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How could you use this opportunity as a teachable moment? Table 9.6: Examples of Emergent Social Studies Projects Theme/Big Idea Origin and Description of Inquiry The city bus system As teachers began a series of field trips as part of a study of the city parks with 4- and 5-year-olds, the children became very interested […]

Big-Idea Themes for Social Emergent Themes Recall that big ideas can also emerge from the interests or questions of a particular group of children, either to initiate a study or change the path of work under way. Published accounts of project work from Reggio Emilia schools often describe topics deeply embedded in the social studies.

Big-Idea Themes for Social Studies Big-Idea Themes for Social Studies Theme and NCSS links Questions Key Concepts Activities and Strategies Families 1,2,3,4,5,9 What is a family? Who is in my family? Where do families live? What do families do? How do families communicate? Relationships Continuity of human life The past Methods of the historian Humans

Sarah and Maria Solve a Problem The problem, part 1 Sarah found a small black volcanic-looking rock on the playground; it looked very interesting.She loves science and loves to collect interesting natural things, and she thought that the rock was exceptionally “cool.” She showed it to her good friend Maria who also liked it a

Problem Solving and Conflict Resolution iStockphoto / Thinkstock Teachers help children learn how to solve problems by modeling and coaching them through the necessary steps in a calm and reasoned process. As children begin to identify, acknowledge, and express their feelings, they also need practice to learn how to solve problems and resolve conflicts. Key

Modeling Talking about Feelings Teachers can model how to talk about feelings as a natural part of conversation and to let children know that experiencing a range of feelings is normal. For instance, you might describe how pleased you are that you will be going out to dinner with friends for your birthday, that you

Acknowledging and Expressing Feelings Suppressing or denying emotions teaches children that certain feelings are not permitted, or bad, and damages the self-esteem a child needs to make difficult decisions with confidence. Children are also sometimes frightened by the intensity of their feelings. Therefore three of the most helpful skills you can develop as a teacher

The Development of Self-Regulation Self-regulation begins in infancy, as babies gradually learn that their needs will be met by responsive adults (Papalia & Feldman, 2011). For example, the newborn cries in response to all stressors (being wet or soiled, hungry, thirsty, and so on). Over time, baby learns to wait before crying as he begins

Behavior Management The primary goal of classroom or group-care behavior management is not for the teacher or adult to manage the children but for the children to learn how to regulate themselves. Behavior is the visible representation of the child’s effort at any given moment to integrate what he or she wants or feels with

Promoting Self-Regulation Self-regulation links all the domains of development and is considered one of the most reliable predictors of academic and social success in later life (McClelland, Cameron, Wanless, & Murray, 2007; Montroy, Bowles, Skibbe, McClelland, & Morrison, 2016; Papalia & Feldman, 2011). It is important during early childhood because children need to learn how