sábado, 17 de noviembre de 2018

CHAPTER 4

FIELD-SITES VISITS
ADULTS WHO SUPPORT THE FIELD-SITE SHOULD:
- Know the objectives.
- Have small groups of children
- Answer the children's questions
ASKING QUESTIONS AND PRESERVING SPONTANEITY
It is difficult for chldren to ask questions especially on their first project. Teachers and other adults will have to be good observers of children's behavior, watching for signs of interest.
CHILDREN CAN:
- Use cameras to collect informations
- Complete charts
- Make drawings about what they observe

viernes, 16 de noviembre de 2018

CHAPTER 5


Concluding the Project
Culminating the Project
A CLOSER LOOK: Sharing Nature Projects Educates Others







miércoles, 14 de noviembre de 2018

CHAPTER 2


Having common experiences related to the topic increases the chances that each of the children can contribute questions, suggestions, and ideas for how the investigation can proceed and what it should include


jueves, 8 de noviembre de 2018

Developmental Milestones



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THE PROJECT APPROACH




"The project approach to introduce opportunities for children to engage in investigation as part of the studies undertaken in their classrooms."

Chapter 1

Young Investigators is a book that makes emphasis on Project Based Learning as an approach to work with children from 2 years old. This approach is learner-centered and gives children the opportunity to think of a problem, investigate, and ask questions and state possible solutions and responses to the questions. Research shows that children who have the opportunity to investigate through projects show great mastery of basic reading language and mathematics skills. Also, it is demonstrated that there is a relationship between the role that children have in determining their own learning experiences and the development of social skills. Children take responsibilities for their own work, are able to define their own goals and evaluate their own accomplishments. Below, you can see a chart with a comparison between Project Based Learning and Working by Units according to the Curriculum.


The red flower and the green stem


THE LITTLE BOY
By Helen E. Buckley

Once a little boy went to school
One morning, when the little boy had been in school a while, his teacher said:
“Today we are going to make a picture.”
“Good!” thought the little boy. He liked to make pictures. He could make all kinds. Lions and tigers, Chickens and cows, trains and boats, and he took out his box of crayons and began to draw.
But the teacher said: “Wait! It is not time to begin!”
And she waited until everyone looked ready.
“Now,” said the teacher, “We are going to make flowers.”
“Good!” thought the little boy, he liked to make flowers, and he began to make beautiful ones with his pink and orange and blue crayons.
But the teacher said “Wait! And I will show you how.” And it was red with a green stem.
“There,” said the teacher, “Now you may begin.”
The little boy looked at the teacher’s.
Then he looked at this own flower.
He liked his flower better than the teacher’s. But he did not say this. He just turned his paper over.
And made a flower like the teacher’s, it was red with a green stem.
On another day, when the little boy had opened the door from the outside all by himself, the teacher said: “Today we are going to make something with clay.”
“Good!” thought the little boy. Snakes and snowmen, elephants and mice, cars, and trucks, and he began to pull and pinch his ball of clay.
But the teacher said: “Wait!” It is not time to begin!” And she waited until everyone looked ready.
“Now,” said the teacher, “We are going to make a dish.”
He liked to make dishes. And he began to make some that were all shapes and sizes.
But the teacher said, “Wait! And I will show you how.” And she showed everyone how to make a deep
dish. “There,” said the teacher. “Now you may begin.”
The little boy looked at the teacher’s dish, then he looked at his own. He liked his dish better than the
teacher’s. But he did not say this. He just rolled his clay into a big ball again. And made a dish like the
teacher’s. It was a deep dish.
And pretty soon the little boy learned to wait, and to watch and to make things just like the teacher. And
pretty soon he didn’t make things of his own anymore.
Then it happened that the little boy and his family moved to another house, in another city, and the
little boy had to go to another school.
And the very first day he was there the teacher said: “Today we are going to make a picture.”
“Good!” Thought the little boy and he waited for the teacher to tell him what to do.
But the teacher didn’t say anything. She just walked around the room.
When she came to the little boy she said, “Don’t you want to make a picture?”
“Yes,” said the little boy.
“What are we going to make?”
“I don’t know until you make it,” said the teacher.
“How shall I make it?” asked the little boy.
“Why, any way you like,” said the teacher.
“Any color?” asked the little boy.
“Any color,” said the teacher.
“If everyone made the same picture, and the used the same colors, how would I know who made
what?”
“I don’t know,” said the little boy.
And he began to make a red flower with a green stem.

"Classrooms where children are actively engaged in projects are also classrooms where children sing, listen to stories, build block structures, paint, participate in dramatic play, and learn and practice emerging skills".

Resultado de imagen para young investigators

Porfolio