Young Children - May 2008 - (Page 51) Pam challenges: Where do we go from here? We can do more to help children learn to lead. We can teach them how to serve as moderators or mediators in class discussions and allow them to vote or resolve conflicts and to voice issues that need everyone’s attention. At the lab school we plan to try out codecision making, with teachers involving the children in planning daily schedules. Our class now is investigating what caring means. More ideas may emerge from the children about how a leader can be supportive, helpful, and a champion of social justice. References Bredekamp, S., & C. Copple, eds. 1997. Developmentally appropriate practice in early childhood programs. Rev. ed. Washington, DC: NAEYC. DeVries, R., & B. Zan. 1994. Moral classrooms, moral children: Creating a constructivist atmosphere in early education. New York: Teachers College Press. DeVries, R., B. Zan, C. Hildebrandt, R. Edmiaston, & C. Sales. 2002. Developing constructivist early childhood curriculum: Practical principles and activities. New York: Teachers College Press. Hemmeter, M.L., K.L. Maxwell, M.J. Ault, & J.W. Schuster. 2001. Assessment of practices in early elementary classrooms. New York: Teachers College Press. Hyson, M.C., K. Hirsh-Pasek, & L. Rescorla. 1990. The Classroom Practices Inventory: An observation instrument based on NAEYC’s “Guidelines for Developmentally Appropriate Practices for 4- and 5-Year-Old children.” Early Childhood Research Quarterly 7 (1): 475–94. INTASC (Interstate New Teacher Assessment and Support Consortium). 2007. www.ccsso.org/projects/Interstate_New_Teacher_Assessment_ and_Support_Consortium Katz, L. 1993. Dispositions as educational goals. ERIC EDO-PS-93-10. http://ceep.crc.uiuc.edu/eecearchive/digests/1993/katzdi93.html NBPTS (National Board for Professional Teaching Standards). 2008. www.nbpts.org Seefeldt, C. 2005. How to work with standards in the early childhood classroom. New York: Teachers College Press. Swick, K. 2003. Working with families of young children. In Major trends and issues in early childhood education: Challenges, controversies and insights, eds. J.P. Isenberg & M.R. Jalongo. New York: Teachers College Press. Conclusion The more closely we observe children, the more evident are their capabilities. Part of our role as teachers is to trust children and be willing to relinquish some control. Our experience in rethinking a traditional classroom practice underscores the importance of maintaining mutually respectful, open, two-way communications with families (Swick 2003). By encouraging all children to be involved in the meaningmaking process of a classroom routine, teachers factor in families’ differing values about leadership and power and see and treat families as partners in children’s education. Copyright © 2008 by the National Association for the Education of Young Children. See Permissions and Reprints online at www.journal.naeyc.org/about/permissions.asp. Core Knowledge Preschool Sequence A Coherent Curriculum—Rich in Content and Language With goal and competencies at two levels to support each of the learning domains. Comprehensive Assessment of the Whole Child With explicit goals and assessments in each learning domain, detailed guidance in assessing each goal, using direct observation, portfolio collection, and activity probes, and software based management system. Comprehensive Professional Development and Support Services Training opportunities are available for each domain in the Core Knowledge Preschool Sequence. Professional Development and consulting services are available in a variety of options. Call the Core Knowledge Foundation to find out which option will work best for your school. www.coreknowledge.org/preschool • (800) 238-3233 x 352 PreK_sequence_Ad_half_pg.indd 1 12/12/2007 12:49:29 PM Young Children • May 2008 51 http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Consortium http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Consortium http://ceep.crc.uiuc.edu/eecearchive/digests/1993/katzdi93.html http://www.nbpts.org http://www.journal.naeyc.org/about/permissions.asp
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