Chapter 6
ALLEN, DANIELLE, ALYSSA, JENNA
Basic Overview:
•“Managing the Encouraging Classroom”
Physical Activity
This chapter stresses the importance of physical activity in the classroom
How and why to include it?
1. Dancing and aerobics renews ability to concentrate and provides foundational language and
literacy skills
2. New curriculum involves moving and learning for healthy cognitive and physical development
3. Teachers should move beyond schedules and meet the students needs for activity
4. Vigorous play done right can involve every child without the need to compete or take turns
5. Proactively manage Big Body Play.
Rest and Relaxation
oLittle to no energy after a long day.
oNaps are a good way to get energy back.
oSome kids don’t have the ability to relax on their own.
oTeaching children relaxation techniques possible outcomes.
oClassroom anecdote P.G. 202
oP.G. 203 challenges of napping/suggestions
Routines and Transitions
•
Benefits of routines
Examples of routines
Flexability
Transitions
1.
2.
3.
4.
5.
6.
Time Confusion-Tracking the Daily Schedule
Until age 7-8, most children have a hard time understanding basic time concepts and frequently
show “Time Confusion”
Day Charts or a Day Clock posted in the class room can help avoid or manage time confusion.
Examples shown on pg. 196-197 or pg. 210-212.
“Young children’s reasoning is tied to what they are seeing and experiencing; that is, young
children are dependant on concrete, observable events…..to help then “figure things out.” Given
this need for concreteness, it is understandable that time concepts –which cannot be seen,
heard or felt—are difficult for young children to construct.. To help children understand the
passage of time, we must relate time to physical objects and/or events that are meaningful to
the children.” (Van Scoy and Fairchild,pg.21, 1993)