Any way that we can engage families in what we are doing is crucial. In my article I discuss using Pinterest, Twitter, A Classroom Website and a You Tube Channel.
Why not engage families any way we can?
Dr. Tisha Shipley Contact: 405-323-8759/latisha.shipley@ashford.edu |
We must remember that technology is ever evolving. With this said, as educators we must ensure that we are using all technology to help us be better teachers. I believe it is very important to use social media in the classroom to engage families. My new article on social media and engaging families is under Dr. Shipley's Articles.
Any way that we can engage families in what we are doing is crucial. In my article I discuss using Pinterest, Twitter, A Classroom Website and a You Tube Channel. Why not engage families any way we can?
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When I was teaching I used a different theme each week. I made sure that my themes were interesting and engaging to age of child I was teaching. You must make sure that it activates prior knowledge and is something meaningful that they can add to their background.
Here is the link to my classroom mascot page that also gives letter recipes to use with your students: http://busyclassroom.weebly.com/classroom-mascots.html I have written an article about DAP and how teachers can incorporate it into their classroom practices. As an early childhood educator I always tried to make sure to not ONLY follow the standards I was given, but to ensure that I was using DAP when engaging my students. Developmentally appropriate practices have a place and should be seen in all EC classrooms. Here is my article: http://blog.kaymbu.com/2014/10/07/a-guide-to-developmentally-appropriate-practices/
I would also love to hear what you have to say about DAP etc. Feel free to e-mail me at latisha.shipley@ashford.edu DAP is actually a framework not a curriculum. It takes into account how children grow, develop and learn. The concept behind the framework is that teachers should support children's individual needs and interests.
Principles of DAP: All areas of development are important Development is sequential but uneven. Individual children develop at varying rates. Maturation and experience are interactional Optimal periods create windows of opportunity for most effective introduction of concepts and topics. (Jaruszewicz, 2012). Did you know or did you forget that curriculum includes many things:
1. The physical space or environment 2. All of the materials you use to instruct students 3. all materials that the children use 4. The methods and strategies you use to implement and assess the effectiveness of the activities and lessons (procedures, routines etc) 5. Everything the children learn, intended or not. Are you thinking about all of these things as you set up your classroom, buy your materials, and plan your lessons and objectives. Do we really realize how important the curriculum is in our classroom. The curriculum even crosses over into recess and P.E. Today I had a new article published! It is about DAP and it's importance!
I hope you enjoy it! http://blog.kaymbu.com/2014/10/07/a-guide-to-developmentally-appropriate-practices/ Practice Play: This is when children pracitce for example: when they pound large pegs into a block of would or match holes, or pound plastic nails into a plastic board.
Symbolic Play: ages 2-7 when children represent objects for example: a block for a truck, wood chips on the play ground as water and 4 and 5 year olds begin to develop and engage in pretend play with roles and themes. Solitary Play: A child is absorbed in his or her own actions, independent of other children. Parallel Play: these children play separtely but with increasing curiosity in teh activities of other children nearby. You may see children playing side by side but not with one another. Associative Play: Sharing items with others, taking turns, and showing interest in play activites with a shared goal in mind. Cooperative Play: Highest form of social play. This is observed in 4 and 5 year olds. Group play with differentiated roles. Children may argue but they will commit to a general understanding. Make classroom website just like this one I've made!
Blog for your parents including ideas, recipes and resources that would help families. Tweet! I believe this is a new form of communication where we can reach so many people, families, parents, grandparents etc. E-mail your families, keep them up to date and involved. Send out newsletters and what's happening ideas for parents. Texting---I don't know if I would use this just yet, but I do know some teachers are texting and sharing their child's day and what they are doing (pictures). Pinterest! Pin Ideas for your classroom and families to make and use. With each of these ways of communication you can share: Healthy Recipes How to involve children in cooking How to stay healthy Activities to stay healthy as a family Have parents volunteer in your classroom Have the child invite their favorite person to read to the classroom. Tea for aunts and uncles Monday Moms Invite Grandparents in for various reasons Muffins with mom Donuts with dad Dance with Dads Movement activities with moms Family parties and picnics Family Libraries in your classroom. Here are some skills that children develop as they "play" in learning centers. Don't forget that a child's "play" is how they learn. It is vital to allow children free "play" time to practice skills you are teaching in the classroom.
(developed by Dr. Jean Feldman) Dramatic Play: Social skills, emotional skills, independence, oral language, imagination, responsibility, life skills. Blocks: Motor skills, math concepts, oral language, social skills, eye-hand coordination, self control, imagination. Art: Creativity, small motor skills, problem solving, sharing, cooperation, independence, responsibility. Math: Oral language, social skills, small motor, concepts about quantity, shape, size, patterns, interest in math tools. Library: alphabet knowledge, oral skills, print knowledge, listening skills, eye-hand coordination, concepts about the world, motivation to read. Science: Curiosity about the world, sensory skills, problem solving, language skills, scientific process (observing, predicting, experimenting, recording, reporting). Table Toys: Small muscles, eye-hand coordination, print connections, phonological awareness, visual skills, tracking left to right, phonics, motivation. Reading: Oral language, alphabet knowledge, print connections, phonological awareness, visual skills, tracking left to right, phonics, motivation. Writing: Eye-hand coordination, small motor skills, alphabet knowledge, self-confidence, vocab, interest in print. Others: Sensory motor, computer, listening, cooking, music and theme based ideas. |
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