Grades

Have you started emailing students their grades, sent to Ms. Maddie or posted to CUNY1st

Final

Hi students,

Here is the final.  Good luck!  Make sure to bring it in on Wednesday.  There is no class on Monday.  Thank you.

D. Savoy

Final

Observation assignment

Hi Students, As promised, here is the assignment for the observation report. Please make sure to have it finished by Wednesday, along with any other materials, including the final, that are outstanding.

Click here to get to the assignment.

If you have any questions or problems, contact me immediately so that they can be resolved right away.

Theorists paper

Hi folks, Here, as promised, is the description and rubric for the paper to be handed in on Monday. Again, I apologize for the change in due date, but it is necessary for fitting everything we must so into this very short time frame. So here goes: Theorist assignment and rubric If you have any questions or comments contact me right away via text at 646-355-7934. D. Savoy

Chaper 7 pages 204 - 208, Terrance, Isonia, Millie, Rose

Pages 204 – 208

By the time children are 7yrs old they must attend School or be home schooled.

When children attend kindergarten they develop small motor skills through games and activities and played with language, charts, songs & books, they make discoveries and think through ideas, develop relationships with peers and use language to negotiate.

Because of push-down of academics curriculum- there is pressure for kindergarten teachers to teach skills that was once learned in the first grade.

Homeschooling children learn at home the same values the school district follow. The children learn by going to the library, going on trips, playing sports with peers and hands on activities.

Early childhood educators need additional skills and certification to provide care and complete early intervention and infant mental health serves for children between the ages of birth to 3 yrs. old.

Special Program for Infants and Toddlers: What do special programs offer infants and families?

They provide caring and competent early interventions and mental health services for children and families between the ages of PK-3.

(EI) Early Intervention: In its nature it is therapeutic and support services with disability. These services are: Family Education and Counseling; Home Visits; Speech and Audiology; Occupational Therapy and Physical Therapy. They are available for children that are born with obvious handicap, significantly premature; delay in developmental milestones. To get the services, referrals have to be made through telephone by parents, doctors, teacher, care givers and friends. I t requires the family’s consent. The process of the EI is the conducting of an intake interview with the family and professionals, where they meet and discuss results. The result of the consultation is to create an IFSP Individual Family Service Plan. The families must at all times be made aware of their rights. During the consultation the family might be engaged in such activities as sit ups, and pro social behaviors. Bathing eating or play behavior is also modeled by consultants/ therapists for families to continue these same activities in the absence of the consultants/ therapists. It is also incumbent on the consultants to exercise cultural competence that is to consider the family’s perspective.
Charter Schools: are nonsectarian public schools that is established with approval and funding from the state but that do not need to comply with all the regulations that govern public schools. Charter schools have more freedom than other public schools to develop curriculum and to assess student learning as they see fit.

Out-of-School Programs: offer programs before and after school that provide academic enrichment. Science museums, art museums, children’s museums, zoos, and botanical gardens often have a rich array of out-of-school programming for young children.

 Infant Mental Health Services:  support healthy infant development within the context of the family and community.  Under immediate stress families receive services such as food and shelter, emotional support and developmental guidance.  Babies experience touchpoints that is periods of frustration and irritability that precede a new development. Early childhood educators can help families identify these predictable touchpoints to understand their child’s mental health and subsequent behavior.

 

Rosemarie Gulston, Isonia Ricks, Terrance Brummell, Milagros Arcia

 

Developmental instruction summary Beatriz and Shadra

Developmental instruction at Bank Street

Chapter 7 Summary by Beatriz Fuentes and Shadra Brown

·        Developmental interaction – reflects the beliefs that as children grow and develop, their thoughts and emotions work together and that children learn from engaging with the world.

·        School is a place to promote competence in all areas of children’s lives and help both take charge of their learning and work with others.

·        School shares responsibility and power with children’s families and neighborhood institutions.

·        Developmental interaction is supported because it is a guide rather than a prescription for practice. It is a guide rather than a prescription for practice. It is not a curriculum to follow it demands the teacher’s broad understanding of children’s learning and development needs.

·        Waldorf Education- founded by Rudolf Steiner it aims to develop the head, heart , and  hand of the child

·        -thinking

·        -Feeling

·        -willing

·        Envelops children in aesthetics and encourages their imagination.

·        Serves from birth – first grade

·        Ranges from parent child groups to half day to full day classrooms

·        High scope learning – based  on Piaget ideas about children as active learners

Group work on 3/10/14 p.209-213