Age appropriate

Socially/Culturally Appropriate

Individually Appropriate

making sure activities are centered around the child's age

-understanding their feelings

-language skills

-following line of continuation in curriculum

-exploring new materials

Learning about child's values and expectations/behaviors that shape a child's home life

• caring and positive environment
• inviting classroom
• welcoming to all children
• learn about child's background

centering activities around each child's individual needs and interests

• Incorporating all subject areas
• knowing child's strengths and weaknesses
• creates alternative activites for children with disabilities

Approach to teaching that uses research in how children develop and learn to obtain an effective early education

founded by NAEYC

National Association for the Education of Young Children

recommends that curriculum be meaningful and relevant for young children

1. Student-Centered Instruction
2. Social Negotiation and Shared Responsibility as a part of learning
3. Complex, challenging learning environments and authentic tasks
4. Multiple Representations of content
5. Understanding that knowledge is constructed

Student Leveler

• Avoid potential power struggles
• make students more responsible
• students vecome more responsible for their learning

Partner Pliers

• knowledge is socially constructed and interaction is vital to a student's learning

Stimulating Screwdriver

• promoting less emphasis on reading and writing more emphasis on those experiences that enhance creativity and diversity

Multiple Measurer

• The more concrete the representation the more effective it will be
• using their bodies, symbols, language, social relationships, environment and a variety of situations

Knowledge Hammer

• each student constructs knowledge by looking at their past experiences and relating them to the new ideas

guide to studnets' learning, practical situations, objectives for sensations and experiences

Inspired by/Practice: The Project approach, Reggio Emilia, and Dewey

Sensory

Short Term Memory

Long Term Memory

Recall

1st stage

Always learning and using it

2nd stage

Mind is processing all of your information

3rd Stage

Permanently stored information

ability to recall at will

4th Stage

most important

1. Paying attention: the more engaged you are toward the situation, more learning can take place
2. Retaining information: essential for later reproduction, many people have different techniques to help retain information
3. Producing: once able to watch actions by observing, next is producing that learned behavior
4. Motivation: incentive to achieve

focuses on observational and social spect behind learning behaviors

• Albert Bandura
• "Observe to learn and learn to observe"

• B.F. Skinner (Operant) -->Skinner box
• John B. Watson (Classical Conditioning) -->Little Albert
• Ivan Pavlov (Classical Conditioning) --> Pavlov's Dogs

1. Sensorimotor (0-2 years)

2. Preoperational (2-7 years)

3. Concrete Operational (7-11)

4. Formal Operational (11-adult)

-Social and individual level

-Co-constructed processses

-Cultural tools

-Mediation tools

-Zone of Proximal Development

-Scaffolding

1. Trust v. Mistrust (infancy)
2. Autonomy v. Shame/Doubt (1 1/2-3 years)
3. Initiative v. Guilt (3-6 years)
4. Industry v. Inferiority (6-12 years)
5. Identity v. Role confusion (adolescence)

-Highly criticized b/c stages are difficult to separate or sequence and they are inconsistent

1. Preconventional: judgment based solely on person's own needs/perceptions
2. Conventional: expectations of societies/laws are taken into account
3. Postconventional: judgments based on abstract, more personal principles of justice

1. plan activities
2. have materials prepared
3. developmentally appropriate expectations for behavior/academics
4. giving clear signals to students
5. accomplishing transitions smoothly
6. proactive
7. select and sequence delivery
8. establish a climate of trust and respect

1. present yourself as a non-aggressive model
2. ensure that your classroom has enough space and appropriate materials for every student
3. make sure that students don't profit from aggressive behaviors
4. taeach directly about positive social behaviors
5. provide opportunities for learning tolerance and cooperation
6. coach victimized children to be more assertive

1. Note the "fixed" features, plan around them
2. Create easy access to materials and a well organized place to store them
3. Provide students with clean , convenient surfaces for studying
4. Make sure work areas are private and quiet
5. Arrange things so you can see your students and they can see all instructional presentation
6. Avoid dead spaces and "race tracks"
7. Provide choices and flexibility
8. Try new arrangements, then evaluate and improve

• making choices and dealing with consequences
• setting goals and priorities
• managing time
• collaborating to learn
• mediating disputes and making peace
• developing trusting relationships

1. 1st day is more important than graduation day
2. dress for respect, authority, acceptance, and credibility
3. Things must be repeated 8 times before it sticks