Children are Capable and Competent; learning, developing, and growing as unique and diverse individuals..."the way we perceive children is evident in how we treat them...
Differentiated Instruction in Teaching ScienceRizaMendoza10
Reported By Ms. Juvilyn Salalila in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
A Creative Curriculum - Nurturing Creativity and Imagination at the Thomas Co...Iriss
Bernadette Duffy, Head of Thomas Coram Centre.
Curriculum for Excellence - A Creative Curriculum,Friday 24th & Saturday 25th April 2009, Crawfurd Theatre, Glasgow.
A health and nutrition promoting schoolsMaina WaGĩokõ
This course will give you an opportunity to understand health and nutrition issues in a school. If you want to make your school child friendly go through this session.
This Power Point presentation shares the importance of smooth transitions in the classroom. In addition, the presentation outlines effective strategies for smooth transitions. More importantly, the Power Point presentation shares the importance of promoting independence during transitions.
Differentiated Instruction in Teaching ScienceRizaMendoza10
Reported By Ms. Juvilyn Salalila in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
A Creative Curriculum - Nurturing Creativity and Imagination at the Thomas Co...Iriss
Bernadette Duffy, Head of Thomas Coram Centre.
Curriculum for Excellence - A Creative Curriculum,Friday 24th & Saturday 25th April 2009, Crawfurd Theatre, Glasgow.
A health and nutrition promoting schoolsMaina WaGĩokõ
This course will give you an opportunity to understand health and nutrition issues in a school. If you want to make your school child friendly go through this session.
This Power Point presentation shares the importance of smooth transitions in the classroom. In addition, the presentation outlines effective strategies for smooth transitions. More importantly, the Power Point presentation shares the importance of promoting independence during transitions.
2.1 DEVELOPING A STATEMENT OF YOUR PROGRAM’S CORE VALUESThe co.docxlorainedeserre
2.1 DEVELOPING A STATEMENT OF YOUR PROGRAM’S CORE VALUES
The core values of a program of early care and education express the foundational, essential beliefs thatguide every aspect of its operation. They should reflect the knowledge base, history, and traditions thathave shaped the field of early childhood education as well as the philosophy of teaching and learningand beliefs about the purposes of education embraced by the program’s sponsor, leadership, and staff.They must also respond to the needs and values of the community that the program serves.Core Values of Early Childhood Education
The process of developing a statement of the program’s core values begins by considering theprofessional core values of the field of early childhood education that are part of the National Associationfor the Education of Young Children (NAEYC) Code of Ethical Conduct (NAEYC, 2011). They provide afoundation for the commitments all early childhood educators make to the children and families theyserve, to each other, and to their communities:
· Appreciate childhood as a unique and valuable stage of the human life cycle
· Base our work on knowledge of how children develop and learn
· Appreciate and support the bond between the child and family
· Recognize that children are best understood and supported in the context of family, culture,1community, and society
· Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague)
· Respect diversity in children, families, and colleagues
· Recognize that children and adults achieve their full potential in the context of relationships thatare based on trust and respect.
A center working to identify the particular core values upon which its programming is based shouldbegin by affirming its commitment to these core values. It may then, after careful consideration, decide ifit is appropriate to add to, expand upon, or elaborate on them to reflect their particular center’sphilosophy of teaching and learning, their views about the purposes of education, and the needs andvalues of their community.Theories of Teaching and Learning
A center’s approach to teaching and learning is based on theories of child development. This knowledgebase guides teachers’ day-to-day interactions with children, families, and colleagues; its curriculum; andeach classroom’s layout, daily schedule, materials, and equipment.
While not all early childhood educators agree about which theories are most accurate, the field is unifiedin its belief, as expressed in the core values in the NAEYC Code of Ethical Conduct that teachers of youngchildren must be familiar with theories of child development and must understand how these theoriesinform their work.A Brief Review of Developmental Theories That Have Influenced Early Childhood Education
Theories of cognitive development that describe how children learn, and theories that explore children’ssocial and emotional development, are essential components of early childhood e ...
