CHAPTER 16: Developing the Whole Child; Becoming the Whole Teacher Developmental Education for the Early Years Tenth Edition Patricia Weissman Joanne Hendrick

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

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: Curriculum Educational Environment Relationships

Selecting Values and Priorities in the Curriculum Priority 2: Incorporate Developmentally Appropriate Practice (DAP) Develop Curriculum and Experiences That Actively Engage Children Provide Rich Teacher-Supported Play Integrate Learning Domains Across the Curriculum Allow for Children’s Initiative and Choice Intentionally Decide on Organization and Timing of Learning Experiences Adapt Curriculum and Teaching Strategies to Help Individual Children

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 Intelligences Learning Domains and Subject Matter are Not Discrete, They are Combined and Intentionally Linked Teach to Multiple Intelligences Linguistic Intelligence Musical Intelligence Logical-Mathematical Intelligence Spatial Intelligence Bodily-Kinesthetic Intelligence Interpersonal Intelligence Intrapersonal Intelligence

Selecting Values and Priorities in the Curriculum Priority 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

Selecting Values and Priorities in the Curriculum Some 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

Selecting Values and Priorities in the Curriculum Basic Principles of The Reggio Approach Image of the Child Education Based on Relationships The Role of the Teacher Environment as Teacher The Hundred Languages of Children Documentation The Role of the Family The Importance of Time Children With Special Rights Community Involvement

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

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

Using the Emergent Approach The Project Approach Phase I Develop Possible Topics Write Down Children’s Response Web Phase II Reexamine Children’s Web Tie to Learning Standards and Curriculum Goals Teachers and Children Plan Direction Phase III Conclude Project by Having Children Express What They Have Learned

Selecting Values and Priorities in the Curriculum Priority 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?