db for early education
· Chapter 10: The Early Elementary Grades: 1-3
The primary grades are grades 1-3.
Although educational reform has had an effect on all children, it is most apparent in the early elementary years. Reform and change comes from a number of sources and the chapter begins by reminding you of this. Let’s examine a few of these sources...
Diversity. There has been a rise in the number of racial and ethnic minority students enrolled in the nation's public schools; this number will (most likely) continue to rise. Teaching children from different cultures and backgrounds is an important piece to account for when planning curriculum.
Standards. Standards is a reason for reform. We've already looked at standards; these are something you must keep in mind when planning lessons.
Data-Driven Instruction may sound new, but it is not a new concept to you. We’ve done a great deal of discussing the outcomes of test-taking and assessments. You've probably all heard "teaching to the test."
Technology. Today’s students have had much experience with technology, therefore, it’s important to provide them with opportunities to learn with technology. It may take a while for you to be creative and think of ways to use it in your teaching (if you haven’ t been).
Health and Wellness. Obesity is a major concern in this country. Therefore, it is important to make sure that children have the opportunity to be active. Unfortunately, due to the pressure of academics, many schools have been taking physical education/activity time out of the curriculum.
Violence: One issue that I notice this new edition of the text has excluded is violence. However, I think that this topic is important; we need to keep children safe when they are at school. As a result of 9/11 (and, not to mention that many violent events have happened on school campuses in recent years), many school districts now have an emergency system in place that they can easily use if there is any type of incident in which the children’s safety is at risk.
WHAT ARE CHILDREN IN GRADES ONE TO THREE LIKE?
Your text explains that the best way to think of a child’s development during this time is: slow and steady. During this stage, there is not much difference between boys and girls when it comes to physical capabilities. Although it is always important to not stereotype based on one’s gender, it is especially important during these years. These children are also entering into their "tween" years, thus; being sensitive to the children's and parents' needs in regards to such changes is important.
It is important to remember that children in the primary grades are in the Concrete Operations Stage . This stage is children ages 7 to 12. The term operation refers to an action that can be carried out in thought as well as executed materially and that is mentally and physically reversible.
These children are at an age in which they can compare their abilities to their peers. And, therefore, children may develop learned helplessness, in which they learn through failure how to behave helplessly.
Cognitive Development
Children in this stage are capable of …
One-to-one correspondence (can place one to one. It may be one paper plate to one child or pointing to objects individually as the child counts sequentially).
Classification of objects, events, and time according to certain characteristics.
Classification involving multiple properties (a child would be able to recognize that something is big and red, because he/she can now focus on more than one attribute).
Class inclusion operations (for example, children understand the concepts of “fruit” and “vegetable”)
Look closely at the Portraits of Children. Compare these with the Portraits of Children from the Preschool and Kindergarten chapters. This will help you better understand the difference between the Preoperational child and the Concrete Operational child.
Character Education
You want an environment that promotes pro-social behaviors! Character education is closely aligned with pro-social and conflict resolution education. Character education is rapidly becoming a part of many early childhood programs. You may have even worked with a specific curriculum in this area (such as Second Step).
However, you don’t need to purchase or follow a specific program in order to promote character education. Character education can be taught in day-to-day activities in your classroom. But, there are 11 principles that are considered as “effective” character education (these are not in the text but you do not need to memorize them)….
1. Promotes core ethical values as the basis of good character.
2. Defines "character" comprehensively to include thinking, feeling, and behavior.
3. Uses a comprehensive, intentional, proactive, and effective approach to character development.
4. Creates a caring school community.
5. Provides students with opportunities for moral action.
6. Includes a meaningful and challenging academic curriculum that respects all learners, develops their character, and helps them to succeed.
7. Strives to foster students self motivation.
8. Engages the school staff as a learning and moral community that shares responsibility for character education and attempts to adhere to the same core values that guide the education of students.
9. Fosters shared moral leadership and long range support of the character education initiative.
10. Engages families and community members as partners in the character-building effort.
11. Evaluates the character of the school, the school staff's functioning as character educators, and the extent to which students manifest good character.
Pro-Social and Conflict Resolution Education
What is meant by “pro-social” skills? Most often, pro-social behavior is defined as any act intended to benefit another individual or a group. So, what is the difference between this and conflict resolution? Well, think of it like this…& amp; lt; /span>
“ Pro-Social” behavior will enable the children to avoid a conflict. If everyone is acting in the best interest of the group, then everyone will benefit. Therefore, conflicts will not arise.
On the other hand, “Conflict Resolution” needs to occur when there is a conflict. This is how we resolve the issue at hand.
Carefully review the list on pages 318 (begin with “Be a good role model for children”). This provides some great information!
Teaching Thinking
Were you surprised to read that you need to teach children how to think?! Well, maybe you can’t teach it the same way you can teach math, but you can definitely promote it. Look at the guidelines to promote thinking. These guidelines are excellent rules to follow!