Creating a Positive Learning Environment That is Also Safe a.docxvanesaburnand
Creating a Positive Learning
Environment That is Also Safe and
Secure
Children learn best when they feel safe, loved and valued.
In our classroom, the students will have plenty of time to choose their own
activities, they will help create our classroom rules, and be treated with
respect and kindness.
1
Opportunities
to Succeed
All of the activities
in our classroom are
designed for
success with built in
controls for errors
so students will be
able to more easily
self-evaluate their
work. At first, they
will require
guidance in the
process, but as time
goes by, they will be
able to more
independently
evaluate their own
outcomes.
This creates a
positive climate
where fear of failure
is replaced by
learning from
mistakes.
In doing, one knows.
CHOICE
Freedom to chose their
own work gives children
ownership of their
accomplishments.
Wood (2014) stated
“Children should exercise
agency, self-regulation,
ownership, and control,
and to direct their own
learning” (Problematising
free play and free choice.
para. 1).
1
RULES
Students will share their
thoughts and ideas about
appropriate behaviors
while at school. We will
use these brainstorming
sessions to create our list
of classroom rules.
2
RESPECT
To learn respect, it must
be role-modeled by the
adults with which they
interact on a daily basis.
Our students will learn
that they are highly
respected, loved, and
valued.
3
CLASSROOM INTRODUCTION MARCH 12, 2018
Preschool Center
Academic Lessons
Differentiation is when a teacher tailors
lessons to the individual student.
In our classroom lessons will be given in a
variety of ways. Many will be introduced in a
large group setting, and all lessons will be
reinforced with individual lessons using
differentiated strategies tailored to your child’s
particular needs. Afterwards, students will
practice their lessons individually or in small
groups. The groups will have members that
will enhance learning for everyone. This means
that the groups may have an advanced student
to help others better understand the concepts
presented using age-related vocabulary, or that
groups may have a struggling student that will
be mentored by peers. In this way the children
have a chance to become both student and
teacher at various times. This method is a
proven way to advance knowledge, raise self-
esteem, and increase social skills.
Differentiation can be as varied as the students
themselves. Educators must be creative,
innovative, and compassionate to these
differences when planning routines and lessons
for students.
“Flexible groupings gives teachers the means
to balance instructional demands with
student needs” (Puckett, 2013, Flexible
Grouping, para. 1).
Expectations
Recognizing that young children are active with
a need to move and talk while learning leads to
creating activities to teach specific concepts
wit.
SURNAME 1
SURNAME 2
STUDENT NAME
INSTRUCTOR
COURSE
DATE
Child Education
Education for young children is very important yet it is often not given enough attention. We are all born naïve and innocent without knowing anything. Young children are barely aware of who they are. According to Ahmad, the learning process begins at early ages just as growth and development begin. As such, teaching and learning is an essential aspect of a child's developmental stages. The growth and development process of a child can be guided through the process of teaching and learning. At very young ages, children are very eager to learn and understand various aspects of their surrounding environment. The learning process advances to include other factors as a child grows. For this reason, it is important to understand a child's learning process and create the most accommodative learning environment. More so, identifying teaching practices that promote a child's learning process is crucial to their growth and development from an early age.
Teaching refers to the process of facilitating, in this case, children to acquire new knowledge and understand themselves as well as their surrounding environment. Different approaches of teaching are adopted for various groups of people. As such, the type of approach adopted for early childhood education is different from approaches used with other groups of people. Children are very brittle at a young age, therefore, they must be handled with care. A small error made when teaching a child can have long-lasting effects, (Bullard, 10). The main purpose of teaching practices among infants is to facilitate them into becoming who they are naturally meant to be. Teaching in early childhood education is based on observations made on the infants. The main role of a teacher at this stage is to encourage good behavior and discourage bad habits. Therefore, teaching in children's education involves more nurturing practices rather than inculcating new knowledge and skills among infants.
