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Chapter 6 Learning Together with Young Children.  Are we viewing children as competent or as incompetent? ◦ This has a lot to deal with how we interact.

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Presentation on theme: "Chapter 6 Learning Together with Young Children.  Are we viewing children as competent or as incompetent? ◦ This has a lot to deal with how we interact."— Presentation transcript:

1 Chapter 6 Learning Together with Young Children

2  Are we viewing children as competent or as incompetent? ◦ This has a lot to deal with how we interact with children, what our expectations are, and our attitudes toward others.

3  The Hundred Languages of Children by Loris Malaguzzi (translated by Lella Gandini)

4 The child is made of one hundred. The child has a hundred languages a hundred hands a hundred thoughts a hundred ways of thinking of playing, of speaking.

5 A hundred always a hundred ways of listening of marveling of loving a hundred joys for singing and understanding a hundred worlds to discover a hundred worlds to dream.

6 The child has a hundred languages (and a hundred hundred hundred more) but they steal ninety-nine. The school and the culture separate the head from the body.

7 They tell the child: to think without hands to do without head to listen and not to speak to understand without joy to love and to marvel only at Easter and Christmas.

8 They tell the child: to discover the world already there and of the hundred they steal ninety-nine. They tell the child that work and play reality and fantasy science and imagination sky and earth reason and dream are things that do not belong together.

9 And thus they tell the child that the hundred is not there. The child says: No way. The hundred is there.

10  Follow the lead of the child  Try not to shoot down their ideas  Allow for the excitement of their ideas to come through

11  Wait time  Clarity  Placement  Calling on children in different ways  Thought level

12  Increasing wait time increases number and quality of responses.  Three second average  15 seconds is best

13  Ask specific question, then stop talking.

14  What about elephants?

15  What do tigers eat? Do they eat plants? Would you find one attacking another tiger to eat it?

16  Before reading—to comprehend specific information  During reading—to focus  After reading—for general comprehension

17  Solitary response (Jim, what is the date?)  Controlled response (What is the date, Jim?)  Uncontrolled response (What is the date?)  Mass response (What is the date, class?)

18  Literal  Interpretive  Application

19  Read the lines.  “Does he love me?”

20  Read between the lines  “Did he kiss me like he loves me?”

21  Wait time  Clarity  Placement  Calling on children  Thought level

22  Read beyond the lines.  “Will he ask me to marry him?” —

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24  Figure out what they are exploring and talking about, LISTEN carefully to what they are saying and not saying, try to view the situation from their point of view

25  Drama, drawing, songs, stories, buildings, play dough, clay, photography, (amazing what can be done with digital photography these days)   rLyBI&eurl rLyBI&eurl

26  4no&feature=related 4no&feature=related  Surgery

27  Spoon full of sugar makes the medicine go down!!

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