Active Experiences for Active Children Literacy Emerges

Preface "What can I do tomorrow?" teachers ask. "And I don't mean just another silly activity. I need something that will keep children involved and lead to successful learning." Grounded in John Dewey's philosophy that all genuine education comes through experience, but that not all experiences are equally educative,Active Experiences for Active Children: Literacy Emergesanswers teachers' questions about what to do tomorrow. Both pre- and in-service teachers will find this book useful. It is suitable as a text, or a supplemental text, for early childhood courses in community colleges and four-year college programs. There are numerous activity books available. These, however, present isolated language activities that are often meaningless to children and void of any real content or learning.Active Experiences for Active Children: Literacy Emergesoffers teachers an integrated approach to planning language learning for young children. Its practicality will also be ideal for teachers who desire the best for young children but have limited training or formal preparation. Professionals working in childcare, Head Start, or other early childhood settings will find thatActive Experiences for Active Children: Literacy Emergessupports their growth and understanding of how to put theory into practice. ORGANIZATION This book is the second in a series of books designed to illustrate how to plan and implement meaningful, thematic experiences that truly educate young children instead of just keeping them busy. Teachers are given guides to planning and implementing curriculum that will lead to children's academic success. Active Experiences for Active Children: Literacy Emerges consists of clear, concise, and usable guides for planning meaningful language learning experiences for children in childcare, preschool, Head Start, or other early educational programs. The experiences in this book lead to successful language learning because they are grounded on children's interests and needs and in their here-and-now world have integrity in terms of content key to language learning and learning to read and write involve children in group work and projects have continuity. One experience builds on another, forming a complete, coherent, integrated learning curriculum for young children as well as connecting the early childhood setting to children's homes and communities. promote the language skills and attitudes children will need not only to perpetuate our democratic society, but to continually improve that society provide time and opportunity for children to think and reflect on their experiences The first four chapters describe how to plan and implement experiential language learning. These offer pre- and in-service teachers of young children an overview of theory and research on the role of experiences in children's language learning. The first chapter illustrates how Dewey's theories of learning and teaching can be put into practice. This is followed by chapters on the role of language learning environments, in the classroom, home, and community. Chapter 4 reviews research and theory and discusses concepts key to language learning, reading and writing. Next, eight guides for planning and implementing active and meaningful language experiences are presented. These guides include sections for the teacher and for the children. The section "For the Teacher" begins by identifying concepts key to learning language, reading, and writing. Goals and objectives are stated. This section discusses ideas for connecting children's home and family to the school, and describes how to evaluate and assess children's language learning. The section "For the Children" consists of ideas for implementing the identified goals and objectives through thematic, integrated, and continual experiences. In this case,Seefeldt, Carol is the author of 'Active Experiences for Active Children Literacy Emerges', published 2000 under ISBN 9780130834355 and ISBN 0130834351.