Discussion Post Replies and Blog Reply-3
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Charter Oak State College *
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222
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Arts Humanities
Date
Jan 9, 2024
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docx
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Uploaded by ConstablePartridgePerson265
Part 1 -
Discussion Post Replies:
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an Affirming Statement: Alert peers to what you agree with about the post. Be specific, "Great post"
is NOT a specific statement.
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a Comment: Relate to peer’s comments by integrating the course’s information/resources, personal
research on the current topic, or personal/professional experiences.
Remember to use citations and
references as necessary.
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Connections: Makes connections to the course resources, related research, personal experiences or
those of their peers.
Use citations when appropriate.)
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a Question: Encourage classmates to think more deeply about the topic or to learn more about what
s/he/they said.
Ask questions that are respectful and seek further information.
1. Caroline -
Assuming the children are of the same age as the case study, I would enhance a few things. First, I would
have the children try first at tracing the sheep then offer assistance in this process. Now we don’t know
how easy or complicated this is but I am using generalizations. Next, I would introduce colors into the art
project. Sometimes you can get colored cotton balls or you can make your own watercolors by mixing a
little bit of paint with some water. This way the children are interested in the art while also bringing up
conversations among the peers. Lastly, I would ask questions while the children are creating the sheep.
This can also promote conversations among the teachers and peers.
The progression from the Language and Literacy is strand C: Early learning experiences will
support children to use language for social interaction- learning progression Conventions of Conversation
and Language for Interaction. This is promoting the conversation of the students while completing the art
project. From the Creative Expression and the Arts domain: Strand B: Early learning experiences will
support children to explore and respond to creative works- learning progression: Appreciation of the Arts.
This learning progression is all about having the children make meaningful comments on their own work
along with the peers that are next to them.
These two domains are related to each other because the students are creating a sheep, which is a
common animal that they have experience with or have seen in books, music, or nursery rhymes. The
children will have a lot to talk about with their peers and teachers. This may give the students that have
had less interactions with sheep get more information. When the students are having these conversations
they are growing their vocabularies.
For the children with disabilities I would first give the directions to the students in the two
languages that are spoken in the classroom, English and Spanish. This would give child D the resources to
hear and understand what I am saying and how to complete the project. Also, hearing the directions and
asking questions, child B would be more willing to answer questions. I would also give the students
choices on how to apply the glue. They can squeeze it out from the glue bottle or they can paint it on with
a paint brush from a cup. This would help child A who responds better when they are given choices to
complete a task. Lastly, I would call over children in small groups to complete this project. This will help
child C adjust to different class sizes around them and work on sharing materials, thoughts and ideas.
2. Jody -
I love messy process art instead of product art. I would offer children various color paints for them to
decide what color their sheep will be and what it will look like. I believe children should be able to
express themselves through art. Having all the children's sheep look the same is not ideal. Children enjoy
messy art. The process is what they enjoy the most while being creative and not so much the finishing
product. I would provide children with various choices of loose parts to add to their sheep.
CT-ELDS
Strand A
: Early learning experiences will support children to engage in and enjoy the arts
Progression:
Visual Arts
3 to 4 Years
: CA.48.5 Use different materials and techniques to make art creations that reflect thoughts,
feelings, experiences, knowledge
4 to 5 years:
CA.60.5 Use a variety of tools and materials to represent ideas through the visual arts
I chose to do a painting age-appropriate activity because the majority of children, especially those with
special needs, enjoy painting. Children with special needs will benefit from this experience because it
helps with sensory needs and is a great medium for them to be expressive in a non-verbal way. The first
thing I would do is to explain the project with one-step directions, and present information in a visual
format of what a sheep looks like while encouraging them to be creative with their sheep project. I would
be a model and demonstrate what my art would look like. Also, I would offer alternative ways of doing
the project based on children's interests and allowing all students time to complete the task.
The reason for the changes to the activity is that children should be able to create their version of a sheep
instead of being told what to do and how to do it. I strongly believe in process art rather than product art. I
have children do a lot of process arts in my classroom and it gives me pleasure listening to their
excitement and deciding the colors they are going to use for their art and why. I had children paint a
firetruck during our community helper week. I put out various colored paints and a picture of a fire truck.
All the children decided to use all the colors except for the red. When I inquired why they were running
away from the red, they told me it was a boring color and they didn't want their firetruck to have the same
color as the real one. Children need choices when being an artist. Sometimes we suffocate children's
creativity skills without even knowing it. Being a creativity killer is not on my list.
3. Lisa -
The Outdoor Classroom project allows children the opportunity to learn and explore using their five
senses in a hands-on, discovery based, inquiry-oriented learning space that provides both an indoor and an
outdoor classroom environment.
Children can use all activities indoors or out of doors, based on their
own free will.
