The Pyramid Project.

Autor/in	van Kuyk, Jef J.
Institution	Centraal Inst. voor Toetsonwikkeling, Arnhem (Netherlands).
Titel	The Pyramid Project.
Quelle	(1997), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attachment Behavior; Classroom Environment; Constructivism (Learning); Early Childhood Education; Early Intervention; Foreign Countries; Metacognition; Models; Parent Participation; Play; Program Descriptions; Special Needs Students; Teacher Student Relationship; Teaching Methods; Young Children; Netherlands + Suchen Sie Ihr Suchwort? Attachment; Bindungsverhalten; Klassenklima; Unterrichtsklima; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Analogiemodell; Elternmitwirkung; Spiel; Sonderpädagogischer Förderbedarf; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Frühe Kindheit; Niederlande
Abstract	This paper describes the Netherlands' Pyramid Project, a classroom-based early intervention program which integrates nursery school and primary school organization and content for 3- to 6-year-olds who need special support, such as ethnic or language minority (allochtone) children and children from disadvantaged situations. Section 1 of the paper presents the theoretical underpinnings of the program and its complementary teaching model as built on four basic concepts: (1) child's initiative, focusing on children's play with objects and other children; (2) teacher's initiative, including scaffolding to facilitate learning and helping children to work strategically; (3) psychological nearness, providing children with a feeling of being protected and safe through the actual or psychological presence of a sensitive and responsive teacher; and (4) psychological distance, understanding that objects can be represented by something other than the objects themselves. Section 2 outlines how the basic concepts are operationalized in the development of a total program to facilitate social-emotional, personality, creativity, motor, perceptual, language, and cognitive development and orientation in space and time; the free and focused program components; projects to ensure that all developmental areas are presented in a balanced way; observation and testing procedures; preventive and remedial tutoring; attention for allochtone children; and parent involvement. Sections 3 and 4 of the paper describe initial evaluation results, indicating that the first year of the project has been successful in terms of content and organization. (Contains 32 references.) (KB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC