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
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



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
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
Support Group to Daycare!
  • Education group- come get some bubbles 
bubble evaluation
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

Early Childhood Education 1B

Welcome Education Group!

your turn
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
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.
workbook pages
Workbook Pages
  • Standard IV obj 1 Section A

Page 14

d a p stands for
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
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.
hands on and concrete learning
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 p e s c l m
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
child s choice and child s time
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.
  • 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
  • Multi-cultural and Non-sexist
      • activities, materials, and equipment.
process vs p roduct
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