Post by Laura Hull on Mar 7, 2017 19:46:16 GMT -8
Understanding a child's development can help lead teachers to tailor curriculum so that something easy for most of her class isn't being over-taught, as well as to ensure that some skill or concept that some children have never really grasped or practiced is not skipped or glossed over too quickly. Meeting children where they are at and providing them an appropriate level of challenge, intervention, or extra encouragement can help the individuals each get the most out of school.
For example, in a toddler class where potty training is part of the curriculum, teachers need to observe students and also speak with paretns to assess the level of the students. Some students will be so advanced that they will almost always speak up when they need to go, and they will need very little help with sitting, wiping, or hand washing. Other students will still fully be in diapers and unaware of the differences between "wet," "poop-y," and "dry." These students will be helped by teachers narrating about these things and about the process of using the "big kid potty" as the teacher changes diapers. The teacher brings them up to a greater awareness of biological functions and of the language needed to talk about such things. Finally, some children in the middle may be fairly aware of when they need to potty and what it feels like when they are wet or otherwise, but they may be scared of using the restroom, or they may be unmotivated. Scared children may need someone to help them sit while using encouraging and soothing words. Or they may need motivators such as fun stickers or fun books about potty training. The issue of how to help a class of individuals with their varying potty needs illustrates how teachers who are attuned to individuals can tweak curriculum and informal leaning times to help each child succeed.
For example, in a toddler class where potty training is part of the curriculum, teachers need to observe students and also speak with paretns to assess the level of the students. Some students will be so advanced that they will almost always speak up when they need to go, and they will need very little help with sitting, wiping, or hand washing. Other students will still fully be in diapers and unaware of the differences between "wet," "poop-y," and "dry." These students will be helped by teachers narrating about these things and about the process of using the "big kid potty" as the teacher changes diapers. The teacher brings them up to a greater awareness of biological functions and of the language needed to talk about such things. Finally, some children in the middle may be fairly aware of when they need to potty and what it feels like when they are wet or otherwise, but they may be scared of using the restroom, or they may be unmotivated. Scared children may need someone to help them sit while using encouraging and soothing words. Or they may need motivators such as fun stickers or fun books about potty training. The issue of how to help a class of individuals with their varying potty needs illustrates how teachers who are attuned to individuals can tweak curriculum and informal leaning times to help each child succeed.