On the other hand, learning refers to the process through which young children acquire knowledge and develop awareness about their surroundings. This process involves various ways through which children can understand the guidance and teachings of their educators. As such, the learning process is dependent on the cognitive abilities of individual children. Some children are fast-learners while others are slow learners. “Early childhood education and care (ECEC) has been recognized as a fundamental step in children’s development as it lays the foundation for future growth and learning,” (Bullard, 11). Learning is a gradual process that starts at a slow pace and increases speed as the child grows. Children should be facilitated to learn one thing at a time rather than subjecting them to an environment that overwhelms their abilities. It is also important to understand that the learning process for infants manifests through their childish play and chi.
Response 1Discussion 1, Week 11 What Diversity Means to You.docxwilfredoa1
Response 1
Discussion 1, Week 11: What Diversity Means to You
Studied was the impact of diversity on childhood/adolescent development and learning. A topic complexed in nature, diversity began with the awareness of our own biases and perspectives (formulated through personal experience) but has hopefully ended with clarity and a better understanding vision of self and others. Considered for this discussion was my current perspectives regarding the impact of various characteristics of diversity on child and adolescent development. An explanation of such changes in perspectives regarding the effect of diversity in child and adolescent development follows.
Change in Perspective
Reflective of my initial post, this course has served to broaden my perspectives on diversity as my own personal family experiences positively modelled and formulated my thoughts. Diversity plays an integral role in my profession, impacting upon my interactions with children and adolescents daily. The course itself has provided me with additional support in the reinforcing of my commitment to educate all children with the understanding and consideration necessary for addressing their educational needs. Derman-Sparks and Olsen Edwards (2010) assisted in providing practical guidance in their addressing of the elimination of barriers regarding prejudices, misinformation, and biases. The authors’ suggestions for educational staff members will assist in the creation of a respectful learning and living environment demonstrating of understanding and the celebration of the positive aspects of humanity.
References
Derman-Sparks, L., & Olsen Edwards, J. (2010).
Anti-bias education for young children and
ourselves
. Washington, DC: National Association for the Education of Young Children.
Response 2
I believe that this course has changed my perspective on how diversity effects child and adolescent development learning. I have learned so much, I feel like I have a better understanding of just how much diversity can truly affect one’s development and academic success. Socioeconomic has opened my eyes on how it has a significant effect not only one’s life but a child’s as well. The major difference there is between low and high socioeconomic status especially when it comes to academics. Their development can be affected by where they live, school, community, and parents.
Because of this course, it has made me open my eyes to my own biases. It has changed my thought on a lot of things and has made my perspectives on diversity completely change. Especially when working with children and that everyone is different in so many ways. By understanding them can help me to accommodate their own personal needs.
.
Implementing Developmentally Appropriate Learning Experiences for Secondary S...iosrjce
Teacher preparation emphasizes application of foundational issues anchored in psychological,
sociological and philosophical underpinnings. With such knowledge, teachers are expected to effectively
organise the learning experiences of children accordingly. This study, therefore, sought to find out to what
extend in-service teachers were able to organise learning experiences that are developmentally appropriate.
The mixed methods approach guided this study, as it was informed by both the positivist and interpretivist
paradigms which acted as lenses through which we viewed this study. Questionnaires, interviews and class
observations were the methods used as data collecting tools. Twenty participants (13 females, 7 males), were
purposively selected from Gweru urban secondary schools of Zimbabwe. It was noted that teachers are not able
to implement Developmentally Appropriate Practices (DAP) for various reasons ranging from heavy teaching
loads, big classes, low teaching motivation, inadequate DAP knowledge among others. In the midst of other
recommendations, it was highlighted that parents were to meaningfully interact with schools to bridge the gap
between the home and the school, notwithstanding challenges facing the teacher which require the urgency
which cannot be gainsaid.
