![Homework Due ,[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Empfohlen
Empfohlen
Weitere Àhnliche Inhalte
Andere mochten auch
Ăhnlich wie Ece141day2class
Ăhnlich wie Ece141day2class (20)
Mehr von Emily McMason
Mehr von Emily McMason (20)
KĂŒrzlich hochgeladen
KĂŒrzlich hochgeladen (20)
Ece141day2class
- 1. Math & Science for Young Children ECE 141 / 111F winter quarter 2010 Emily McMason Night 2 units 1-5
- 3. Tops & Bottoms Adapted & Illustrated by Janet Stevens
- 33. Mental stretch
- 36. Unit 5
Hinweis der Redaktion
- Covering units 1-5
- Iâll start every class with a book- one you are welcome to use, but not in assignments B or C! ï Why? To show you how to connect what you already do to math & science. Each book Iâve chosen melds with the units we are studying that day. Why this book? It fits the skills discussed in unit 5
- Who knew David Bowie even had an official calendar for 2009? (best way to find a calendar picture is to search for âimage of calendar 2009) 9/10 is fabulous work. 10/10 means youâve gone way beyond the expectations. Worried about a 9/10 ave? Thatâs where class part will come in http://www.jayceooi.com/wp-content/uploads/2009/11/calendar2010.jpg
- 20 minutes every day Why not 20 minutes of math & science? Reading- tells us about our experience â about the world around us. So does science. Reading is a language â a way to describe things. So is math. â math class is toughâ barbie read to them
- 20 minutes every day Why not 20 minutes of math & science? Reading- tells us about our experience â about the world around us. So does science. Reading is a language â a way to describe things. So is math. â math class is toughâ barbie
- 20 minutes every day Why not 20 minutes of math & science? Reading- tells us about our experience â about the world around us. So does science. Reading is a language â a way to describe things. So is math. â math class is toughâ barbie
- 20 minutes every day Why not 20 minutes of math & science? Reading- tells us about our experience â about the world around us. So does science. Reading is a language â a way to describe things. So is math. â math class is toughâ barbie
- 20 minutes every day Why not 20 minutes of math & science? Reading- tells us about our experience â about the world around us. So does science. Reading is a language â a way to describe things. So is math. â math class is toughâ barbie
- By questions I am assuming you did the reading AND went through the PP. I am not going to define each word.
- Draw on the board. List these 5 , make 2 columns. Write your own ideas in left, write our group def on right. â take WAY too long? Pedagogically, this is terrible, but we need to get through it. Concept- idea, building block of knowledge Preprimary- years before 1 st grade Primary â 1 st to 3 rd grade Development- changes that take place do to growth and experience Senses- the body functions we use to explore the world- see, touch, smell, hear & taste. 6 th sense- intuition- [alphabet vs goddess]
- Process skills- math concepts like comparing, classifying and measuring are called this when applied to science problems. Other science process skills are: observing, communicating, inferring, hypothesizing, defining & controlling variables. [only change one thing at a time!] Understanding- in other words- not memorizing 6 principles for math instruction (NCTM) equity, curriculum, teaching, learning, assessment, technology [I disagree with this one] Standards- what children should know and be able to do at different ages [see pages 7-11 in text]
- Jean P. 1896-1980. a Swiss philosopher, natural scientist and developmental theorist, well known for his work studying children, his theory of cognitive development and for his epistemological view called "genetic epistemology.â [origins of knowledge] [ genetic as in genesis] The very great importance he attached to the education of children made him declare in 1934 in his role as Director of the International Bureau of Education that âonly education is capable of saving our societies from possible collapse, whether violent, or gradualâ[1] wiki Contributed enormously to understanding of childrenâs thought. Identified 4 periods of cognitive, or mental, growth and development. For Early Childhood Educators, we focus on the first 2 and Âœ.
- Contributed enormously to understanding of childrenâs thought. Identified 4 periods of cognitive, or mental, growth and development. For Early Childhood Educators, we focus on the first 2 and Âœ. Sensorimotor- birth to age 2. [senses and motor skills- grasp, crawl, stand & walk] to explore the world. By the end of this they have the idea of Object permanence- it is real and there, even when out of sight [eleanor (age 2) after the storm- where is the grass? â she knew it had to be there even if she couldnât see it] Object recognition- use color, shape, size to id things: extrapolate one car to another. Representational thought- think through a solution before attacking a problem. [ex: me telling eleanor she had to change out of her dress before eating frozen blueberries, she went and found bibs instead age 2]
- 4 of these donât even register in spell check, and as a science geek, not a lit chick, I have to admit they make me nervous! Preoperational period- ages 2 to 7 Preconcepts- ideas that arenât fully complete- lack maturity or full clarity Symbolic behaviors âfancy way to say the world of pretend play. words or objects in place of other things ex: playing the role of âmama bearâ, or handing a child a block and pretending it is a sandwich. Centration â children âcenterâ on most obvious aspect of what they see- ball of playdough must be a different amount if rolled out. [centered on shape]. Stacks of coins vs all over table, etc. Reversability- ability to mentally reverse the process they observed [seeing the clay back as a ball] Conservation â ability to hold or save original picture in their mindâŠprecursors to this are counting, 1 to 1 correspondence, etc. Seriation â putting items in logical sequence big to small, dark to light Classification â all same color, shape, size, etc.
