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How Children Learn: Brain, Experience, And School: Expanded Edition

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National Research Council. (2000). How children learn. In How People Learn: Brain, Mind, Experience, and School: Expanded Edition (pp. 79-113). National Academies Press.

One of the more interesting points this chapter touches on is the outdated notion of tabula rasa, where a child’s mind is a blank slate to be written on. It is now believed that children are active learners with self-agency, with ideas on what and how they want to learn. Theories on active learning puts emphasis on the ability for learners to accumulate and organize knowledge, Children are viewed as continuously developing strategies for remembering information, understanding learned concepts, and solving problems. This has been made apparent through outlining cognitive developmental milestones. Understanding how children think, learn and express their knowledge …show more content…

It does this through a variety of ways. It describes developmentally appropriate teaching practices; identifies expected learning outcomes for young children; defines supportive learning environments; links expectations document to Core Curriculum Content Standards; provides guidance on the assessment of young children; provides examples for preschool teaching practices and learning outcomes; and provides specific developmentally appropriate practices.
Preschool education consists of specially designed educational experiences to stimulate, assist, support, and sustain emergent skills before entering kindergarten. Preschools and supportive programming aim at providing a wide range of developmentally appropriate experiences that young children need to be successful through their early years of education.
Like the NJCYC Early Learning Standards, this document presents standards for creating and sustaining an effective learning environment, while also identifying and demonstrating appropriate assessment tools and

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As an early childhood educator, it is vital to have a deep understanding of NAEYC’s Core Standards so as to truly comprehend that children’s learning and development are multidimensional, complex, and influenced by many factors. And, that this learning should take place in environments that are developmentally appropriate and encourage child-initiated, active learning. Teachers need to create engaging lesson plans that utilize a well thought out developmentally appropriate curriculum that addresses the physical, emotional, social, and cognitive needs of children (Freeman, Decker, & Decker, 2013). These lessons should promote learning from every experience. Once taught concepts have been mastered, children need to be introduced to new concepts and challenges that allow them to continue to learn and develop.

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BK Standard 4 is, which states, teacher candidates use authentic, ongoing assessment of children’s abilities to plan, implement, and evaluate programs that build upon each child’s unique strengths.1 This standard prove to be vital with my experiences in field placements. When young children are in need of early interventions, it 's imperative that teacher and the administration are in tune with the cultural and linguistic differences within the school environment. Another continues encounter that teachers face to be effective with early childhood special needs children are able facilitate progress and enrich skills that motivate preschoolers in an unsurpassed learning experiences. In addition to, provide the opportunities in learning centers settings and

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