1. CH 3 Approaches to Teaching
Jamie Buckley
Child Development 22
September 2018

2. Every Child is different that’s why it is so important to hire a diverse, unique staff with a variety of backgrounds, talents and passions, to collectively support and work together to enhance the classroom experience.

3. Approaches to Learning
As defined by the National Education Goals Panel, approaches to learning includes the following components: curiosity, creativity, confidence, independence, initiative and persistence. Also referred to as Styles of Learning or dispositions which are enduring habits of mind and characteristic ways of responding to experiences (Katz+McClellan 1997) (Epstein pg.29)

4. Sensory Mode
Auditory learning, learning through observation and a hands on connection and understanding with objects are all styles of the sensory mode. The tactile approach utilizes all 3 styles and has a lasting impact. “Visual stimulation in particular motion is the strongest form.”

5. Make environments visually appealing, provide opportunities to interact and manipulate materials, appeal to senses and ask open ended questions…

6. Pacing or Timing
We all operate at different levels, temperaments and speeds. There are variations in focus, and as supportive teachers we must be aware of this. Where as adults we might be comfortable to jump from task to task. Some children often need time to take in the process. Being mindful that there are an abundance of new experiences happening in each child’s day…have patience and flexibility with transitioning…

7. Social Context :Comfort

8. Social Context
It is important to create opportunities for individuals to work independently or have a collaborative experience. Comfort levels fluctuate and some children might need more time to observe and gain the confidence to engage. As teachers we must recognize and support this and provide the right balance of encouragement.

9. Social Context
“Factors such as a child’s level of inhibition and emotional reactiveness (the child’s sensitivity to emotional triggers, or just the strength in which the child exhibits feelings) can strongly affect his approach to learning. Because early experiences often occur in group settings, children’s social dispositions (their openness to being engaged with the group) can also effect their exposure and willingness to acquire new information.” (Epstein pg.30)

10. “Persistence Enables a Child to solve problems…”

11. How to Create a Healthy Environment
encourage to explore
Ask questions
Evoke imagination
Offer support and familiarity with home language
Self Representation
Encourage to make choices (builds initiative and self confidence)
Take reasonable risks
Provide time to reflect
Respect Individuality
Encourage Curiosity
Create a diverse environment that reflects all cultures.

12. Each Child’s “Preferred” Learning Style
Sensory Mode: appeals to senses, provide options.
Pacing: allows children the time to discover, others may need support to slow down and take in the experiment, stick with an idea.
Social Context: encourage, support to try new things and challenge themselves, and empower children. Always give the option to play alone…

13. Fitting the Learning Experience to the Learning Objective

14. Learning Experience (Epstein pg.32)
“OPENNESS to EXPERIENCES-described as a child’s initial willingness to explore materials, ideas, people and events.” (spontaneous, take initiative)
“PROCESSING EXPERIENCE”- how children deal with the physical and interpersonal environment both during and after experience. Ex. A child’s artwork

15. CHILD Guided Experience
Taking initiative, every child has the creative desire to explore, discover and experience their surroundings…They are “eager to learn”
Ways to support children on their journey to discovery:
-Provide a variety of engaging materials
-Give children plenty of time to carry out their activities.
-Limit interruptions and minimize transitions.

16. CHILD Guided
How can we support children on their journey of discovery? FOCUS: success in failure, don’t help up, what do you need, ask questions ENCOURAGE: see the value in curiosity and encourage to take to next level BALANCE: freedom vs structure, organized chaos, self directed and reflected

17. CHILD Guided Experience…

18. ADULT Guided Experience “Supported by Research”
PLANNING: is a choice with intention.” “Planning becomes more complex and detailed as children are increasingly able to hold a mental image of an object and actions.” (Epstein pg.35) Ex: Play Doh Process Ex: Making a mud ball

19. PLANNING: Validate decisions and emotions, show respect for ideas

20. How do we spark interest, encourage and inspire inquiry???
SCAFFOLDING: 1st supports the child and their current level of understanding, 2nd is to gently extend their learning.” (Jerome Brunner and Lev Vygotsky)
*Finding a balance of new challenges and comfort levels become equal partners and engage in back and forth conversations where everyone’s opinions are being heard and their ideas are shared and explored. What is happening and why?
Example: Jumping off Rocks
Example: Putting toe on the ocean…

21. Know when to listen and when to ask questions…Ask intentional questions, show interest in materials and interact with ideas. Allow children to drive the conversation ask clarifying questions that evoke further discovery…

22. Statements that Engage Children with Ideas: (Epstein pg. 37)
“I wonder why..”
“How can you tell”
“How do you know that”
“Suppose you tried another way”
“What would happen if”
“How did you connect to that”
Why did you choose those colors”

23. Engaging With Ideas:
*Take time to show, imitate, set example of explaining creative process. We learn from observation and interaction, make sure you are doing both!
*Take time to reflect, discuss what worked and what didn’t work. How did that make you feel? What did you do when you felt frustrated? What will you do tomorrow?

24. Solving Problems: CHILD Guided
How do we support conflict resolution strategies? Different kids, different approaches…
Solving Problems: CHILD Guided

25. SOLVING PROBLEMS: Child Guided
“Those who are anxious about getting things right tend to avoid situations that may result in failure and are concerned with how others including adults regard them. By contrast, children with an orientation toward learning or mastery focus on increasing their knowledge or abilities and are willing to take on new challenges, regardless of feedback or past failure.” (Epstein pg. 38)

26. Solving Problems: Child Guided
Self Regulation: “just breathe”, “blow out candles,” take a walk, reflect in the cozy space, manage frustration, focus attention, think through situation, establish problem solving skills…
Brain’s Frontal Cortex- responsible for regulating and expressing emotions. Foundation at 2-5yrs

27. Solving Problems
Encourage children to identify, describe issues that occur. Put into own words, take ownership of feelings, recognize what is bothering you so you can start finding solutions.
Allow time to process, cool down, breathe, take a moment to get your body ready.
We all get frustrated, we all have particularly difficult days…Our number one responsibility is to protect and support each child…
EVERYONE needs a HUG sometimes…

28. USING RESOURCES *Provide appropriate hands on resources
To evoke further exploration and inspire
Creativity and curiosity with confidence
To discover.
*Provide open ended materials, manipulatives,
Multipurpose diverse materials that appeal to all
Learning styles (ex. Gloves) and stimulate imagination.
*Different approaches to introducing resources and
Materials…visual, verbal and non verbal.
Ex. Wait.Watch.Share. Introduce painting activity
With no words…
*Talk, share experiences and how they make them feel
*Support and encourage to find own solutions

29. Show interest, encourage greater insight.
REFLECTION/FOLLOW UP: Why do we do what we do when we do what we do?? Things that make you go Hmmnn….
Relive experiences, new concepts, make connections with ideas, process, product.
Show interest, encourage greater insight.
Moments to share with peers and families and take pride in.
Take pictures, display, celebrate work, document progress.

30. Be Genuine! Become part of the experience not an onlooker, show interest and enthusiasm to create safe space to freely share ideas, feelings, thoughts and dreams…