| |
| |
| Preface | |
| |
| |
| |
| What Are Constructivist Aims and Assumptions? | |
| |
| |
| |
| The Aims of Constructivist Curriculum | |
| |
| |
| Introduction | |
| |
| |
| What Is Curriculum? | |
| |
| |
| Teachers Plan Curriculum | |
| |
| |
| Curriculum Development Is a Shared Enterprise | |
| |
| |
| Curriculum Is Based on Standards | |
| |
| |
| What Does Constructivism Mean? | |
| |
| |
| Learners Revise Their Thinking | |
| |
| |
| Learning as a Community Activity | |
| |
| |
| Learners Support One Another | |
| |
| |
| Individuals Are Responsible for Their Own Learning | |
| |
| |
| Constructivist Curriculum | |
| |
| |
| Teachers Consider the Processes Through Which Children Learn | |
| |
| |
| An Example: Learning to Read | |
| |
| |
| Constructing Curriculum | |
| |
| |
| Constructivist Teachers Address Problem Solving | |
| |
| |
| Teachers Organize Materials | |
| |
| |
| Teachers Take an Active Role Throughout the Day | |
| |
| |
| Curriculum Relates to Context | |
| |
| |
| Multiple Perspectives: From a Teacher and Researcher | |
| |
| |
| Constructivist Curriculum Focuses on the Development of Autonomy | |
| |
| |
| Identifying One's Own Developing Autonomy | |
| |
| |
| Doing What One Believes Takes Courage | |
| |
| |
| |
| How Constructivist Assumptions Guide Practice | |
| |
| |
| Introduction | |
| |
| |
| Children Learn as They Engage in Authentic Tasks They Have Chosen | |
| |
| |
| Children Learn as They Act on Objects and Internet With Others | |
| |
| |
| Encouraging Children to Act on Objects | |
| |
| |
| Children Learn When They Are Surprised and Intrigued About Phenomena | |
| |
| |
| Children Learn as They Refine and Coordinate Old Ways of Thinking | |
| |
| |
| Children Represent What They Know to Others | |
| |
| |
| Examples of Representation | |
| |
| |
| Children Learn From Other People in Their Culture and Society | |
| |
| |
| Multiple Perspectives: From Graduate Students | |
| |
| |
| Carol Ensminger | |
| |
| |
| Barry Jurgens | |
| |
| |
| |
| Learning and the Three Kinds of Knowledge | |
| |
| |
| Introduction | |
| |
| |
| Using Theory and Research | |
| |
| |
| Jean Piaget's Work | |
| |
| |
| Constructivist Theory | |
| |
| |
| Content | |
| |
| |
| Function | |
| |
| |
| Structure | |
| |
| |
| Stages of Development | |
| |
| |
| Three Kinds of Knowledge | |
| |
| |
| Logico-Mathematical Knowledge | |
| |
| |
| Physical Knowledge | |
| |
| |
| Social Knowledge | |
| |
| |
| Representational Thought | |
| |
| |
| |
| What Are Key Components of Constructivist Curriculum? | |
| |
| |
| |
| Authentic Tasks, Choice, and Decision Making | |
| |
| |
| Introduction | |
| |
| |
| The Role of Theory | |
| |
| |
| Authentic Tasks | |
| |
| |
| Why We Need to Learn to Write: A Scenario From Barbara Thompson�s Kindergarten Classroom | |
| |
| |
| Why Authentic Tasks Are Essential for Children, Teachers, and Families | |
| |
| |
| Authentic Tasks Foster the Motivation for Learning | |
| |
| |
| Multiple Perspectives: From the Classroom | |
| |
| |
| Authentic Tasks Foster Intellectual Development | |
| |
| |
| Authentic Tasks Allow for the Construction of All Three Kinds of Knowledge | |
| |
| |
| The Kinds of Authentic Tasks That Should Be Considered | |
| |
| |
| How We Use Authentic Tasks in the Integrated Curriculum at School and at Home | |
| |
| |
| Authentic Tasks to Foster Letter Writing in the Second-Grade Classroom | |
| |
| |
| Authentic Tasks Foster a Deeper Understanding of Propulsion in a Kindergarten Classroom | |
| |
| |
| Authentic Tasks Foster Balance in the Infant and Toddler Classroom | |
| |
| |
| Choice | |
| |
| |
| Why Choice Is an Essential Component for Children, Teachers, and Families | |
