Chapter 12: Preschoolers and Kindergarteners Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
Preschool and Kindergarten Children <ul><li>These children can: </li></ul><ul><ul><li>Investigate a wide range of topics <...
Prerequisites for Toilet Training <ul><li>Control bladder and sphincter </li></ul><ul><li>Be aware of when she needs to go...
Gross Motor Skills <ul><li>Skills that require the use of the large muscles, such as: </li></ul><ul><ul><li>Running </li><...
Keys to Observing Physical Development <ul><li>Focus on movements, not outcomes </li></ul><ul><li>View movements from many...
Social and Emotional Development <ul><li>Caring teachers promote interactions </li></ul><ul><li>These interactions can fos...
Authentic Experiences <ul><li>Real experiences that have meaning for children </li></ul><ul><li>Can lay the foundation for...
Social Studies Enrichment <ul><li>Trips </li></ul><ul><ul><li>Provide authentic experiences </li></ul></ul><ul><ul><li>Enh...
Emergent Literacy <ul><li>Children’s reading and writing behaviors prior to actual reading and writing capability </li></u...
Conventions of Literacy <ul><li>Pre-literacy skills: </li></ul><ul><ul><li>How to hold a book </li></ul></ul><ul><ul><li>H...
Types of Language <ul><li>Decontextualized language: </li></ul><ul><ul><li>Descriptions of places, people, and things NOT ...
One-to-One Correspondence <ul><li>Can be taught using blocks and manipulatives </li></ul><ul><li>Is necessary for children...
Science <ul><li>Field trips with a purpose to local museums and parks </li></ul><ul><li>Help children create “field journa...
Phonemic Awareness <ul><li>“ The general ability to attend to language’s sounds as distinct from its meaning” (Epstein 200...
Art <ul><li>Use open-ended materials to enhance creativity and self-expression </li></ul><ul><ul><li>Markers </li></ul></u...
Technology <ul><li>Computers in the classroom can: </li></ul><ul><ul><li>Support your curriculum </li></ul></ul><ul><ul><l...
Creating Curriculum with the Children <ul><li>Arrange and stock the environment with materials that promote investigation ...
Emergent Curriculum <ul><li>A plan of activities that arises from children’s natural interest </li></ul><ul><li>Builds upo...
Integrated Curriculum <ul><li>Addresses all subjects as children explore a topic </li></ul><ul><ul><li>Read a story about ...
The Project Approach <ul><li>Three Phases: </li></ul><ul><ul><li>Discussion </li></ul></ul><ul><ul><li>Implementation </li...
Group Meetings (Circle Time) <ul><li>Can remind children of events to come </li></ul><ul><li>Can allow for reflection of r...
Routines <ul><li>Can strengthen teacher-child relationships </li></ul><ul><li>Can help children learn about themselves </l...
Considerations for Outside Equipment <ul><li>Durable materials </li></ul><ul><li>Structures that provide many challenges <...
Being an Advocate <ul><li>Is an integral part of professional development </li></ul><ul><li>Can be supported by the: </li>...
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Chapter 12: Preschoolers & Kindergartners

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Early Childhood Education: Learning Together
by Virginia Casper and Rachel Theilheimer
(c)2009 McGraw-Hill Publishing

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Chapter 12: Preschoolers & Kindergartners

