Dimensions of Early Childhood - Southern Early Childhood ...

More documents

Recommendations

Info

sion and bullying: The influence of school-stage, gender, victimisation, appraisal, and emotion. British Journal of Educational Psychology, 74, 375-390. Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development. Kochenderfer, B.J., & Ladd. G.W. (1997). Victimized children’s responses to peers’ aggression: Behaviors associated with reduced versus continued victimization. Development and Psychopathology, 9(1), 59-73. Levine, S. (1995). The leader in you. New York: Dale Carnegie Institute. Lipman, E.L. (2003). Don’t let anyone bully you into thinking bullying is not important. Canadian Journal of Psychiatry, 48, 575-576. National Association of School Psychologists. (2002). Bullying prevention: What schools and parents can do. Retrieved June 17, 2005, from http://www.naspcenter.org/ resourcekit/bullying_new_rk.html Olweus, D. (1995). Bullying or peer abuse at school: Facts and intervention. Current Directions in Psychological Sciences, 4(6), 196-200. Olweus, D. (2003). A profile of bullying in school. Educational Leadership, 60(6), 12-17. Orpinas, P., Horne, A.M., & Staniszewski, D. (2003). School bullying: Changing the problem by changing the school. School Psychology Review, 32(3), 431-444. Prothrow-Stith, D., & Spivak, H.R. (2005). Sugar and spice and no longer nice: How we can stop girls’ violence. San Francisco: Jossey-Bass Rigby, K. (2003). Consequences of bullying in schools. Canadian Journal of Psychiatry, 48(9), 583-590. Rigby, K., & Slee, P.T. (1991). Bullying among Australian school children: Reported behavior and attitudes towards victims. Journal of Social Psychology, 131(5), 615-627. Roland, E., & Idsoe, T. (2001). Aggression and bullying. Aggressive Behavior, 27, 446-462. Smith, P.K., Ananiadou, K., & Cowie, H. (2003). Interventions to reduce school bullying. Canadian Journal of Psychiatry, 48, 591-599. United States Department of Education. (n.d.). No Child Left Behind. Executive summary. Retrieved April 25, 2006, from http://www.ed.gov/ nclb/overview/intro/execsumm.html SECA and St. Jude Children’s Research Hospital The Southern Early Childhood Association’s Board of Directors has adopted St. Jude Children’s Research Hospital ® Trike-A-Thon and Math-A-Thon programs to join in the fight against childhood cancer. The St. Jude Trike-A-Thon is a free one-week curriculum that teaches children riding-toy safety with interactive stories featuring characters named Bikewell Bear ® and Peddles the Bunny TM . Children receive a coloring page for each lesson with safety reinforcement tips for parents printed on the back. At the end of the week, students can bring their trike or riding toy to school and prac tice the rules they have learned. The St. Jude Math-A-Thon is a fun free curriculum supplement for grades K-9. Students can participate using a paper Funbook or an interactive CD-Rom version. Each student can answer up to 200 problems to hone their math skills. For both programs, parents turn in donations from family, friends, and co-workers who have donated on behalf of their child’s participation. How do I get involved? It’s easy! For more information you can go to these Web sites: www.stjude.org/trike www.mathathon.org When you’re ready to start either a Trike-A-Thon or a Math-A–Thon project, call 1-800-573-9564 and the St. Jude team will send the program materials your way. 10 Volume 35, Number 1 DIMENSIONS OF EARLY CHILDHOOD Winter 2007
How do teachers identify a compelling curriculum theme and then build on what children already know about it? Follow the story of Mrs. Keenan, who realized that empty boxes are an abundant, inexpensive, and rich source for hands-on learning with 3- and 4-year-olds! Cardboard Boxes: Learning Concepts Galore! Laverne Warner and Linda Wilmoth Mrs. Keenan, a preschool teacher, observed her 3-year-old granddaughter Riley pull, tug, and stack piles of holiday boxes on the floor. She remembered that her child care director had suggested using boxes as a curriculum theme, but she hadn’t given much thought about the idea until now. She said to herself, “I wonder if my children would be as interested in boxes as Riley is. We could explore boxes as a theme for my class when we’re back in school.” A few days later Mrs. Keenan