http://www.oldrochester.org/files/_oPHCZ_/3cf67ce278b0cf993745a49013852ec4/Responsive_Classroom_Tri-Town_SEL_docx.pdf
The Social Curriculum of Our School District is linked above....
The Social Curriculum of Our School District is linked above....
HELPING CHILDREN TO DEVELOP AN APPROPRIATE GRIP....
* 1....Modeling....
Encourage in a positive way....
“Imagination is more important than knowledge generally. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand.” – Albert Einstein
That Albert Einstein was onto something there! So often, I hear that pretend play is good for my kids! That young kids learn by imagining and doing things. But what does that mean? What is pretend play exactly?
Dr. Scott Barry Kaufman said, “We often use the terms pretend play or make-believe play (the acting out of stories which involve multiple perspectives and the playful manipulation of ideas and emotions), that reflect a critical feature of the child’s cognitive and social development.”
A mom’s definition of pretend play: when children act out stories which helps to develop creativity and socialization.
So it’s valuable and important but how do I do this with my kids?
Here are some ideas for pretend play:
http://www.babbaco.com/blog/tag/parenting-tip/ is the source .
That Albert Einstein was onto something there! So often, I hear that pretend play is good for my kids! That young kids learn by imagining and doing things. But what does that mean? What is pretend play exactly?
Dr. Scott Barry Kaufman said, “We often use the terms pretend play or make-believe play (the acting out of stories which involve multiple perspectives and the playful manipulation of ideas and emotions), that reflect a critical feature of the child’s cognitive and social development.”
A mom’s definition of pretend play: when children act out stories which helps to develop creativity and socialization.
So it’s valuable and important but how do I do this with my kids?
Here are some ideas for pretend play:
- Your kids could also watch a movie on a beach towel or in their swimming gear.
- Your kids could set up a pretend pet store/farmers market.
- Create a puppet show with their favorite puppet or stuffed animal.
http://www.babbaco.com/blog/tag/parenting-tip/ is the source .
OUR CURRICULUMS:
This resource will provide information and resources about our " Get Set for School (R) " program.
Click on the frog to get to the newsletter.
One of our curriculums is called High/Scope.
The High/ Scope Preschool Curriculum includes defined teaching practices that enable adults to create effective early childhood programs. These practices are discussed in detail in High /Scope training and publications. Three topics are particularly important for teachers who want to strengthen their programs — adult-child interaction, classroom layout and materials, and the daily routine. Adult-Child Interaction Adult-child interaction is the process of working alongside children and communicating with them both verbally and nonverbally to encourage learning. A key strategy for adult-child interaction is sharing control with children. Additional strategies include supporting children's play, using encouragement instead of praise, and taking a problem-solving approach to conflict. The Classroom High/Scope settings are divided into interest areas stocked with a stimulating range of materials designed for specific types of play, for example, house area, art area, block area, small toy area, computer area, reading and writing area. Materials are arranged in consistent places and the shelves are tagged with child-friendly labels so that children can get out and put away materials themselves. The classroom's organization also helps children understand how the world is organized, and concepts like more, less, same, different, large, small, in, out, in front of, etc. The Daily Routine In High/Scope programs there is a consistent framework for the day that provides a balanced variety of experiences and learning opportunities. Children engage in both individual and social play, participate in small- and large- group activities, assist with cleanup, socialize during meals, develop self-care skills, and exercise their small and large muscles. The most important segment of the daily routine is the plan-do-review sequence, in which children make choices about what they will do, carry out their ideas, and reflect upon their activities with adults and other children. We have been trained in the Work Sampling System of PORTFOLIOS COLLECTION
This is a purposeful collections of children's work that illustrate their efforts, progress, and achievements, Portfolios are used in The Work Sampling System to provide rich documentation of each child's experiences throughout the year. Collecting Portfolio items on multiple occasions allows the Portfolio to become a tool for documenting, analyzing, and summarizing the child's growth and development through the entire school year. In our classroom we collect samples of children's work twice a year. Our samples include : Math, Personal /Social, Communication, Visual Arts, Science and Literacy. |
Another is the Responsive Classroom
developed by the NORTHEAST FOUNDATION FOR CHILDREN The Responsive Classroom approach is a way of teaching that emphasizes social, emo- tional, and academic growth in a strong and safe school community. The social curriculum is as important as the academic curriculum. How children learn is as important as what they learn: Process and content go hand in hand. The greatest cognitive growth occurs through social interaction. To be successful academically and socially, children need a set of social skills: cooperation, assertion, responsibility, empathy, and self-control. Knowing the children we teach—individually, culturally, and developmentally—is as important as knowing the content we teach. Knowing the families of the children we teach and working with them as partners is essential to children’s education. How the adults at school work together is as important as their individual competence: Lasting change begins with the adult community. Classroom Practices At the heart of the Responsive Classroom approach are ten classroom practices: Morning Meeting—gathering as a whole class each morning to greet one another, share news, and warm up for the day ahead Rule Creation—helping students create classroom rules that allow all class members to meet their learning goals Interactive Modeling—teaching children to notice and internalize expected behaviors through a unique modeling technique Positive Teacher Language—using words and tone to promote children’s active learning and self-discipline Logical Consequences—responding to mis- behavior in a way that allows children to fix and learn from their mistakes while preserving their dignity Guided Discovery—introducing materials using a format that encourages creativity and responsibility Academic Choice—increasing student motivation by differentiating instruction and allowing students teacher-structured choices in their work Classroom Organization—setting up the physical room in ways that encourage independence, cooperation, and productivity Working with Families—hearing families’ insights and helping them understand the school’s teaching approaches www.responsive classroom.org Pre-K Standards Equal Kindergarten Success Pre-K is changing. As many states begin implementing the Common Core State Standards for grades K–12, along with their own specific state standards, the expectations for our youngest learners are increasing. The Common Core State Standards are designed to help ensure that all students are college and career ready no later than the end of high school. In a recent article regarding the Common Core State Standards being implemented in Los Angeles, Barbara Jones writes, “Students will start learning basic algebra and geometry skills in kindergarten… Expectations will rise and students will be confronted with tougher reading, writing, and math lessons…The Common Core Standards are considered more rigorous than most of the states’ current requirements, and are designed to help students master—not simply memorize—academic subjects and sharpen their critical thinking skills” (2012). For children to reach the standards set forth in the Common Core State Standards, especially the rigorous demands of kindergarten, they need to have a solid foundation. That foundation is built in Pre-K. This is the time when children develop core readiness skills and these are the crucial years when 85 percent of the foundation for a child’s intellect, personality, and skills is formed (Brain Initiative 2006). Learning and Developmental Standards Even though Pre-K standards are created in different ways (by states, curriculums, etc.), with the adoption of the Common Core State Standards, we have a clear idea of what children will need to know at the end of kindergarten. This means that content instruction in the Pre-K classroom needs to be linked to these standards.
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