  1. 1. Chapter 12: Preschoolers and Kindergarteners Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  2. 2. Preschool and Kindergarten Children <ul><li>These children can: </li></ul><ul><ul><li>Investigate a wide range of topics </li></ul></ul><ul><ul><li>Engage in social negotiations </li></ul></ul><ul><ul><li>Enjoy their growing skills and accomplishments </li></ul></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  3. 3. Prerequisites for Toilet Training <ul><li>Control bladder and sphincter </li></ul><ul><li>Be aware of when she needs to go </li></ul><ul><li>Be able to tell someone she has to go </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  4. 4. Gross Motor Skills <ul><li>Skills that require the use of the large muscles, such as: </li></ul><ul><ul><li>Running </li></ul></ul><ul><ul><li>Jumping </li></ul></ul><ul><ul><li>Skipping </li></ul></ul><ul><ul><li>Climbing </li></ul></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  5. 5. Keys to Observing Physical Development <ul><li>Focus on movements, not outcomes </li></ul><ul><li>View movements from many angles </li></ul><ul><li>Notice the efficiency of the movement </li></ul><ul><li>Observe multiple children doing the same activity </li></ul><ul><li>Observe different age groups doing the same activity </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  6. 6. Social and Emotional Development <ul><li>Caring teachers promote interactions </li></ul><ul><li>These interactions can foster learning </li></ul><ul><li>Children who care about their teachers become more engaged in the learning process </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  7. 7. Authentic Experiences <ul><li>Real experiences that have meaning for children </li></ul><ul><li>Can lay the foundation for further investigation and learning </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  8. 8. Social Studies Enrichment <ul><li>Trips </li></ul><ul><ul><li>Provide authentic experiences </li></ul></ul><ul><ul><li>Enhance the curriculum </li></ul></ul><ul><ul><li>Stimulate discussion </li></ul></ul><ul><li>Social Action </li></ul><ul><ul><li>Gets children involved in social issues </li></ul></ul><ul><ul><li>Promotes investigations and discussions </li></ul></ul><ul><ul><li>Broadens their perspectives </li></ul></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  9. 9. Emergent Literacy <ul><li>Children’s reading and writing behaviors prior to actual reading and writing capability </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  10. 10. Conventions of Literacy <ul><li>Pre-literacy skills: </li></ul><ul><ul><li>How to hold a book </li></ul></ul><ul><ul><li>How to turn pages </li></ul></ul><ul><ul><li>Which direction the print goes </li></ul></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  11. 11. Types of Language <ul><li>Decontextualized language: </li></ul><ul><ul><li>Descriptions of places, people, and things NOT from the child’s immediate environment </li></ul></ul><ul><li>Contextualized language: </li></ul><ul><ul><li>Descriptions of people, places, and things from their immediate environment </li></ul></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  12. 12. One-to-One Correspondence <ul><li>Can be taught using blocks and manipulatives </li></ul><ul><li>Is necessary for children to count meaningfully </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  13. 13. Science <ul><li>Field trips with a purpose to local museums and parks </li></ul><ul><li>Help children create “field journals” </li></ul><ul><li>Can be promoted in the classroom and on the playground </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  14. 14. Phonemic Awareness <ul><li>“ The general ability to attend to language’s sounds as distinct from its meaning” (Epstein 2007, 24). </li></ul><ul><li>Can be enhanced through songs </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  15. 15. Art <ul><li>Use open-ended materials to enhance creativity and self-expression </li></ul><ul><ul><li>Markers </li></ul></ul><ul><ul><li>Paint </li></ul></ul><ul><ul><li>Clay </li></ul></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  16. 16. Technology <ul><li>Computers in the classroom can: </li></ul><ul><ul><li>Support your curriculum </li></ul></ul><ul><ul><li>Challenge children to think in new ways </li></ul></ul><ul><ul><li>Be used to help children write stories </li></ul></ul><ul><ul><li>Be used to communicate with others </li></ul></ul><ul><ul><li>Make concepts come alive </li></ul></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  17. 17. Creating Curriculum with the Children <ul><li>Arrange and stock the environment with materials that promote investigation </li></ul><ul><li>Acquaint the children with the materials </li></ul><ul><li>Attend to details </li></ul><ul><li>Accept that learning happens everywhere </li></ul><ul><li>Acknowledge the children with respect and interest </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  18. 18. Emergent Curriculum <ul><li>A plan of activities that arises from children’s natural interest </li></ul><ul><li>Builds upon itself as various activities spur additional questions </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  19. 19. Integrated Curriculum <ul><li>Addresses all subjects as children explore a topic </li></ul><ul><ul><li>Read a story about fishing </li></ul></ul><ul><ul><li>Use fish skeletons to make prints </li></ul></ul><ul><ul><li>Discuss the fish’s anatomy </li></ul></ul><ul><ul><li>Learn new vocabulary </li></ul></ul><ul><ul><li>Discuss fishing as a job </li></ul></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  20. 20. The Project Approach <ul><li>Three Phases: </li></ul><ul><ul><li>Discussion </li></ul></ul><ul><ul><li>Implementation </li></ul></ul><ul><ul><li>Culminating activity </li></ul></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  21. 21. Group Meetings (Circle Time) <ul><li>Can remind children of events to come </li></ul><ul><li>Can allow for reflection of recent events </li></ul><ul><li>Can reinforce curriculum </li></ul><ul><li>Can spur discussions </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  22. 22. Routines <ul><li>Can strengthen teacher-child relationships </li></ul><ul><li>Can help children learn about themselves </li></ul><ul><li>Can be defined as: predictable, repeated daily events </li></ul><ul><ul><li>Using the restroom </li></ul></ul><ul><ul><li>Washing hands </li></ul></ul><ul><ul><li>Setting the table </li></ul></ul><ul><ul><li>Cleaning up </li></ul></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  23. 23. Considerations for Outside Equipment <ul><li>Durable materials </li></ul><ul><li>Structures that provide many challenges </li></ul><ul><li>Textures for children with visual impairments or ramps for wheelchair access </li></ul><ul><li>Maintain existing skills and promote new ones </li></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  24. 24. Being an Advocate <ul><li>Is an integral part of professional development </li></ul><ul><li>Can be supported by the: </li></ul><ul><ul><li>Community </li></ul></ul><ul><ul><li>State </li></ul></ul><ul><ul><li>National organizations and coalitions </li></ul></ul><ul><ul><li>Foundations and partnerships </li></ul></ul><ul><ul><li>Agencies that promote child welfare </li></ul></ul>Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

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