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- Criteria for an “educational experience” Theorist: Dewey
Discovering the principles of the progressive or emergent curriculum;
contrasted with structured environments through example, discussion,
debate, personal experiences. Discovering principles of learning through
active engagement. Class will be engaged in activity which leads to
discovery of principles of learning through active engagement. Follow
up: Read Chapter One: Theories of Childhood.
- Applying criteria for an “educational experience” View
video: The Truth About Teachers. Apply criteria for an “educational
experience.” Discover your teaching style: reflect on personality,
unique experiences, talents and skills. Follow up: Read Chapter Two:
Theories of Childhood: Maria Montessori.
- Child centered environments. View video: Montessori School Reflect:
Principles and philosophy of learning/teaching for competency, responsibility,
observing children, why particular materials/methods? Discussion questions.
Dramatize, create dialogues between teachers of differing approaches,
parents and teachers. Follow up: Read Chapter Three: Theories of Childhood:
Erik Erikson
- Encouraging independence. Professor/students begin to construct
chart showing theorists’ views. Using personal life-experiences,
professor constructs Erikson’s Eight Psycho-Social Stages of
Man. Compare with Freudian stages of Psycho-sexual stages. Begin to
develop ways of applying psycho-social stages for diagnostic/prescriptive
purposes. Develop cases and scenarios for applications. Follow up:
Read Chapter Four: Theories of Childhood: Piaget
- Developing intelligence: constructive learning. View video: Developmental
Theory of Piaget. Reflect: stages of development, sequences, abilities,
limitations. Follow up: Reread Chapter Four. Professor makes specific
assignments re: discussion questions.
- Piaget continued. Applying cognitive stages of development. Demonstrate
students’ abilities in solving problems at the “formal
operations” level. Re-construct stage development chart. Continue
comparison of theorists chart. View video: Using What We Know: Piaget’s
Developmental Theory
- Developmentally appropriate curriculum. Begin to design “dap”
classroom. Distribute article: Developmentally Appropriate Curriculum.
Show students’ own experiences with learning for understanding.
(This is a “discovery” lesson, thus it is not explained
here.) Continue with activities in which students are asked to reflect
upon and analyze a teaching unit by applying criteria for “dap”
and “educational experiences”. Development of art stages.
Follow up: Write adaptations to an existing lesson plan for two stages
of development. Specific assignments are made by professor. Begin
to find children’s or adolescent literature which will be read
for application of child development.
- Importance of social interaction on learning. Vygotsky’s
theory vs. play theory? Same? Different? Demonstrate social interaction
as a vehicle for learning. Natural sequence of language development.
View: Child’s Play and the Real World. Vygotsky? Piaget? Continue
construction of theorists’ chart. Follow up: Read Chapter Five:
Theories of Childhood: Vygotsky.
- Applying sociocultural theory. Dramatize, in class, activity which
engages students in sociocultural learning. Continue to construct
comparison chart of theorists. Begin presentations of child/adolescent
development in literature. Follow up: Fine-tune lesson plan adaptations.
Prepare for demonstrations next class.
- Demonstrate lesson/concept development adaptations for various
stages of development. View: video child with special needs. Complete
reading of A Child Called “It”
- Reflect on child abuse, professional responsibility, legal concepts,
psychological implications. Aspects of “parenting”. Assign:
Independent viewing of feature film of student’s choice. (long-term)
Follow up: Assign written response to the book, A Child Called “It”(long-term)
Read and complete Student Workbook through Section Three.
- Infants and Toddlers. Section Three: Observing Children and Adolescents.
Cognitive, Language, Social and Emotional Development. Follow up:
Complete Section 2-5 years: Early Childhood in Observing Children
and Adolescents.
- Early Childhood: 2-5 years. View video: Emotional Intelligence.
Begin: 5-11 Years: Middle Childhood. Follow up: Complete 5-11 Middle
Childhood.
- Begin 12-18 Years: Adolescence. Follow up: Complete 12-18 Years
to end of Observing Children and Adolescents.
- Articles are discussed, dramatized. Discovery of major principles
of the course. (Use this time to continue presentations of lesson/concept
development, literature and child development.) Summarize charts of
theorists, “dap” classroom charts presented. Portfolios
due.
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