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mrs_forst

Improving Prosocial Skills through Developmentally Appropriate Strategies and Activities in... - 0 views

www.eric.ed.gov/...detailmini.jsp

appropriate curriculum dap developmentally practice pre-kindergarten social

shared by mrs_forst on 26 Jan 08 - Snapshot
  • By means of a series of educational activities over 8 months, this practicum
    study sought to institute a prosocial curriculum for preschool children. The
    curriculum was meant to teach trust, autonomy, and skills for handling
    aggressive feelings. Subjects were 18 four- and five-year-old children.
mrs_forst

Introduction - LearningSpace - OpenLearn - The Open University - 0 views

openlearn.open.ac.uk/...view.php

appropriate curriculum dap developmentally play practice pre-kindergarten

shared by mrs_forst on 26 Jan 08 - Snapshot

  • This unit gives you the opportunity to reflect on the place
    of play in early years and primary curricula. You will consider what play is and
    explore your values and beliefs concerning the role of play in children's
    learning.

mrs_forst

Knowledge in everyday life - LearningSpace - OpenLearn - The Open University - 0 views

openlearn.open.ac.uk/...view.php

appropriate curriculum dap developmentally practice pre-kindergarten

shared by mrs_forst on 26 Jan 08 - Snapshot
  • The unit focuses on the knowledge, learning and thinking of children aged
    between 3 and 8 years old.
mrs_forst

3 Are there any problems with adopting brain-based approaches to education? - LearningSpace... - 0 views

openlearn.open.ac.uk/...view.php

appropriate based brain dap developmentally learning play practice pre-kindergarten

shared by mrs_forst on 26 Jan 08 - Snapshot
    • mrs_forst
      mrs_forst on 26 Jan 08
       
      "If children are to think critically, they must feel safe to take risks. And if the teacher insists on one correct answer and is going to evaluate them, children are not foolish. They will give the answer the teacher wants. But for making connections and actually changing their thinking on the basis of accrued knowledge, they need relaxed alertness - that is, safety and challenging learning experiences."
      interview with Renate
    • mrs_forst
      mrs_forst on 26 Jan 08
       
      "Geoffrey and I were working with teachers beginning to use a rich, brain-based approach to learning to read and write. The district suddenly mandated its own literacy program. All the teachers dropped the brain-based approach; they abandoned their new understanding of learning - they just implemented the district's mandates. They were frightened; they did not have the self-efficacy they needed. In the mandated program, the students were scheduled to do unrelated tasks and drills every day. Soon, kids began to ask, 'Why are we doing this? This isn't any fun and we're not learning anything!' Geoffrey and I also asked, 'Why are you doing this?' Basically, the reason was fear; the teachers felt helpless in dealing with the district - they downshifted."
      From interview with Renate Caine
    • mrs_forst
      mrs_forst on 26 Jan 08
       
      If children are to think critically, they must feel safe to take risks. And if the teacher insists on one correct answer and is going to evaluate them, children are not foolish. They will give the answer the teacher wants. But for making connections and actually changing their thinking on the basis of accrued knowledge, they need relaxed alertness - that is, safety and challenging learning experiences.
      from interview with renate
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    • mrs_forst
      mrs_forst on 26 Jan 08
       
      As for orchestrated immersion, children learn best if they are immersed in complex experiences and are given the opportunity to actively process what they have learned. The best learning happens when necessary facts and skills are embedded in experiences that relate to real life, when there's a big picture somehow.
      from interview with Renate
mrs_forst

5 Outdoor play and learning - LearningSpace - OpenLearn - The Open University - 0 views

openlearn.open.ac.uk/...view.php

appropriate dap developmentally play practice pre-kindergarten

shared by mrs_forst on 26 Jan 08 - Snapshot
  • The development of children's perceptual abilities may suffer when so much of
    their experience is through television, computers, books, worksheets, and media
    that require only two senses. The senses of smell, touch, and taste, and the
    sense of motion through space, are powerful modes of learning.
mrs_forst

Play = Learning - 0 views

udel.edu/play

appropriate childhood children curriculum dap developmentally early nursery play practice pre-k pre-kindergarten school young

shared by mrs_forst on 26 Jan 08 - Snapshot
  • We held the conference because of the pressures on young children NOT to play
    but to learn disembodied facts, even in the crib. We lament our culture's
    increasing emphasis on drill and practice at the expense of play. Sponsored by
    the Fisher-Price toy company, the conference included outstanding researchers
    who study the benefits of play in a variety of domains vital to children's
    development. We hoped to do our bit to counter the trend that makes PLAY a
    four-letter word in our society. We hoped to make the broader point that play is
    the work of childhood and essential to children's growth and healthy
    development.
mrs_forst

save_the_date_flyer_07.pdf (application/pdf Object) - 0 views

www.pde.state.pa.us/...save_the_date_flyer_07.pdf

development pre-k professional

shared by mrs_forst on 26 Jan 08 - No snapshot
  • mrs_forst
    mrs_forst on 26 Jan 08
     

mrs_forst

Early_Learning_Standards_August_05.pdf (application/pdf Object) - 0 views

www.pde.state.pa.us/...arning_Standards_August_05.pdf

pre-k standards

shared by mrs_forst on 26 Jan 08 - No snapshot
  • mrs_forst
    mrs_forst on 26 Jan 08
     

mrs_forst

Preschool: The Most Important Grade // W. Steven Barnett and Jason T. Hustedt - 0 views

www.ascd.org/...el200304_barnett.html

articles pre-k short

shared by mrs_forst on 26 Jan 08 - Snapshot
  • Research findings confirm the long-term benefits of early education and offer some options for integrating the existing patchwork of U.S. public and private preK programs into a uniform system that provides a high-quality early education to all young children.
mrs_forst

Policy Report - Prepared for Kindergarten: What Does \"Readiness\" Me... - 0 views

nieer.org/...index.php

kindergarten pre-k readiness

shared by mrs_forst on 26 Jan 08 - Snapshot
  • What does school readiness mean? From age-eligibility requirements to readiness testing and from academics to social skills, it often depends on whom you ask.
  • Studies have shown that teachers cite children's ability to communicate and pay attention as important factors of readiness while parents often concentrate on academic skills, such as counting to 20 or knowing letters, as being necessary for school readiness.
mrs_forst

growing with mathematics - 0 views

www.wrightgroup.com/...programlanding

curriculum math pre-k

shared by mrs_forst on 26 Jan 08 - Snapshot
  • Growing with Mathematics is a core
    mathematics program that is appropriate for all PreK - 5 student
    populations.
  • mrs_forst
    mrs_forst on 26 Jan 08
     
    this looks awesome!
mrs_forst

Literactive - Teaching Children to Read - 0 views

www.literactive.com/...index.asp

pre-k reading

shared by mrs_forst on 26 Jan 08 - Snapshot
  • Literactive is the leading provider of reading material for
    pre-school, kindergarten and grade 1 students available online. The program is
    comprised of carefully levelled guided readers, comprehensive phonic activities
    and a wealth of supplemental reading material which gradually develop a child's
    reading skills in a sequential and enjoyable manner
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