Young Children - May 2008 - (Page 47) Practice [DAP]”). I developed this framework to help undergraduates in the early childhood curriculum course apply DAP principles to their lesson planning. In critiquing Leader of the Day and applying DAP theory, we considered whether the activities associated with the practice were meaningful and relevant from the children’s point of view. Safety. Considerations for physical safety are basic. The Leader of the Day routine involves nothing that can physically harm children. However, if a child is asking, “When will I be special?” we must consider the psychological safety of this routine. What does being special mean to children? Shouldn’t children feel special every day? Are we providing opportunities that allow children to see themselves as able learners who can figure things out for themselves? Unfortunately, Pam and I had to agree the answer was No. Ownership. Ownership involves self-regulation, and, in turn, self-regulation requires an understanding of the activities involved. So, what does the leader of the day get to do? The leader • chooses the book to be read when it is story time; • dismisses children to centers of their choice and maybe for lining up to go outside; • is first to choose a center; • steps up as first in line when it is time to line up; • counts the number of children present and absent and writes the correct numbers in the appropriate columns on the class chart; • describes the weather for that day; • sits on a special chair at group time, with everyone else sitting on the rug. Are we providing opportunities that allow children to see themselves as able learners who can figure things out for themselves? Children seem to enjoy having these roles. Yet, as we considered what it means to own an activity, it dawned on us that the Leader of the Day is not much more than a figurehead whose rights and responsibilities are mainly limited to carrying out teacher-determined directions, routines, and expectations. Conceptual understanding. There are important social studies concepts for children to explore: What is the purpose of having leaders? Who is a leader? What are the qualities of a leader? Is being Leader of the Day the same as or different from being Helper or Star or Student of the Day, and how? Using the Leader of the Day routine in this way could help children, for example, develop self-identity and Gretchen Owocki’s Literate Days is for preschool, kindergarten, and first-grade teachers who are looking to broaden and enrich their literacyrelated instructional practices. Framed by research notes and kidwatching forms, these lessons bring vitality and focus to existing teaching practices and extend the quality of students’ literacy experiences during times that are not typically considered “instructional.” Whether used by new teachers looking to establish an instructionally sound curriculum or by experienced teachers looking to refine their practice based on the latest research, Literate Days will help build well-managed classrooms where student achievement soars and literate lives flourish. Literate Daysincludes a jump-in-and-get-started Teacher’s Guide and three lesson books. ◗Book 1: Grounding Children in Routines and Procedures for Meaningful Learning ◗Book 2: Building, Energizing, and Re-envisioning the Literacy Curriculum ◗Book 3: Deepening the Scholarship in the Classroom Community Gretchen Owocki is the author of many books about teaching young children including Make Way for Literacy! Teaching the Way Young Children Learn (Heinemann, 2001). ◗Plus an accompanying DVD models effective literacy instruction with two hours of live-from-the-classroom footage. Young Children • May 2008 To view sample lessons or order visit us at: 47 www.literatedays.com
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