The Tucson Early Education Model. [Report No.: NLECE-70706-A-C-O-Y-01

Autor/inn/en	Hughes, Marie M.; und weitere
Institution	Illinois Univ., Urbana, National Lab. on Early Childhood Education.
Titel	The Tucson Early Education Model. [Report No.: NLECE-70706-A-C-O-Y-01
Quelle	(1968), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Development; Early Childhood Education; Educational Objectives; Grade 1; Grade 2; Grade 3; Language Acquisition; Learning Processes; Mexican Americans; Models; Program Descriptions; Socialization; Student Experience; Teaching Methods + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational objective; Bildungsziel; Erziehungsziel; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Sprachaneignung; Spracherwerb; Learning process; Lernprozess; Hispanoamerikaner; Analogiemodell; Socialisation; Sozialisation; Studienerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The objectives of this model program are (1) to develop language competence, (2) to acquire skills necessary in the process of learning, (3) to acquire attitudes and behavioral characteristics related to productive social involvement, and (4) to learn arts and skills associated with social interaction, transmission of information, and scientific advance. Participants are Mexican-American children, grades 1 to 3. The program recognizes the individualism of each child, encourages imitation of model behaviors, and provides verbal rewards and reinforcing experiences. Skills are taught simultaneously in functional settings to encourage generalization of learning. Interaction of the child with his environment and other people is facilitated by room organization, the variety of behaviors engaged in, and small group lessons. Teachers use the experiences and backgrounds of the children as instructional resources, although the staff structures and directs lessons. Models for parent involvement and psychological services are being developed. To introduce and maintain the program's innovative practices, program assistants are trained to serve as technical consultants to classroom teachers several hours each week. (DR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01