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"... Recently she was invited to bring her organic teaching -- Release the native imagery of our child and use it for working material -- to an American experimental school on top of the Rockies "to implant a new kind of learning in this new kind of school". And now with the fresh -- indeed startling -- vision of a visitor to a strange planet, she pours out her impressions, feelings, intuitions about the American children she worked with, their teachers, their schooling, their world ..." -- Inside front cover.
Textbook
An inspiring and practical guide to creating a larger vision in early child care.
Key Words: Reclaiming Children’s Precious Vocabulary is about early and emergent literacy— it promotes the concept that each child possesses a key vocabulary of words that are special and magical. These words conjure emotions that can lead them into the enterprise of reading. Words such as mom or love or a sister’s name, a friend, or a beloved game – these expressions are read by the young child even before they have commenced formal decoding. They are sight words – but of a special kind, because they evoke an emotional response. They are called “key” and each child might well produce her or his own key ring of thirty or forty words. They become the stuff of writing, the personal and the meaningful, in accordance with all of the honored theory about nurturing young writers. This book is full of classroom stories that elaborate the process of a key word approach. The stories are humorous, engaging and inspiring. They are accompanied by specific, detailed guidelines for instituting a key word program in any early childhood classroom. Special attention is paid to students’ progression into writing curriculum as an outgrowth of doing words. The context of culturally relevant, equity and anti-bias education is established throughout every chapter.
Create a larger vision in your child care program and perform your job as a center director with motivation and creativity. Early childhood leaders Deb Curtis, Margie Carter, and Luz Casio provide inspiration and support in this newly updated edition of The Visionary Director. The third edition reflects new requirements and initiatives in early childhood programs adds QR Code access links with short video stories and print resources that further illuminate the ideas under consideration has a stronger focus on creating an organizational culture that is shaped by more diverse perspectives with an anti-racist, anti-bias, equity lens updates content to address current early childhood education trends and leadership for an expanded definition of quality Find a concrete framework for approaching and organizing your work, as well as principles, strategies, and self-directed activities to support your vision for building a strong learning community for your staff and the young children in their care.
The Challenge of Greatness: The Legacy of Great Teachers reveals the characteristics and teaching strategies of Great Teachers. Simultaneously the book describes a Pantheon of thirty-two great teachers, and challenges the reader to continue their legacy by becoming one. Recognizing the uniqueness of a great teacher, the book raises the kind of issues they face, and a range of possibilities from which they find solutions.
Sylvia Ashton-Warner, novelist and educationist, was extraordinarily famous in the 1960s. She maintained that young children best learn to read and write when they produce their own vocabulary, especially sex words—like ‘kiss’, and fear words—like ‘ghost’. Educators lauded her. Her autobiographical novels about teaching in remote schools, and being culturally abandoned in a remote country, New Zealand, attained enormous international popularity in both literary and educational circles. But she had an intensely ambivalent relationship with the land of her birth. Despite receiving many accolades in New Zealand, she claimed to have been rejected and persecuted by her homeland. In her darkest moments, she railed against New Zealand and New Zealanders, even stating in one television interview: “I’m not a New Zealander!” This is the first book to make Sylvia Ashton-Warner’s passionately difficult relationship with New Zealand its central focus. Its contributors argue that, rather than stultifying her, the country she decried produced Sylvia and her work. In addition, infant schooling in New Zealand in the post-war years was relatively radical and progressive, and education officials seemed to welcome Sylvia’s ideas about literacy. The edited collection includes chapters by Maori teachers and others who worked with Sylvia, as well as recollections of her son, Elliot Henderson. It reprints her Teaching Scheme that was originally published in New Zealand in the 1950s. And it celebrates her novels as brilliant and angry evocations of life in the wildness of New Zealand.
This unique approach to teaching core literacy skills offers step-by-step planning frameworks and an appendix of activity ideas to show teachers how to engage students in the process.