Joy Prior
VAEDU 397
Sec. 001
Mark Graham
Quotes
Gablik, Suzi. The Re-enchantment of Art. Thames and Hudson Inc. New York, New York. 1991. Print.
“When did it happen, that working with kids became a saintly, do-gooder thing? It’s a basic duty of society. The reason the kids are running wild is that no one is there for them.” Rollins (108)
“Cultural myths do not die easily, especially when our personal commitment to them is so strong that it is difficult even to entertain explanations of possibilities based upon different premises… Our cultural myths support economic advancement and the hard edged individualist writ large, rather than service, caring attitudes and participation. Though certain individuals are exploring and implementing more communal values, others have not shifted their understanding in this way and may not wish to. For them, art remains a question of radical autonomy.” (116)
“When someone seriously questions the accepted way things are done suggesting a new approach, the person may trigger anxiety in others. This anxiety may be turned against the innovator in the form of anger.” Carol Becker (116)
“One of the peculiar developments in our Western world is that we are losing our sense of the divine side of life, of the power of imagination… without the magical sense of perception, we do not live in a magical world.” (42)
“Negative images have a way of coming alive just as positive images have. If we project images of beauty, hope, healing, courage, survival, cooperation, interrelatedness, serenity, imagination and harmony, this will have a positive effect. Imagine what artists could do if they became committed to the long-term good of the planet. The possibilities are beyond imagination. If all artist would ever pull together for the survival of humankind, it would be a power such as the world has never known” (155)
“Community, as it is being enacted here, is the ability to touch others in ways that matter to them-to give them a voice.” (105)
“Our psychic “entrancement” with industrialism is what is pre-still continue to believe it is the necessary condition for our survival, even when its desolating effects have become so obvious, and we perceive the basic life-support systems closing down under its assaults.” (93)
“The experience begins with a feeling, a sense of something that wants to materialize itself… What the world lacks today is not so much knowledge of these things of the spirit as experience of them. Experiencing the spirit is all. To believe is okay, but a personal experience is better, a direct feeling with something” Shaffer (44)
“Obviously, how we see the future has everything to do with how we live in the present. For the first time in recorded history, the certainty that there will be a future has been lost; this is the pivotal psychological reality of our time. According to the French social philosopher Jean Baudrillard, there is no future. Everything has become “nuclear, faraway, vaporized”; and the ending of the possibilities for art merely reflects the more general ending of reality itself. Since everything has already been wiped off the map, Baudrillard finds it useless to hope, or to dream. In an amazing essay called “The Anorexic Ruins,” Baudrillard claims that the great artistic visions were those of the years from 1920 to 1930. Since everything has been done already, today we are only inferior imitators. Intrinsic values have been replaced by simulated, synthetic values. “The maximum in intensity lies behind us,” he states. “The minimum in passion and intellectual inspiration lie before us.” Quite simply, according to Baudrillard, there is no life any longer in our societies, although the vital functions continue. One comes to an arrangement with the situation; reciprocal indifference is negotiated.” (19)
Thursday, February 3, 2011
SFL DAP #2
DAP #2
PART 1:
In reading pages 16-50, the authors identify guidelines that address decisions that early childhood professional make in 5 key areas. For each area, identify 2 ideas that you would use in your future classroom. Provide support for each answer drawing on the previous reading (pp. viii – 16) about why this is important (i.e. the 12 principles, 3 areas of knowledge, etc.) Be sure to cite your supporting answers with page numbers. (15 points)
1. Creating a caring community of learners (p. 16-17)
“Practitioners design and maintain the physical environment” (17) As teacher I should keep an organized room that is full of specific areas, and correlating themes. Children “always mentally active in seeking to understand the world around them,” (14) they need to have a welcoming environment that fosters learning.