The philosophy of the outdoor classroom project is that children learn best when they are
following their own interests and inclinations.
Montessori schools are characterized by the emphasis on children having independence, freedom (within
limits), and respect for a child's natural psychological development. “We will not put in an environment
anything that we don't want a child to choose. The whole curriculum of this age group-- let's say three to
six, or from birth to three, or from six to nine, or nine to twelve-- the whole curriculum is in the materials
and activities" (Educational Video Publishing . Children are offered a range of developmentally
appropriate learning opportunities and have the freedom to choose what they would like to learn.
With the Outdoor Classroom project and the Montessori philosophy, the teacher is the facilitator of
student learning experiences.
It is their job to draw children to an activity and balance allowing them to
explore with facilitating their learning.
Both highlight the importance of providing developmentally
appropriate activities in the classrooms and emphasize the child choosing the area/activity they want to
explore.
Educational Video Publishing. (2012, October 19). The child chooses the curriculum in the Montessori
classroom [Video]. YouTube.
https://www.youtube.com/watch?v=IchfpkZboZo
OutdoorClassroomPro. (2011, September 30). Welcome to The Outdoor Classroom Project [Video].
YouTube.
https://www.youtube.com/watch?v=mNgq2WO3mgg
4. Ashley -
Waldorf and Montessori are two teaching philosophies I had honed in on this week's discussion post.
Waldorf’s practice on education stresses the overall progress through one's own creativity and
imagination while Montessori on the other hand fosters a more natural curiosity of a child and emphasizes
their individual learning.
Waldorf states that, "Factual knowledge, homework and test scores received less attention. Storytelling
and experimentation are the main methods of instruction” (Sprouts). This would suggest that a child is
able to grasp and learn their own interests which can facilitate a resemblance of play. Getting to know and
learning about a subject that has relevance and interest to one. Waldorf also promotes this idea of active
play in different age groups by the skills one learns as they develop. “Over the 12 year curriculum
students learn math, literature, history and science as well as a variety of arts and hands-on skills.
Elementary students paint, knit, weave, and sculpt with wax. Older ones make patterns, books, pottery
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and sculpt in stone. Everyone learns to do music. First all play the flute then play string instruments and
others join in the choir. Students play non-competitive games and dance eurhythmy. They do organic
farming and learn two foreign languages, which in the first years are taught through songs, storytelling
and conversations. In grade 8 and 12 the entire class develops a classical drama which they perform in
front of their family and friends” (Sprouts). This shows that each age group does around the same form of
creativity, it just advances just as they do. Different teaching strategies and facilitation techniques
significantly impact the effectiveness of promoting active play, as emphasized by Waldorf philosophy.
Waldorf promotes active play across age groups through skill development, incorporating a diverse
curriculum spanning subjects. This approach underscores how varying teaching methods impact the
effectiveness of promoting active play in education.
Montessori, in a way, comments on the same ideology that a child will choose how they learn: "We will
not put in an environment anything that we don't want a child to choose. The whole curriculum of this age
group-- let's say three to six, or from birth to three, or from six to nine, or nine to twelve-- the whole
curriculum is in the materials and activities" (Educational Video Publishing). The video goes on to give a
good example on how they facilitate the approach of introducing different learning subjects. They bring
up a child who has a fascination with geography and how they link math, something they have no interest
in, towards their active fascination. This demonstrates the adaptability of teaching strategies to align with
a child's active fascination, thereby enhancing engagement and promoting a holistic learning experience.
The Montessori approach highlights the importance of a carefully curated environment, age-appropriate
materials, and flexible teaching strategies to effectively promote active play across diverse age groups.
The approach recognizes and capitalizes on children's interests to create an engaging and dynamic
learning experience.
Educational Video Publishing. (2012, October 19).
The child chooses the curriculum in The montessori
classroom
. YouTube.
https://www.youtube.com/watch?v=IchfpkZboZo
Sprouts. (2016, April 10).
Waldorf School Education
. YouTube.
https://www.youtube.com/watch?
v=BkrgkslnD9g
Part 2 -
Blog Reply
After reading classmates' blog posts, go back and comment on your original blog post based on the work
of your classmates; how did reading your classmates’ ideas change or strengthen your own?
Make
connections to at least three other classmates' blogs, what did you learn from your classmates? (minimum
100 words)
1. Victoria -
What motivates Ignacio to learn is stories and songs. Ignacio really loves the aspect of school. He loves
to sign songs and work with the teacher one on one. He loves to play with the toys and noticed his
classmates and teachers are able to speak in Spanish. Ignacio's motivation of books and songs can provide
a catalyst for family engagement because now, he and his mother can go to the library and pick up books
they are reading in school and find the Spanish version to make the correlation between English and
Spanish for Ignacio. You can encourage her to come in and teach us about their culture.
