By Carol Anne Wien
The introductory bankruptcy describes the 2 relevant frameworks -- developmentally applicable perform and instructor dominion -- and gives conceptual historical past on instructor useful wisdom. the subsequent 5 chapters current the case experiences, and the ultimate 3 chapters tackle matters universal to all academics, utilizing fabric from the instructor members as examples.
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Additional info for Developmentally appropriate practice in ''real life'': stories of teacher practical knowledge
The location of power about what to do is given back to the child: it is this point that can be easily misunderstood, Page 9 for it does not mean the child can do anything she wishes. The teacher holds responsibility for the social welfare of her group, and the child's individual activity is limited by social responsibility to the group. But within this, there is broad toleration for the child's choice and pace in determining activity. When practice was developmentally appropriate, classroom activities bore the following characteristics.
21dc20 95-1838 ISBN 0-8077-3442-X (paper) ISBN 0-8077-3443-8 (cloth) Printed on acid-free paper Manufactured in the United States of America 02 01 00 99 98 97 96 95 8 7 6 5 4 3 2 1 Page v Contents Foreword by Elizabeth Jones vii Preface xi The Participants and the Setting xii The Structure of the Book xiv Acknowledgments xv 1 Teachers' Work in Early Childhood 1 Two Frameworks: Teacher Dominion and Developmental Appropriateness 3 The Practical Knowledge of Teachers 10 The Frameworks for Practice in the Dialogic of Teaching 17 2 One Teacher, Two Frameworks for Action 21 Overview of Jill's Program 22 Constraints in Jill's Practice 26 The Tension Between Two Frameworks for Teacher Action 28 Recognition of Allegiance to Two Frameworks 35 3 Teacher Dominion and Multiple Constraints 37 Overview of Sonia's Program 38 Incipient Moments of Developmental Appropriateness 41 Constraints in Sonia's Practice 42 Sonia's Shock at the Feedback Paper 45 4 Shifting Allegiances 48 Overview of Nora's Program 49 The Process of Change in Nora's Practical Knowledge 53 5 Tacit, Invisible Practice 62 Constraints in Carla's Practice 63 Overview of Carla's Program 64 Developmental Appropriateness as Atypical Practice 71 Page vi 6 An Image of Developmentally Appropriate Practice 76 The Teacher's Agenda 78 Teacher Planning 86 Resource Management 89 Correction of Children's Actions 90 Supporting Parents 92 7 Developmental Appropriateness As a New Framework for Practice 95 Unfamiliarity with Aspects of Developmentally Appropriate Practice 95 Difficulties in Constructing Desired Practice 111 8 Scripts and Reflection in Teacher Practical Knowledge 116 Scripts for Teacher Dominion 117 The Role of Reflection in Generating New Scripts 122 The Relation of Scripts, Reflection, and Practical Knowledge 128 9 The Frameworks As Public and Private Domains 132 Summary of the Five Cases 132 Systemic Constraints 137 Limitations of the Frameworks 138 The Relation of Teacher Dominion and Developmental Appropriateness to Public and Private Domains 142 What Can We Do?
Activity outside the range is corrected. 3. The activities are obligatory. Children are to do them in order to learn specific content. 4. The activities are generally conducted in large groups. 5. There is a fixed schedule of events, the routine, with the teacher moving from one activity to the next as she conducts the children through them. Developmentally appropriate practice, in contrast, is described as holistic, focused on the individual, interactionist (Genishi, Dyson, & Fassler, 1994), and emphasizing respect (Wien, 1991).
Developmentally appropriate practice in ''real life'': stories of teacher practical knowledge by Carol Anne Wien