Choi game beach head 20006/3/2023 ![]() Through the application of these principles, effective educators can challenge and have high expectations for all students to make progress in development and early learning (Askew et al., 1997 Clarke et al., 2002 Clements and Sarama, 2007, 2008 Thomson et al., 2005). These principles include managing the learning environment, teaching subject-matter content through learning trajectories, using tiered intervention approaches, using a mix of instructional methods, using interdisciplinary approaches to instruction, and ensuringįollow-through and continuity. This section reviews some of the principles for instructional practices that are generally applicable provided that they are developed and applied in specific ways for different developmental domains and learning needs, including general learning competencies, socioemotional development, cognitive development, and specific subject-matter content (as illustrated in the specific sections that follow). The sections that follow then cover other important educational practices, including using technology effectively, supporting the early learning of dual language learners, supporting children with and at risk for disabilities, working with families, and conducting child assessments.ĬROSS-CUTTING PRINCIPLES FOR INSTRUCTIONAL PRACTICES ![]() First is a discussion of cross-cutting principles for instructional practices and curricula, with an overview followed by examples of applications of instructional practices specific to working with infants and toddlers, language and literacy, mathematics, science, and socioemotional development. ![]() ![]() This chapter provides an in-depth discussion of some of the key educational practices identified in Chapter 5 that, when applied with consistency and high quality over time for children as they age, can continuously support the development and early learning of children from birth through age 8.
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