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(Novick, 1996) According to Novick practices that are developmentally appropriate and that contain culturally relevant teaching are: "...well grounded in human development and brain-based research..." (1996) The teacher must understand that today's schooling: "...takes place in a wider political context, one in which currently there is a great deal of anxiety and controversy regarding the nature of schooling, the economy, and our society, itself." (Novick, 1996) Schorr (1990) states that "methods and materials that promote active, experiential, inquiry based, cooperative learning activities lend themselves to accommodating a wide range of abilities and interests." (as cited by Novick, 1996)
SUMMARY AND CONCLUSION
It is critically important that the teacher of the middle-childhood classroom understand and apply in the classroom practice the theories as set out in this research in order to motive the students both on a group and individual level in their acquisition of knowledge and learning.
Bibliography
Bowers, C.A. & Flinders, D.J. (1990). Responsive Teaching. New York: Teachers College Press.
Bowman, B.T. (1992) Reaching potentials of minority children through developmentally and culturally appropriate programs. In S. Bredekamp & T. Rosegrant (Eds.), Reaching...
Washington, DC: National Association for the Education of Young Children.
Bowman, B.T. (1994). The challenge of diversity. Phi Delta Kappan, November, 218-224.
Bowman, B.T. & Stott, F.M. (1994). Understanding development in a cultural context: The challenge for teachers. In B. Mallory & R. New (Eds.), Diversity and developmentally appropriate practices. New York: Teachers College Press.
Harris, Robert (1991) Some Ideas for Motivating Students Online available at http://www.virtualsalt.com/motivate.htm.
Novick, Rebecca Ph.D. (1996) Developmentally Appropriate and Culturally Responsive Education: Theory in Practice. Child and Family Program Northwest Regional Educational Laboratory Online available at http://www.nwrel.org/cfc/publications/DAP2.html
Schnorr, R. (1990). "Peter? he comes and goes..." First graders' perspectives on a part-time mainstream student. Journal of the Association of Persons with Severe Handicaps, 15(4), 231-240.
Teachers of Middle Childhood (2002) Licensing Rules - Division of Professional Standards IDEA Net online available at http://www.doe.state.in.us/dps/standards/MiddleChildDevStds.html.
Application of Theory to Practice: Middle Childhood
Bibliography
Bowers, C.A. & Flinders, D.J. (1990). Responsive Teaching. New York: Teachers College Press.
Bowman, B.T. (1992) Reaching potentials of minority children through developmentally and culturally appropriate programs. In S. Bredekamp & T. Rosegrant (Eds.), Reaching potentials: Appropriate curriculum and assessment for young children. Washington, DC: National Association for the Education of Young Children.
Bowman, B.T. (1994). The challenge of diversity. Phi Delta Kappan, November, 218-224.
Bowman, B.T. & Stott, F.M. (1994). Understanding development in a cultural context: The challenge for teachers. In B. Mallory & R. New (Eds.), Diversity and developmentally appropriate practices. New York: Teachers College Press.
Harris, Robert (1991) Some Ideas for Motivating Students Online available at http://www.virtualsalt.com/motivate.htm.
Novick, Rebecca Ph.D. (1996) Developmentally Appropriate and Culturally Responsive Education: Theory in Practice. Child and Family Program Northwest Regional Educational Laboratory Online available at http://www.nwrel.org/cfc/publications/DAP2.html
Teachers of Middle Childhood (2002) Licensing Rules - Division of Professional Standards IDEA Net online available at http://www.doe.state.in.us/dps/standards/MiddleChildDevStds.html.
Childhood Obesity Healthy People 2020 Objectives include the growing acknowledgment in the areas of research, clinical practice and policy that the early and middle years of childhood make provision of the "physical, cognitive, and social-emotional foundation for lifelong health, learning and well-being." (p.1) Healthy nutrition is among the goals of Healthy People 2020 and included in these nutrition goals are consumption of various foods that are nutrient-dense across all the groups
Middle Eastern Students: What Is the Effect of Advisory Participation in the Adolescent Years- Grades 8-9 Benefits of student advisory Adolescence and its effects on learning Functions and Expectations of Advisory Program Middle Eastern Student advisory experiences Participants Social and economic mobility is a function of educational achievement. It is important to ensure that all children receive education in order to secure their future and that of the nation. The U.S. accommodates many immigrants from the
We are using four different schools for our data, but as the data are being obtained from one community (therefore one unit of measurement for both the study and comparison group). We are unable to randomly assign the children to either the experimental or control group, therefore all of our participants do not have the same chance of being in the control or experimental group. Our data will also
____Age Characteristic Infant 0-2 years Affiliation Early Childhood (2-7 years) Play Middle Childhood (7-12 years) Learning Adolescence (12-19 years) Peer Adulthood Work Source: Thomas (2008) III. DIFFERENCES BETWEEN PIAGET and VYGOTSKY According to Dr. Michael Thomas in the work entitled: "Cognitive Language and Development" while Piaget was reliant upon the clinical method of using questions that probed and uncovered the understanding of children, Vygotsky was concerned "with historical and social aspects of human behavior that make human nature unique."
" (Dietz, 1998). Obese children are often taller than their non-overweight peers, and are apt to be viewed as more mature. This is an inappropriate expectation that may result in adverse effects on their socialization. (Dietz, 1998). Overweight children and adolescents report negative assumptions made about them by others, including being inactive or lazy, being strong or tougher than others, not having feelings and being unclean. (American Obesity Association, 2000). This
Men are now moving towards engaging in more child care within the family structure. This is not yet adequately reflected in early childhood education, in teacher recruitment, and in most district employment practice. Society continues to evolve, men are more actively engaged in caring for their own children; yet the early childhood workforce seems stuck in the 1970s family model. During their formative years of early learning and development, children