A Teaching Learning Schema for Teacher Training and Curriculum Development in Early Education.

Autor/in	Hodges, Walter L.
Institution	Arkansas State Coll., Conway.
Titel	A Teaching Learning Schema for Teacher Training and Curriculum Development in Early Education.
Quelle	(1970), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Cognitive Processes; Curriculum Development; Early Childhood Education; Educational Objectives; Educational Programs; Interpersonal Relationship; Learning Processes; Perceptual Motor Learning; Teacher Education; Teaching Methods + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational objective; Bildungsziel; Erziehungsziel; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Learning process; Lernprozess; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The Process Oriented Interactive Learning System postulated in this paper starts with the generation of a set of process objectives for children which are based on the principles of development - intellectual and social - and related to the substance of the basic goals which society holds for education: reading, language, number, independence, and cooperation. A sequential flow of activities for both teachers and pupils is outlined and five implications arise. (1) Teachers must provide opportunities for the kinds of pupil behavior that can be reinforced. (2) Priority must be given to processes which permit the child to transfer these processes from one learning situation to another. (3) The teacher should approach teaching with an experimental attitude. (4) Teaching includes both active and passive processes. (5) Early childhood education must continue to be acutely sensitive to the social and personal consequences of the progressive achievement decrement in disadvantaged children. If this Learning System becomes successful in guiding program development, there should be less need for specialized programs such as those designed for children with learning disabilities. (WY)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01