the details; thrive in larger groups and enjoy performing Independent Learn best in individual and small-group settings; focus on the details of new activity; can focus for longer periods of time Child Care Today, Chapter 19: Approaches to Teaching and Learning

Multiple Intelligences Chapter 19: Approaches to Teaching and Learning Multiple Intelligences Intelligence quotient (IQ) tests do not account for musical ability or physical competence. intelligence quotient A standardized test used to measure the ratio between a person’s mental age and chronological age. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Multiple Intelligences Chapter 19: Approaches to Teaching and Learning Multiple Intelligences It was previously believed that there was only one kind of human intelligence, but Dr. Howard Gardner recognized that people can have multiple intelligences. multiple intelligences The theory that people vary in terms of intelligence and learning strengths. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Multiple Intelligences Chapter 19: Approaches to Teaching and Learning Multiple Intelligences Children learn better when teachers plan activities based on unique intelligences: Linguistic Logical-Mathematical Spatial Bodily-Kinesthetic Musical Interpersonal Intrapersonal Naturalistic Child Care Today, Chapter 19: Approaches to Teaching and Learning

Group and Peer Learning Chapter 19: Approaches to Teaching and Learning Group and Peer Learning The number of children, age ranges, and ability levels affects teaching and learning. Classroom grouping types: same-age grouping developmental grouping mixed-age grouping Child Care Today, Chapter 19: Approaches to Teaching and Learning

Learning Through Play Chapter 19: Approaches to Teaching and Learning Children learn through play, so classroom teachers must facilitate play without controlling it. facilitate To make something easier to do; to help bring about something without controlling it. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Learning Through Play Chapter 19: Approaches to Teaching and Learning Sometimes it is beneficial to stray from a planned activity when a teachable moment arises. teachable moment Unplanned opportunities for learning. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Learning Through Play Chapter 19: Approaches to Teaching and Learning Matching games, snap beads, puzzles, and stringing beads are activities for which the outcome is specific and predictable. outcome Result. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Learning Through Play Chapter 19: Approaches to Teaching and Learning Open-ended materials can be used in a variety of ways, so they are suitable for learning in mixed-age groups. open-ended materials Items that can be used in a variety of ways, with no single correct result. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Learning Through Play Chapter 19: Approaches to Teaching and Learning Closed-ended materials, such as puzzles and sewing cards, help children learn how to follow directions. closed-ended materials Items that are to be used primarily in one way, with an expected result. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Learning Through Play Chapter 19: Approaches to Teaching and Learning Children learn through play. More complex play encourages a greater attention span, creativity, and cooperation. Authentic assessment is observing and participating in natural play situations in order to assess children’s growth and development. Attentive teachers take advantage of teachable moments. Teachers should offer both open-ended and close-ended materials. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Curriculum Planning for Children Chapter 19: Approaches to Teaching and Learning Curriculum Planning for Children When learning activities are carefully developed as part of the curriculum framework, children receive relevant educational experiences. curriculum The experiences and activities that support and guide children’s learning. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Curriculum Planning for Children Chapter 19: Approaches to Teaching and Learning Curriculum Planning for Children A developmentally appropriate curriculum is especially important in early childhood programs. developmentally appropriate curriculum Curriculum activities geared to the varying abilities and levels of development of a whole group of children. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Curriculum Planning for Children Chapter 19: Approaches to Teaching and Learning Curriculum Planning for Children Child care professionals apply intentional teaching strategies when they offer activities that encourage children to build upon knowledge and skills already mastered. intentional teaching Planned activities that are responsive to individual children’s abilities and needs. Child Care Today, Chapter 19: Approaches to Teaching and Learning

The Intentional Teacher Chapter 19: Approaches to Teaching and Learning The Intentional Teacher Early childhood classrooms require a developmentally appropriate curriculum. The strategy of intentional teaching is used to plan activities that are responsive to individual children’s abilities and needs. Intentional planning ensures that learning is suited to a child’s temperament, learning style, abilities, and interests. Child Care Today, Chapter 19: Approaches to Teaching and Learning

