A Study Guide to Educating Young Children: Exercises for Adult Learners

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ISBN: 9781573791632 | 1573791636
Cover: Paperback
Copyright: 1/2/2002

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This updated workbook will increase your competence and confidence in using the High/Scope Preschool Curriculum. Designed for early childhood college courses, inservice training, and independent study. Contains exercises that track the content of High/ScopeÃ ;'s preschool manual, Educating Young Children. Abundant, interactive exercises include hands-on exploration of materials, child studies, analysis of photos and scenarios in Educating Young Children, recollection and reflection about curriculum topics, trying out various support strategies, and making implementation plans.

Acknowledgments

xiii

Introduction: Active Learning for Adults

(1)

Who Needs a Study Guide?

(1)

How Is This Guide Organized?

(1)

Where Are the Answers?

(1)

PART 1: THE ACTIVE LEARNING APPROACH

(42)

Active Learning: The Way Children Construct Knowledge

(8)

Experiencing Active Learning

(1)

Photographs of Active Learners

(1)

Active Learners You Have Observed

(1)

Young Children and Adults Think. Differently, or Do They?

(1)

Key Experiences as Action Statements

(1)

Child Study: Watching and Listening to an Active Learner

(1)

Adult Feelings About Child Initiative

(2)

Materials for Active Learning

(1)

Remembering Supportive Adults

(1)

Identifying Adult Support

(1)

Self-Study: Supporting Children's Active Learning

(1)

Recognizing the Ingredients of Active Learning in Everyday Situations

(1)

Defining Key Concepts

(1)

Active Learning Issues to Ponder and Write About

(4)

Related Publications

(1)

Related Videos

(2)

Establishing a Supportive Climate: The Basics of Positive Adult-Child Interactions

(12)

Understanding the Concept of ``Sense of Self''

(1)

Building Blocks of Human Relationships: Trust, Autonomy, Initiative, Empathy, Self-Confidence

(1)

A Closer Look at Empathy and Self-Esteem

(1)

Contrasting Social Climates and Interaction Styles

(1)

Experiencing the Elements of Support and Their Opposites

(1)

Adults and Children Sharing Control

(1)

Sharing Conversational Control

(1)

Focusing on Children's Strengths

(1)

Child Study: Observing a Child's Strengths and Interests

(1)

Forming Authentic Relationships With Children

(1)

Making a Commitment to Supporting Children's Play

(1)

Child Study: Observing Types of Play

(1)

Playing With Children's Toys and Materials

(1)

Adopting a Problem-Solving Approach to Social Conflict

(1)

Using the Elements of Support in Everyday Situations

(1)

Self-Study: Trying Out Supportive Adult-Child Interaction Strategies

(1)

``Sense of Self'' Revisited

(1)

Self-Assessment: Supportive Adult-Child Interactions

(3)

Supportive Interaction Issues to Ponder and Write About

(2)

Related Publications

(1)

Related Videos

(2)

Involving Families in Active Learning Settings

(12)

Creating an Active Learning Environment Based on Family Life

(1)

Extending the Elements of Support to Families

(1)

Valuing Families

(1)

Examining Who We Are and Where We Came From

(1)

Home Visiting

(1)

Taking Part in Community Life

(1)

Learning About Children Through Observation

(1)

Reaching Out to Families

(1)

Creating Positive Relationships With Families

(1)

Seeking Our Better Selves

(2)

``Hot Button'' Issues

(1)

Self-Assessment: Parent Involvement

(1)

Family Involvement Issues to Ponder and Write About

(6)

Related Publications

(3)

Working in Teams: Adult Collaboration to 'Promote Active Learning

(8)

Working As a Team

(1)

Recalling Team Experiences

(1)

Observing Teaching Teams

(1)

Choosing to Collaborate

(1)

Learning to Level: Open Communication

(1)

Gathering Accurate Information About Children

(2)

Child Study: Observing a Child's Actions and Language

(1)

Interpreting Observations

(1)

Sharing Team Responsibilities

(1)

Including Volunteers on the Team

(1)

Self-Assessment: Teamwork

(1)

Teamwork Issues to Ponder and Write About

(4)

Related Publications

(2)

PART 2: THE ACTIVE LEARNING ENVIRONMENT

(76)

Arranging and Equipping Spaces for Active Learners

(16)

An Ideal Place to Be

(1)

Childhood Memories of Play

(1)

Making Play Space Inviting

(1)

