1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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

41. 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

42. 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