development and being has an individual pattern and timing of growth development as well as learning and are individual styles of learning. Personal family experiences and cultural backgrounds also vary. characterized by individual variation. Source: www.tenet.edu What Children Do What Teachers Do Awareness Experience Create the environment Acquire an interest Provide the opportunities by introducing new Recognize broad parameters objects, materials, events, people Attend Invite interest by posing problem or question Perceive Respond to child's interest or shared experience Wonder Show interest, enthusiasm Notice Exploration Observe Facilitate Explore materials Support and enhance exploration Collect information Extend play Discover Describe child's activity Represent Ask open-ended questions, such as "What else Figure out components could you do?" Construct own understanding Respect child's thinking and rule systems Apply own rules Allow for constructive error Create personal meaning Inquiry Examine Help children refine understanding Investigate Guide children, focus attention Predict Ask more focused questions, such as "What else Propose explanations works like this? What happens if?" Provide information when requested Make connections Help children make connections Compare own thinking with that of Allow time for sustained inquiry others Generalize Relate to prior learning Adjust to conventional rule systems Utilization Use the learning in many ways; Create vehicles for application in real world learning becomes functional Help children apply to new situations Represent learning in various ways Provide meaningful situations to use Apply to new situations
development and learning and are characterized by individual variation. being has an individual pattern and timing of growth development as well as individual styles of learning. Personal family experiences and cultural backgrounds also vary. Source: www.tenet.edu What Children Do What Teachers Do Awareness Experience Acquire an interest Recognize broad parameters Attend Perceive Wonder Notice Create the environment Provide the opportunities by introducing new objects, materials, events, people Invite interest by posing problem or question Respond to child's interest or shared experience Show interest, enthusiasm Exploration Observe Explore materials Collect information Discover Represent Figure out components Construct own understanding Apply own rules Create personal meaning Facilitate Support and enhance exploration Extend play Describe child's activity Ask open-ended questions, such as "What else could you do?" Respect child's thinking and rule systems Allow for constructive error Inquiry Examine Investigate Predict Propose explanations Make connections Compare own thinking with that of others Generalize Relate to prior learning Adjust to conventional rule systems Help children refine understanding Guide children, focus attention Ask more focused questions, such as "What else works like this? What happens if?" Provide information when requested Help children make connections Allow time for sustained inquiry Utilization Use the learning in many ways; learning becomes functional Represent learning in various ways Apply to new situations Create vehicles for application in real world Help children apply to new situations Provide meaningful situations to use
elc_family_handbook.docx