Running Head MY PHILOSOPHY OF TEACHING 1My Pe.docxtoltonkendal
Running Head: MY PHILOSOPHY OF TEACHING 1
My Personal Philosophy of Teaching
Introduction
Education is a continuous process that accompanies and goes through the whole life of man, where the role of the teacher is to help the student to do himself. So; education as a frames process is very complex, because it seeks nursing students to be realized as human beings, which implies stimulating their freedom and autonomy while respecting the other; Encouraging him to learn the culture to which they have come, awakening their ability to communicate, respect and internalize the values so that with freedom to reach, participate critically and innovatively in new cultural realizations. Part of my philosophy is to promote in my students the value and individual ability for self-realization through reasoning.
My goal is to develop a critical, whole, and accomplished human being. To achieve my goal, I encourage my students to talk about their experiences and direct situations; since knowledge develops in an affective framework, of values; responds to the needs and interests of the student and therefore learning is developed from the perception of the student, in accordance with their experiences and experiences.
As an educator, I know learning can only be made successful by both instructor and learners. Being an instructor, I will serve my role of making my student get the nursing context in which they can understand the motivation of decisions made by those nursing figures and they can critically evaluate those motivations as well as getting the real essence of actions taken when they synthesize the event themselves. I always want my learners to know that emotionally and intellectually their daily life is as the result of events which were created by normal human being like themselves whom maybe in their mind come across of implications or even foresee result of their actions.
It is always my joy to make my learners understand that what they are currently learning is because of those events that have been developed by others and that have shaped the nursing career, to make sure they can handle consciously this event whenever they leave my classroom. My priority is to draw the picture of conversion between nursing and nursing actors those are being studied by my students. I make sure also dialog arising in the class as the reaction of my teaching is conducted in a mutual respect, tolerance of diversified opinions and safe atmosphere to make sure that any candid dialogs of most uncomfortable topics are discussed. Nursing has evolved over a long time and thus it is my desire that my students understand the various nursing contexts that have been carried on from time to time and which have shaped the nursing culture today.
As an instructor, I use varied methods of teachings to ensure that discussions and interactions are encouraging and do not create monotonous feeling to my learners. One ...
Educational Psychology. By Theresa Lowry-Lehnen. Lecturer of Psychology
Personal Learning Philosophy For Early Childhood
1. Running head: DEVELOPING A PERSONAL LEARNING PHILOSOPHY 1
Personal Learning Philosophy for Early Childhood
Mary Grace Jones
Grand Canyon University
ECH 520: Foundations of Early Childhood
Professor Sarah Lewis
February 2, 2012
2. DEVELOPING A PERSONAL LEARNING PHILOSOPHY 2
Personal Learning Philosophy for Early Childhood
Learning theory concepts have been researched and studied throughout the course; as
we read about theorist as Piaget, Vytgotsky, Skinner, Gesell, and many more we find ourselves
evaluating our own learning theories and critiquing our teaching practice and measuring our
performance and outcome by great men and women who have made lifetime commitments to the
study of Early Childhood Education.