Providing Pleasant Spaces for Eating, Napping, and Personal Storage

(1)

Arranging Play Spaces to Meet Particular Needs

(1)

Materials With Meaning for Children

(3)

Scrap, Natural, and ``Real'' Materials

(1)

Materials Lists

(1)

Child Study: Favorite Materials

(1)

Materials Expert

(1)

Materials That Worry Adults and Satisfy Children

(1)

Storing and Labeling Materials

(1)

Examining Interest Areas

(1)

Dividing Space Into Interest Areas

(1)

Arranging an Outdoor Play Space

(2)

Equipping an Outdoor Play Area

(1)

Children's Role in Room Arrangement

(1)

Self-Assessment: Physical Learning Environment

(1)

Space Arrangement and Equipment Issues to Ponder and Write About

(6)

Related Publications

(1)

Related Videos

(3)

The High/Scope Daily Routine-A Framework for Active Learning

(6)

Defining an Active Learning Daily Routine

(1)

Parts of the Daily Routine

(1)

Program Length and Predictability

(1)

Sequencing the Daily Routine

(1)

How Do Adults Support Children Throughout the Daily Routine?

(1)

Child Study: Active Learning Within a Supportive Climate Throughout the Daily Routine

(1)

Self Assessment: Daily Routine

(1)

Daily Routine Issues to Ponder and Write About

(4)

Related Publications

(1)

Related Videos

(3)

The High/Scope Plan-Do-Review Process

(24)

Planning Time

(1)

Intentions You Have Expressed, Plans You Have Made

(1)

Child Study: Planning

(1)

Self-Study: Planning

(1)

Planning: Theories Behind the Practice

(1)

Elements of the Planning Process

(1)

Why We Encourage Young Children to Plan

(1)

Child Study: The Development of Planning

(1)

How Children Indicate Their Plans

(1)

Types of Plans Children Make

(1)

The Development of Children's Planning Over Time

(1)

Supporting the Planning Process: Photographs of Adults

(1)

Identifying Support Strategies in Ruth's Planning Time

(1)

Adult Attitudes About Children's Planning

(1)

Focusing on Children at Planning Time

(1)

Trying Out Planning Games and Experiences

(1)

Ways of Conversing With Children About Their Plans

(1)

Self-Study: Recording and Analyzing Planning Time Conversations

(1)

Keeping a Planning Time Journal

(1)

Valuing Children's Plans

(1)

Planning Scenarios: What Would You Do?

(1)

Self-Assessment: Planning Time

(1)

Work Time

(1)

Why We Have Work Time

(1)

Identifying Types of Play

(1)

Child Study: Work Time

(1)

Adult Attitudes Toward Work Time

(1)

Effects of Room Arrangement on Children's Work Time Interactions

(1)

Scanning the Interest Areas to Gain the Child's Perspective on Play

(1)

Offering Comfort and Contact to Children at Work Time

(1)

Adult Attitudes Toward Play

(1)

Playing With Children at Work Time

(1)

Conversing With Children at Work Time

(1)

Practicing for Play Step-by-Step

(1)

Encouraging Children's Problem Solving at Work Time

(1)

Gathering Work Time Anecdotes

(1)

Child Study: Adult Support at Work Time

(1)

Work Time Scenarios: What Would You Do?

(3)

Self-Study: Supporting Children at Work Time

(1)

Self-Assessment: Work Time

(1)

Recall Time

(1)

Understanding the Elements of Recall

(1)

Child Study: Recall

(1)

How Children Recall

(1)

Self-Study: Recall

(1)

Examining Becki's Recall Time

(1)

Supporting the Recall Process: Photos of Adults at Recall

(1)

Adult Attitudes Toward Recall, Storytelling, and Reflection

(1)

Making Recall Time Comfortable and Inviting

(1)

Trying Out Games and Experiences for Recall Time

(1)

Supporting Children's Recall Conversations, Reflections, and Stories

(1)

Recall Time Scenarios: What Would You Do?

(1)

Keeping a Recall Journal

(1)

Self-Study: Videotaping Planning and Recall Times

(1)

Self-Assessment: Recall Time

(1)

Planning, Work, and Recall Issues to Ponder and Write About

(3)

Related Publications

(1)

Related Videos

(2)

Group Times, Outside Times, Transition Times

(28)

Small-Group Time

(1)

Experiencing Small-Group Time

(1)

Examining Three Small-Group Times in Early Childhood Settings

(1)

Active Learning at Small-Group Time

(1)

Balancing Adult Initiative With Adult Support at Small-Group Time

(1)

Small-Group Time: Why Bother?