“Interactions among community members, as well as the experiences provided by teachers, leave participants feeling secure,” (17) If I am teaching Kindergarten I can work with the preK teachers and even have my classroom visit the preK classroom just before the end of the year. I also need to work with the 1st grade teachers to make sure that the curriculum I am teaching will help prepare my students for their classes. This means communicating with the administrators and working with the teachers to align the curriculums. “Proponents also hope that closer relationship between early-years education and the elementary grade would lead to enhanced alignment and each sphere’s learning from the other,” (4)
2. Teaching to enhance development and learning (p. 17-20)
“Provide experiences, materials, and interactions to enable children to engage in play,” (18) As a teacher I can provided ample opportunity for my students to play at recess with new equipment and that I do not turn recess into simple a reward for those who have finished their work but if recess is long enough and engaging I can help to foster physical as well as social growth in that time. “In the high-pressure classroom, children are less likely to develop a love of learning and a sense of their own competence and ability to make choices, and they miss much of the joy and expansive learning of childhood.” (4)
“children’s skills will vary and they will need different levels of support” (19) As a teacher I can keep current records of each of my students so that I can know were their approximate level, and help scaffold them to the next level. “All children have their own strengths, needs, and interests. Given the enormous variation among children of the same chronological age, a child’s age is only a crude index of developmental abilities and interests.” (11)
3. Planning curriculum to achieve important goals (p. 20-21)
“Draw on children’s own interests and introduce children to things likely to interest them,” (21) As a teacher I can ask my students to learn what their grandparents did when they were kids, and have a special show and tell day when they bring one item that reminds them of their grandparents. In a hope to help the children understand that we all have a different and unique background. “Development and learning occur in and are influenced by multiple social and cultural contexts,” (13)
“teachers are familiar with the understandings and skills key for that age group in each domain,” (21) As a teacher in first grade I can introduce my students to the same of soccer, we can learn how to spell the word soccer by sounding it out, we can all play a game of soccer, and I could even ask the local High School soccer team to come and visit the classroom and practice kicking for a few minutes with my students in the hope to develop gross motor skills. “all the domains of development and learning- physical, social and emotional, and cognitive- are important, and they are closely interrelated.” (11)
4. Assessing children's development and learning (p. 21-22)
“input from families.” (22) When I am a teacher I can strive to have clear and optimistic communication with my student’s parents by listening to the student’s parents when I am in Parent Teacher conference because the parents know and understand their child and can help me as a teacher to recognize their child‘s great potential. “biology and the effects of children’s prior experiences, it is important for early childhood educators to maintain high expectations and employ all their knowledge, ingenuity, and persistence to find ways to help every child succeed.” (12)
“Assessment of young children’s progress and achievements is ongoing, strategic, and purposeful.” (22) Throughout the school year I can ask my students to cut out words from a magazine or candy wrapper that they did not know before but were able to sound out. We can collect the words and make a collage of them, but the purpose is for them to learn to sound out bigger and harder words, and also to give them the encouragement to sound out words in their daily life. “development proceeds toward greater complexity.” (12)
5. Establishing Reciprocal Relationships with Families (p. 22-23)
“There is mutual respect, cooperation, shared responsibility, and negotiation of conflicts toward achievement of shared goals,” (23) I can make sure that my student’s know that I respect their goals by asking them what are some things that they would like to learn in my class. We can write them down, and I will not publish them in the classroom so that children don‘t feel as if they have to compete against their peers. I will keep the goals on record and periodically remind my students about their goals. “Children develop best when they have secure, consistent relationships with responsive adults and opportunities for positive relationships with peers.” (13)
“share with each other their knowledge of the particular child and understanding of child development and learning as part of day-to-day.” (23) I can ask the student‘s parents to write down goals that they want their children to achieve and work with the parents to have at realistic home study times that will help their child to obtain those set goals, not all of the goals have to be academic if the child’s family wants them to be good at soccer, and their child learns more about soccer in a setting outside of my classroom then they can count that as a reached goal. “predictable changes occur in all domains of development, although the ways that these changes are manifested and the meaning attached to them may vary widely in different cultural and linguistic contexts.” (11)
PART 2
Mark whether the statement given is true or false based on the principles that you read about last week. If it is false, rewrite the statement to be true. [Note: No credit will be given for a statement that is simply negated in order to make it true.] (1 point each, 11 points total)
true 1. Integrated learning is appropriate since it matches the way children naturally experience the world.
true 2. Knowledge of the predictable patterns of growth in each domain is helpful in planning realistic curriculum goals.
false 3. Since development is predictable and even for every child, a teacher can assume that a child’s chronological age is a pretty good indicator of the child’s developmental maturity and abilities
Although development is predictable it might not be even for every child, a teacher can assume that a child’s chronological age is a curd indicator of the child’s developmental maturity and abilities but the teacher needs to understand the individual and cultural elements involved in the child’s learning environment.
true 4. Children can reap the benefits of conscientious parents who read to them, help coach positive social skills, build intrinsic motivation and encourage motor and language development since early childhood represents a window of optimal opportunity for development in these areas.
false 5. Skipping firsthand knowledge and jumping right to typical school activities which involve symbolic representation will save time that might otherwise be wasted. For example, its best to teach young children a new math concept with examples done on the chalkboard followed by practice sheets, rather than wasting time having children work with math manipulative.
