02 Feb Respond to classmates

DQ1 Introductions & Influential Teachers

1. Introductions:

Please introduce yourself to everyone that you will be working with for the next 8 weeks! In addition to your name/nickname, please include the following:

Where you live (i.e., country, state, town);

Your experiences with young children – ages birth through 8 years old;

Your future goals;

What you hope to learn in this class; and

Your attitudes and beliefs about the importance of reading and writing for young children today.

2. Influential Teachers

Mimi Brodsky-Chenfeld states: “Whatever else good teaching is, it is teaching in which our hearts and minds are fully engaged in connecting with children’s hearts and minds. This is what I call “teaching in the key of life.” For nearly 60 years, Mimi has been “teaching in the key of life” and is still going strong.

Think about one or more teachers who had the greatest influence on your learning. What were some of their personal and/or professional characteristics that inspired or motivated you? Which of these characteristics will you try to emulate as a teacher? Please tell us why.

Note: Be sure to describe and discuss specific connections to professional standards and roles and responsibilities gained from the initial course readings and videos.

DQ2 Developmentally Appropriate Practice

For some of you, developmentally appropriate practice, known as “DAP,” may be a brand new topic. Others may have years of experience implementing DAP possibly since its inception in 1987. Using explicit examples from the Unit 1 readings and videos, describe your initial understanding of developmentally appropriate practice (DAP) and gained insights about its fundamental value for children’s early education. If you are teaching, share one or two examples of how you implement DAP. If you are not yet teaching, give an example of how you might implement it in your future teaching. Discuss with your classmates how developmentally appropriate practice supports inclusive classrooms, multicultural curriculum, and/or effective family engagement.

Unit 2 discussion

DQ1 Linking Past Practices to Current Education

One reason that knowing about the past is important is because it informs current practices. As we have learned, “developmentally appropriate practice” (DAP) encourages teachers to provide children with “hands on” learning experiences where they can develop higher order thinking skills. In your readings, you may have realized that DAP and NAEYC accreditation criteria and guidelines are based largely on the learning theories of Erikson, Piaget and Vygotsky. Please reflect further on what you have learned from the course readings and videos about DAP, child-centered practices, and inclusive classrooms. Identify one current educational practice and describe how it relates to past practices and ideas. Share your conclusions with your classmates in the discussion forum.

DQ2 Inspiring Theorists!

From the choices of Froebel, Montessori, Piaget, Vygotsky, Erikson, Gardner, Maslow, and Bronfenbrenner, select one historic figure with whom you would like to study. Find and post a picture of your historical figure that you think best represents his/her work with children. State what fascinates you and what would you most like to learn? Suggest ways you might be able to apply the theorist’s positions in your own teaching and/or personal life. In your peer responses, discuss the similarities and differences in the theorists’ philosophies, approaches and/or practices.

Unit 3 discussion

Theory to Practice

There is a vast array of proven effective approaches to early education. This week you will all grow as current and potential intentional teachers. Your task is to identify and present one early education approach to the class. Your approach is assigned based on your birth month as shown below:

Jan/Feb/Mar: John Dewey and the Bank Street Approach

Apr/May/Jun: Constructivist Theory and the HighScope Approach

Jul/Aug: Montessori

Sep/Oct: Reggio Emilia

Nov/Dec: The Project Approach to Learning

Use this week’s readings and resources as well as your own research (make sure to cite your resources) provide the following information about your assigned approach (make sure to include all of the following) in your post):

Name of Approach

Theoretical basis and theorist

Primary philosophy and at least one distinguishing component (e.g., High/Scope’s “Plan-Do-Review”, Malaguzzi’s “One Hundred Languages” of Reggio Emilia)

Populations for whom the approach was initially intended and populations currently served

Your thoughts about using this approach. If you have experience, please share.

Make sure to cite your sources.

In your responses to your peers, compare and contrast the different approaches.

**Note: You will not see any posts in the forum until you create your initial thread with this information. Once you submit your first post, you will be able to see what others have said.

