1. ©2012 Cengage Learning. All Rights Reserved. Chapter 5 Children, Teachers, and Creative Activities Consider the Child Developmentally Appropriate Practice Differentiated Instruction Multiple Intelligences Adapting Instruction for Children with Special Needs Bloom’s Taxonomy National Standards

2. ©2012 Cengage Learning. All Rights Reserved. Consider the Child Developmental level –Physical –Social –Emotional –Intellectual/Cognitive

3. ©2012 Cengage Learning. All Rights Reserved. Consider the Child (continued) Individual differences –Age level –Developmental level –Strengths and weaknesses –Abilities and skills –Large and small motor skills –Self-expression –Learning style –Social skills

4. ©2012 Cengage Learning. All Rights Reserved. Developmentally Appropriate Practice (DAP) NAEYC position statement, 1997 –Teach young children Meet children where they are Help each child reach challenging and achievable goals Recognize that challenge will vary for each child Intentionality in all early childhood practices

5. ©2012 Cengage Learning. All Rights Reserved. Developmentally Appropriate Practice (DAP) (continued) Classroom characteristics –Teachers in charge –Children have choices –Hands-on learning experiences –Balance between child-choice and teacher- directed experiences –Organized with child’s physical, social, emotional, and cognitive needs in mind –Maximum interaction among children

6. ©2012 Cengage Learning. All Rights Reserved. Developmentally Appropriate Practice (DAP) (continued) Calls for –Child to choose from variety of activities –Child expected to be physically and mentally active –Child to work individually or in small, informal groups –Child to be provided concrete learning activities with relevant materials to lifestyle and experience

7. ©2012 Cengage Learning. All Rights Reserved. Differentiated Instruction Definition –Providing different types of learning experiences and environments to suit individual needs What “works” for each child Lessons/activities connect for each child

8. ©2012 Cengage Learning. All Rights Reserved. Differentiated Instruction (continued) Characteristics –Child-centered, child-choices –Similarities and differences accepted –Teacher is coordinator, not provider of information –Children and teachers work together –Variety of group sizes and independent work –Flexibility in schedule, room arrangement, assessment, instructional strategies –Assessment guides instruction

9. ©2012 Cengage Learning. All Rights Reserved. Multiple Intelligences Correlated with differentiated learning Part of Developmentally Appropriate Practices (DAP) Strategy for meeting individual needs developed by Howard Gardner Eight intelligences and more being discovered

10. ©2012 Cengage Learning. All Rights Reserved. Multiple Intelligences (continued) Word smart (Linguistic intelligence) Logic smart (Logical/Mathematical intelligence) Picture smart (Visual/Spatial intelligence) Music smart (Musical intelligence)

11. ©2012 Cengage Learning. All Rights Reserved. Multiple Intelligences (continued) Body smart (Bodily/Kinesthetic intelligence) Person smart (Interpersonal intelligence) Self-smart (Intrapersonal intelligence) Nature smart (Naturalistic intelligence)

12. ©2012 Cengage Learning. All Rights Reserved. Adapting Instruction for Children with Special Needs Correlates with differentiated instruction –Meet each child at developmental level –Tailor the environment to the child’s strengths and weaknesses –Increase challenges in manageable steps –Encourage child’s gradual use of most senses –Adapt schedule, materials, tasks, and assessment to meet individual needs

13. ©2012 Cengage Learning. All Rights Reserved. Bloom’s Taxonomy Classification system –Categorizing questions –Designing instruction –Correlated with differentiated learning and DAP

14. ©2012 Cengage Learning. All Rights Reserved. Bloom’s Taxonomy—Levels Knowledge—recall of data Comprehension—problem in own words Application—use knowledge in new way Analysis—distinguish between facts and inferences Synthesis—put parts together for whole Evaluation—judgments about value of ideas, things

15. ©2012 Cengage Learning. All Rights Reserved. National Standards No Child Left Behind Content standards/core curriculum Elementary standards Early childhood standards INTASC standards p. 109. –Interstate New Teacher Assessment and Support Consortium standards are model standards for licensing new teachers. They are performance based and they describe key indicators or what teachers should know and be able to do.

16. ©2012 Cengage Learning. All Rights Reserved. Chapter 6 Creative Environments Physical Space: General Guidelines Arrangement of Space and Equipment Activity/Interest Centers Selection of Equipment for Creative Activities

17. ©2012 Cengage Learning. All Rights Reserved. Physical Space: General Guidelines Acoustics Floors Heat, light, and ventilation Light source Running water, sinks Storage Chairs and tables Shelves

18. ©2012 Cengage Learning. All Rights Reserved. Physical Space: General Guidelines (continued) Safety factors –Windows –Paints –Plants –Art materials –Pipes, radiators, wall plugs –Hangers, hooks –Furniture arrangement –Fire exits

19. ©2012 Cengage Learning. All Rights Reserved. Arrangement of Space and Equipment Age and developmental levels Supervision Flexibility Traffic flow Personal space

20. ©2012 Cengage Learning. All Rights Reserved. Activity Centers Defined space –Children learn without teacher’s presence –Children interact with materials and other children –Children develop skills and knowledge –Children learn through direct contact –Area of personal and active exploration

21. ©2012 Cengage Learning. All Rights Reserved. Types of Activity Centers Art Dramatic play Block-building Manipulatives Science/discovery

