Chapter 8 Questions

In addition, Chapter 8 includes used of technology to support the instruction of young children

OVERVIEW

Chapter 8 examines the challenge of deciding what to teach based on your knowledge of children’s interests, experiences, and developmental levels. It also examines the decisions you must make about how to teach based on your knowledge of effective techniques and available technologies. The chapter provides a brief reflection of the particular ways young children make sense of their world. Students are encouraged to observe and listen intently to what children say, and to ask them questions and support their active exploration. Discussions include the importance of active involvement in scaffolding children’s play, utilizing children’s sensitive periods, and practical application of Gardner’s Theory of Multiple Intelligences.

The chapter also examines developmentally appropriate practice and curriculum, language-rich environments for bilingual children, and antibias curriculum. Curriculum planning guidelines and practical examples of supportive instruction using an integrated curriculum are provided. National and state standards are also addressed.

In addition, Chapter 8 includes used of technology to support the instruction of young children. Specific information is provided to help students select developmentally appropriate software for young children. Consideration is given to appropriate use of assistive and adaptive technology since children with special needs are often included in early childhood programs with their typically developing peers.
Chapter 8 Key Terms

KEY TERMS AND CONCEPTS

Adaptive technology: Modifications of traditional tools such as voice-activated software.

Antibias curriculum: A model that recognizes, accepts, and respects human difference while seeking to eliminate stereotypes and bias.

Assistive technology:Any tool such as a switch or specialized keyboard that improves an individual’s functional capabilities.

Authentic assessment:Demonstration of ability to perform tasks in the context of real-life situations.

Direct instruction model of teaching: Model that tends to focus on the teacher and the choices the teacher makes to deliver knowledge.

Integrated curriculum: Instruction in curriculum that is taught in an interdisciplinary manner; curriculum that is interconnected or integrated in a common-sense way to teach the whole child.

Inquiry model of teaching:Model that focuses on the children with the teacher as facilitator of children’s learning. Although the teacher may select the topic and the applicable standards, the children take an active role in developing questions for exploration.

Lesson plan: A blueprint of learning with a clear beginning, middle, and end (Serdyukov & Ryan, 2008).

Multiple intelligences: Theory of Multiple Intelligences (MI) developed by Gardner that examines eight different abilities reflected in an individual’s learning style.

Project approach: Stems from information about use of projects in preschools of Reggio Emilia. A project is a child-centered inquiry that may incorporate activities involving multiple intelligences as well as a variety of disciplines.

Scaffolding: Providing a helpful structure or support for the developing child.

Sensitive periods: Periods of development during which children’s minds are particularly receptive to learning certain types of information

Please after reading overview answer the following questions in order like question and under the question write answer.(Not as an essay)

Part 1

  1. Give examples of developmentally appropriate lessons that apply Gardner’s theory of multiple intelligences.
  2. Identify guidelines for designing appropriate curriculum.
  3. Describe strategies you can use to encourage literacy development in young children.
  4. Summarize strategies for creating an effective multi-cultural anti-bias curriculum.
  5. Outline the process you will use to write a lesson plan.

PART 2

Writing prompts: PLEASE ANSWER THE FOLLOWING QUESTIONS FOR PART 2 AND MAKE SURE WRITE QUESTION AND ANSWERS UNDER EACH OTHER NOT AS AN ESSAY

  1. What are different ways of getting children together, to collaborate, and help each other?
  2. What are the benefits of letting children help each other rather than the adults taking over for the children?

Answer preview in addition, Chapter 8 includes used of technology to support the instruction of young children.

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