Ece 1b the great quarterly divide
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ECE 1B The great Quarterly Divide. Education Group in class Sit in the first 2 rows. Support Group in Center S ign up for your age group and then sit on the back 2 rows. INTRODUCTION. Example: S hannon S tevens Smart & Sassy!.

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ECE 1B The great Quarterly Divide

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ECE 1B The great Quarterly Divide

Education Group in class

Sit in the first 2 rows.

Support Group in Center

Sign up for your age group and then sit on the back 2 rows


INTRODUCTION

Example:

Shannon Stevens

Smart & Sassy!

  • Think about one thing you REALLY want to get out of this class.

  • Get with a partner, find out their name and by using their first initials, come up with 2 words describing them.


ECE 1B Class Business

  • Daily Sign in and Sign out

  • Disclosure statement. –Due next time!

    • Read Read it over , get it

      signed, and bring it back.

  • $5.00 fee paid into the Child Care Center acct.

  • Give the Licensing Review packet.

  • ------------------------------------------------------------------------------------------------------------------------------------

  • Planning and Teaching of four lessons.

    • Cubs (0-2 years) Bears (3-5 years)


Support Group to Daycare!

  • Education group- come get some bubbles 


Bubble Evaluation

  • How will kids learn through these?

    • Fake Bubble

    • Information Sheet

    • Bubble Wordstrip

    • Bubble Blow Activity

    • Pictures

    • Bubble container

    • What are we talking about today?


Early Childhood Education 1B

Welcome Education Group!


Your Turn

  • Sign in for today.

    • On the back bulletin board.

  • Sign up for the 4 teaching experiences.

    • On the front white board.

  • Supplies on the counter

    • Get an ECE 1B workbook

    • Take your vouchers

    • Grab a piece of gum


This week this class Might seem scary and you might not quite understand what is going on, but grab an exit buddy and work together - you might even have some fun.


ECE 1B Workbook Tour

  • Back of the title page

    • Education Class responsibilities.

    • Record your assigned teaching # and dates.

    • I will make a copy of the sign up sheet for you.

  • Class calendar on the web, on the back wall, on the board, daily on each power point.


So How do children learn Best?

Bubble Play


Workbook Pages

  • Standard IV obj 1 Section A

    Page 14


DAP stands for

Developmentally Appropriate Practices

tell us


CHILD DIRECTED, CHILD INITITATED, and TEACHER SUPPORTED

  • Child decides what to do, the idea, and the material to use.

  • Adult follows the child's lead.

    • Adults help, talk, and interfere too much.

      • Silent

      • Observe

      • Understand

      • Listen


Age and individual appropriateness

  • Infants have different interests and skills than the toddlers, and preschoolers

  • Each child progresses at their own rate.

    • This explains why two 3 year old children where one is toilet trained and the other is not.

  • Activities are based on the child’s individual needs and abilities.


(tell me)


Hands on and CONCRETE Learning

  • Concrete experiences.

    • Touch, feel, manipulate, use, apply senses

  • Learning by experience

    • Child must be actively involved to learn.

      • It is not the activity but the child's response to it that counts.

      • Make it fun. If your not having fun, you're doing something wrong & learning isn't happening.

  • Let the children do most of the talking, touching, and moving.

    • Never drill

    • Teacher talking makes for less child learning


6 Areas of Development (PESCLM)

  • Activities focus, teach, enhance, develop, and include:

    Physical, Emotional,

    Social, Cognitive,

    Language, and Moral


REAL and RELEVANT

  • Learning real concepts that relate to the child’s own world, life, or experiences.

    • Worm day

    • Bubble day

    • Apple Day


Challenging but Encourages Learning and Discovery


Child’s Choice and Child’s Time

  • Childrenchoose the materials they want to work with.

  • If the tasks appear to be hard or of no interest, create a new variation that fits the child’s needs.

    • DO NOT JUMP IN AND DO IT FOR THEM.

  • Short attention spans: 5 to 10 minutes on one thing.

    • The child might change activities often so keep activities moving and have choices.

  • Flexible to be able to work and finish activities.

    • If a child is not done with a project, let him finish while the others free play or begin another activity.

    • If children do not complete an activity encourage them to finish, but do not force them to finish.


Multi-Cultural and Non-Sexist

  • Multi-cultural and Non-sexist

    • activities, materials, and equipment.


WHAT IT Most Important In a DAP Curriculum?


Process vs. Product

  • The process is important NOT the product

    • What was learned and developed?

    • Were the learning goals (concepts and objectives) achieved? If so, the lesson was a success regardless of the outcome of the child’s product.


Unit 1 – blue page-doing #1-6,13

RC I-3 Weekly Lesson Plans (pg 11-12) (Do together?)

RC I-2 Sample Menu (pg 13)- See Samples


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