Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
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>...
Upcoming SlideShare
Loading in …5
×

Chapter 12: Preschoolers & Kindergartners

973 views

Published on

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

Published in: Education
  • Be the first to comment

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

×