7: Interdisciplinary Unit
- Page ID
- 222455
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 7.1: Developmentally, Culturally, and Linguistically Appropriate Learning Experiences
- This page underscores the significance of developmentally appropriate practices in designing interdisciplinary and culturally responsive curricula for young learners, focusing on age, individual, and social-cultural appropriateness. It advocates for diverse materials and family involvement. Effective strategies like multilingual read-alouds are highlighted, promoting inclusivity. Mr.
- 7.2: Age and Individually Appropriate Learning Experiences
- This page examines DAP (Developmentally Appropriate Practice) Areas of Knowledge, emphasizing Age and Individual Appropriateness for interdisciplinary planning. Age-Appropriateness relies on general child development, while Individual-Appropriateness focuses on children's unique needs. These concepts align with Head Start Guiding Principles and the Wisconsin Model of Early Learning Standards, aiding teachers in creating suitable experiences across five domains.
- 7.3: The Teaching Cycle
- This page outlines the teaching cycle in early childhood education, highlighting the importance of continuous observation and assessment to meet children's developmental needs. Teachers observe and document interactions to plan tailored educational activities, reasses through reflection, and engage families. The process enhances curricula, illustrated by activities like snail exploration.
- 7.4: Balance Teacher-Directed and Child-Initiated Experiences
- This page highlights the importance of understanding children's developmental stages and interests for effective early childhood education, emphasizing play as crucial for holistic growth. Key elements include quality interactions between teachers and children, the need for intentional and adaptable curriculum planning, and fostering a sense of belonging through structured daily schedules.
- 7.5: Incorporating Wisconsin Model Early Learning Standards Framework
- This page outlines how the WMELS Framework should be integrated into lesson plans, emphasizing the importance of including specific components such as Domain, Sub-Domain, Performance Standard, Developmental Continuum, and Sample Behaviors of Children to clarify their connection to planned activities. For comprehensive information, pages 2-3 of the Wisconsin Model Early Learning Standards should be consulted.
- 7.6: Effective Transitions During Learning Experiences
- This page discusses the importance of effective transitions in early childhood classrooms for managing daily activities and engaging children. Key strategies include careful planning, engaging children, allowing time for activity completion, providing support, and offering positive feedback to promote independence. Additionally, it highlights how transitions can be linked to learning opportunities, particularly in enhancing children's phonological awareness while maintaining smooth transitions.
- 7.7: Appropriately Challenging Learning Experiences
- This page emphasizes the significance of developmentally appropriate learning for young children, based on Head Start principles. It advocates for curriculum planning that considers children's interests and developmental levels, illustrated through a gardening unit that integrates various disciplines like science and literacy.
- 7.8: Managing the Daily Schedule
- This page emphasizes the importance of structured routines and flexible schedules in preschool settings to support children's social, emotional, and cognitive development. It highlights the need for effective transitions that minimize disruption and foster independence. Strategies include teaching expectations, engaging children in activities during transitions, and using positive reinforcement.
- 7.9: Reflecting on Your Teaching Practices
- This page discusses reflective practice as a means for continuous learning and improvement in professional practice, especially in education. It emphasizes self-reflection, critical inquiry, and collaboration to enhance skills and understand values. However, challenges like time limitations and lack of support can impede its development. To become a reflective practitioner, one must be intentional, curious, and committed to exploring the reasons behind their actions.