Content-Rich Instruction in Preschool

Autor/in	Neuman, Susan B.
Titel	Content-Rich Instruction in Preschool
Quelle	In: Educational Leadership, 72 (2014) 2, S.36-40 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Preschool Education; Preschool Curriculum; Preschool Teachers; Preschool Children; Skill Development; Literacy; Teacher Role; Teacher Student Relationship; Play; Competence; Motivation; At Risk Students; Achievement Gap; Integrated Curriculum; Teaching Methods + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Kompetenzentwicklung; Qualifikationsentwicklung; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Spiel; Kompetenz; psychologische; Motivation (psychologisch); Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Universal preschool has the potential to close the knowledge gap--but only if we consider how to best teach preschoolers. Unbridled enthusiasm for universal preschool must be balanced with thoughtful consideration of what goes on in these classrooms, and what activities will most support children's learning. Content-centered classrooms help preschoolers develop skills and functions of literacy, and as these new abilities become meaningful, they help these children understand their world. This approach builds on five research-based principles about how young children develop the schemas necessary to construct basic knowledge networks. They include: Learning benefits from integrated instruction; Learning requires guidance; Teacher interaction enhances learning; Play supports learning; and Competence enhances motivation. The author introduces the observer to a classroom for at-risk preschoolers where content-rich instruction is being practiced. In content-rich settings, early literacy skills support children's developing thirst for learning and such classrooms have the potential to close the knowledge gap. (ERIC).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10