HOUSEKEEPING Pennsylvania Dept. of Education ….keeps changing things all the time! PRAXIS update: Passed some…April OK; Taken nothing…wait for the new test PAPA Save the Date…March 29th Urban Field Trip Test on Tuesday… Who are YOU?... Beginning Chapter 4

Who are you? Multiple Intelligence Strengths & Weaknesses GRIT scale Patterns of Coordination Dunn & Dunn Learning Style Inventory REFLECTIONS: WHAT DID I LEARN ABOUT MYSELF? Which concepts do you see as consistent with your view of yourself? Your actions? Which concepts are Inconsistent? What new information did you learn about yourself? How can this help make you a more intentional teacher? A better teacher educator?

Learning and Developing from Birth to Age 8: Who we teach ECED 263 ~ Part Two Learning and Developing from Birth to Age 8: Who we teach

Informed Decisions about who we teach Developmentally appropriate: Consider what is known about development and learning of children within a given age range Individually appropriate: Consider what is known about each child individually ~ personality, strengths, interests, abilities Culturally appropriate: Consider what is known about the social and cultural contexts in which children live ~ Knowledge is substantial and changes over time!

Applying what we know about children’s learning and development Chapter 4 Applying what we know about children’s learning and development

Yvonne in action Planning…draws on children’s interests Integrated literacy instruction with science Small-group projects; large-group meetings Physically active; engages children’s minds Asks probing questions Meets and cooperates with special ed team Observes everyday; wonders Designs an experiment; records; contemplates Plans play sessions based on results

Theory practice Theories of child development and learning Inform and influence our practice Research on brain development & implications Important role of play Reggio Emilia approach

What is development? Age-related change that results from an interaction between biological maturation and physical and/or social experiences Identifies and explains the persistent, cumulative, and progressive changes in the physical, cognitive, and social-emotional development of children and adolescents Occurs as children grow, adapt, and change in response to various experiences

Basic Issues in Development Nature and Nurture Nature (genetics) - Inherited influences on growth and functioning Nurture – influence of factors in children’s environment Diversity and Universality Universality - Developmental changes that occur in just about everyone Diversity - Changes that are highly individual and idiosyncratic Qualitative and Quantitative Changes Qualitative - Characterized by sudden or dramatic changes in behavior or thinking Quantitative - Occurs as a gradual progression or trend with small additions in thinking or behavior

What is learning? A change in knowledge, or skill that results from experience or instruction Sometimes development leads learning Developmental levels can limit learning Sometimes learning can drive development

Relationship: Theory, Research & practice Where do theories come from? Theory derives from a hypothesis – a tentative explanation of a phenomena Role of research…theories evolve, are discarded, or replaced with new ones Role of culture – cautious interpretation!

Why study child development? Grow & Change is rapid from birth – 8 yrs. Helps teachers in many ways: Set and evaluate achievable goals in an age range & challenge children Accurately interpret children’s behaviors Base planning on predictable sequences of development & learning Predict kinds of experiences that are interesting & meaningful Use information about typical and atypical development to identify and diagnose

THEORIST- Meet the experts! Abraham Maslow Erik Erickson Jean Piaget Lev Vygotsky B. F. Skinner Albert Bandura Play (read Vygotsky too) Read Text Internet check Slides Who are they? Theory - 2 slides How theory works in practice Implications for practice Wordle.com

Blog Repsonse Blog Response Read – Explore What is your “felt sense” after reading the article? Is it consistent with what you are reading? How does the work at Kopila Valley connect to what you read? How can you make a difference in the lives of children? TUESDAY, MAR. 19 before class Read – Jonas Lehr “Frontal Cortex” http://www.wired.com/wiredscience/2012/03/does-preschool-matter/ Explore Maggie Doyne and Kopila Valley Children’s Home and School http://blinknow.org/