(1)

Meeting Places for Small Groups

(1)

Observing Catherine at Small-Group Time

(1)

Child Study: Small-Group Time

(1)

Forming Small Groups

(1)

Planning Active Learning Small-Group Times

(4)

Exploring Potential Small-Group-Time Materials

101

(1)

Looking at Becki's Egg-Coloring Small-Group Time

101

(1)

Observing a Small-Group Time

102

(1)

Self-Study: Plan, Do, and Review a Small-Group Time

102

(2)

Small-Group Scenarios: What Would You Do?

104

(1)

Small-Group-Time Issues to Ponder and Write About

104

(1)

Large-Group Time

105

(1)

Recalling Large-Group Experiences

105

(1)

Examining Three Large-Group Times in Early Childhood Settings

105

(1)

A Rationale for Large-Group-Time

105

(1)

Sharing Control With Children at Large-Group Time

105

(1)

Large-Group Time From a Child's Point of View

106

(1)

Child Study: Large-Group Time

106

(1)

Planning Active Learning Large-Group Times

106

(4)

Looking Closely at a Large-Group Time

110

(1)

Drawing Children Into Large-Group Time

110

(1)

Making Large-Group Experiences Participatory

110

(1)

Observing a Large-Group Time

111

(1)

Self-Study: Plan, Do, and Review a Large-Group Time

111

(1)

Large-Group Scenarios: What Would You Do?

112

(1)

Self-Assessment: Small-Group Time and Large-Group Time

113

(1)

Large-Group-Time Issues to Ponder and Write About

113

(1)

Outside Time and Transitions

114

(1)

Remembering Outdoor Play

114

(1)

Child Study: Outside Time

114

(1)

Examining Children's Outdoor Play

114

(3)

Adult Attitudes Toward Playing Outside With Children

117

(1)

Supporting Children's Outdoor Play

117

(1)

Child Study: Adult Support at Outside Time

117

(1)

Outside Time Scenarios: What Would You Do?

118

(1)

Self-Study: Supporting Children at Outside Time

118

(1)

A Personal Consideration of the Nature of Transitions

119

(1)

Child Study: Transitions

119

(1)

Children's Needs at Transition Times

119

(1)

The Adult's Role at Transition Times

119

(1)

Self-Study: Supporting Children at Transition Times

120

(1)

Transition Scenarios: What Would You Do?

120

(1)

Self-Assessment: Transitions

120

(1)

Outside Time and Transition Issues to Ponder and Write About

121

(2)

Related Publications

122

(1)

Related Videos

122

(1)

PART 3: KEY EXPERIENCES IN EARLY CHILDHOOD DEVELOPMENT

123

(112)

Introduction to the High/Scope Key Experiences

125

(8)

Recognizing Key Experiences

125

(2)

Why Bother With Key Experiences?

127

(1)

Everyday Uses of Key Experiences

127

(3)

Key Experience Card Game

130

(1)

Creating an Illustrated Key Experience List

130

(1)

Key Experience Issues to Ponder and Write About

131

(2)

Related Publications

131

(2)

Creative Representation

133

(12)

Creating Representations

133

(1)

Experiencing and Recalling Representations

133

(1)

Understanding Creative Representation

133

(1)

Starting With Direct Experiences

134

(1)

The Role of Imitation in Creative Representation

135

(1)

Interpreting Representations Made by Others

135

(1)

Pretending and Role Playing

136

(1)

Making Models

136

(1)

Drawing and Painting

137

(1)

Supporting Children's Creative Representation Throughout the Day

138

(2)

Child Study: Creating a Creative Representation Portfolio

140

(1)

Creative Representation Scenarios: What Would You Do?

140

(1)

Implementation Study: Trying Out Creative Representation Support Strategies

141

(1)

Child Assessment: COR Items Related to Creative Representation

141

(1)

Further Understanding of the Creative Representation Process

141

(2)

Creative Representation Issues to Ponder and Write About

143

(2)

Related Publications

143

(1)

Related Videos

143

(2)

Language and Literacy

145

(12)

Speaking, Listening, Writing, and Reading

145

(1)

Recalling Your Own Experiences With Language and Literacy

145

(1)

Understanding Whole Language and Emergent Literacy

146

(1)

Language Begins With the Desire to Communicate

146

(1)

Describing the World of Experience

147

(1)

Enjoying Language

147

(1)

Early Writing

147

(1)

Early Reading

148

(1)

Requesting ``Real'' Writing

149

(1)

Supporting Children's Language and Literacy Throughout the Day

149

(2)

Child Study: Creating a Language and Literacy Portfolio

151

(1)

Language and Literacy Scenarios: What Would You Do?

