1. © 2007 Thomson Delmar Learning. All Rights Reserved. Chapter 15 Developmentally Appropriate Cognitive/Language/Literacy Environments: For Primary-Aged Children

2. © 2007 Thomson Delmar Learning. All Rights Reserved. Preoperational and Concrete Operational Thinking Preoperational Egocentric Limited ability to learn about abstractions Concrete Operational Understands the ideas of others Considers several aspects of the situation Able to reverse thinking INTERACTION CONVERSATION COMMUNICATION 

3. © 2007 Thomson Delmar Learning. All Rights Reserved. Cognitive/Language/ Literacy Goals have successful early experiences in learning play active roles in their learning develop dispositions toward learning have appropriate opportunities to develop basic competencies of literacy and numeracy continue developing their individual and personal interests Children

4. © 2007 Thomson Delmar Learning. All Rights Reserved. Developmentally Appropriate Cognitive/Language Environments Themes Joint planning Collaborating in small groups Teachers as facilitators Language and literacy Reading Writing Math skills

5. © 2007 Thomson Delmar Learning. All Rights Reserved. Language and Literacy immersion demonstrations engagement expectation responsibility approximation use response Conditions for emergent literacy classrooms include

6. © 2007 Thomson Delmar Learning. All Rights Reserved. Reading Exposure Immersion Purpose Construct meaning Foster enjoyment Strategies High-frequency words Phonics

7. © 2007 Thomson Delmar Learning. All Rights Reserved. What is important is the child’s decision... what to write how to write it Writing

8. © 2007 Thomson Delmar Learning. All Rights Reserved. use number concepts and skills to explore discover solve meaningful problems make mental connections that help them discover relationships develop confidence in their ability to think things through Young children need opportunities to Math Skills

9. © 2007 Thomson Delmar Learning. All Rights Reserved. Assessment versus Achievement Testing Standardized Testing –Comparing groups of children same grade level one point in time high stakes Assessment –Regular observation –Systematically record information primary resources –portfolios tapes questionnaires and checklists leveled books social skills descriptive checklist

10. © 2007 Thomson Delmar Learning. All Rights Reserved. Promotion versus Grade Retention Results of retention do not indicate gains in any area Additional support for success helpful