Discuss ways to keep families informed of their children’s creative interests and accomplishments.
What will be an ideal response?
It is important to share with families the school’s philosophy about creativity, particularly in its broad sense of encouraging flexible, open thinking and problem-solving skills. Such information should be part of a philosophy statement that is given to families when they enroll their children in the program. On an ongoing basis, you can let families know which activities are planned and what you expect the children to gain from them. Similarly, a focus on creativity can continue to be reinforced individually, as you share information about their child’s interests and accomplishments with families. Families also enjoy seeing tangible evidence that their children are involved and productive at school. It is most often art products, which children bring home in great stacks, that provide them with such confirmation. As the teacher, you can help families appreciate their children’s art in relation to the age-appropriateness of the work.
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Stephanie is planning the activity areas for her preschool classroom. She should keep in mind that:
a. preschoolers need the same kinds of spaces that primary school children do. b. children with special needs must be able to fully participate in the activities. c. families needn't be considered when designing learning environments. d. preschoolers need more personalized spaces than older children.
What has the CLASS system discovered about the social-emotional climate of classrooms?
A) The higher the emotional quality in the classroom, the better children's social and emotional outcomes will be. B) Classrooms with lower emotional quality increase the academic achievement of the children. C) Aggression between the students does not affect the emotional climate of the classroom. D) Separating the "bad kid" from the rest of the class will help everyone learn better.
Due to the environmental difficulties that are experienced by novice teachers. Which of the following research applies?
a. Metropolitan Life (1985) and Ingersoll and Smith (2003) stated that between one-third and one-half of teachers drop out of the profession within their first seven years of teaching. b. Schlechty and Vance (1981) state that up to 30% leave in the first two years. c. Harris and Collay (1990) and Feiman-Nemser (2003) state that the most qualified teachers remain in the profession. d. All of the above
How do youth with disabilities who enroll in college compare to their non-disabled peers in terms of completing college?
a. youth with disabilities are more likely to complete college b. youth without disabilities are more likely to complete college c. youth with and without disabilities complete college in equal numbers d. youth with disabilities usually drop out in their final year of college