Creating environments for learning Chapter 1

acknowledging learners

Shows sincere interest in that they are doing document and display their work and use encouraging language.

Zone of Proximal Development (ZPD)

Vygotsky's concept of the difference between what a child can do alone and what that child can do with the help of a teacher

Product

Final result.

Disequilibrium

Is an uncomfortable state where new information challenges one's own existing knowledge, beliefs, or assumptions.

The five ways the environment can help prevent behavioral issues:

1. Provides multiple learning choices/opportunities 2. Reduces stress 3. Includes a variety of activities 4.promotes positive relationships 5. Intentionally designed to prevent common behavioral issues.

Reggio Emilia approach

A famous program of early-childhood education that originated in the town of Reggio Emilia, Italy; it encourages each child's creativity in a carefully designed setting.

What is play?

A freely chosen activity

Waldorf Approach

A humanistic, interdisciplinary form of teaching which emphasizes the role of creativity and imagination in learning. According to this theory, children pass through three learning stages: imitative learning, artistic learning, and abstract learning.

Atelierista

A teacher trained in the visual arts who works with teachers and children

Scaffolding

Adjusting the support offered during a teaching session to fit the child's current level of performance

Domains are related and influence each other:

Allows integrated learning. For example, as children play with blocks to use gross and fine motor skills, practice cooperative and language skills, and use cognitive skills (Problem solving building issues, learning about shapes, weight and balance). The well-designed environment encourages children to be independent, to exercise control, and to build competence and mastery, assisting children in developing A healthy self-concept. When children have a healthy self-concept, they are more likely to be successful socially and academically

The goal of the environment of "Montessori" is:

As far as possible, to render the growing child independent of the Adult. That is, it is a place where they can do things for themselves-live their own life- without the immediate help of adults"

High Scope Approach

Based on the belief that children are active learners and on the child development theories of Jean Piaget. Lessons are designed to relate to students' lives and environment. Uses developmental checklists. Students design portfolios to showcase their work.

Parellel Talk

Clinician talks about the client's actions and the objects to which he/she is attending

Play allows children to:

Construct meeting from emotionally challenging experiences

open-ended

Not having fixed limits; unrestricted; broad.

Why is play important?

Play allows children to use their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength. Play is important to healthy brain development. It is through play that children at a very early age engage and interact in the world around them.

Symbolic Activity

Pretending

Learning follows well-documented sequences, becoming more complex over time:

Provide materials at a variety of levels meeting the needs for different levels of complexity. A preschool math center would contain materials for children working on one to one correspondence, accounting, recognizing numerals, and adding and subtracting

Active learning is important:

Provided children with multiple Opportunities to construct their knowledge through firsthand experiences and through interactions with peers and teachers. Teachers facility children's learning as they use the environment, individualizing your interactions to meet each child's needs

close-ended questions

Questions that can be answered in short or single word responses.

third teacher

The Reggio Emilia environments are referred to as the________________ (the parents and teachers are considered the other two teachers)

Process

The act to create

image of the child

The child is seen as unique, curious, capable, compe-tent, having potential, relationship seeking, an active constructor of knowledge, and a possessor of rights rather than needs

Tools of the Mind Curriculum

a curriculum based on Vygotsky's sociocultural theory of learning and Gardner's theory of five minds for the future

provocations

activities, materials, or questions that provoke thought, problem solving, and creativity), many different types of objects (realistic objects, colorful beautiful objects, natural objects, authentic furniture, tools, and utensils), beautiful displays that highlight materials, and mirrors that are placed to see

accomidate

adapting our current understandings (schemas) to incorporate new information

culminating events

allow the children to share what they have learned with parents and other community members.

Early Experiences Are Critical:

allows children to participate in activities that that are ideally matched to the child's interests and development, thus providing a solid foundation for current and future learning

atelier

an artist's or a designer's workshop (studio)

Social and Cultural Contexts Influence Learning:

assists in cultural understanding by accurately reflecting the lives of children and families in the program through classroom materials, photos, and written and spoken language. Multicultural books, pictures, music, art, manipulatives, and dramatic play props representing children in the classroom as well as other cultures expand the children's understanding.

Reggio Emilia Approach

encourages each child's creativity in a carefully designed setting

Whole Child Initiative

examines skills that children will need in the 21st century, believing that a narrow focus on academics alone will not promote long-term success or development. In addition to challenging, comprehensive curriculum in core subjects, the initiative stresses the need for skills in reasoning, problem solving, critical thinking, and technology.

modeling/observational learning

learning through observation and imitation of the behavior of other individuals and consequences of that behavior

Affordances

opportunities for interaction offered by objects that fit within our capabilities to perform functional activities

Development Occurs in the Context of Secure, Consistent Relationships:

provides a place where children and adults can find sanctuary, nurturance, comfort, compassion, and community (Greenman, 2005a). Relationships flourish as children have the opportunity to play with peers in self-chosen activities. The one-on-one time with an adult that occurs as children interact in learning centers facilitates positive relationships

Biological Maturation and the Environment Interact:

provides a range of challenges, so that as a child successfully completes a challenge, another one awaits. The child controls the amount of time engaged in a particular activity and whether to work alone or with others. This freedom allows children to be self-directed learners, learning from both the physical and the social world. It also recognizes and honors the individual child's maturity level.

development is variable:

provides a variety of materials and activities that meet the needs and interests of individual children with varying abilities. Allows the individual child to work at different levels in different areas. For example, the child may be able to read simple books but be very low in math skills.

Experiences Shape Future Dispositions and Behaviors:

provides multiple ways of learning the same skill through different learning centers. This allows children to choose the learning modality that is most effective for them, while exposing them to a wide range of different learning options. Persistence and initiative are increased when children have the opportunity to learn in ways that are interesting and motivating to them.

Practice Advances Development:

provides opportunities for children to practice skills in an authentic way (using skills in a real-life context rather than through drill). Authentic tasks are more engaging and a more effective way to learn than those same tasks performed through drill or direct instruction (Cooper, Capo, Mathes, & Gray, 2007).

expanding

restating, in a linguistically sophisticated form, what a child has said

extending

stretching from one point to another

Assimilate

to absorb fully or make one's own; to adopt as one's own; to adapt fully