A Study Guide to Educating Young Children: Exercises for Adult Learners

by Hohmann, Mary

• ISBN13: 9781573791632
• ISBN10: 1573791636
• Edition: 2nd
• Format: Paperback
• Copyright: 2002-01-02
• Publisher: High/Scope Foundation

Summary

This updated workbook will increase your competence and confidence in using the High/Scope Preschool Curriculum. Designed for early childhood college courses, inservice training, and independent study. Contains exercises that track the content of High/Scopeà ;'s preschool manual, Educating Young Children. Abundant, interactive exercises include hands-on exploration of materials, child studies, analysis of photos and scenarios in Educating Young Children, recollection and reflection about curriculum topics, trying out various support strategies, and making implementation plans.

Table of Contents

Acknowledgments	xiii
Introduction: Active Learning for Adults	3	(1)
Who Needs a Study Guide?	3	(1)
How Is This Guide Organized?	4	(1)
Where Are the Answers?	4	(1)
PART 1: THE ACTIVE LEARNING APPROACH	5	(42)
Active Learning: The Way Children Construct Knowledge	7	(8)
Experiencing Active Learning	7	(1)
Photographs of Active Learners	7	(1)
Active Learners You Have Observed	8	(1)
Young Children and Adults Think. Differently, or Do They?	8	(1)
Key Experiences as Action Statements	8	(1)
Child Study: Watching and Listening to an Active Learner	8	(1)
Adult Feelings About Child Initiative	8	(2)
Materials for Active Learning	10	(1)
Remembering Supportive Adults	10	(1)
Identifying Adult Support	10	(1)
Self-Study: Supporting Children's Active Learning	10	(1)
Recognizing the Ingredients of Active Learning in Everyday Situations	11	(1)
Defining Key Concepts	11	(1)
Active Learning Issues to Ponder and Write About	11	(4)
Related Publications	13	(1)
Related Videos	13	(2)
Establishing a Supportive Climate: The Basics of Positive Adult-Child Interactions	15	(12)
Understanding the Concept of ``Sense of Self''	15	(1)
Building Blocks of Human Relationships: Trust, Autonomy, Initiative, Empathy, Self-Confidence	15	(1)
A Closer Look at Empathy and Self-Esteem	16	(1)
Contrasting Social Climates and Interaction Styles	16	(1)
Experiencing the Elements of Support and Their Opposites	17	(1)
Adults and Children Sharing Control	18	(1)
Sharing Conversational Control	18	(1)
Focusing on Children's Strengths	19	(1)
Child Study: Observing a Child's Strengths and Interests	19	(1)
Forming Authentic Relationships With Children	19	(1)
Making a Commitment to Supporting Children's Play	20	(1)
Child Study: Observing Types of Play	20	(1)
Playing With Children's Toys and Materials	20	(1)
Adopting a Problem-Solving Approach to Social Conflict	21	(1)
Using the Elements of Support in Everyday Situations	22	(1)
Self-Study: Trying Out Supportive Adult-Child Interaction Strategies	22	(1)
``Sense of Self'' Revisited	22	(1)
Self-Assessment: Supportive Adult-Child Interactions	22	(3)
Supportive Interaction Issues to Ponder and Write About	25	(2)
Related Publications	25	(1)
Related Videos	25	(2)
Involving Families in Active Learning Settings	27	(12)
Creating an Active Learning Environment Based on Family Life	27	(1)
Extending the Elements of Support to Families	27	(1)
Valuing Families	28	(1)
Examining Who We Are and Where We Came From	28	(1)
Home Visiting	29	(1)
Taking Part in Community Life	30	(1)
Learning About Children Through Observation	30	(1)
Reaching Out to Families	30	(1)
Creating Positive Relationships With Families	31	(1)
Seeking Our Better Selves	31	(2)
``Hot Button'' Issues	33	(1)
Self-Assessment: Parent Involvement	33	(1)
Family Involvement Issues to Ponder and Write About	33	(6)
Related Publications	36	(3)
Working in Teams: Adult Collaboration to 'Promote Active Learning	39	(8)
Working As a Team	39	(1)
Recalling Team Experiences	39	(1)
Observing Teaching Teams	39	(1)
Choosing to Collaborate	40	(1)
