"Not everything that is done in schools - including universities - facilitates thinking. Independent thinking is hardly likely to occur when students are told precisely what they should learn, and what they should learn about it. And students are also not likely to improve as independent thinkers when they see teachers themselves being told precisely what they should teach, and how they should teach it." This observation was made by Frank Smith in his book, To Think.
"Reading and writing are two activities that promote thought - provided that what is read is worth thinking about and that writing is used for extending the imagination of the writer. Discussion promotes thought, but not when one side of every exchange is constantly evaluated as right or wrong. Thinking can not be broken down into parts, specified into objectives and taught in isolated exercises and drills. All of this interferes with thought."
Since the first edition in 1987, Developmentally Appropriate Practice in Early Childhood Programs has been an essential resource for the early child childhood field. Fully revised and expanded, the third edition comes with a supplementary CD containing readings on key topics, plus video examples showing developmentally appropriate practice in action. Based on what the research says about development, learning, and effective practices, as well as what experience tells us about teaching intentionally, this book articulates the principles that should guide our decision making. Chapters describe children from birth through age 8 in detail, with extensive examples of appropriate practice for infant/toddler, preschool, kindergarten, and primary levels.
Comments (2)
Displaying All 2 CommentsHouse of neuville
Dallas, TX, United States
Thinking happens when the adults follow the children's lead. Then children are excited about learning.
House of neuville
Dallas, TX, United States
Thinking happens when the adults follow the children's lead. Then children are excited about learning.
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