22. ©2012 Cengage Learning. All Rights Reserved. Types of Activity Centers (continued) Language arts Sand and water play Woodworking Outdoor play

23. ©2012 Cengage Learning. All Rights Reserved. Decisions about Activity Centers Where and when Numbers—children and centers Kinds Organization of materials Organization in convertible spaces

24. ©2012 Cengage Learning. All Rights Reserved. Selection of Equipment for Centers Characteristics of appropriate equipment –Simple in design –Versatile –Stimulating –Easy to use –Durable

25. ©2012 Cengage Learning. All Rights Reserved. Selection of Equipment for Centers (continued) Characteristics of appropriate equipment –In proper amounts –In proper working order –Encourages cooperative play –Safe –Developmental purpose –Good quality –Child size

26. ©2012 Cengage Learning. All Rights Reserved. Chapter 7 Play, Development, and Creativity What Is Play? Importance of Play in Child Development Adapting Play Environments for Children with Special Needs Violent Play

27. ©2012 Cengage Learning. All Rights Reserved. What Is Play? For children –Living is play –Play is living –Intrinsically motivated –Aids mental, social, cognitive, and physical development –Individual or group –An activity not a product

28. ©2012 Cengage Learning. All Rights Reserved. Types and Stages of Play Free, spontaneous play Organized play Stages of play –Onlooker –Solitary –Parallel –Associative –Cooperative

29. ©2012 Cengage Learning. All Rights Reserved. Importance of Play in Child Development Physical development –Small and large motor development –Overall coordination –Balance –Hand-eye coordination –Physical strength –Senses –Strength

30. ©2012 Cengage Learning. All Rights Reserved. Importance of Play in Child Development (continued) Mental/cognitive development –Piaget’s theory—play as assimilation –Vygotsky’s theory—play facilitates cognitive development

31. ©2012 Cengage Learning. All Rights Reserved. Importance of Play in Child Development (continued) Social emotional development Smilansky’s theory—play, social class, and culture Benefits of play –Positive self-concept –Expression and understanding of emotions –Mastery of the environment –Safe trying on of adult roles

32. ©2012 Cengage Learning. All Rights Reserved. Adapting Play Environments for Children with Special Needs Arrange physical environment to facilitate interaction Creating play centers Assigning seats during group times Social toys rather than isolate toys

33. ©2012 Cengage Learning. All Rights Reserved. Violent Play Reasons for violent play –Violence in everyday life –Feelings –Media, toys, and violence

34. ©2012 Cengage Learning. All Rights Reserved. Working with Violent Play Reduce amount of violence children see Promote imaginative and creative play Observe children’s play Talk with children about violent play Correct misconceptions about violence

35. ©2012 Cengage Learning. All Rights Reserved. Outdoor Play/Recess Extension of indoor classroom Encourages motor and social skills Arguments against recess Academic Safety Decreased time due to NCLB Act

36. ©2012 Cengage Learning. All Rights Reserved.

37. ©2012 Cengage Learning. All Rights Reserved. Chapter 8 Using Technology to Promote Creativity Technology and Developmentally Appropriate Practice Importance of Using Technology Technology and Multiple Intelligences Value Of Computers In Early Childhood Programs

38. ©2012 Cengage Learning. All Rights Reserved. Technology and DAP Developmentally appropriate uses: –Software as a manipulative –Support child’s curiosity and exploration –Limited use for children under age five –Not an expensive worksheet

39. ©2012 Cengage Learning. All Rights Reserved. Importance of Using Technology Provides variety in the program Provides interesting learning experiences Involves children in creation of materials Builds on and reinforces other activities

40. ©2012 Cengage Learning. All Rights Reserved. Types of Technology Videotapes Photography Digital cameras Smart toys iPods CDs and disc players Interactive white boards

41. ©2012 Cengage Learning. All Rights Reserved. Technology and Multiple Intelligences—Examples Word smart—writing, editing, language skills Logic smart—math games, problem solving, strategy games Picture smart—drawing and paint programs Music smart—music composing, letter/sound with music

42. ©2012 Cengage Learning. All Rights Reserved. Technology and Multiple Intelligences—Examples (continued) Person smart—two-person games, telecommunications programs Intrapersonal smart—problem-solving software, word processing Body smart—animation programs, joysticks, moving objects on screen

43. ©2012 Cengage Learning. All Rights Reserved. Value of Computers in Early Childhood Programs Spoken communication Cooperation Social interaction Fine motor skills Self-help skills Collaborative work

44. ©2012 Cengage Learning. All Rights Reserved. Choosing Software for Young Children Age appropriateness Child control Clear instructions Expanding complexity Independent exploration

45. ©2012 Cengage Learning. All Rights Reserved. Choosing Software for Children (continued) Process orientation Real-world representations Technical features Trial and error Visible transformation

46. ©2012 Cengage Learning. All Rights Reserved. The Internet and Early Childhood Programs Web 1.0 vs. Web 2.0 Information sites—reference sources Communication sites—writing sources Interaction sites—similar to software programs Publication sites—publishing children’s work Blogs, Wikis

47. ©2012 Cengage Learning. All Rights Reserved. Personal Learning Networks Online educational community Social Bookmarking Accounts Shared links with groups/networks Links stored online Organization with tags/keywords

48. ©2012 Cengage Learning. All Rights Reserved.