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Believed early education should be natural.
Children should learn through curiosity with little adult intervention. -
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Combined natural learning with informal instruction.
Used sensory manipulative experiences to teach students. -
Promoted natural learning.
Created circle time and the term, "kindergarten," meaning “children’s garden." -
Educators focused on nurturing children's maturation through instruction in skills seen as prerequisites for reading.
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Researchers investigating early childhood literacy development brought about many changes in practice. This era ran from the 1960's to the 1980's.
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Used manipulatives to teach specific skills.
Believed children should learn by using their five senses. -
Believed in progressive education with a child-centered curriculum.
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A child-centered approach where social interaction and problem solving are emphasized with less direct instruction of skills.
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Created the Theory of Cognitive Development.
Believed children learn through interacting with the world. -
Learning occurs as children acquire new concepts, or schema.
Created scaffolding and the zone of proximal development. -
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Supports the constructivist perspective and natural approaches to learning. Literacy learning is child-centered and based on a child's life experiences
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As children begin to experiment with reading and writing, they need to focus on the sounds that make up words.
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No single method or single combination of methods can successfully teach all children to read.
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Phonemic awareness, Phonics, Vocabulary, Comprehension, Fluency
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Reading First Grants. Money from the federal government.
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A public policy, not a curriculum or method
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A comprehensive system of support to ensure SC students graduate on time with the literacy skills they need to be successful in college, careers, and citizenship.