Children should be scaffold to the next level of understanding a concept, and much of the scaffolding requires that they understand primary concepts involving items that they are failure with prior to learning abstract or symbolically representative information.
true 6. Essentially, both a child’s environment and their genetic makeup contribute significantly to the child’s overall development.
true 7. Children develop best when they have secure, consistent relationships with responsive adults and opportunities for positive relationships with peers.
false 8. Sensitivity to culture on the part of a teacher basically involves being aware of the nationalities of the students enrolled in his/her classroom.
To be sensitive to culture a teacher has to learn about the expectations and beliefs of the culture, and be aware of how those influences will effect the child in their classroom.
FALSE 9. Play is a waste of time in a school setting.
Children learn to develop vital social and emotion skills while interacting with their peers. Children know how to share for example not when a teacher is telling them that they should take turns but when they can be on the playground and share with their peers when they think no one is watching them.
true 10. Learning activities that can be successfully achieved with effort, along with challenging tasks that adults can “scaffold,” keep children on the “growing edge” of knowledge.
true 11. Children’s experiences shape their motivation and approaches to learning, such as persistence, initiative, and flexibility; in turn, these dispositions and behaviors affect their learning and development.
PART 1:
In reading pages 16-50, the authors identify guidelines that address decisions that early childhood professional make in 5 key areas. For each area, identify 2 ideas that you would use in your future classroom. Provide support for each answer drawing on the previous reading (pp. viii – 16) about why this is important (i.e. the 12 principles, 3 areas of knowledge, etc.) Be sure to cite your supporting answers with page numbers. (15 points)
1. Creating a caring community of learners (p. 16-17)
“Practitioners design and maintain the physical environment” (17) As teacher I should keep an organized room that is full of specific areas, and correlating themes. Children “always mentally active in seeking to understand the world around them,” (14) they need to have a welcoming environment that fosters learning.
“Interactions among community members, as well as the experiences provided by teachers, leave participants feeling secure,” (17) If I am teaching Kindergarten I can work with the preK teachers and even have my classroom visit the preK classroom just before the end of the year. I also need to work with the 1st grade teachers to make sure that the curriculum I am teaching will help prepare my students for their classes. This means communicating with the administrators and working with the teachers to align the curriculums. “Proponents also hope that closer relationship between early-years education and the elementary grade would lead to enhanced alignment and each sphere’s learning from the other,” (4)
2. Teaching to enhance development and learning (p. 17-20)
“Provide experiences, materials, and interactions to enable children to engage in play,” (18) As a teacher I can provided ample opportunity for my students to play at recess with new equipment and that I do not turn recess into simple a reward for those who have finished their work but if recess is long enough and engaging I can help to foster physical as well as social growth in that time. “In the high-pressure classroom, children are less likely to develop a love of learning and a sense of their own competence and ability to make choices, and they miss much of the joy and expansive learning of childhood.” (4)
“children’s skills will vary and they will need different levels of support” (19) As a teacher I can keep current records of each of my students so that I can know were their approximate level, and help scaffold them to the next level. “All children have their own strengths, needs, and interests. Given the enormous variation among children of the same chronological age, a child’s age is only a crude index of developmental abilities and interests.” (11)
3. Planning curriculum to achieve important goals (p. 20-21)
“Draw on children’s own interests and introduce children to things likely to interest them,” (21) As a teacher I can ask my students to learn what their grandparents did when they were kids, and have a special show and tell day when they bring one item that reminds them of their grandparents. In a hope to help the children understand that we all have a different and unique background. “Development and learning occur in and are influenced by multiple social and cultural contexts,” (13)
“teachers are familiar with the understandings and skills key for that age group in each domain,” (21) As a teacher in first grade I can introduce my students to the same of soccer, we can learn how to spell the word soccer by sounding it out, we can all play a game of soccer, and I could even ask the local High School soccer team to come and visit the classroom and practice kicking for a few minutes with my students in the hope to develop gross motor skills. “all the domains of development and learning- physical, social and emotional, and cognitive- are important, and they are closely interrelated.” (11)
4. Assessing children's development and learning (p. 21-22)