Learning to Level: Open Communication	40	(1)
Gathering Accurate Information About Children	40	(2)
Child Study: Observing a Child's Actions and Language	42	(1)
Interpreting Observations	42	(1)
Sharing Team Responsibilities	43	(1)
Including Volunteers on the Team	43	(1)
Self-Assessment: Teamwork	43	(1)
Teamwork Issues to Ponder and Write About	43	(4)
Related Publications	45	(2)
PART 2: THE ACTIVE LEARNING ENVIRONMENT	47	(76)
Arranging and Equipping Spaces for Active Learners	49	(16)
An Ideal Place to Be	49	(1)
Childhood Memories of Play	49	(1)
Making Play Space Inviting	49	(1)
Providing Pleasant Spaces for Eating, Napping, and Personal Storage	50	(1)
Arranging Play Spaces to Meet Particular Needs	50	(1)
Materials With Meaning for Children	50	(3)
Scrap, Natural, and ``Real'' Materials	53	(1)
Materials Lists	53	(1)
Child Study: Favorite Materials	54	(1)
Materials Expert	55	(1)
Materials That Worry Adults and Satisfy Children	55	(1)
Storing and Labeling Materials	56	(1)
Examining Interest Areas	56	(1)
Dividing Space Into Interest Areas	56	(1)
Arranging an Outdoor Play Space	56	(2)
Equipping an Outdoor Play Area	58	(1)
Children's Role in Room Arrangement	59	(1)
Self-Assessment: Physical Learning Environment	59	(1)
Space Arrangement and Equipment Issues to Ponder and Write About	59	(6)
Related Publications	62	(1)
Related Videos	62	(3)
The High/Scope Daily Routine-A Framework for Active Learning	65	(6)
Defining an Active Learning Daily Routine	65	(1)
Parts of the Daily Routine	65	(1)
Program Length and Predictability	66	(1)
Sequencing the Daily Routine	66	(1)
How Do Adults Support Children Throughout the Daily Routine?	67	(1)
Child Study: Active Learning Within a Supportive Climate Throughout the Daily Routine	67	(1)
Self Assessment: Daily Routine	67	(1)
Daily Routine Issues to Ponder and Write About	67	(4)
Related Publications	68	(1)
Related Videos	68	(3)
The High/Scope Plan-Do-Review Process	71	(24)
Planning Time	71	(1)
Intentions You Have Expressed, Plans You Have Made	71	(1)
Child Study: Planning	71	(1)
Self-Study: Planning	71	(1)
Planning: Theories Behind the Practice	71	(1)
Elements of the Planning Process	72	(1)
Why We Encourage Young Children to Plan	73	(1)
Child Study: The Development of Planning	73	(1)
How Children Indicate Their Plans	73	(1)
Types of Plans Children Make	73	(1)
The Development of Children's Planning Over Time	74	(1)
Supporting the Planning Process: Photographs of Adults	74	(1)
Identifying Support Strategies in Ruth's Planning Time	74	(1)
Adult Attitudes About Children's Planning	74	(1)
Focusing on Children at Planning Time	75	(1)
Trying Out Planning Games and Experiences	75	(1)
Ways of Conversing With Children About Their Plans	75	(1)
Self-Study: Recording and Analyzing Planning Time Conversations	76	(1)
Keeping a Planning Time Journal	76	(1)
Valuing Children's Plans	76	(1)
Planning Scenarios: What Would You Do?	76	(1)
Self-Assessment: Planning Time	77	(1)
Work Time	78	(1)
Why We Have Work Time	78	(1)
Identifying Types of Play	78	(1)
Child Study: Work Time	78	(1)
Adult Attitudes Toward Work Time	79	(1)
Effects of Room Arrangement on Children's Work Time Interactions	79	(1)
Scanning the Interest Areas to Gain the Child's Perspective on Play	79	(1)
Offering Comfort and Contact to Children at Work Time	80	(1)
Adult Attitudes Toward Play	80	(1)
Playing With Children at Work Time	80	(1)
Conversing With Children at Work Time	81	(1)
Practicing for Play Step-by-Step	82	(1)
Encouraging Children's Problem Solving at Work Time	82	(1)
Gathering Work Time Anecdotes	83	(1)
Child Study: Adult Support at Work Time	83	(1)
Work Time Scenarios: What Would You Do?	83	(3)
Self-Study: Supporting Children at Work Time	86	(1)
Self-Assessment: Work Time	87	(1)
Recall Time	88	(1)
Understanding the Elements of Recall	88	(1)
Child Study: Recall	88	(1)
How Children Recall	89	(1)
Self-Study: Recall	89	(1)
