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School Readiness for Infants and
Toddlers
Keith L. Pentz National Early Childhood Specialist
Kaplan Early Learning Company 4129 Via Piedra Circle
Sarasota, FL 34233 941.960.3405
The significance
of interactions
Promoting relationships
Optimizing potential—
D A P
developmentally appropriate practice
S E A L
Stimulus (any sensory provocation) ⇓
Emotion (positive or negative) ⇓
Attention (positive emotions drive executive functions—negative emotions
drive survival) ⇓
Learning (the response to the attentional variant)
(adapted from Robert Sylwester’s A Biological Brain in a Cultural Classroom)
Confidence
a sense of control
and mastery of one’s body, behavior,
and world
Curiosity
the sense that finding
out about things is positive and leads to
pleasure
Intentionality
the determination to act with persistence; an internal drive or emotion expressed outwardly
through an action or communication
Self-control
ability to modulate and control one’s own actions
Relatedness
ability to engage with others based on the sense of understanding and being understood by others
Capacity to
communicate
desire and ability to exchange ideas,
feelings, and concepts with
others—verbally or otherwise
Cooperativeness
ability to balance one’s own needs with those of others in a group activity
Purposeful Engagement
Be present—Mindful Connect to the child
Extend the learning ~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~
Quality—Number—Intensity
Positive climate
Negative climate
Teacher sensitivity
Regard for child
perspectives
Behavior guidance
Facilitation of
learning and
development
Quality of feedback
Language modeling
Putting it all together