If we had more time, we would use these learning expectations for the child:
"Mental Development
•Children can begin to think about their own behavior and see consequences for actions. In the early stages of concrete thinking, they can group things that belong together (for instance babies, fathers, mothers, aunts are all family members). As children near adoles- cence, they master sequencing and ordering, which are needed for math skills.
•Children begin to read and write early in middle childhood and should be skillful in reading and writing by the end of this stage.
• They can think through their actions and trace back events that happened to explain situations, such as why they were late to school.
• Children learn best if they are active while they are learning. For example, children will learn more effectively about traffic safety by moving cars, blocks, and toy figures rather than sitting and listening to an adult explain the rules.
• Six- to 8-year-olds can rarely sit for longer than 15-20 minutes for an activity. Attention span gets longer with age.
• Toward the beginning of middle child- hood, children may begin projects but finish few. Allow them to explore new materials. Nearing adolescence, children will focus more on completion.
• Teachers set the conditions for social interactions to occur in schools. Under- stand that children need to experience various friendships while building esteem.
• Children can talk through problems to solve them. This requires more adult time and more sustained attention by children.
• Children can focus attention and take time to search for needed information.
• They can develop a plan to meet a goal.
• There is greater memory capability because many routines (such as brushing teeth, tying shoes, and bathing) are automatic now.
• The Child begins to build a self-image as a “worker.” If encouraged, this is positive in later development of career choices.
• Many children want to find a way to earn money."
Teaching her to improve her alphabet handwriting: 10:05 am - 10:12 am (no more than 7 minutes)
Describing her actions
How she does it:
"Do you remember the alphabet?"
*nods head*
Writing out all the uppercase letters (tracing over the worksheet)
-Traces with frown/determined facial expression and writes relatively quickly
- does not write with correct steps for some particular letters
Gets faster and faster but still stays within same range of neatness/messiness
Writing out lower case
gets distracted easily
moves paper around often
A bit restless
Does everything silently and rushes a bit
- Looks frequently at the other kids playing games across the room
- relatively neat for a 5 year old
"Mental Development
•Children can begin to think about their own behavior and see consequences for actions. In the early stages of concrete thinking, they can group things that belong together (for instance babies, fathers, mothers, aunts are all family members). As children near adoles- cence, they master sequencing and ordering, which are needed for math skills.
•Children begin to read and write early in middle childhood and should be skillful in reading and writing by the end of this stage.
• They can think through their actions and trace back events that happened to explain situations, such as why they were late to school.
• Children learn best if they are active while they are learning. For example, children will learn more effectively about traffic safety by moving cars, blocks, and toy figures rather than sitting and listening to an adult explain the rules.
• Six- to 8-year-olds can rarely sit for longer than 15-20 minutes for an activity. Attention span gets longer with age.
• Toward the beginning of middle child- hood, children may begin projects but finish few. Allow them to explore new materials. Nearing adolescence, children will focus more on completion.
• Teachers set the conditions for social interactions to occur in schools. Under- stand that children need to experience various friendships while building esteem.
• Children can talk through problems to solve them. This requires more adult time and more sustained attention by children.
• Children can focus attention and take time to search for needed information.
• They can develop a plan to meet a goal.
• There is greater memory capability because many routines (such as brushing teeth, tying shoes, and bathing) are automatic now.
• The Child begins to build a self-image as a “worker.” If encouraged, this is positive in later development of career choices.
• Many children want to find a way to earn money."
-http://www.ces.ncsu.edu/depts/fcs/pdfs/fcs465.pdf
DeBord, Karen. "Childhood Years: Ages Six Through Twelve." NNCC.org. National Network for Childcare. Web. 24 May 2011.
Teaching her to improve her alphabet handwriting: 10:05 am - 10:12 am (no more than 7 minutes)
*nods head*
Writing out all the uppercase letters (tracing over the worksheet)
- does not write with correct steps for some particular letters
Gets faster and faster but still stays within same range of neatness/messiness
gets distracted easily
moves paper around often
Does everything silently and rushes a bit
- Looks frequently at the other kids playing games across the room
- relatively neat for a 5 year old