education

Discussion Questions Think about the three children in the opening vignette who are experiencing serious stress in their families. What strategies might you use to develop an individualized approach to help them become more resilient? Think about a teacher you had who made you feel empowered and confident. What did that teacher do that was […]

Discussion Questions Think about the three children in the opening vignette who are experiencing serious stress in their families. What strategies might you use to develop an individualized approach to help them become more resilient? Think about a teacher you had who made you feel empowered and confident. What did that teacher do that was

Examples of Emergent Social Studies Projects Chapter Summary Resilient children are able to adapt to stress with a sense of optimism and confidence in their ability to solve problems, and they are much more likely to be successful later on. Teachers support early learning standards for social and emotional development by providing a safe, secure, and

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 in the city’s public transport system (buses and trolleys). The study expanded

Teachable Moments iStockphoto / Thinkstock Teachable moments happen every day, adding a dimension to the curriculum that can provide important opportunities to support social and emotional development. In addition to curriculum themes and activities we plan or anticipate, teachers experience daily encounters with teachable moments that often provide opportunities to address social and emotional development

Teachable Moments iStockphoto / Thinkstock Teachable moments happen every day, adding a dimension to the curriculum that can provide important opportunities to support social and emotional development. In addition to curriculum themes and activities we plan or anticipate, teachers experience daily encounters with teachable moments that often provide opportunities to address social and emotional development

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. For example, a project

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 are alike and different Families

Planned Big-Idea Themes Table 9.5 identifies nine inquiry themes that many teachers and curricular programs choose to use because they relate to children’s immediate environment, prior experiences, and typical interests. These themes are also flexible and can be readily adapted to the age/developmental level of children, and connected with local or regional culture, geography, demographics,

Identifying and Organizing Big Ideas In choosing ideas for social studies themes, teachers should guide children toward questions that promote sustained investigation, with many opportunities to integrate other areas of the curriculum. Remember from Chapter 6 (Planning) that activities can be preplanned and also emerge as work progresses to change the direction of an original