Some of the theories of learning such as constructivism, behaviorism, and Multiple
Intelligences, are drawn from to create the optimal environment for young learners. The social
constructivist theory learning is explained as a “… complex interaction of interdependent social
and individual processes that co-construct knowledge.” (Petton, 2010) In comparison, cognitive
constructivism and behaviorism expands the learners’ knowledge to include the social setting
where the learner is constructing new knowledge and the social setting of building on prior
knowledge. (Petton, 2010) The theory of Multiple Intelligences was developed by Howard
Gardner, in which learning is described as involving an interdependent functioning of multiple
intelligences that accounts for all aspects of human cognitive development. also in this theory the
learner is seen as an active participant in their own learning. (Petton, 2010)
I believe that children are active participants in their own learning; my role as an educator
is to facilitate, nurture, and guide the child in his or her development, create an environment with
learning activities that invite the interests of the child, validates his present knowledge, and
continue to build on that knowledge, creating more challenging activities based on the
developmental level and progress of each child. When a teacher in the early childhood
classroom aid and support the child in their own discovery and initiative, this concept is called
the zone of proximal development; this allows the child to problem solve in situations that he or
3. DEVELOPING A PERSONAL LEARNING PHILOSOPHY 3
she is attracted to and one that holds the child’s attention, but is not so difficult the child cannot
not solve; being so, the role of the teacher is to set up activities that are just beyond the child’s
abilities and then guide and support the student to come to a solution with minimal help from the
teacher. (Petton, 2010) Jean Piaget one of the most famous theorist divided the development of
children between birth and late adolescence into four stages; Piaget’s theory is characterized by
the gradual maturation with the ability to reason and deal with abstract relationships. (Strickland,
Bonnie; The Gale Ecyclopedia of Psychology, 2001) He further believed that as the child interact
with the environment, their inborn tendency for organization prepares them to create and order
mental schemes (Schemas) about their experiences. (In Ecyclopaedic Dictionary of Psychology,
2001)Herein when we compare Vygotsky and Piaget the concept of nature/nurture are
predisposed. The nature and nurture concepts describes the role of hereditary and environment
in human development; (Powell, 2010) going as far back as 13th century France. Scientists
believe that the nature theory is caused by genetic predispositions or “animal instincts.” Other
scientists believed that people act as they do because they have been taught to do so; this is the
nurture theory. (Powell, 2010) Nature says that the child’s behavior is inborn; nurture says it is
based on environmental conditions and supports that influence the child’s development (Cook &
Cook). Nurture consists of other elements such as the child’s economic and sociocultural
environment and the child’s dependency to have basic needs met. If there is inadequate supply to
meet the child’s needs the child’s development may be negatively altered; whereas cultural
heritage and diversity can enrich a child’s life and have a positive effect on the child’s
development causing the child to thrive in an environment with far more resources.“Poverty,
malnutrition, and a lack of medical care…” are elements which alter the child’s developmental
path. (Cook & Cook) When children enter our classroom, as educators we must allow time for
4. DEVELOPING A PERSONAL LEARNING PHILOSOPHY 4
the child to adjust to the learning environment and as we get to know each child we are to
embrace their differences, accentuate their uniqueness in a positive way, and invite their culture
and diversity they bring to the class as a whole. As an early childhood educator part of the role as
an educator includes being an advocate for children. There are ways we can implement into our
teaching practice, advocacy strategies to respond to and meet the needs of children and their
families and to address issues within the scope of our calling. Early childhood educators may
advocate for children through personal, public, or private-sector advocacy. Personal advocacy is
sharing our personal views with others. Public advocacy involves advocate activity in public
policy issues that affect children; and demand that public regulations, laws, policies, and
programs support young children and families in appropriate ways. Writing letters to State and
National legislators is one way to perform public advocacy. Lastly, twoways private-sector
advocacy are helping businesses develop family friendly work policies and challenging toy
manufacturers who make violent toys. My role as an advocate is to be a “voice” for those whose
voices are least heard; or never heard at all. Advocacy provides a pathway to success and
contributions of educators make the difference in the lives of children and their families.
Teaching children from birth to grade three means facing the challenges of growth and
development, accepting the diverse backgrounds and culture of individual children, embracing
family values, and providing developmentally appropriate learning in an environment that is
complimentary to the child’s learning and development; while teachers are under pressure to
prove that their teaching practice is effective and students are meeting achievement goals, it is
challenging to keep a positive attitude and not overwhelm students by high expectations and
allow ourselves as educators to become frustrated. Teaching and learning for this age group
means teachers find support in each other to face the challenges of providing academic
5. DEVELOPING A PERSONAL LEARNING PHILOSOPHY 5
achievement and providing developmentally appropriate experiences in the classroom.
(McDaniel, Isaac, Brooks, & Hath, 2005) In a society where the economy is struggling, teachers
are losing their jobs, and the achievement expectations and demands of accountability; the
playing field has become highly competitive and those with degrees but not the skills and
experience are least tolerated; and as a result they feel even more threatened. It is more important
than ever to continue to strive for excellence and be professional; our focus must be in the best
interest of the children.
