1. CHAPTER 16: Developing the Whole Child; Becoming the Whole Teacher
Developmental Education for the Early Years
Tenth Edition
Patricia Weissman
Joanne Hendrick

2. Selecting Values and Priorities in the Curriculum
Which Learnings are More Important?
Each Teacher Decides Which Goals Should Receive Primary Emphasis
No Blueprint For How to Teach
Experiment, Learn, and be Creative Yourself
Develop Your Own Personal Teaching Style

3. Selecting Values and Priorities in the Curriculum
Priority 1: Practice Intentional Teaching
Be Mindful of Teaching Goals and Strategies
Always be on the Lookout for Teachable Moments
Always Assess Effects on Children
Devote Careful Thought to:
Curriculum
Educational Environment
Relationships

4. Selecting Values and Priorities in the Curriculum
Priority 2: Incorporate Developmentally Appropriate Practice (DAP)
Develop Curriculum and Experiences That Actively Engage Children
Provide Rich Teacher-Supported Play
Integrate Learning Domains Across the Curriculum
Allow for Children’s Initiative and Choice
Intentionally Decide on Organization and Timing of Learning Experiences
Adapt Curriculum and Teaching Strategies to Help Individual Children

5. Selecting Values and Priorities in the Curriculum
Priority 3: Develop an Integrated Curriculum That Supports the Five Selves of the Whole Child and Teaches to Multiple Intelligences
Learning Domains and Subject Matter are Not Discrete, They are Combined and Intentionally Linked
Teach to Multiple Intelligences
Linguistic Intelligence
Musical Intelligence
Logical-Mathematical Intelligence
Spatial Intelligence
Bodily-Kinesthetic Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence

6. Selecting Values and Priorities in the Curriculum
Priority 4: Find Ways to Encourage Child-Centered Active Learning; Use an Emergent Curriculum Approach
The Direction a Topic Takes Develops as the Children and the Teachers Investigate it Together
Plan in Advance But Use Plan as a Compass, Not a Schedule
Collaborative, Learning Together Approach

7. Selecting Values and Priorities in the Curriculum
Some Basic Concepts of Vygotskian Psychology
Importance of Interaction With Others in Developing Language and Cognition
Zone of Proximal Development (ZPD)
Emphasis on the Significance of Spoken Language

8. Selecting Values and Priorities in the Curriculum
Basic Principles of The Reggio Approach
Image of the Child
Education Based on Relationships
The Role of the Teacher
Environment as Teacher
The Hundred Languages of Children
Documentation
The Role of the Family
The Importance of Time
Children With Special Rights
Community Involvement

9. Using the Emergent Approach
Foster the Children’s Ability to Generate Their Own Creative Ideas
Base the Curriculum on the Interests of the Children as Their Ideas Develop
Remember to Keep the Pathway Focused: Don’t Let It Branch Off in Too Many Directions
The Number of Children’s Ideas Increases If the Teacher Recognizes Their Value and Responds to Them Positively

10. Using the Emergent Approach
Use Language Consistently Along with More Tangible Ways of Trying Out Ideas
Enable the Children to Translate Their Ideas into Concrete, Tangible Experiences
Also Allow Children to Experience Failure
Make Certain the Children Use Some Form of Expressive Medium to Explain to Other People What They Have Found Out

11. Using the Emergent Approach
The Project Approach
Phase I
Develop Possible Topics
Write Down Children’s Response
Web
Phase II
Reexamine Children’s Web
Tie to Learning Standards and Curriculum Goals
Teachers and Children Plan Direction
Phase III
Conclude Project by Having Children Express What They Have Learned

12. Selecting Values and Priorities in the Curriculum
Priority 5: Focus on Teaching Happiness and Joy in Learning as Much as Academic Skills
Reflect on the Meaning of Teaching
What are Our Basic Goals for Education?
What Goals do You Have as a Teacher?