“input from families.” (22) When I am a teacher I can strive to have clear and optimistic communication with my student’s parents by listening to the student’s parents when I am in Parent Teacher conference because the parents know and understand their child and can help me as a teacher to recognize their child‘s great potential. “biology and the effects of children’s prior experiences, it is important for early childhood educators to maintain high expectations and employ all their knowledge, ingenuity, and persistence to find ways to help every child succeed.” (12)
“Assessment of young children’s progress and achievements is ongoing, strategic, and purposeful.” (22) Throughout the school year I can ask my students to cut out words from a magazine or candy wrapper that they did not know before but were able to sound out. We can collect the words and make a collage of them, but the purpose is for them to learn to sound out bigger and harder words, and also to give them the encouragement to sound out words in their daily life. “development proceeds toward greater complexity.” (12)
5. Establishing Reciprocal Relationships with Families (p. 22-23)
“There is mutual respect, cooperation, shared responsibility, and negotiation of conflicts toward achievement of shared goals,” (23) I can make sure that my student’s know that I respect their goals by asking them what are some things that they would like to learn in my class. We can write them down, and I will not publish them in the classroom so that children don‘t feel as if they have to compete against their peers. I will keep the goals on record and periodically remind my students about their goals. “Children develop best when they have secure, consistent relationships with responsive adults and opportunities for positive relationships with peers.” (13)
“share with each other their knowledge of the particular child and understanding of child development and learning as part of day-to-day.” (23) I can ask the student‘s parents to write down goals that they want their children to achieve and work with the parents to have at realistic home study times that will help their child to obtain those set goals, not all of the goals have to be academic if the child’s family wants them to be good at soccer, and their child learns more about soccer in a setting outside of my classroom then they can count that as a reached goal. “predictable changes occur in all domains of development, although the ways that these changes are manifested and the meaning attached to them may vary widely in different cultural and linguistic contexts.” (11)
PART 2
Mark whether the statement given is true or false based on the principles that you read about last week. If it is false, rewrite the statement to be true. [Note: No credit will be given for a statement that is simply negated in order to make it true.] (1 point each, 11 points total)
true 1. Integrated learning is appropriate since it matches the way children naturally experience the world.
true 2. Knowledge of the predictable patterns of growth in each domain is helpful in planning realistic curriculum goals.
false 3. Since development is predictable and even for every child, a teacher can assume that a child’s chronological age is a pretty good indicator of the child’s developmental maturity and abilities
Although development is predictable it might not be even for every child, a teacher can assume that a child’s chronological age is a curd indicator of the child’s developmental maturity and abilities but the teacher needs to understand the individual and cultural elements involved in the child’s learning environment.
true 4. Children can reap the benefits of conscientious parents who read to them, help coach positive social skills, build intrinsic motivation and encourage motor and language development since early childhood represents a window of optimal opportunity for development in these areas.
false 5. Skipping firsthand knowledge and jumping right to typical school activities which involve symbolic representation will save time that might otherwise be wasted. For example, its best to teach young children a new math concept with examples done on the chalkboard followed by practice sheets, rather than wasting time having children work with math manipulative.
Children should be scaffold to the next level of understanding a concept, and much of the scaffolding requires that they understand primary concepts involving items that they are failure with prior to learning abstract or symbolically representative information.
true 6. Essentially, both a child’s environment and their genetic makeup contribute significantly to the child’s overall development.
true 7. Children develop best when they have secure, consistent relationships with responsive adults and opportunities for positive relationships with peers.
false 8. Sensitivity to culture on the part of a teacher basically involves being aware of the nationalities of the students enrolled in his/her classroom.
To be sensitive to culture a teacher has to learn about the expectations and beliefs of the culture, and be aware of how those influences will effect the child in their classroom.
FALSE 9. Play is a waste of time in a school setting.
Children learn to develop vital social and emotion skills while interacting with their peers. Children know how to share for example not when a teacher is telling them that they should take turns but when they can be on the playground and share with their peers when they think no one is watching them.
true 10. Learning activities that can be successfully achieved with effort, along with challenging tasks that adults can “scaffold,” keep children on the “growing edge” of knowledge.
true 11. Children’s experiences shape their motivation and approaches to learning, such as persistence, initiative, and flexibility; in turn, these dispositions and behaviors affect their learning and development.
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