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Chapter 12:  Preschoolers & Kindergartners
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Chapter 12: Preschoolers & Kindergartners

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Published

Early Childhood Education: Learning Together …

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

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