151

(1)

Implementation Study: Trying Out Language and Literacy Support Strategies

152

(1)

Child Assessment: COR Items Related to Language and Literacy

152

(1)

Language and Literacy Issues to Ponder and Write About

152

(5)

Related Publications

154

(1)

Related Videos

154

(3)

Initiative and Social Relations

157

(14)

Initiating and Carrying Out Individual and Group Work

157

(1)

Recalling Your Own Initiatives and Relationships

157

(1)

Understanding Initiative and Social Relations

158

(1)

Expressing Intentions

158

(1)

Problem Solving

158

(1)

Taking Care of One's Own Needs

159

(1)

Expressing Feelings in Words

159

(1)

Participating in Group Routines

159

(1)

Being Aware of the Needs of Others

159

(1)

Building Relationships

160

(1)

Playing Together

160

(1)

Solving Social Conflicts

161

(1)

Supporting Children's Initiative and Social Relations Throughout the Day

161

(1)

Child Study: Creating an Initiative and Social Relations Portfolio

162

(1)

Initiative and Social Relations Scenarios: What Would You Do?

162

(3)

Implementation Study: Trying Out Initiative and Social Relations Support Strategies

165

(1)

Child Assessment: COR Items Related to Initiative and Social Relations

165

(1)

Initiative and Social Relations Issues to Ponder and Write About

165

(6)

Related Publications

168

(1)

Related Videos

168

(3)

Movement

171

(10)

Moving in a Variety of Ways

171

(1)

Recalling Movement Experiences

171

(1)

Moving in Place

172

(1)

Moving From Place to Place

172

(1)

Moving With Objects

172

(1)

Moving Creatively

173

(1)

Describing Movement

173

(1)

Making Up and Trying Out Movement Directions

173

(1)

Feeling and Expressing Steady Beat

173

(1)

Supporting Children as They Move Throughout the Day

174

(1)

Child Study: Creating a Movement Portfolio

175

(1)

Movement Scenarios: What Would You Do?

175

(2)

Implementation Study: Trying Out Movement Support Strategies

177

(1)

Child Assessment: COR Items Related to Movement

177

(1)

Movement Issues to Ponder and Write About

177

(4)

Related Publications

177

(2)

Related Recordings

179

(2)

Music

181

(8)

Exploring Music

181

(1)

Recalling Your Own Experiences With Music

181

(1)

Moving to Music

182

(1)

Enjoying the World of Sound

182

(1)

Vocal Exploration

182

(1)

Developing Melody

182

(1)

Singing Songs

183

(1)

Playing Musical Instruments

183

(1)

Supporting Young Children as They Hear, Move to, and Make Music Throughout the Day

183

(2)

Child Study: Creating a Music Portfolio

185

(1)

Music Scenarios: What Would You Do?

185

(1)

Implementation Study: Trying Out Music Support Strategies

185

(1)

Child Assessment: COR Item Related to Music

186

(1)

Music Issues to Ponder and Write About

186

(3)

Related Publications

187

(1)

Related Recordings

187

(2)

Classification: Recognizing Similarities and Differences

189

(10)

Exploring and Describing Attributes and Organizing Things Into Groups

189

(1)

Recalling Real-Life Experiences With Classification

190

(1)

Understanding Classification

190

(1)

Exploring and Describing Similarities, Differences, and Attributes

191

(1)

Shapes

191

(1)

Sorting and Matching

191

(1)

Using and Describing Something in Several Ways

192

(1)

Focusing on Two or More Attributes at Once

192

(1)

Some and All

192

(1)

Using Not Statements

192

(1)

Supporting Children's Classification Throughout the Day

193

(1)

Child Study: Creating a Classification Portfolio

193

(2)

Classification Scenarios: What Would You Do?

195

(1)

Implementation Study: Trying Out Classification Support Strategies

196

(1)

Child Assessment: COR Items Related to Classification

196

(1)

Classification Issues to Ponder and Write About

196

(3)

Related Publications

197

(1)

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A Study Guide to Educating Young Children: Exercises for Adult Learners

Summary

Table of Contents

Supplemental Materials