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| ". . . children do not live - as many still believe - in a mythical and pre-intellectual dimension, but they are capable of constructing thoughts and reflections because knowledge is with them, right from birth, in the heart of life itself. . . . children, above all when together with other children, are inventors, "safe-crackers", and re-builders of theories and behaviors that elude any presumptuousness or predictability of methods. . . . children do not wait for our permission to think. Indeed, children are bursting with ideas that are always impatient to escape through language (and we say a hundred languages) to connect and communicate with the things of the world." Louis Malaguzzi educator and founder of the municipal early childhood education system of Reggio Emilia |
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What to do before
beginning this exploration with your children. Chapter 4 Casting Shadows from Developing Constructivist Early Childhood Curriculum This chapter describes how early childhood curriculum guides generally suggest teaching about shadows and then discusses how to conduct shadow activities in a constructivist classroom. |
| Principles of Teaching |
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Children will
demonstrate a sense of self as a learner Here
are two web sites that address the use of content standards in early
childhood |
| Principles of Teaching |
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The
children will be able to formulate theories about shadows.
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| colored cellophane colored plastic wrap white drawing paper tissue paper |
sheets blankets screen tent |
chalk pens and pencils markers and crayons tape |
tubes tulle or netting objects with holes |
slide projector flashlights lanterns (battery) |
| Clear containers to hold a variety of liquids and solids | Measuring tools (ruler, yardstick, tape measure, string, etc.) |
| Create a provocation This can be done by commenting on shadows as the children are playing outside on a sunny day with a question such as: Another way is to put an opaque cutout of a kite, a bird, a balloon, or a butterfly in the window of your classroom. Comment on the shadow it casts and what happens to the shadow as the day progresses. Set
up a Shadow Studio Chalk
Outlines Children
will formulate theories about shadows and engage in activities to test
those theories. Activities will depend on the theories the children form.
For example, young children think of the shadow as an object. They think
that light is the agent that causes the object to form or that allows
people to see the shadow, even when it is dark. It is extremely important
that the content and experiences presented to the children match their
cognitive capacities. This will allow the children to extend, apply, and
interpret deeper meanings of the content. “…keep in mind that a
child’s view of the world and of scientific and mathematical concepts is
not the same as yours. Their perception of phenomena is formed from their
own perspective and experiences. Misconceptions will arise. So, be ready
to explore the world to expand their thinking, and be prepared for the
next developmental stage. Teach children to observe with all of their
senses and to classify, predict, and communicate, so they can discover
other viewpoints.”
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Questions of Children About
Shadows |
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Questions of Reggio Children
About Shadows
Why don’t people’s shadows have colors even if their clothes are
colored? |
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Frames
for Essential Questions |
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Web Links Books |