Examining Becki's Recall Time	89	(1)
Supporting the Recall Process: Photos of Adults at Recall	90	(1)
Adult Attitudes Toward Recall, Storytelling, and Reflection	90	(1)
Making Recall Time Comfortable and Inviting	90	(1)
Trying Out Games and Experiences for Recall Time	90	(1)
Supporting Children's Recall Conversations, Reflections, and Stories	91	(1)
Recall Time Scenarios: What Would You Do?	91	(1)
Keeping a Recall Journal	92	(1)
Self-Study: Videotaping Planning and Recall Times	92	(1)
Self-Assessment: Recall Time	92	(1)
Planning, Work, and Recall Issues to Ponder and Write About	92	(3)
Related Publications	92	(1)
Related Videos	93	(2)
Group Times, Outside Times, Transition Times	95	(28)
Small-Group Time	95	(1)
Experiencing Small-Group Time	95	(1)
Examining Three Small-Group Times in Early Childhood Settings	95	(1)
Active Learning at Small-Group Time	95	(1)
Balancing Adult Initiative With Adult Support at Small-Group Time	96	(1)
Small-Group Time: Why Bother?	96	(1)
Meeting Places for Small Groups	96	(1)
Observing Catherine at Small-Group Time	97	(1)
Child Study: Small-Group Time	97	(1)
Forming Small Groups	97	(1)
Planning Active Learning Small-Group Times	97	(4)
Exploring Potential Small-Group-Time Materials	101	(1)
Looking at Becki's Egg-Coloring Small-Group Time	101	(1)
Observing a Small-Group Time	102	(1)
Self-Study: Plan, Do, and Review a Small-Group Time	102	(2)
Small-Group Scenarios: What Would You Do?	104	(1)
Small-Group-Time Issues to Ponder and Write About	104	(1)
Large-Group Time	105	(1)
Recalling Large-Group Experiences	105	(1)
Examining Three Large-Group Times in Early Childhood Settings	105	(1)
A Rationale for Large-Group-Time	105	(1)
Sharing Control With Children at Large-Group Time	105	(1)
Large-Group Time From a Child's Point of View	106	(1)
Child Study: Large-Group Time	106	(1)
Planning Active Learning Large-Group Times	106	(4)
Looking Closely at a Large-Group Time	110	(1)
Drawing Children Into Large-Group Time	110	(1)
Making Large-Group Experiences Participatory	110	(1)
Observing a Large-Group Time	111	(1)
Self-Study: Plan, Do, and Review a Large-Group Time	111	(1)
Large-Group Scenarios: What Would You Do?	112	(1)
Self-Assessment: Small-Group Time and Large-Group Time	113	(1)
Large-Group-Time Issues to Ponder and Write About	113	(1)
Outside Time and Transitions	114	(1)
Remembering Outdoor Play	114	(1)
Child Study: Outside Time	114	(1)
Examining Children's Outdoor Play	114	(3)
Adult Attitudes Toward Playing Outside With Children	117	(1)
Supporting Children's Outdoor Play	117	(1)
Child Study: Adult Support at Outside Time	117	(1)
Outside Time Scenarios: What Would You Do?	118	(1)
Self-Study: Supporting Children at Outside Time	118	(1)
A Personal Consideration of the Nature of Transitions	119	(1)
Child Study: Transitions	119	(1)
Children's Needs at Transition Times	119	(1)
The Adult's Role at Transition Times	119	(1)
Self-Study: Supporting Children at Transition Times	120	(1)
Transition Scenarios: What Would You Do?	120	(1)
Self-Assessment: Transitions	120	(1)
Outside Time and Transition Issues to Ponder and Write About	121	(2)
Related Publications	122	(1)
Related Videos	122	(1)
PART 3: KEY EXPERIENCES IN EARLY CHILDHOOD DEVELOPMENT	123	(112)
Introduction to the High/Scope Key Experiences	125	(8)
Recognizing Key Experiences	125	(2)
Why Bother With Key Experiences?	127	(1)
Everyday Uses of Key Experiences	127	(3)
Key Experience Card Game	130	(1)
Creating an Illustrated Key Experience List	130	(1)
Key Experience Issues to Ponder and Write About	131	(2)
Related Publications	131	(2)
Creative Representation	133	(12)
Creating Representations	133	(1)
Experiencing and Recalling Representations	133	(1)
Understanding Creative Representation	133	(1)
Starting With Direct Experiences	134	(1)
The Role of Imitation in Creative Representation	135	(1)
Interpreting Representations Made by Others	135	(1)
