Los Angeles Mission College Lilamani de Silva

Chapter 16

Developing the Whole Child: Becoming the Whole Teacher

  • Biological and psychological research, as well as our own observations and common sense, confirms how much the work of families and teachers matters in the early years.

o  We must think carefully about what we are providing in the way of experiences and how we are providing them as we plan the curriculum for the whole child.

o  Which learnings are more important, and which less so??????????????????

  • When we began our journey of learning to teach for the whole child in:

o  Chapter 1, certain elements were suggested as effective, best practices in early childhood programs and schools. Good human relationships, family inclusion, and a curriculum that is developmentally, individually, and culturally appropriate.

o  WE have seen how high-quality early education uses reasonable and authentic methods of assessment, incorporates a balance of self-selection and teacher direction, and educates all the child’s five selves.

o  High-quality education for young children is based on the principles that learning should be the result of actual experience, that play is a significant mode of learning, and above all that the center should be a place of joy for both children and staff.

  • The art of teaching requires open-mindedness and flexibility.
  • Teachers should be willing to experiment and learn their own sense of wonder and creativity in teaching which will help them develop their personal teaching style and methods that inspire joy and laughter.
  • Becoming the Whole Teacher:

1.  Practice Intentional Teaching

2.  Incorporate Developmentally Appropriate Practice (DAP)

3.  Develop an integrated curriculum that supports the five selves of the whole child and teaches to multiple intelligences

4.  Find ways to encourage child-centered active learning; use an emergent curriculum approach

§  Some basic concepts of Vygotskian psychology

§  The Reggio Approach – page 406 – Figure 16.1

§  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 the, positively

·  Use language consistently along with more tangible ways of trying out ideas

·  Enable the children to translate their ideas into concrete, tangible experiences

·  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

·  An example of how mid-level mental ability skills can be included-and learning standards can be met –as part of an emergent approach

·  The Project approach Phase 1, 11, 111 – pages 412-413 – Table 16.1

5.  Focus on teaching happiness and joy in learning as much as academic skills