We keep an open mind when we embrace the affirmation “all children can learn.” As
educators of young children we understand children learn at their own pace depending upon
where they are developmentally, thismay callfor customized methods of teaching unique to the
individual child, or we may find some children may be slower than other children their age.
When we look at a child and determine that child is capable of learning, we avoid the possibility
of impeding their growth and learning and instead find strategies and implement activities that
nurture their development.“Scholars have identified developmental patterns and bench marks yet
acknowledge that there is individual variation in patterns and timing of growth.” (Dever &
Falconer, 2008) Using key assessment practices educators are better equipped to meet the
instructional and developmental needs of all children; they will be able to recognize the
developmental patterns unique to each child.The primary purpose of assessment is to inform
instruction and curriculum development; developmentally appropriate assessment uses multiple
measures over time, is ongoing, and is authentic. (Dever & Falconer, 2008) Authentic
assessment means collecting data from various sources that is primarily drawn from children’s
daily learning activities; an informal check to determine children’s progress and learning needs.
(Dever & Falconer, 2008) There are several ways to collect data; (1) through observations, (2)
6. DEVELOPING A PERSONAL LEARNING PHILOSOPHY 6
anecdotal notes, (3) field notes, (4) Photos, (5) journals, and (6) audio recordings. All are
designed to inform teaching and planning for children’s learning experiences.
Technology in the classroom is designed to support teachers and help them be more
successful; however, in the proper context quality teaching yet requires the insight of highly
qualified teachers into the children’s cognitive abilities and emotional needs; children are
dependent upon the care and guidance of their teachers who are knowledgeable in their work.
(Sherman, Diana; Kleiman, Glenn; Peterson, Kirsten, 2004)
Guidelines for using technology should be aligned with developmentally appropriate
practice and based on the learning needs of all children. Technology plays an important role in
the lives of families; for the future we will see an increase in its significance. “As technology
becomes easier to use and early childhood software proliferates, young children’s use of
technology becomes more widespread.” (NAEYC, 1996) The role of technology is not to
“…replace highly valued early childhood activities and materials, such as art, blocks, sand,
water, books, exploration with writing materials, and dramatic play…technology used in
developmentally appropriate ways is beneficial to children…” (NAEYC, 1996) In like manner,
caution should be taken against its misuse in any setting. Teachers must take the responsibility of
making professional judgment and appropriately evaluate technology use whether it is
developmentally, individually, and culturally appropriate.
What we as educators value and believe are on display in the learning environment for
children; we must endeavor to give children a well-rounded learning environment that is
interesting to them and motivate them to learn and play. When parents and others step into the
environment they should see each area as child friendly and accessible to children; the
environment supports the child’s learning; for example, Alphabet cards line the wall, children’s
7. DEVELOPING A PERSONAL LEARNING PHILOSOPHY 7
artwork is on display, learning centers are set up to encourage exploration and engagement of
learners. The elements of the environments indoor, outdoor, inclusive, and technology should
work to support teaching and learning; the influence of the environment on learning and teaching
should not be undervalued. High-quality early childhood environments are child-centered.
(Dever & Falconer, 2008) All environments must be compatible with the learners’
developmental needs to “…foster growth and development through positive learning
experiences.” (Dever & Falconer, 2008) Aspects of the environment must include “…safety,
health and wellbeing, compatibility of activities, engaging materials, and compatibility for
children.” (Dever & Falconer, 2008) Equipment should be in good repair, not damaged, broken,
or otherwise unsafe to use; cleaning supplies should be stored securely out of reach of children.
A daily schedule should be established for routines and times so children will know or expect
what comes next. Resource provides a checklist for child-centered environment for children ages
3-8.
Children can choose many of their activities.
✔ Activities are hands-on and foster higher-order thinking.
✔ Activities are personally relevant to the children’s lives.
✔Diverse interests and needs are accommodated.
✔ Oral and print literacy activities are integrated throughout the day.
✔ Children read and are read to daily.
✔ Activities are purposeful. (e.g., writing/dictating thank-you notes to a
Class guest, calculating for a purpose).
