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Learning and Guidance Ch. 4

by: Alyssa Steves

Learning and Guidance Ch. 4 HD 341

Marketplace > Washington State University > HD 341 > Learning and Guidance Ch 4
Alyssa Steves
GPA 2.94
Learning and Guidance in Early Childhood
Samantha Grant

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About this Document

Chapter 4 vocabulary and classroom guidance themes
Learning and Guidance in Early Childhood
Samantha Grant
Class Notes
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This 4 page Class Notes was uploaded by Alyssa Steves on Friday February 20, 2015. The Class Notes belongs to HD 341 at Washington State University taught by Samantha Grant in Spring2015. Since its upload, it has received 166 views.


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Date Created: 02/20/15
LampG Chapter 4 o indirect guidance 0 p 90 o influencing children s behavior through environmental design appropriate curriculum activities and materials management 0 smallgroup learning center 0 p 100 0 space large enough for five or six children center has a specific function such as art or discovery 0 individual learning center 0 p 101 0 space for one child to work 0 largegroup area 0 p 103 o a space in which a whole class can gather for a variety of learning activities 0 private space 0 p 104 0 place of refuge and relaxation large enough for only one or at most two children must be easily monitored by the teacher 0 physical boundary for activity areas 0 p 107 o partition separating one activity area from another 0 traffic pattern 0 p 108 0 flow of movement in an early childhood classroom 0 Maslow s hierarchy of needs implications for teachers 0 physiological needs base level I most basic survival needs air water food sleep I these basic needs must be met if we expect children to do well in school 0 security needs I children s need for physicalpsychological safety and security O O O I these are met by creating developmentally appropriate school environments social needs I children s need for belonging acceptance affection friendships I teachers meet these needs by focusing on the social curriculum along with math science social studies language arts or the arts esteem needs I children need to feel competent and worthy I teachers can help children build healthy authentic selfesteem selfactualizing needs top level I widely viewed as the highest level I teachers who help children meet needs at other levels pave the way for meeting needs at this level as children get older 0 stimulating one sense in infanttoddler development 0 O O VlSlOl l I for newborns to about 4 months babies usually turn their face to one side I present items to look at to the side touch I babies revel in contact comfort and are comforted by it I softly pat or stroke the baby s skin heanng I gentle voices soft music reading or crooning a tune to an infant I avoid harsh or loud noises o guidelines for designing a supportive physical environment 0 O O O organize the classroom into activity areas and develop enough of them arrange activity areas logically create attractive and sensoryrich areas use a variety of indirect strategies to make it easier for children to work and play in the classroom 0 largegroup area characteristics 0 O seating arrangement I depends on the activity that takes place in the area I some teachers have a permanent largegroup area in their rooms I some teachers move a table or two to make room for a largegroup activity materials for the center I the largegroup area serves many purposes specific materials are not stored in the largegroup area but are brought there by the teacher 0 type of work and play in each center quiet learning centers that typically include 0 0 private space librarywriting centers reading writing listening science math puzzles and other smalltable toys computer center less quiet learning centers that typically include dramatic play blocks physical education music arts water or sand table play andor work in a largegroup area 0 good traffic patterns in a classroom pathways should be wide enough for wheelchairs pathways should be long enough to make moving among areas easy pathways should not be so long that they encourage running avoid zoom 0 O O O O O O 0 areas regulate traffic by making only one entrance to a center make sure that the circuit around the room allows children to stop off at each center if they wish 0 create spaces that define the areas in a classroom use bookshelves to better separate the reading area from other areas add a fluffy carpet place large pillows against a wall suspend cloth across two rods hanging from the ceiling occasionally play soft classical music in the area 0 modify sensory environment 0 create visual interest 0 crate auditory interest 0 create olfactory interest 0 create textural interest 0 intentional scheduling to meet children s needs 0 builtin structure O O O flexibility balance between more and less vigorous activities balance between childinitiated and teacherdirected activity 0 curriculum 0 GOO 000 0 children are active and engaged goals are clear and shared by all curriculum is evidence based valued content is learned through investigation and focused intentional teaching curriculum builds on prior learning and experiences curriculum is comprehensive professional standards validate the curriculum s subjectmatter content the curriculum is likely to benefit children 0 criteria for developmentally appropriate activities 0 O O 0 there are many ageappropriate activities that occur throughout the day children know that some activities will occur at the same time each day children are actively involved and engage in concrete experiences children choose their own activities from among the large number of activities set up by the teacher children have options about when and how to complete activities


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