Pretending and Role Playing	136	(1)
Making Models	136	(1)
Drawing and Painting	137	(1)
Supporting Children's Creative Representation Throughout the Day	138	(2)
Child Study: Creating a Creative Representation Portfolio	140	(1)
Creative Representation Scenarios: What Would You Do?	140	(1)
Implementation Study: Trying Out Creative Representation Support Strategies	141	(1)
Child Assessment: COR Items Related to Creative Representation	141	(1)
Further Understanding of the Creative Representation Process	141	(2)
Creative Representation Issues to Ponder and Write About	143	(2)
Related Publications	143	(1)
Related Videos	143	(2)
Language and Literacy	145	(12)
Speaking, Listening, Writing, and Reading	145	(1)
Recalling Your Own Experiences With Language and Literacy	145	(1)
Understanding Whole Language and Emergent Literacy	146	(1)
Language Begins With the Desire to Communicate	146	(1)
Describing the World of Experience	147	(1)
Enjoying Language	147	(1)
Early Writing	147	(1)
Early Reading	148	(1)
Requesting ``Real'' Writing	149	(1)
Supporting Children's Language and Literacy Throughout the Day	149	(2)
Child Study: Creating a Language and Literacy Portfolio	151	(1)
Language and Literacy Scenarios: What Would You Do?	151	(1)
Implementation Study: Trying Out Language and Literacy Support Strategies	152	(1)
Child Assessment: COR Items Related to Language and Literacy	152	(1)
Language and Literacy Issues to Ponder and Write About	152	(5)
Related Publications	154	(1)
Related Videos	154	(3)
Initiative and Social Relations	157	(14)
Initiating and Carrying Out Individual and Group Work	157	(1)
Recalling Your Own Initiatives and Relationships	157	(1)
Understanding Initiative and Social Relations	158	(1)
Expressing Intentions	158	(1)
Problem Solving	158	(1)
Taking Care of One's Own Needs	159	(1)
Expressing Feelings in Words	159	(1)
Participating in Group Routines	159	(1)
Being Aware of the Needs of Others	159	(1)
Building Relationships	160	(1)
Playing Together	160	(1)
Solving Social Conflicts	161	(1)
Supporting Children's Initiative and Social Relations Throughout the Day	161	(1)
Child Study: Creating an Initiative and Social Relations Portfolio	162	(1)
Initiative and Social Relations Scenarios: What Would You Do?	162	(3)
Implementation Study: Trying Out Initiative and Social Relations Support Strategies	165	(1)
Child Assessment: COR Items Related to Initiative and Social Relations	165	(1)
Initiative and Social Relations Issues to Ponder and Write About	165	(6)
Related Publications	168	(1)
Related Videos	168	(3)
Movement	171	(10)
Moving in a Variety of Ways	171	(1)
Recalling Movement Experiences	171	(1)
Moving in Place	172	(1)
Moving From Place to Place	172	(1)
Moving With Objects	172	(1)
Moving Creatively	173	(1)
Describing Movement	173	(1)
Making Up and Trying Out Movement Directions	173	(1)
Feeling and Expressing Steady Beat	173	(1)
Supporting Children as They Move Throughout the Day	174	(1)
Child Study: Creating a Movement Portfolio	175	(1)
Movement Scenarios: What Would You Do?	175	(2)
Implementation Study: Trying Out Movement Support Strategies	177	(1)
Child Assessment: COR Items Related to Movement	177	(1)
Movement Issues to Ponder and Write About	177	(4)
Related Publications	177	(2)
Related Recordings	179	(2)
Music	181	(8)
Exploring Music	181	(1)
Recalling Your Own Experiences With Music	181	(1)
Moving to Music	182	(1)
Enjoying the World of Sound	182	(1)
Vocal Exploration	182	(1)
Developing Melody	182	(1)
Singing Songs	183	(1)
Playing Musical Instruments	183	(1)
Supporting Young Children as They Hear, Move to, and Make Music Throughout the Day	183	(2)
Child Study: Creating a Music Portfolio	185	(1)
Music Scenarios: What Would You Do?	185	(1)
Implementation Study: Trying Out Music Support Strategies	185	(1)
Child Assessment: COR Item Related to Music	186	(1)
Music Issues to Ponder and Write About	186	(3)
Related Publications	187	(1)