| |
| |
| Multiple Perspectives: From the Classroom | |
| |
| |
| Exclusion From the Social Group | |
| |
| |
| Natural Consequences | |
| |
| |
| Depriving the Transgressor of the Thing Misused | |
| |
| |
| Doing to the Child What He or She Has Done | |
| |
| |
| Restitution | |
| |
| |
| Censure Only | |
| |
| |
| The Kinds of Choices That Should Be Considered | |
| |
| |
| How We Use Choice in the Integrated Curriculum at School and at Home | |
| |
| |
| Decision Making | |
| |
| |
| Why Decision Making Is Essential for Children, Teachers, and Families | |
| |
| |
| Multiple Perspectives: From the Classroom | |
| |
| |
| Decision Making Fosters Concepts of Fairness | |
| |
| |
| Decision Making Fosters Self-Regulation | |
| |
| |
| Decision Making Fosters Responsibility | |
| |
| |
| Decision Making Fosters Mutual Respect Among Teachers, Parents, and Children | |
| |
| |
| The Kinds of Decision-Making Opportunities We Should Consider | |
| |
| |
| How We Use Decision Making in the Integrated Curriculum at School and at Home | |
| |
| |
| |
| Social Interaction, Play, and Projects | |
| |
| |
| Introduction | |
| |
| |
| The Role of Social Interaction, Play, and Projects in Children's Learning | |
| |
| |
| Social Interaction | |
| |
| |
| When Perspectives Clash | |
| |
| |
| Piaget's Social Theory and Children's Development | |
| |
| |
| The Interrelationship of Social, Cognitive, and Moral Development | |
| |
| |
| Levels of Interpersonal Understanding | |
| |
| |
| Multiple Perspectives: From the Classroom | |
| |
| |
| Friendships and Social Interactions | |
| |
| |
| Teaching to Promote Social Interaction | |
| |
| |
| Play Is an Important Part of the Curriculum | |
| |
| |
| The Role of Play in Learning | |
| |
| |
| Play Is Important for Children and Adults | |
| |
| |
| Play and the Three Types of Knowledge | |
| |
| |
| Kindergarten Play: A Discussion | |
| |
| |
| Play Issues | |
| |
| |
| Play Advocates and Guidelines | |
| |
| |
| Projects | |
| |
| |
| Project Work From a Constructivist Perspective | |
| |
| |
| Examples of Projects | |
| |
| |
| Second-Grade Project: The Human Body | |
| |
| |
| |
| Problem Posing, Problem Solving, and Reflection | |
| |
| |
| Introduction | |
| |
| |
| Awareness, Disequilibration, and Learning | |
| |
| |
| Problem Posing and Problem Solving | |
| |
| |
| Problem Posing | |
| |
| |
| Problem Solving | |
| |
| |
| Problem Posing, Problem Solving and Curriculum | |
| |
| |
| Curriculum Sources | |
| |
| |
| Creating Curriculum | |
| |
| |
| Multiple Perspectives: From the Classroom | |
| |
| |
| Building Curriculum From Children's Questions | |
| |
| |
| Building Curriculum From Teachers' Interests | |
| |
| |
| Building and Balancing Curriculum: Standards, Core Content, and Accessing Information With Young Children | |
| |
| |
| Reflection | |
| |
| |
| Children and Reflection | |
| |
| |
| Teachers and Reflection | |
| |
| |
| Teacher Advocacy and Autonomy | |
| |
| |
| Developing Autonomous Teaching | |
| |
| |
| |
| The Role of Community | |
| |
| |
| Introduction | |
| |
| |
| What Is Community? | |
| |
| |
| Multiple Perspectives: From the Classroom | |
| |
| |
| Kristi Dickey's Second-Grade Classroom Community | |
| |
| |
| Creating Classroom Community | |
| |
| |
| Where to Begin? | |
| |
| |
| Caring Communities | |
| |
| |
| The Absence and Presence of Community | |
| |
| |
| Creating a Safe Community | |
| |
| |
| Physical Safety | |
| |
| |
| Professional Guidelines for Classroom Safety | |
| |
| |
| Sharing Experiences and Forming Bonds | |
| |
| |
| Spontaneous and Planned Shared Experiences | |
| |
| |