- 4 of these donât even register in spell check, and as a science geek, not a lit chick, I have to admit they make me nervous! Preoperational period- ages 2 to 7 Preconcepts- ideas that arenât fully complete- lack maturity or full clarity Symbolic behaviors âfancy way to say the world of pretend play. words or objects in place of other things ex: playing the role of âmama bearâ, or handing a child a block and pretending it is a sandwich. Centration â children âcenterâ on most obvious aspect of what they see- ball of playdough must be a different amount if rolled out. [centered on shape]. Stacks of coins vs all over table, etc. Reversability- ability to mentally reverse the process they observed [seeing the clay back as a ball] Conservation â ability to hold or save original picture in their mindâŠprecursors to this are counting, 1 to 1 correspondence, etc. Seriation â putting items in logical sequence big to small, dark to light Classification â all same color, shape, size, etc.
- Concrete operations- 3 rd period ages 7 to 11 Abstract symbolic activities â able to mentally manipulate groups represented by number symbols & what math operations mean Formal operations â ages 11 to adult learn to problem solve in logical and systematic manner Physical knowledge- Piaget divides knowledge, gained by interaction with environment, into three categories. Physical includes characteristics- color, weight, size, etc Logico-mathematical â relationships each individual develops [more and less, same and different, number, etc] to make sense of the world and organize info. Social â created by people [rules for behavior in various social situations] Autonomy â independence- the aim of education.
- Also a cognitive development theorist. Contemporary of Piagetâs. Signs- mental tools people created to communicate- speech most imp., also writing and numbering. Whereas Piaget thought development came from child, Vygotsky thought that was true through age 2, then culture and cultural signs were necessary to expand thought. ZPD-area btwn where the child is now operating independently and where she might go with assistance from adult or more mature child. Scaffolding- think about the outside of a newly constructed building- or earthquake repair- the supports needed to move ahead.
- Learning cycle- the manner in which learning happens. Exploration, concept development, concept application. True for any kind of learning. [see it, do it, teach it] Descrp lessons- skip For young children the LC is the following: Awareness- broad recognition of objects, people, events or concepts Exploration- construction of personal meaning to objects, people, events or concepts Inquiry- compare their constructions with those of the culture, commonalities are recognized, generalizations made Utilization- apply and use understanding to new situations and settings
- Write down a way for each intelligence. Who can give me an example? Counting aloud, hash marks, jumping each one, talking together, doing alone, singing a scale (think do ray me), pick-up sticks, walking sticks, eras of time, names of nations
- Think of all the different ways you can teach the same material â just by moving around within these different frameworks. Learning cycle- the manner in which learning happens. Exploration, concept development, concept application. True for any kind of learning. [see it, do it, teach it] Naturalistic -What does this sound like? Least formal, child-driven, no adult agenda, pure open-ended exploration Informal â child directs, but adult steps in with questions, comments, to help move child to next level of understanding [scaffolding] Ex: page 27 Structured learning- teacher driven â activities are preplanned. Ex page 28 All three are vital! Think about feather and ball falling- if only informal, kids may always think lighter things fall more slowly. [2 pieces of paper crumple] Divergent / convergent â how can you group these items? / which is the smallest?
- Think of all the different ways you can teach the same material â just by moving around within these different frameworks.
- I try to be VERY clear when Iâm covering class content and when Iâm giving you my opinion. Chapter 10 brings up the issue of TV again, including guidelines for controlling TV use. http://www.campaignforamericaskids.org/3B_holiday_gift.html http://www.chiangmainews.com/images/ecmn/data/050_soap_box3.jpg
- http://www.campaignforamericaskids.org/3B_holiday_gift.html http://www.chiangmainews.com/images/ecmn/data/050_soap_box3.jpg
- Candyce & AAP kids website http://www.campaignforamericaskids.org/3B_holiday_gift.html http://www.chiangmainews.com/images/ecmn/data/050_soap_box3.jpg
- Candyce & AAP kids website http://www.campaignforamericaskids.org/3B_holiday_gift.html http://www.chiangmainews.com/images/ecmn/data/050_soap_box3.jpg
- Candyce & AAP kids website http://www.campaignforamericaskids.org/3B_holiday_gift.html http://www.chiangmainews.com/images/ecmn/data/050_soap_box3.jpg
- Unit 4, give each group an activity- have them create a recording sheet, portfolio rubric, portfolio summary analysis. What would the tasks be for LRC? Ex: left right center. Goal: assess if they can count up to 3, know left from right, can follow order of who takes turns. This is not nec. For your observation project, but might be helpful
- Observing: Split class in half, everyone have a partner. Grab an orange. Look it over. carefully. Put it back in the bag Comparing: Take all the oranges out. Can you identify which one is yours? Classifying: can you place them in one group? Two? Three? Based on what properties? Color, shape, size, smell, etc. Measuring: circumference of diameter, height or width in CM. Communicating: make a graph or map or pictures to show the other big group what you found Inferring: can you infer what it will taste like based on appearances? Predicting: based on your prior understanding of oranges, if you peeled it, how many sections would there be? Hypothesizing: Defining and Controlling variables
- Noether, carver, newton, franklin
- See book starting on page 72-77.