Download Becoming Young Thinkers: Deep Project Work in the Classroom by Judy Harris Helm PDF

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By Judy Harris Helm

Carrying on with the exploration of undertaking paintings within the author's bestselling e-book, Young Investigators, moment Edition, this e-book is designed for preschool via fundamental grade lecturers who know the way to do venture paintings yet are able to circulate to the subsequent point. targeting how childrens turn into younger thinkers, the publication starts off with brain, mind, and schooling technological know-how and educational directions for all studying stories, after which connects those to the wealthy beginning of the undertaking procedure. Helm offers particular concepts for deepening venture paintings, together with easy methods to pick out significant issues, plan for initiatives, combine criteria (including the typical Core), aid kid's wondering, create provocations to advertise engagement, and support teenagers symbolize their principles. This functional source will expand practitioners' wisdom approximately project-based studying to allow them to stream past the fundamentals to create venture paintings that's extra attractive, significant, and effective.

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Extra info for Becoming Young Thinkers: Deep Project Work in the Classroom

Sample text

According to Dewey (1916), “The aim of education is to enable individuals to continue their education— or . . the object and reward of learning is continued capacity for growth” (p. 105). Dewey contrasted his aim of education with the direct teaching of segregated content knowledge, which he believed led to a static education process with an unnatural separation between the activity the student engages in to reach the goal and the goal itself. Education, according to Dewey, should be viewed as dynamic and ongoing with the enhancement of the capacity to learn as the primary force in a child’s education.

Play offers an opportunity for young children to use psychological tools. In play they use objects to represent other objects and the language of the reality they have observed. Project work provides children with the motivation for rich play experiences, including opportunities to use language and the relationship with objects. 3) Mediation and Social Interaction. During learning experiences, social interaction (both teacher–child and child–child) enables children to learn how to use psychological tools.

With a renewed interest in connecting children with nature, there are many early childhood programs and schools adding butterfly gardens to their outdoor areas. The planning and planting of such a garden has potential as a topic for either a thematic unit or project work. In a Butterfly Garden thematic unit, the teacher would introduce the topic; the children can plan the layout of the garden and then plant the garden and observe the results. They also may generate a list of questions about butterfly gardens.

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