| Reflecting on Shared Experiences | |
| |
| |
| Creating Community Through Story | |
| |
| |
| Creating Community Through Shared Decision Making | |
| |
| |
| Multiple Perspectives: From a Teacher | |
| |
| |
| World War II in Second Grade? | |
| |
| |
| Rule Creating | |
| |
| |
| Multiple Perspectives: From a Teacher | |
| |
| |
| Class Discussions | |
| |
| |
| Planning the Classroom Environment | |
| |
| |
| Planning Involves Making Many Decisions | |
| |
| |
| Who Plans? | |
| |
| |
| Multiple Perspectives: From a Teacher | |
| |
| |
| Making Adaptations for Children With Special Needs | |
| |
| |
| Community Beyond the Classroom | |
| |
| |
| Forming Bonds With Families | |
| |
| |
| Forming Bonds With Other Classrooms | |
| |
| |
| Buddy Programs | |
| |
| |
| Collaborative Projects | |
| |
| |
| Community Beyond the School | |
| |
| |
| Service-Learning Projects | |
| |
| |
| |
| What Are Constructivist Practices? | |
| |
| |
| |
| Building a Constructivist Curriculum | |
| |
| |
| Introduction | |
| |
| |
| Expectations of Teachers | |
| |
| |
| Ethical Behavior | |
| |
| |
| Knowledge Related to Content | |
| |
| |
| Knowledge About Policies and Procedures | |
| |
| |
| Organizing Furniture and Materials | |
| |
| |
| Help Children Understand Expectations | |
| |
| |
| Focus on Independent Thinking | |
| |
| |
| Provide Continuous Support | |
| |
| |
| Multiple Perspectives: From the Classroom | |
| |
| |
| Introduce a Constructivist Approach Gradually | |
| |
| |
| Elicit Ideas From Children | |
| |
| |
| Helping Children Develop Investigations | |
| |
| |
| Use Established Constructivist Strategies | |
| |
| |
| Multiple Perspectives: From the Classroom | |
| |
| |
| Shared Reading | |
| |
| |
| Literature Log | |
| |
| |
| Classroom Library | |
| |
| |
| Reading Parties | |
| |
| |
| Journal Writing | |
| |
| |
| Games Created by Children or Teachers | |
| |
| |
| Working With Curriculum Mandates | |
| |
| |
| Stay Focused on Content | |
| |
| |
| Multiple Perspectives: How One Teacher Uses Standards | |
| |
| |
| Consider the Needs of Each Child | |
| |
| |
| Teachers' Responsibility in a Diverse World | |
| |
| |
| Children's Needs in a Multicultural World | |
| |
| |
| Guide All Children's Learning | |
| |
| |
| Collaboration With Other Adults | |
| |
| |
| Working With Other Staff | |
| |
| |
| Multiple Perspectives: From the Classroom | |
| |
| |
| Communicate Your Approach to Administrators | |
| |
| |
| Discuss Your Approach With Families | |
| |
| |
| |
| Constructivist Models of Instruction | |
| |
| |
| Introduction | |
| |
| |
| What Are Educational Models? | |
| |
| |
| What Is a Constructivist Model? | |
| |
| |
| A Close Look at Selected Constructivist Models | |
| |
| |
| High Scope Model | |
| |
| |
| Multiple Perspectives: From a Teacher of 1-Year-Olds | |
| |
| |
| Kamii and DeVries's Approaches | |
| |
| |
| Resnick's and Papert's Approaches | |
| |
| |
| Constructivists' Approaches to Children With Intellectual Disabilities | |
| |
| |
| |
| Constructivist Evaluation: Assessment and Documentation | |
| |
| |
| Introduction | |
| |
| |
| Assessment | |
| |
| |
| Purposes of Assessment | |
| |
| |
| Assessment Instruments | |
| |
| |
| Assessment Issues | |
| |
| |
| Authentic Assessment in the Early Childhood Curriculum | |
| |
| |
| Advocacy for Developmentally Appropriate Assessment | |
| |
| |
| Documentation | |
| |
| |
| Documentation to Support Student Learning | |
| |
| |
| Documentation for Informing Practice | |
| |
| |
| Multiple Perspectives: Documentation in the Kindergarten | |
| |
| |
| Documentation for Communication | |
| |
| |
| Glossary | |
| |
| |
| References | |
| |
| |
| Index | |