Related Recordings	187	(2)
Classification: Recognizing Similarities and Differences	189	(10)
Exploring and Describing Attributes and Organizing Things Into Groups	189	(1)
Recalling Real-Life Experiences With Classification	190	(1)
Understanding Classification	190	(1)
Exploring and Describing Similarities, Differences, and Attributes	191	(1)
Shapes	191	(1)
Sorting and Matching	191	(1)
Using and Describing Something in Several Ways	192	(1)
Focusing on Two or More Attributes at Once	192	(1)
Some and All	192	(1)
Using Not Statements	192	(1)
Supporting Children's Classification Throughout the Day	193	(1)
Child Study: Creating a Classification Portfolio	193	(2)
Classification Scenarios: What Would You Do?	195	(1)
Implementation Study: Trying Out Classification Support Strategies	196	(1)
Child Assessment: COR Items Related to Classification	196	(1)
Classification Issues to Ponder and Write About	196	(3)
Related Publications	197	(1)
Related Video	197	(2)
Seriation: Creating Series and Patterns	199	(8)
Creating Series and Patterns	199	(1)
Recalling Seriation Experiences	200	(1)
Understanding Seriation	200	(1)
Comparing Attributes	200	(1)
Creating and Describing Series and Patterns	201	(1)
Fitting Together Ordered Sets	201	(1)
Supporting Children's Seriation Throughout the Day	201	(1)
Child Study: Creating a Seriation Portfolio	202	(1)
Seriation Scenarios: What Would You Do?	202	(2)
Implementation Study: Trying Out Seriation Support Strategies	204	(1)
Child Assessment: COR Items Related to Seriation	204	(1)
Seriation Issues to Ponder and Write About	204	(3)
Related Publications	205	(2)
Number	207	(10)
Comparing, Arranging Objects in One-to-One Correspondence, and Counting	207	(1)
Reconstructing the Pythagorean Theorem: A Concrete Math Experience for Adults	208	(1)
Recalling Number Experiences	208	(1)
Understanding Number	209	(1)
Comparing Numbers of Things	209	(1)
Arranging Things in One-to-One Correspondence	209	(1)
Counting Things	210	(1)
Supporting Children's Concept of Number Throughout the Day	210	(1)
Child Study: Creating a Number Portfolio	211	(1)
Number Scenarios: What Would You Do?	212	(1)
Implementation Study: Trying Out Number Support Strategies	213	(1)
Child Assessment: COR Items Related to Number	213	(1)
Number Issues to Ponder and Write About	213	(4)
Related Publications	214	(3)
Space	217	(10)
Filling, Fitting, and Shaping Things; Observing, Describing, and Interpreting Spatial Relations	217	(1)
Recalling Space Experiences	217	(1)
Understanding Space	218	(1)
Filling and Emptying	218	(1)
Fitting Together and Taking Apart	218	(1)
Shaping and Arranging-Wrapping, Twisting, Stretching, Stacking, Enclosing	219	(1)
Observing Things From Different Spatial Viewpoints	220	(1)
Experiencing and Describing Positions, Directions, and Distances	220	(1)
Interpreting Spatial Relations in Representations	220	(1)
Supporting Children's Understanding of Space Throughout the Day	220	(1)
Child Study: Creating a Space Portfolio	221	(2)
Space Scenarios: What Would You Do?	223	(1)
Implementation Study: Trying Out Space Support Strategies	224	(1)
Child Assessment: COR Item Related to Space	224	(1)
Space Issues to Ponder and Write About	224	(3)
Related Publications	225	(1)
Related Video	225	(2)
Time	227	(8)
Experiencing Time Rates, Intervals, and Sequences	227	(1)
Recalling Experiences With Time	228	(1)
Understanding Time	228	(1)
Stopping and Starting	228	(1)
Rates of Movement	228	(1)
Time Intervals	229	(1)
Sequences of Events	229	(1)
Supporting Children's Understanding of Time Throughout the Day	229	(1)
Child Study: Creating a Time Portfolio	230	(1)
Time Scenarios: What Would You Do?	231	(1)
Implementation Study: Trying Out Time Support Strategies	232	(1)
Child Assessment: COR Item Related to Time	232	(1)
Time Issues to Ponder and Write About	232	(3)
Related Publications	233	(1)
Related Video	233	(2)
Index	235