Welcome to week Thirteen November 19, 2014

 “A world in everlasting conflict between the new idea and the old allegiances, new arts and new inventions against the old establishment.” Joyce Cary

  Bring in one (12x12in.—24x24in.) piece of heavy cardboard (5 points).  You will need to take a photo of your work to include in your portfolio next week! For NEXT Week:

  Bring in one “thing” of yarn for our class on December 3= 5 points  Put your in your portfolio to earn extra credit! PLEASE!!

  Using your CDC Taxonomy:  What would children learn from making a turkey like yours from last week?  Cutting  Fine Motor Skills  Color Recognition  Patterning  Turkey – body parts & placement – what does it look like  Might improve attention - Might make it worse  Different shapes  Following directions is frustrating Turkey Learning!

  Introduce the artwork you brought tonight and explain it’s personal value and importance to you and it’s connections to your family/experience or culture.  With your group discuss: how does introducing art and creative experiences which represent children and their families promote the development of the “whole child?” With your small group:

  is both planned and unplanned.  includes all of the activities, interactions and discoveries of the child’s day.  promotes growth for the whole child. The creative curriculum benefits the child’s development socially, emotionally, physically and cognitively. Curriculum

  What are the many roles of a teacher in the early childhood classroom?  With your small group discuss the many roles we have that reflect all that we do in our work as ECE professionals. Consider:

  Investigator  Educational Designer  Advocate  Guardian of the Gate – Security Guard  Tour Guide  Guide – Life Coach  Counselors & Therapists  Liaison & Negotiator  Coach & Team Player  Couch & Climbing Structure  Nurses  Hair stylist  Scatologist  Emotional Extension of Family  Lawyer  Defender of children – refer to CPS Think about our roles as teachers. WE are:

  Counselors: giving advice to children, families and coworkers  Mediators: intervening and supporting children in conflict  Social Workers: providing connections and access to resources beyond the classroom  Health Care Professionals: cleaning up vomit, wiping up noses and bandaging boo boos and  Chefs: preparing snacks and meals  Custodians: cleaning and general maintenance  Educators: sharing what we know and supporting others in their learning. And…we do all of these at the same time! All of these “roles” overlap all the time the time to create the “whole teacher.” Think about our roles as teachers. WE are:

  The teacher placed a tray of pony beads in the art area. Nearby the teacher placed two spools of plastic lacing and some scissors. Several children used these materials throughout the day, talking with each other about what they were doing, describing what they were making, negotiating for different amounts and colors of beads, observing the work of others and working with focused concentration on the process of stringing the beads.  With your group of 4 discuss: What might the children learn from this experience. Consider all of the domains of development and discuss how might stringing beads impact the development of the “whole child?” In a four year old classroom:

  learn holistically, not in segmented ways during different times of the day.  When children engage in creative experiences such as bead stringing they might: Children

  Communication Skills  Negotiating skills  Sharing  Fine Motor Skill  Patterning  Eye Hand Coordination  Social Coordination  Colors  Problem solving  Counting  Classifying  Concentration  Language Development  Self Satisfaction – pride  Size & Shape  Accuracy Outcomes for Bead Stringing

  Recognize patterns as they select different color beads to string.  Organize the beads by size and shape.  Develop language as they describe the process and the outcome of their work  Enjoy the process of stringing the beads, prefer it to other classroom experiences and value their work.  Explain their need for materials as they have the opportunity to share and cooperate with their classmates.  Demonstrate i ncreased eye-hand coordination and physical dexterity as they adjust the position of the string to the bead’s hole.  Distinguish the ways in which they are different from others and value those differences Outcomes for Bead Stringing

  that support the whole child, children will learn what they need to learn in the way they need to learn it and the time when the learning is most meaningful.  Our role as an early childhood educator is to promote a clearer understanding of how children learn, what they are learning and what they need in order to learn well.  AND we must provide meaningful experiences for EVERY CHILD in the classroom too! When we provide experiences:

 Joni Eareckson Tada

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   How do you paint, create, represent the images in your head when your physical body changes the way you function?  How do you support children’s ability to create if their bodies function differently?  How do you support children’s understanding of differing abilities? Words & Pictures

  Clear off your tables  You will engage in 4 different creative experiences  Afterwards you will reflect on these & discuss them and the possible learning outcomes each experience might have for the “whole child.” Please:

  Bring in one (12x12in.—24x24in.) piece of heavy cardboard - 5 points  Caine’s Cardboard Challengehttp://  Bring in Glue Guns and Glue Sticks NEXT week  You will need to take a photo of your work from next week to include in your portfolio!  Bring BINDERS  Read Chapters 13 & 14 NEXT Week