Improving Developmentally Appropriate Practices in the Kindergarten Program by Introducing Therapeutic Sensory Motor and Play Activities.

Autor/in	Blakes-Greenway, Doris
Titel	Improving Developmentally Appropriate Practices in the Kindergarten Program by Introducing Therapeutic Sensory Motor and Play Activities.
Quelle	(1995), (137 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; Active Learning; Child Development; Developmentally Appropriate Practices; Discovery Learning; Educational Games; Experiential Learning; Inservice Teacher Education; Instructional Development; Kindergarten; Learning Activities; Learning Centers (Classroom); Learning Strategies; Perceptual Motor Learning; Play; Primary Education + Suchen Sie Ihr Suchwort? Aktives Lernen; Kindesentwicklung; Entwicklungsbezogene Bildung; Entdeckendes Lernen; Educational game; Lernspiel; Experiental learning; Erfahrungsorientiertes Lernen; Lehrerfortbildung; Teaching improvement; Unterrichtsentwicklung; Lernaktivität; Unterrichtsdifferenzierung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Spiel; Primarbereich
Abstract	This practicum was designed to increase teacher knowledge base in developmentally appropriate practices and increase understanding of the need for play and sensory motor activities in the kindergarten program. The primary goal was that the kindergarten teachers would use more developmentally appropriate practices in achieving curriculum objectives. A variety of strategies were employed to assist teachers in developing a clearer understanding of how the use of play and sensory systems impact learning. Strategies included collaboration with the physical and speech therapists to provide weekly sensory motor play activities, recommendations for learning centers/changes, and techniques for including special needs students. Seven in-service programs were provided to address some of the concerns for appropriate practices with kindergartners. The results of the practicum were positive. Four of the four kindergarten teachers participated in all of the sensory motor play activities. All of the special needs students participated in the program. Four of the four kindergarten teachers attended the in-service programs. Three of the four classrooms implemented developmentally appropriate practices. Appendices include a participation log; criteria checklist; kindergarten proposal; open house presentation; early childhood resources/references/recommended readings (34 readings and 5 videos); room arrangement; teacher evaluation; sensory systems; and classroom implications. Contains additional references. (Author/TN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01