EDEE 253 Lecture Notes - Lecture 2: Reggio Emilia Approach, Late Bloomer, Punching Bag
22 Jun 2018
School
Department
Course
Professor
Lecture 2:
Robert Kraus - Leo the late bloomer
What does this story tell us about the image of the child?
-Not every child develops at the same pace
-A lot of students - different levels
-Don’t assume the child has a problem
-Don’t give up - be patient
-In early childhood, there is continuum of development
Challenges:
-Meeting all their needs and accommodating to their levels
What are developmental domains in practice?
1. Social - group work, playing with others or alone, how they interact with their environment, their
ability to understand others’
2. Emotional - goes along with the social aspect (is the child empathetic, show emotions, can they self
regulate/control themselves, do they feel good about themselves)
3. Physical - their movement (gross motor skills and fine motor skills), balance (body and space)
4. Language - research grain based fact that children will learn most of their language between 2-6 years
old
5. Cognitive - how will children think and learn (will they learn)
6. Aesthetic - creativity, thinking, engineering, organizing (through play and art)
Typically developing 4-6 year old child:
-Calm, playful, wants to be good, lies, likes to read and hear stories; like to learn new facts, needs
spontaneity, creativity and fun
D.A.P (developmentally appropriate practice) for the K classroom:
-Regards the whole child (includes all developmental domains)
-Individualized instruction (attend to every child)
-Child-initiated activity
-Play
-Flexible, stimulating environments
-Integrated curriculum (teaching literacy, math, dance - all at once)
-Learning by doing
-Choices for children
-Variety of assessment strategies (observation and taking notes)
-Family partnerships (working with families)
-Socio-cultural sensitivity (diversity in the classroom)
Activities you fondly remember from childhood:
-Dance -Board games
-Play sports -Video games
-Hide and seek -Dress up
-Go to the park -Collecting
-Playing house -Champ
-Dolls -Punching bag
-Field trips -Jump rope
-Hand games -Play dough
The Reggio Emilia approach - a program of learning based on many theoretical foundations:
-Vygotsky - knowledge socially constructed; Zone of Proximal Development
-Dewey - hands on activities; project work; open ended material; importance of play and relationships
-Montessori - importance of resources and manipulatives/prepared environments
-Biber: holistic view of the whole child; importance of relationships/environment
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Not every child develops at the same pace. In early childhood, there is continuum of development. Meeting all their needs and accommodating to their levels. Calm, playful, wants to be good, lies, likes to read and hear stories; like to learn new facts, needs spontaneity, creativity and fun. D. a. p (developmentally appropriate practice) for the k classroom: Regards the whole child (includes all developmental domains) Integrated curriculum (teaching literacy, math, dance - all at once) Variety of assessment strategies (observation and taking notes) The reggio emilia approach - a program of learning based on many theoretical foundations: Vygotsky - knowledge socially constructed; zone of proximal development. Dewey - hands on activities; project work; open ended material; importance of play and relationships. Montessori - importance of resources and manipulatives/prepared environments. Biber: holistic view of the whole child; importance of relationships/environment. An environment that pleasantly initiates and promotes learning. Children encouraged to hypothesize, ask questions and reflect in order to discover answers.
