DAILY PROGRAM 1, FOR A CHILD DEVELOPMENT CENTER. PROJECT HEADSTART.

Institution	Office of Economic Opportunity, Washington, DC.
Titel	DAILY PROGRAM 1, FOR A CHILD DEVELOPMENT CENTER. PROJECT HEADSTART.
Quelle	, (33 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Child Development Centers; Compensatory Education; Curriculum Guides; Disadvantaged Youth; Preschool Education; Staff Role; Student Adjustment; Student Development; Student Improvement; Teaching Methods; District of Columbia + Suchen Sie Ihr Suchwort? Kompensatorischer Unterricht; Curriculare Materialien; Benachteiligter Jugendlicher; Pre-school education; Vorschulerziehung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	THE OBJECTIVES OF THE CHILD DEVELOPMENT CENTER PROGRAMS ARE TO HELP DISADVANTAGED PRESCHOOL CHILDREN LEARN TO WORK AND PLAY INDEPENDENTLY, TO RELATE WELL TO OTHER CHILDREN, TO DEVELOP SELF-IDENTITY, TO REALIZE OPPORTUNITIES TO STRIVE AND TO SUCCEED, TO BROADEN LANGUAGE SKILLS, TO BE CURIOUS, TO STRENGTHEN PHYSICAL SKILLS, TO DEVELOP CREATIVITY, AND TO CHANNEL DESTRUCTIVE IMPULSES CONSTRUCTIVELY. DEVELOPMENTAL PROBLEMS WITH DISADVANTAGED CHILDREN ARE OFTEN CAUSED BY LACK OF HOME STIMULATION AND MOTIVATION. SUGGESTIONS ARE GIVEN FOR THE ORGANIZATION OF SPACE AND EQUIPMENT. THEY CONSIDER PLACES FOR QUIET TIMES, AREAS FOR ACTIVE PHYSICAL WORK, LARGE AND SMALL AREAS, AND OPEN AND CONTAINED AREAS. THE CURRICULUM DEALS NOT ONLY WITH THE SUBJECT MATTER TO BE TAUGHT, BUT ALSO WITH THE METHODS TO BE TAUGHT, BUT ALSO WITH THE METHODS TO BE USED AND THE FLEXIBILITY TO BE ENCOURAGED. TEACHERS ARE ADVISED TO TEACH ON THE CHILD'S LEVEL, TO BE SENSITIVE TO CHILDREN'S IMMEDIATE INTERESTS RATHER THAN TO ADHERE STRICTLY TO A PRECONCEIVED PATTERN, AND TO RECOGNIZE THE IMPORTANCE OF CAREFULLY CHOSEN AND STURDY MATERIALS. CHILDREN ARE STIMULATED MUCH MORE BY ABSTRACT TOYS THAN BY THOSE THAT RESEMBLE TOO CLOSELY A SPECIFIC OBJECT. THE IMPORTANCE OF PROPER SCHEDULING IS STRESSED. SAMPLE SCHEDULES CONTAIN ALTERNATE PERIODS OF WORK AND PLAY, QUIET GROUP ACTIVITIES, AND OUTDOOR PLAY. EFFECTIVE TEACHING METHODS ARE GIVEN FOR THE DEVELOPMENT OF LANGUAGE SKILLS, CURIOSITY, A POSITIVE SELF-IMAGE, AND DISCIPLINE. STAFF PROFESSIONALISM CAN BE DEVELOPED THROUGH KEEPING RECORDS ABOUT THE CHILDREN AND USING THESE FOR EVALUATION PURPOSES, AND BY HAVING STAFF MEETINGS AND WORKSHOPS IN WHICH TEACHING TECHNIQUES AND PROBLEMS ARE DISCUSSED.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC