week 12

1
week 12
2

• Chana
• almost 90 of family day care is unlicensed,
  unregulated, and underground.
• someone who engages whole peoplemind, body,
  emotion, culture, spiritin learning (p. 40)
• This is the ritual of the window (p. 44)
• separation is the curriculum. Its the whole
  program. And I think its the central issue in
  day care. (p. 45)

3

• we want people to be prepared to spend enough
  time here in the beginning to allow the child to
  feel comfortable, we want photographs from home
  (p. 46)
• both are full of stresses and tensionsboth can
  be warm and including, or lonely and excluding,
  can hold you together or pull you apart. Both are
  exhausting and exhilarating. Both can be a refuge
  and a prison (p. 51)
• now Im a life raft for other families,
  something people need, something I really needed
  myself (p. 52)

4

• it is overwhelming for me to realize how this
  group family day-care advocacy effort has become
  a bridge to the reset of the world for me (p.
  55)
• Appendix B
• it would seem that the process of being involved
  in something like this has, in itself, the power
  to elevate ones teaching and call forth the best
  one has to offer. It is possible that a kind of
  steady empathetic scrutiny improves teaching (p.
  152)

5

• how children learn cont.
• recent studies reveal hitherto unsuspected
  strategic competence metacognitive knowledge in
  kids
• A young kids less memory capacity older kids
  faster mentally
• B kids adults same mental capacitywith
  development kids acquire knowledge and develop
  effective strategies to use minds well
• 72 chunking using categories

6

• metacognition ability to reflect on
  performanceto think about thinking
• develops slowly, as dependent on knowledge as
  experience
• importance of designing activities in early
  schooling to strengthen what it means to learn
  and remember
• good reason for people to know and use multiple
  strategies

7

• microgenetic small-scale studies of the
  development of a concept
• discoveries made in context of succesful
  performance
• generalization of new strategiess occurs slowly
• multiple intelligences John Gardner8
  intelligences, first 2 most valued in school
• entity vs incremental theories

8

• scaffolding (spotting)
• interest child in task
• simplify the task
• motivate and direct
• note critical features between what child
  produces and ideal solution
• control frustration and risk
• demonstrating idealized version of task
• where before a spectator, now a participant
  (Bruner)

9

• story telling a powerful way to organize lived
  and listened-to experienceprovides an entry to
  the ability to construe narrative from text (96)
• cultural variation in communication
• conversing, observing, eavesdropping
• known-answer questions