Posts tagged NAEYC
Posts tagged NAEYC
CONFRONTING THE CHALLENGES OF PREPARING ECE TO UNDERSTAND AND PROMOTE PLAYFUL LEARNING: LEARNING TO DEFEND YOUNG CHILDREN’S RIGHT TO PLAY
Mira Berkley
Wendy McLeish
Children haven’t changed, but the expectations have.
CHALLENGES
Increased academic pressure
Increased “rigor”
Limited time to teach/learn about play
Admin/parent lack of support/understanding
Growing up Play and Choice in preK-3 continuum
Eva Phillip
Sharon Ritchie
Sam Oertwig
Teachers who give children opportunities to make choices are allowing children to regulate their own learning.
Laughter =
Send oxygen to the brain
Endorphin surge
Decreases stress
Creates a positive climate
Increases retention and recall
If you were walking through the hallway what do you want to hear
Mary Stansbury
Librarians have been DAP for years!
Librarian Principles (she called it “Librarianship”)
Provide and encourage access to info for lifelong learning and enjoyment
Know the needs of the community and be responsive to those needs
Be a good steward of public funds by collecting high quality and providing engaging experiences
Organizing information is essential for easy access (if it’s organized, we can find it!)
(this can easily be said of us as #ece people too!)
MARCIA NELL AND DR. DREW
From Play to Practice
6/11/2013 Tuesday morning
Self active play
Play is a source of creative energy, a positive force and safe context for constructing meaningful self-knowledge and revitalizing the human spirit across the continuum of the human life-cycle
Common Core (CCSS) meets MITM 7 skills (7ES) 7 essential skills
Ellen Galinsky (there were 2 other speakers but their names were not in the program)
We understand executive function (EF) more than IQ
EF = Prefrontal cortex involving ability to remember, pay attention, flexible (shift) and the ability to have self control
If we are really going to make a difference we need to start by promoting EF
EF skills predict educational and life success (even when you control for IQ)
Deb Lawrence
Monday 6/10/13
Deb has asked us to write down our schedule in the classroom
How do we make decisions?
What is our process?
THINK ABOUT THIS:
What are you conscious about being competent in?
Unconsciously competent?
Consciously incompetent?
When are we unconsciously incompetent – THIS is when we get in trouble!
Panel: Sue Bredekamp, Peter Pizzolongo & Maurice Sykes
From Sue:
Winton Marsalis
Basic Level
You have to know how to play an instrument
Read music
Practice practice practice
(Know the rules so you can break them)
You can’t teach what you can’t remember Presented by Linda Christian
Think back to your childhood play….
Who was there
How long did it last
Where did it take place
Based on this memory what makes something “play” ??
Side comment from me about this session and sessions like this…. these are the people doing the RESEARCH that ends up informing our practice. When we say things like “studies show….” and “we have research that supports…” these are the guys and gals doing the actual studies. It is important for us as practitioners to 1) be familiar with their names 2) know their current areas of research interest and 3) know how to find the articles and reports they publish in areas that specifially apply to our work!!!
Rethinking children’s play in the 21st Century: A discussion with play scholars from around the world
Diane Levin presenting “Remote Control (RC) Teaching and Learning” more NAEYC notes from Lisa Murphy
Children with (her phrase) Problem Solving Deficit Disorder (PSDD):
Have a problem finding engagement
Say they are bored a lot
Seem to lack creativity and imagination
Difficult to play cooperatively without aggression
Do better when they are told what to do
Ask for new things all the time but get bored quickly with them
They don’t say, “I can’t do it.”
They ask, “what does it do?” about the playdough