Benjamin Bloom’s hierarchy of questioning levels:
Also, pay particular attention to Bloom’s Taxonomy (Figure 10.4). It’s so important to ask children a variety of questions. A great exercise for you is to take a children’s picture book and try to think of questions that will fit into each of the six levels of Bloom’s Taxonomy. It may not be easy, but it’s worth the practice! Another good activity for you is to record yourself when reading to a group of children. After you’ve recorded yourself, listen to it and write down what questions you asked the group. Then, write down how many of each type of question (according to Bloom) you asked. This will bring to your attention which types of questions you need to make more of a conscious effort to ask.
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Lecture
Chapter 11: Educating Children with Diverse Backgrounds and Special Needs
Typically, students are very curious about how to teach children with special needs (notice that your text states the term exceptional student education has replaced the term special education). Unfortunately, the topic of special needs is so vast that often, you really need the experience of working with children with special needs in order to fully understand how to accommodate specific needs. However, no matter how much experience you’ve had or haven’t had, there are many terms that you must be familiar with when it comes to special needs. Most often, you will experience an "inclusive" or "integrated" classroom as children of varying abilities will be placed within one classroom. However, notice that the text points out, "About 13% of the nation's children receive services for disabilities. What this means for you is that in your classroom of 20 to 25 students, you will have at least two or three children with some kind of disability.”
Keep in mind that, when we discuss "special needs," this encompasses children who are gifted and talented as well as children who have learning disabilities.
Please review Figure 11.2 to familiarize yourself with the terminology… Notice all the acronyms as well! Still, I’ve listed below ones that you will encounter often…
IDEA : Individuals with Disabilities Education Act. This is a federal law that was reauthorized in 2004. The focus of this act is to enable children to learn. The best way to understand IDEA is to carefully read the two paragraphs located under The Individuals with Disabilities Education Act (IDEA) title in Chapter 11 Also, note the seven principles of IDEA.
LRE: Least Restrictive Environment: an environment consistent with a child’s academic, social and physical needs.
IEP: Individualized Education Program : a plan for the individualization of each student’s instruction. This requires creating learning objectives and basing student’s learning plans on their specific needs, disabilities, and preferences, as well as on those of their parents. Think of this like a "contract": the school must put in writing how the needs of this student will be met. This includes the goals for this student. Not only is this helpful for the parents and the students, but the teacher as well because the teacher has an understanding of how to provide for this individual student. This also ensures that children's needs will be revisited and revised in accordance with the IEP requirements.
States have different requirements for how often an IEP must be updated.
It is important to note that children under the age of 3-years-old are also eligible for services. These services are referred to as early intervention. Children this young would not have an IEP, however, they may have an IFSP: Individualized Family Service Plan.
There has been a growth in Assistive Technology (any item, devise or piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional abilities of individuals with disabilities).
Inclusive classrooms
Inclusive classrooms are the least restrictive environment. There are many benefits to an inclusive classroom. Not only are the children with others of the same age, but children are also given the chance to appreciate similarities with those whom they may think of as “different.” Children can begin to understand the differing needs of others while the children with special needs can view “model” children. You can probably think of more benefits that can come from an inclusive classroom. You may also think of some negatives associated with an inclusive classroom.
Children with Disabilities
Children with Autism
Autism is a result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills; it typically appears during the first 3 years of life. Although the cause is unknown, research does point to genetic vulnerability.
Applied Behavior Analysis and Play Therapy are two effective interventions used for children with developmental delays (such as autism). These focus on behaviors. Physical Therapists and Occupational Therapists also work with children who have developmental delays, but these are body-centered.
Children with Attention Deficit Hyperactivity Disorder (ADHD)
Children with Attention Deficit Hyperactivity Disorder display cognitive delays and have difficulties in three specific areas: attention, impulse control, and hyperactivity. Attention Deficit Disorder (ADD) is also a familiar term to many of you. Notice that the “H” is the difference in the two terms.
As mentioned above, the term is “exceptional education.” Therefore, this term is also used for children who are identified as gifted and talented. Gifted and talented is not in the chapter, however, I would still like to (briefly) address this.
Gifted and talented children : As defined by federal law, children who demonstrate the potential for high performance in intellectual, creative, artistic, or leadership capacities.
Regular classroom teachers can accommodate the needs of these children two ways: through enrichment and acceleration.
However, no matter what the child’s special need it, it is important to accommodate for all learners. The list on pages 309 & 310 provides excellent guidance! In particular, take note of Differentiated Instruction (DI).
Education for Children with Diverse Backgrounds
I, too, find it strange that special needs students and multicultural awareness were placed in the same chapter. However, I believe the point is simply because this chapter is about being sensitive to the needs of all people.
Multicultural awareness: is the appreciation for and understanding of people’s cultures, socioeconomic status, and gender. It includes understanding one’s own culture. .
It’s so important to make your classroom multi-cultural and avoid stereotypes! Be certain that everything – from the posters on the walls to the books you read include people of all kinds. Also, be on the lookout for anything that depicts stereotypical images. Do the books in your class library depict a particular race as “ bad?” Are the books stereotypical? Why is it that many books depict old woman as ugly and mean? An author that comes to my mind when discussing this topic is Robert Munsch. Although a well-loved author, if you carefully read one of his picture books, you can easily find stereotypes. For example, in the book We Share Everything, it is implied that it’s not okay for boys to wear pink.
So, be on the lookout! The stereotypes are out there – we just need to try and avoid them.