Authentic Literacy Experiences to Teach and Support Young Children during Stressful Times

Autor/in	Ableser, Judith
Titel	Authentic Literacy Experiences to Teach and Support Young Children during Stressful Times
Quelle	In: Young Children, 63 (2008) 2, S.74-76 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Young Children; Grade 3; Teaching Methods; Stress Management; Elementary School Students; Preschool Children; Reading Aloud to Others; Coping; Student Needs; Emotional Response; Crisis Management; Student Participation; Student Empowerment; Skill Development; Class Activities + Suchen Sie Ihr Suchwort? Frühe Kindheit; School year 03; 3. Schuljahr; Schuljahr 03; Teaching method; Lehrmethode; Unterrichtsmethode; Stressmanagement; Stressbewältigung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bewältigung; Emotionales Verhalten; Krisenmanagement; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Studienberechtigung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	How can teachers balance early curricular demands and expectations while addressing the social and emotional needs of young children during times of crisis and stress? The author suggests that teachers need to redirect and engage children in learning activities that give them a feeling of control, competence, and empowerment in their own lives and in the world, while promoting academic skills in a meaningful context. She relates the stories of three teachers who use authentic experiences to address children's distress. A sidebar lists relevant read-aloud and shared reading books for preschool through grade 3. (As Provided).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10