education

The High Scope Classroom High Scope classrooms are organized much like a Bank Street classroomwith orderly, planned, and supplied activity areas; an active outside learning space; and a welcoming, inviting environment. Using symbols, diagrams, and words to designate the proper place for each material, High Scope teachers carefully label shelves and other storage and play […]

Key Indicators for Infants/Toddlers and Preschoolers Infants/Toddlers Preschoolers Approaches to learning Initiative Problem solving Self-help Initiative Planning Engagement Problem solving Use of resources Reflection Social and emotional development  Distinguishing self and others Attachment Relationships with adults Relationships with peers Emotions Empathy Playing with others Group participation Self-identity Sense of competence Emotions Empathy Community Building relationships

The High Scope Wheel of Learning The High Scope Wheel of Learning represents how the four elements of the curriculum work together to produce active learning. Basic Principles The High Scope Wheel of Learning (Figure 2.5) represents the curriculum concept visually, indicating the four elements controlled by adults (environment, assessment, adult-child interactions, and daily routine)

Comparing Thematic Units and Emergent Projects Thematic Units Emergent Projects Adult-generated Adult-anticipated Teacher choice Child-initiated Whole class Small groups Teacher-directed Child-directed Teacher-planned Child investigates Time frame Time varies One theme at a time Several ongoing projects Document ending Document process Disseminate, transfer knowledge Child constructs and builds knowledge 2.3 “Modern” Curricula (Since the 1960s) This

  Visual Documentation of Learning The Reggio Emilia curriculum is best known for its emphasis on visual documentation of learning, not to be confused with the typical classroom and hallway displays of student work with which you might be familiar. Such documentation provides a “window on learning,” (Helm, Benecke & Steinheimer , 2007), essentially telling

  The Reggio Emilia Classroom More From the Field Meredith Iverson describes some of the considerations that need to be addressed by teachers in Reggio-inspired classrooms. Critical Thinking Question Consider Meredith’s statement that Reggio teachers consider the environment a “third teacher.” What does that mean to you and why might it apply to a Reggio

Basic Principles The Reggio Emilia philosophy is a continually evolving dynamic process defined and refined by its primary stakeholdersteachers, children, parents, and the community. It is grounded in an image of children as innately competent and powerful with the right to a stake in decision making about their learning. Malaguzzi drew from the ideas of

  Reggio Emilia Shortly after World War II, a teacher named Loris Malaguzzi (19201994) founded a series of municipal preschools in Reggio Emilia, Italy. When they were designated the best in the world by Newsweek in 1991, (Kantrowitz & Wingert, p. 50) these schools became widely known in America. Early childhood educators began to visit

  Role of the Teacher According to the Bank Street approach, “We think of curriculum not as a series of recipes for activities, but rather as the opportunities for experience you offer children that help them deepen their understanding of the world. The curriculum is the sum of those opportunities and it is created through

Developmental Interaction Approach (Bank Street) Time Line 1916 to 1930 1930s to 1960s 1960s to Today Experimental/progressive origins/ political reform agenda Psychodynamic psychological orientation developed Formalized articulation of approach/labeling as “model” Organizational period Psychological Basis Practices derived from philosophical, cognitive, and psychological constructs The Bank Street Classroom Scholastic Studio / Getty Images We associate things