HDFS233finalnotes

HDFS233finalnotes - Kindergarten: Originated by Frederick...

Info iconThis preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon
Kindergarten: Originated by Frederick Froebel. Montessori -Maria Montessori, sensory learning, practical life skills, and didactic materials. High/Scope- Curriculum that is based on piagetian cognative principles, developed after the model of the Perry study by David Weikart. Plan-do-review: The basic methods of the high/scope cognitive curriculum. Children make choices with teacher assistance, carry out the activity, and report on the activity. Key Experiences: Active learning, use of language, experiences that allow children to represent their ideas and experiences, opportunities for classification, opportunities for seriation, opportunities to understand spatial relationships, understanding of time. Waldorf Schools- emphasizes the “whole child” with the goal of child being self motivated. Play and interaction with others, multisensory experiences, creative art. Teachers are Mother figures and stay with children of the same age group over time. Open Schools- A style of education developed in American progressive schools and in british infant schools, based on freedom of choice and individualized curriculum. Reggio Emilia- Italy, world famous for their child centered and extensive project approach to learning. Bank street philosophy: Principles of best traditional nursery school practice, as exemplified by the lab school and the college education established by Lucy Sprague Mitchell, based on Dewey’s principles of progressive education, linking theory and practice. Association of childhood education international(ACEI): Oldest early childhood professional organization in the united states. Originally associated with the kindergarten movement. Divergent thinking: Not centered on finding correct answers, but is flexible and moves in creative directions. Infancy: birth-12 months. Developmental attributes - unique temperament, activity level, reactivity, mood, “easy”, “difficult”, “slow to warm”, relative helplessness, rapidly changing, sensory driven. Developmental Tasks -first steps, first words, attachment, social interactions, beginning of self help. Developmental needs -physical care and beyond, consistent relationships w/ adults, feelings of love and security, predictable responses. Toddlers: 12-36 months Developmental attributes -intrinsically motivated, mobile, egocentric, emotional, verbal. Developmental tasks -toileting, talking, self help, social interactions. Developmental needs -independent exploration, active learning, safety. Preschoolers: 3-5 yrs
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Image of page 2
This is the end of the preview. Sign up to access the rest of the document.

This note was uploaded on 04/13/2008 for the course HDFS 233 taught by Professor Mactavish during the Fall '08 term at Oregon State.

Page1 / 2

HDFS233finalnotes - Kindergarten: Originated by Frederick...

This preview shows document pages 1 - 2. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online