began to consider seriously what the 3- and 4-year-old children in her class could learn by exploring cardboard boxes. Her first thought focused on the concepts that might be introduced to or reviewed with young children (see Figure 1). As Mrs. Keenan jotted notes to herself, her mind quickly turned to vocabulary terms that children would find captivating (see Figure 2). “Oh, goodness,” she muttered to herself, “This could be a fantastic study. What books could I read to the children? What other materials will I need to get started? “Certainly, we can use the boxes I’ve saved from gift giving, but I’ll need a wider variety. What a good way to involve families! I’ll ask as soon as we get back to school. Families will surely have items they’re willing to share. And Figure 1. Box Concepts to Explore Boxes are: • containers (they hold things) that are used for storage. • sometimes sturdy, while others are flimsy. • made in lots of sizes: small, medium, large, and huge. • often have lids that can be taken off and put back on, or folded among each other. • three-dimensional, with outside and inside surfaces. • made from different kinds of cardboard or other materials with a variety of surfaces and colors. • often labeled with writing and pictures. • symbolic (can become homes, cars, trucks, wagons, toys, and other constructions). Figure 2. Box-Related Vocabulary Words • types: box, container, crate • positions: top, bottom, side, behind, on top of, outside, inside, beside • action words: pack, unpack, salvage, discard, ship, store, collapse, lift, tote, fold • packing materials: Styrofoam ® , shredded paper • parts: lids, corners, edges, sides, flaps, slats • materials: cardboard, wood, paper, corrugated • sizes: small, medium, large, huge • strength: sturdy, flimsy • finishes: paint, print • reinforcements: tape, strapping tape I’ll pull out the treasure chest I made a few years ago. That will be a great focus to captivate children’s interest.” Mrs. Keenan’s creativity was flowing now, and she began to think about more curriculum content and skills children could learn from exploring boxes. In mathematics, for example, children could learn: • one-to-one correspondence (matching two sets of boxes) • counting (how many boxes in a stack or row) • patterns (arranging boxes) • names of shapes and sizes of boxes • seriation (largest to smallest, for example) • observing and describing similarities and differences between and among various boxes Laverne Warner, Ph.D., is a retired Professor of Early Childhood Education in the Department of Language, Literacy, and Special Populations at Sam Houston State University in Huntsville, Texas. She taught in public schools for 9 years. Her experiences include 2 years teaching kindergarten and 3 years teaching first-grade children. Linda Wilmoth, M.Ed., is Director of The Children of The Woodlands Child Care Center in The Woodlands, Texas. The Children of The Woodlands is an accredited center by the National Academy of Early Childhood Programs. Mrs. Wilmoth has 20 years of experience as a child care administrator. Winter 2007 DIMENSIONS OF EARLY CHILDHOOD Volume 35, Number 1 11
Page 1: Southern Early Childhood Associatio
Page 4 and 5: BOARD OF DIRECTORS Terry Green Pres
Page 6 and 7: quality of life for students and ma
Page 8 and 9: helps children learn how to stand u
Page 10 and 11: thoughts with one another in small
Page 14 and 15: • sorting boxes into groups (for
Page 16 and 17: Much of children’s learning is ac
Page 18 and 19: Put These Ideas Into Practice! Card
Page 20 and 21: entered the workforce and women on
Page 22 and 23: Subjects & Predicates Babies feel s
Page 24 and 25: communicates to the child that his
Page 26 and 27: and father who have recently immigr
Page 28 and 29: Put These Ideas Into Practice! Resp
Page 30 and 31: Proposed Changes to the By-laws of
Page 32 and 33: emphases have demanded additional a
Page 34 and 35: Figure 1. Professional Development
Page 36 and 37: five levels, aligned with the five
Page 38 and 39: Broad, M., & Newstrom, J. (1992). T
Page 40 and 41: Dimensions of Early Childhood Volum
Page 42 and 43: has perhaps led to the decline of p
Page 44: Get in on the Embracing Joy the of

Dimensions of Early Childhood - Southern Early Childhood ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?