The Intentional Teacher Chapter 19: Approaches to Teaching and Learning The Intentional Teacher Scaffolding requires teachers to carefully design and conduct activities that gradually build onto the foundation of information or skills children already have. scaffolding Building the support needed for emerging concepts or skills. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Building a Strong Curriculum Chapter 19: Approaches to Teaching and Learning Building a Strong Curriculum A strong curriculum requires well-planned activities. is stimulating and varied. is not repetitive and boring. is balanced. integrates cultural diversity and bilingual development. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Building a Strong Curriculum Chapter 19: Approaches to Teaching and Learning Building a Strong Curriculum When teachers identify learning objectives, they remember to keep in mind what skills, abilities, knowledge, or attitudes they expect children to develop or to master during an activity. objectives Outcomes for children to achieve or to experience through participation in a specific curriculum activity. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Building a Strong Curriculum Chapter 19: Approaches to Teaching and Learning Building a Strong Curriculum Teachers can use Bloom’s Taxonomy as a guideline for developing appropriate learning strategies for each level of a child’s development. Bloom’s Taxonomy A ranking of educational objectives for intellectual development, from very basic to more complex thinking skills. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Building a Strong Curriculum Chapter 19: Approaches to Teaching and Learning Building a Strong Curriculum Setting Goals and Objectives Curriculum is planned to meet program goals. Objectives support goals that relate to all areas of development, including social, intellectual, emotional, and physical development. Teachers use Bloom’s Taxonomy to help set appropriate objectives. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Approaches to Teaching Chapter 19: Approaches to Teaching and Learning Approaches to Teaching Teachers in charge of classrooms do most of the curriculum planning. Because early childhood classrooms have a variety of staff, team planning is common. Some programs include parents in curriculum planning. Larger programs may have a curriculum coordinator who leads and supervises classroom planning. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Approaches to Teaching Chapter 19: Approaches to Teaching and Learning Approaches to Teaching For the project approach to be effective, project topics must stem from children’s own interests and questions and generate children’s enthusiasm and curiosity. project approach Child care professionals conduct projects that allow children to explore in developmentally appropriate ways. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Approaches to Teaching Chapter 19: Approaches to Teaching and Learning Approaches to Teaching Project Approach The project topic is chosen both by children and teachers. Teachers should keep in mind grouping children. project goals. selecting topics. using resources. field trips. gathering, organizing, and representing information. assessing project learning. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Approaches to Teaching Chapter 19: Approaches to Teaching and Learning Approaches to Teaching Named after a town in northern Italy, the Reggio Emilia Approach has been a strong inspiration for using the project approach around the world. Reggio Emilia Approach A style of teaching associated with Reggio Emilia school. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Approaches to Teaching Chapter 19: Approaches to Teaching and Learning Approaches to Teaching Reggio Emilia Approach Children are considered competent, capable, and motivated learners, full of potential. Collaborative learning is stressed. The physical environment is purposefully designed and organized. Curriculum is project based, so children independently and cooperatively investigate topics. Children construct projects and represent learning in a variety of creative ways across curriculum areas. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Approaches to Teaching Chapter 19: Approaches to Teaching and Learning Approaches to Teaching A theme, such as colors, shapes, numbers, or letters, is often used to teach specific concepts. theme One central topic selected by the teacher. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Approaches to Teaching Chapter 19: Approaches to Teaching and Learning Approaches to Teaching Theme Approach A theme, or thematic unit approach, is selected by the teacher to entice all the children. Themes are usually broad topics rather than specific topics. Teachers develop theme activities for each curriculum area. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Implementing Curriculum Chapter 19: Approaches to Teaching and Learning Implementing Curriculum Teachers often borrow bits and pieces from a variety of approaches. Regardless of the curriculum approach used, curriculum is implemented to encourage children’s basic learning skills. Children need many different chances to show their understanding of concepts and topics. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Implementing Curriculum Chapter 19: Approaches to Teaching and Learning Implementing Curriculum Scheduling Curriculum Activities Regular routines form the core of the schedule. The remaining time is reserved for activities. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Developing Lesson Plans Chapter 19: Approaches to Teaching and Learning Developing Lesson Plans A teacher’s great idea must be transformed into a lesson plan before it can become a classroom activity. lesson plan A detailed, written explanation of an activity, including the purpose, any materials needed, the step-by-step method for carrying out the activity, evaluation of the activity, and possible related follow-up activities to reinforce the learning objectives. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Developing Lesson Plans Chapter 19: Approaches to Teaching and Learning Developing Lesson Plans Lesson plans are organizational tools. enable teachers to work through their ideas mentally and on paper. help teachers apply learning theories. help teachers identify stimulating learning environments and set up logical learning procedures. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Teaching Styles Chapter 19: Approaches to Teaching and Learning Teachers need to be aware of their own teaching styles. Lesson plans may have to change to meet children’s temperaments, developmental needs, or abilities. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Teaching Styles Chapter 19: Approaches to Teaching and Learning Integrating Style Teaching styles become integrated with the activity. Beliefs of Teachers What a teacher believes about children and how they learn can affect children’s learning. Benefits of Different Styles When teachers with different styles interact with children, children learn in different ways and develop respect for diversity. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Encouraging Creativity Chapter 19: Approaches to Teaching and Learning Encouraging Creativity To foster creativity and resourcefulness, provide the freedom to explore materials. accept creativity. offer a variety of learning materials. encourage the use of children’s own ideas. allow children time and support for problem solving. build self-esteem. take advantage of opportunities to let children apply creative thinking during activities. Child Care Today, Chapter 19: Approaches to Teaching and Learning

Encouraging Creativity Chapter 19: Approaches to Teaching and Learning Encouraging Creativity Open-ended questions, such as “Why is the boy in the story excited?” and “What’s a different way you could put these pictures together?” tend to encourage creativity. open-ended questions Questions that require more than a yes or no answer. Child Care Today, Chapter 19: Approaches to Teaching and Learning