Observations cancelled for Friday - please come to class.

I learned today that schools are operating on a 2 hour delay for the rest of the week, so we wouldn't be able to observe Friday anyway.

See you in class... in Bunting 480...

BT

Snow Day!!!

Hi everybody! It's a little hard to believe we're not having class, but -- well, there it is.  At least technology gives us a way to keep from getting too far behind.

Even though we can't get everything done that we would in class, we can start to make some headway.

The first job is to work through the Smith reading by sharing information; the second job is to relate the Smith reading to Kerlavage, and to think about how that information might "fit" in terms of the approaches to development we've been talking about in class. Finally, we need to prepare for your observations next week. There really is plenty to do!

So... onward.

1: Working Through Nancy Smith.

There are 3 posts below; you'll find your name in the title of one of them. Please read the post; the directions are there to help you get started sharing the information you gained from the reading you (and your group) were assigned in Smith. The other people who will be commenting on the post with you were assigned other readings, so you should all come away with a fairly good understanding of all 3 sections.

2: Relating Smith to Kerlavage

In your journal, I'd like you to develop some way of making note of the important ideas in Kerlavage that deal with children ages 2 - 7 (sections 1,2 and 3). You could make a chart, make lists, etc - just find a way to record important information about children's development according to Kerlavage. 

Then, take about 15-20 minutes to think and write in your notebook/journal about how what Kerlavage says might be related to the ideas we've been talking about up until now. Does Kerlavage's approach seem similar to any of the theorists we talked about in class? (The Powerpoint is posted on BB if you want to refer back to that). How does Kerlavage's approach seem to relate to Smith's approach? Similarities? Differences?

Finally, come back to the blog, and add a comment to this post. In that comment, let us know what you see as valuable coming out of Smith regarding thinking about 2-6 year olds, what you see as valuable coming out of Kerlavage, and finally, what questions you have right now regarding young children and development, and what seems to be missing for you in Smith and/or Kerlavage, if anything.

3. Preparing for your first observation.

Right now I have confirmation on one elementary school in the area; the other confirmation was delayed because of the weather. I will email you your observation information by Tuesday morning. In the meantime, please read the articles posted for this week. When I email you the observation information (schools, addresses, teachers' names, class times) I'll also include in the email information regarding what to look for and specifics about how to dress, where to go in the school, etc.

Wrapping Up

So, at this point you will:

1) locate your "discussion group" in the posts below and work through the Nancy Smith readings by sharing out important/interesting information with each other,

2) Create an entry in your journal/notebook (to be turned in next class) that outlines what development looks like ages 2-7 according to Kerlavage, relate that to Smith and our discussion last week, and post a comment to this post letting us know what you find valuable in Smith and Kerlavage, as well as what questions you have, and what seems to be missing.

Please have those 2 things accomplished by Sunday evening.

3) Read the Swann article on BB as well as Smith p. 53-84 to prepare for your observation on next Friday. I will get confirmation from our final elementary school and email all of you the pertinent information by Tuesday a.m.

If you have any questions be sure and let me know. Have a great weekend!

BT

Anna, Christina, Kim and Marissa

Dear Anna, Christina, Kim and Marissa,

Use the comment area on this post to have a discussion that helps each other understand how children ages 2-6 seem to develop new understandings about line and shape (Anna and Christina), designing (Kim), and symbolizing (Marissa) using paint. You don't need to post in one huge comment; start by telling each other what seemed to be the most important points in your section, begin to ask each other questions about what the main points in each others' sections seem to be, and see if you can find places where the information seems to overlap.

These questions may be useful as you think about how to help each other understand what kinds of things are going on for 2-6 year olds according to Smith when they are exploring with paint:

What kinds of things are children learning about?

What kinds of things are children learning to do?

What can teachers do to support these learnings?

What kinds of new understandings seem to be happening?

How do they show up?

What problems or ideas do children seem to be working with?

How do children seem to be responding to materials and surfaces?

Kathy C., Hannah and Yao

Dear Kathy, Hannah and Yao,

Use the comment area on this post to have a discussion that helps each other understand how children ages 2-6 seem to develop new understandings about line and shape (Kathy), designing (Hannah), and symbolizing (Yao) using paint. You don't need to post in one huge comment; start by telling each other what seemed to be the most important points in your section, begin to ask each other questions about what the main points in each others' sections seem to be, and see if you can find places where the information seems to overlap.

These questions may be useful as you think about how to help each other understand what kinds of things are going on for 2-6 year olds according to Smith when they are exploring with paint:

What kinds of things are children learning about?

What kinds of things are children learning to do?

What can teachers do to support these learnings?

What kinds of new understandings seem to be happening?

How do they show up?

What problems or ideas do children seem to be working with?

How do children seem to be responding to materials and surfaces?

Meghann M., David B., Kathy B.

Dear Meghann, David and Kathy,

Use the comment area on this post to have a discussion that helps each other understand how children ages 2-6 seem to develop new understandings about line and shape (Meghann), designing (David), and symbolizing (Kathy) using paint. 

You don't need to post in one huge comment; start by telling each other what seemed to be the most important or interesting points in your section, begin to ask each other questions about what the main points in each others' sections seem to be, and see if you can find places where the information seems to overlap.

These questions may be useful as you think about how to help each other understand what kinds of things are going on for 2-6 year olds according to Smith when they are exploring with paint:

What kinds of things are children learning about?

What kinds of things are children learning to do?

What can teachers do to support these learnings?

What kinds of new understandings seem to be happening?

How do they show up?

What problems or ideas do children seem to be working with?

How do children seem to be responding to materials and surfaces?