-
Rousseau: wanted smallest
amount of adult intervention
possible; believed children's
learning should be natural. Pestalozzi: suggests that
children learn naturally but also
develop through sensory
manipulative experience. Froebel: stressed the
importance of learning through
play. -
Maria Montessori: children need timely
and systematic training to learn; students
work with materials and use their five
senses John Dewey: curriculum should revolve
around interests of children; children
need real life settings and social
interactions to develop Jean Piaget: children acquire knowledge
through interacting with the world; four
stages of development: sensorimotor,
preoperational, concrete operational,
formal operations. -
child-centered; based on life
experiences at home, in
classroom, and
interests; social
interaction encourage -
Maturation is the most important part of
learning to read; auditory discrimination,
visual discrimination, visual motor skills,
large motor skills -
Investigate cognitive
development; research in
diverse classrooms;
research and theorize how
children become literate. -
Learning through
new concepts;
children learn
through language
and interactions
with the world -
no single
method can teach
children how to
read; must take
consideration social,
emotional,
intellectual and
unique individual
needs of each child -
Explicit Instruction and
Phonics:
Children learn sound-symbol relationships and
how individual sounds
make up words;
strengthened test scores in
response to lower scores
with Whole Language -
Reading First Grants;
Federally Funded -
Children must know the sounds
and letters of alphabet, must
be able to write name and
letters, concepts about print,
can produce and comprehend
language, have phonological
awareness and can remember
what was said to them -
Not a curriculum or method;
many states have written
their own -
Addresses literacy
performance in South
Carolina; provides
assessment and intervention
for students K-12 to make
sure they are proficient
readers by third grade