Some intentional teaching strategies that can help Ignacio develop his emergent literacy skills in
the classroom is creating labels that have English and Spanish, Giving directions in English and Spanish
and working one on one with him during playtime. Playing games for greater peer engagement and to use
fun oral activities for conversation practice. You could even make it a game where Ignacio teaches you
Spanish while you teach him English.
Strategies they can share with Ignacio and his mother would be similar. Ignacio can go and teach
his mom the words and phrases he learns by playing the same games with her. You can play games and
equally learn English with Ignacio to remind him, he’s not doing this alone, that you are also learning too
and you're in it together. Reading books together and continuing singing songs will just increase his
vocabulary. You can send home some of the pictures for labels such as art center, block area, computer
and can have English and Spanish on it. Promote going to the library gathering books in Spanish that are
being read in class in English, creating a bridge between the two.
2. Caroline -
Ignacio is motivated by story times that are told in Spanish. He also is interested in traditional
Spanish nursery rhymes, some of them taught by his grandmother. Ignacio seems to be intrigued that his
peers and teachers also speak spanish. This is something that they have in common and he is happy that
he will be able to communicate with them. He seeks validation from his teachers to show them that he is
learning and listening to what they are saying to him. Some ways that this can promote family
engagement because Paty can go to the library and pick out stories in Spanish that they can read together.
She can also find many different songs, rhymes and chants that they can do together. Paty can also talk to
the other parents of the children about setting up a playdate where Ignacio goes over to their house so she
can go to work. This way Paty can work and Ignacio can get more peer interaction and possibly more
language skills if the peer is bilingual.
There are many different intentional teaching strategies that can be applied in the classroom. One
being putting written print everywhere in the classroom along with pictures of the items. This is in both
English and Spanish. This way, when Ignacio is looking for something around the classroom he will be
able to see the written print and recognize what it is. Labels can be put on everything from toys to chairs
to different areas of the classroom. Also, singing songs that are in different languages. Ignacio seems very
interested in the lyrics and rhythm of songs. Using that interest the teacher can play music that is in
spanish.
At home, Paty can take Ignacio to the library to find books that they can rent out. Paty can also
play games with Ignacio at home to promote letter recognition, word recognition, letter sounds and many
more. Games are very interesting and fun for children to play so he will be more engaged in playing the
game. Also, Paty could print out some labels to put around the house on different things. This will also be
able to help her learn the English words for things in the house.
3. Jody -
Ignacio is excited about school to play with the toys and have fun with the children who speak Spanish.
He is interested in storytime when it is done in Spanish. He's excited to be around his peers, especially the
ones who speak Spanish. When the Spanish teacher takes the class on a picture walk, he appears
mesmerized even though he doesn't say anything, compared to when his teacher shows him pictures and
tries to make him understand and learn another language. Ignacio is interested in a Latin American
rhymes book which has the song called "Tortillitas para mama" which brings back memories of him and
his grandmother singing it. Ignacio's motivation can be built upon through his family engagement with
books, arts, photos, educational (rhyming) videos, and music. It will take some time for him to speak and
understand English, simply because he has never been to school and spends his days with his Spanish-
speaking grandmother. Ignacio needs more time to learn more about his environment.
Two major developmental tasks for young children are developing a strong emotional relationship with
the important people in their lives and learning about their environment. These two tasks allow a child to
develop a sense of belonging and fully participate in their family and community. The primary language
used at home is important for young children to develop strong relationships. Their primary language also
helps them understand what is happening around them, especially if their families do not speak English.
While very young children are good at learning new languages, a new language cannot replace their home
language. In this case, Ignacio's primary language helps him to connect to the children who also speak his
language and to make sense of his learning environment (
Supporting All Children Using the Connecticut
Early Learning and Development Standards: Dual Language Learners
, n.d.). This is why he was
confused when his teacher showed him photos and asked him what they were but, yet mesmerized when
storytime was done in Spanish while on a photo walk.
There are a few emergent skills that can help Ignacio develop his emergent literacy skills in the
classroom. This development can be done through print knowledge such as letter names and letter sounds.
It can be taught through phonological awareness by building his capacity to hear and manipulate sounds
in spoken language which will help him to make connections between sounds and letters and written
words. A third way to build emergent literacy skills is through vocabulary. The more words Ignacio
knows and understands, the better and stronger his communication will be. Ignacio's mom could use
flashcards at home with him. She could do videos or audiobooks for learning at home. having a visual
will improve his literacy skills.
Supporting All Children Using the Connecticut Early Learning and Development Standards: Dual
Language Learners
. (n.d.).
https://www.ctoec.org/wp-content/uploads/2020/01/CT-ELDS-Supplement-
Dual-Language-Learners.pdf
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