Central Features of teaching the Early Learner Allison Jenson and Emily…
Central Features of teaching the Early Learner Allison Jenson and Emily Pletscher
Relationships with learners and families: School is a learner's first experience with the environment of relationships, strong relationships can positively impact a child's learning, behavior, well being, and health
Reflection on changes to practice: Providing more resources that parents and students can use to connect to learning at school while at home.
Acknowledging the achievements of students with their families and with them as individuals
Regular conversations with parents/guardians
Allowing and encouraging students to self-regulate throughout the day
Allowing time and space for play
Allowing for Agency and student choice
Acknowledging and celebrating individual students
Learning Spaces: The making of a welcoming and safe learning enviornment for a student can supports a students exploration, inquiry, creativity, risk-taking, and learning through play.
Our reflection on changes to practice: Provide more open ended materials
Provide leaning opportunities for both group and individual play.
Explore and test theories about functionality through touching, seeing, and hearing.
Include a variety of digital and non-digital
Build inquiry vs. master technology
Create authentic learning spaces through by providing open-ended materials.
Create learning spaces which are based on student need and interests.
Include students in creating the learning environment.
Symbolic Exploration and Expression: Developing a student's communication (listen, speak, and understand/use symbols) and generalizing it to other contexts develops and builds a students cognition.
Reflection on changes to practice: Role playing at movement in stories
Strategies to build language
Ask open-ended questions to promote thinking
Teachers model language through think-alouds.
Incorporating with physical movement supports students comprehension and use of concepts, sentence structure, vocabulary, graphemic and phonemic awareness.
Role-playing stories builds comprehension and understanding of print media.
Encourages negotiating, turn-taking, expressing needs/wants, share information.
Listenting to students language, teachers can build knowledge of student's mental models and create learning enviornments which are personalized to a students language capabilities.
Include students in creating communication signals
Play: A careful balance of student and teacher led experiences can lead to social-emotional, cognitive, and physical development
Our Reflection on changes we will make in the classroom:
-Providing language and tools to promote the inquiry in play.
Play is naturally filled with moments for inquiry
Play is how kids make meaning out of things
Play allows kids to create evolving models of how the world works
Teachers should create time for both indoor and outdoor play and monitor and adapt based on student interest and skill
Teachers are responsible for creating engaging spaces for play
Teachers should monitor and adapt to match student skills and learning
Teachers should notice thinking processes and adapt