EDEC653_Module 6_ReadingSummaryAssignment
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Module Six:
Reading Summary
1
Reading Summary: Fostering Joy in Developmentally Appropriate Experiences
Assignment
Breunnica Kegler
School of Education, Liberty University
EDEC653: Current Issues in Early Childhood Education
Dr. Teri Branker
October 1, 2023
Module Six:
Reading Summary
2
Chapter 14: Fostering Joy in Developmentally Appropriate Experiences in Math and
Science
Summary Content
This chapter focuses on how adults teach math to young children by observing, noting the
child’s interests, setting up the environment, sensitive questions, and allowing children to explore
and experiment in their environment (Gonzalez-Mena & Shabazian, 2024, p. 404). Teaching a
child through fostering joy is framed by developmentally appropriate experiences, and some
children rely on them to feel secure. According to Gonzalez-Mena & Shabazian (2024), “The
goal of this method is to provide children with chances to build knowledge about the physical
world and experiment with different ways to communicate their discoveries” (p. 404). Teachers
use developmental age-appropriate experience to teach children educational methods. From
birth, children are equipped to be able to explore and learn more about the world. As they grow
older, we become their guide to how to navigate through the world.
As professionals, we maintain substantial standards for our students. It's crucial that we
are able to use developmentally appropriate experiences in our classroom. It's important to keep
in mind that teaching is essential for students to be able to understand how to explore and
experiment. Math and science are an essential part of classroom learning and experimentation.
According to Gonzalez-Mena & Shabazian (2024), “When learning about math young children
deal with concepts of space, time, physical property, motion, and evidence” (pg. 404). Early
childhood math instruction includes a variety of critical thinking skills. A curriculum that
stimulates the development of a mathematical mentality fosters in-depth investigation.
Children operate like scientists whenever they investigate, observe, consider, reflect, ask,
describe, and classify. According to Gonzalez-Mena & Shabazian (2024), “When the objective is
Module Six:
Reading Summary
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to develop lifelong learners, the teacher does not provide an answer or a solution but instead
encourages the students to use their minds and work on the topic at hand” (p. 412). Children
learn and experience their surroundings differently. It is important that they are allowed the
opportunity to explore and experiment within their learning environment. This includes the basic
skills of learning science. Building on exploration is a major part of science and mathematics.
When teaching young children, it is important to allow them to learn on their own first. This
helps them build the skills needed for them to be able to effectively learn. Children construct this
knowledge independently by interacting with the world. This knowledge develops as they
navigate.
Gonzalez-Mena describes the Constructivist Approach, as a viewpoint that contends that
children do not passively absorb information by being taught but rather actively generate it for
themselves. The constructivist method is based on Jean Piaget's work and may be applied to any
facet of learning, not simply math and science (Gonzalez-Mena & Shabazian, 2024, p. 404).
According to Gonzalez-Mena & Shabazian (2024), " Math and science are not separated in the
constructivist method” (p. 404). Interactions with children are extremely important in the
classroom. As teachers, we have a responsibility to ensure our students are able to engage in
positive learning interactions.
Discussion of NAEYC Standards Connection
This chapter focuses on Teaching as one of the NAEYC Standards. Encouraging children
to play well should be one of a teacher's main priorities. The fundamental goal while teaching a
child to play is to get them to play with other children so they may acquire the skills necessary to
continue playing. The standards embedded in this chapter focus on Standard 2: Curriculum and
Standard 3: Teaching. According to the NAEYC, “A comprehensive written curriculum serves as
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Module Six:
Reading Summary
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a guide for educators. It enables them to collaborate and integrate diverse activities and
techniques in order to enhance children's growth and development” (NAEYC, 2011). Having and
implementing a curriculum is not effective if you are not teaching the materials in a way that
fosters joy in all children.
The third standard emphasizes the significance of education. According to the NAEYC,
“In the framework of the curricular goals, effective teaching practices improve each child's
learning and growth” (NAEYC, 2011). Teaching would be ineffective if a curriculum was not
implemented to foster the joy of developmentally appropriate experiences. Both standards are
equally effective in fostering joy through developmentally appropriate experiences. When using
these standards children will be able to develop new skills and continue to act out old skills in
mathematics and science.
Discussion on Viewpoints
I believe that exploration is important to implement in all programs. “When students'
discovery slows down, it is our responsibility as educators to encourage more exploration”
(Gonzalez-Mena & Shabazian, 2024, p. 445). Children are able to engage with what they
perceive and get more experience when they are allowed to explore.
“Your responsibility as an
early childhood educator is to instruct each child in a way that is compatible with their culture
and promotes their learning and development” (Gonzalez-Mena, 2024, p. 445). When teaching
children, it is that the lesson stimulates learning in all students. The younger children are the
more the teacher may feel math and science may not be important. Children can learn math or
science through different several experiences in the classroom. For example, blocks are good for
counting and building on exploration. This is also a way that I help my students learn math and
explore through building their blocks. This allows my students to work and learn independently.
Module Six:
Reading Summary
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When they are curious about something while I am observing I guide them slightly and move
away for them to continue playing independently.
Biblical Perspective
“My son, do not forget my teaching, but let your heart keep my commandments,
for the length of days and years of life and peace, they will add to you.” (English Standard
Version, 2001, Proverbs 3:1-2). Children should be able to learn through experiences. When
children are able to learn through experiences it is harder for them to forget the knowledge they
have learned. Through active learning, children retain more information because they learn
through hands-on experiences. According to Gozalez-Mena & Shabazian (2024), “Children need
to learn via doing in order to acquire constructive information, which is something we want them
to accomplish” (p. 418). When children learn independently they face challenges. Challenges
help children while teaching children values. Emotions and knowledge have a close link, which
is especially evident throughout the exploring process.
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References
English Standard Version Bible. (2001). ESV Online.
https://esv.literalworld.com/Links to an
external site.
Mena, G. J., Shabazian, A. (2024). Fundamentals of early childhood education (8th ed.). Pearson.
National Association for the Education of Young Children. (2011).
https://www.naeyc.org/our-
work/families/10-naeyc-program-standards#3
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