✔ Appropriate problem-solving is fostered.
✔ Technology is integrated in developmentally appropriate ways. (e.g., word
8. DEVELOPING A PERSONAL LEARNING PHILOSOPHY 8
processing calculators).
✔ Drama, movement, music, poetry are integrated throughout the day.
✔ Children frequently work in small groups.
✔ A variety of assessment measures are used (e.g., observation, interviews,
artifacts).
✔ Parents are involved in ways that are comfortable for them.
✔ Living things are present in the environment. (Dever & Falconer, 2008)
Going forward, we have examined how ideas, beliefs, and perspectives influence and
shape the way we teach and learn. The principles we adopt will demonstrate whether or not our
teaching practice is guided by principles that are developmentally appropriate and is
demonstrated in the learning environments we create for children kindergarten through grade 3.
We also understand as educators, the environment for infants and toddlers will be compatible for
their age and as children grow and get more mature from preschool to primary age their growth
and development are significantly different and require different and more measurable
approaches to learning. All children can learn all children are socially and emotionally
competent, all children have potential and are eager to learn; as a teacher of young children it is
my goal to foster such that all children will have opportunities to learn, to grow, and achieve.
9. DEVELOPING A PERSONAL LEARNING PHILOSOPHY 9
Works Cited
Cook, J., & Cook, G. (n.d.). What Drives Development? Nature, Nurture, and Reciprocal
Relationships . Retrieved December 4, 2011, from Education.com:
http://www.education.com/reference/article/what-drives-development-nature-nurture/
Dever, M. T., & Falconer, R. C. (2008). Foundations and Change of Early Childhood (1 ed.). (C.
T. Johnson, Ed.) Hoboken, New Jersey, United States: Jay O' Callaghan.
In Ecyclopaedic Dictionary of Psychology. (2001). Cognitive Development. Retrieved October 1,
2011, from Grand Canyon University; Credo Reference:
http://www.credoreference.com.library.gcu.edu:2048/entry/hodderdpsyc/cognitive_devel
opment
McDaniel, G. L., Isaac, M. Y., Brooks, H. M., & Hath, A. (2005, March). Confronting K-3
Teaching Challenges in an Era of Accountability. Retrieved February 4, 2012, from
www.naeyc.com: http://cstl-coe.semo.edu/jaray/Confronting%20K-
3%20Teaching%20Challenges%20in%20an%20Era%20of%20Accountability.pdf
NAEYC. (1996, April). Technology and Young Children. Retrieved January 28, 2012, from The
National Association for the Education of Young Children:
http://www.naeyc.org/files/naeyc/file/positions/PSTECH98.PDF
Petton, N. (2010). Learning Theories in the Early Childhood Classroom. Retrieved February 4,
2012, from Nick Petton Website: http://www.nickpetten.com/2010/10/learning-theories-
in-the-early-childhood-classroom/
Powell, K. (2010, July 19th). Nature Vs. Nurture: Are we Really Born That Way? Retrieved
December 4, 2011, from About.com:
http://genealogy.about.com/cs/geneticgenealogy/a/nature_nurture.htm
10. DEVELOPING A PERSONAL LEARNING PHILOSOPHY 10
Sherman, Diana; Kleiman, Glenn; Peterson, Kirsten. (2004). Technology and Teaching Children
to Read. Northeast and Islands Regional Technology in Education Consortium and
Education Development Center.
Strickland, Bonnie; The Gale Ecyclopedia of Psychology. (2001). Gale Virtual Reference
Library. Retrieved October 1, 2011, from Gale Cengage Learning:
http://go.galegroup.com.library.gcu.edu:2048/ps/retrieve.do?sgHitCountType=None&sor
t=RELEVANCE&inPS=true&prodId=GVRL&userGroupName=canyonuniv&tabID=T0
03&searchId=R1&resultListType=RESULT_LIST&contentSegment=&searchType=Basi
cSearchForm¤tPosition=2&co