Unit 4 discussion

Infant/Toddler “Educare” Approach

In this unit we have learned about attachment theory and that “relationships are the heart” of the infant-toddler curriculum. Magda Gerber’s “educare” philosophy and approach emphasize the critical significance of authentic relationships. View the two brief videos on the Gerber “RIE” approach. In your own words, explain the concept of “educare”. Describe the main principles, caregiving strategies, and benefits for children, families and educarers. Now state your opinion: Do you agree with this approach and why?

Unit 5 discussion

National and CT Standards

In this discussion we will explore how the Common Core State Standards and CT Early Learning and Development Standards (CT ELDS) match up. Read and watch the topic resources prior to participating in the discussion.

Visit the Common Core State Standards Initiative website (in the topic resources). Read three sections:

About the Standards

Are the standards developmentally appropriate for students?

What Parents Should Know

View the video on Common Core State Standards (in the topic resources).

Now imagine you are a Kindergarten teacher explaining the Common Core Standards to a group of families. Respond to the following three questions. Reference the course resources in your post.

Why is it called the “Common Core”?

What do the standards mean to you?

Would you support the Common Core? State why or why not.

Discuss with your classmates the similarities and differences between the Common Core Standards and CT Early Learning Standards

Unit 6 discussion

Multicultural Curriculum in Primary Grades

Before participating in the discussion forum, reflect on the Unit 6 Chapter readings and resources. Think about what you have learned about curriculum in the primary grades, multiculturalism, learning environments, and anti-bias materials and activities? Also consider specific ways you might help children in grades 1 through 3 to be more aware and appreciative of the diverse cultures in their classrooms.

For our discussion forum, we will share grade-appropriate books that promote multicultural awareness and appreciation.

Identify one book that you think would be useful in teaching multicultural awareness to primary grade children.

State why you chose the book.

Based on your selected book, explain one learning objective appropriate for primary grade children.

Plan and describe one follow-up activity, and specify materials you would use as part of the activity.

Describe one change you would make to the classroom environment that would reinforce the learning objective.

Discuss the various approaches your classmates have chosen to teach multicultural awareness.

Unit 7 discussion

STEM Sprouts

This week you learned about technology and young children from multiple sources. STEM curriculum (Science, Technology, Engineering and Mathematics) should be occurring in young children’s daily life experiences. The Boston Children’s Museum provides its “STEM Sprouts” Training Guide which explains STEM learning guidelines and demonstrates intentional teaching. The guide is filled with many, engaging and exciting activities that bring STEM to life for children, families and teachers. As preparation for our discussion forum:

On your own, explore the STEM Sprouts Teaching Guide to gain a working knowledge of the four integrated fields of study.

Identify one activity appropriate for a young child between the ages of 3 and 8 years old.

Post the following in your discussion thread:

The title of the activity and specific field (i.e., Science, Technology, Engineering or Math)

What does the activity teach you about STEM and its application in early childhood education?

Discuss with classmates: Are the activities developmentally appropriate for young children? Why or why not?

Unit 8 discussion

DQ1 Effective Engagement of Diverse Families

For this discussion forum, you will need to:

View all unit videos focusing on early learning and development, parents as change agents, and the Strengthening Families Approach and Protective Factors Framework.

Read key concepts presented in the textbook chapter 17.

Review NAEYC’s “Engaging Diverse Families Project”. Examine the six principles of effective family engagement.

Now, based on the reviewed resources:

Present your understanding of three critical concepts: a. protective factors, b. effective family engagement, and c. families are children’s first teachers and advocates.

Respond to classmates: How are your responses similar and different?

DQ2 Closing Reflections

As we close the course, please take a few minutes to respond to the final discussion forum.

What was the most interesting or useful thing you learned during the course?

What suggestions can you offer that might improve the quality of the course?

If you could give one piece of advice to incoming students about this course, what would that be?

Your responses may be shared anonymously with future classes!