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...a peer-reviewed multilingual journal on the development, care, and education of young children

ISSN 1524-5039

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Early Childhood Research Practice is in the process of moving to the early childhood special education program at Loyola University Chicago after 17 years at the University of Illinois at Urbana-Champaign. We are delighted by the opportunity to “pass the torch” to our Loyola early childhood colleagues. We suggest you visit ECRP ’s Facebook page for future updates.

Wondering with Children: The Importance of Observation in Early Education

George Forman Ellen Hall Videatives, Inc. Amherst, Massachusetts

George Forman Ellen Hall

This paper asserts that through the process of observation, documentation, and interpretation of children's goals, strategies, and theories, teachers gain insight into children's thinking. As a result of this process, teachers are better able to engage children in conversations and investigations that have the potential to extend their learning in both depth and breadth. Utilizing brief video clips of both children and adults to support its premise, the paper outlines and discusses relevant aspects of observation for understanding and introduces the concept of the videative as a powerful resource for revisiting and analyzing documented observations.

Children are sometimes spontaneous, sometimes reserved; joyful now, sad later; friendly and reserved; competent and naïve; talkative and quiet. To be childlike is to experience an almost unpredictable array of discoveries, emotions, and levels of energy. Children are unique and complex and thus often difficult to comprehend. And they do not readily engage us in dialogue in order to explain the reasons for their caprice as they explore the world that surrounds them. Yet, as teachers, it is important for us to know our children deeply, to flow with their currents, and to extend their nascent theories about how the world works.

Given the delightful yet often enigmatic characteristics of young children, we learned decades ago that in order to comprehend children we must begin by observing them as they play. But what do we see as we observe, and how do we use our observations to enhance our effectiveness as teachers?

Here are some of the reasons that teachers offer when asked about the value of watching and listening to children:

We want to use these reasons again, so we will provide an example that illustrates the general meaning of each:

In essence, we can learn at least five attributes of our children when we observe them closely:

Each of the preceding objectives for observing is relevant if we desire to learn about children and thus improve the quality of our teaching. But we think that one of these objectives is best suited for gathering information in order to engage in high-level conversations with young children about their theories and attitudes, conversations that can support and extend their learning in both depth and breadth.

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's works–more than 3000 pages of it would eventually be translated–fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century. Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history. [45] Richard Dales, for instance, calls the discovery of Aristotle's works "a turning point in the history of Western thought." [46] After Aristotle re-emerged, a community of scholars, primarily communicating in Latin, accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church. The efforts of this " wholesale OEM outdoor climbing man shoes Quality Original CpYa2ccFA
" were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through reason. This became the primary mission of lecturers, and the expectation of students.

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and among Europe's best ranked. It was established in 1386.

The university culture developed differently in northern Europe than it did in the south, although the northern (primarily Germany, France and Great Britain) and southern universities (primarily Italy) did have many elements in common. Latin was the language of the university, used for all texts, lectures, disputations and examinations. Professors lectured on the books of Aristotle for logic, natural philosophy , and metaphysics ; while Hippocrates , Galen , and Pay With Visa Online 2018 Summer Wedges Sandals Open Toe Gladiator Sandals Women Inexpensive 4l7p9cG
were used for medicine. Outside of these commonalities, great differences separated north and south, primarily in subject matter. Italian universities focused on law and medicine, while the northern universities focused on the arts and theology. There were distinct differences in the quality of instruction in these areas which were congruent with their focus, so scholars would travel north or south based on their interests and means. There was also a difference in the types of degrees awarded at these universities. English, French and German universities usually awarded bachelor's degrees, with the exception of degrees in theology, for which the doctorate was more common. Italian universities awarded primarily doctorates. The distinction can be attributed to the intent of the degree holder after graduation – in the north the focus tended to be on acquiring teaching positions, while in the south students often went on to professional positions. monroo latest design women sweet cut polka dot split joint girl dress fashion ladies dress New Arrival Cheap Online Qmub9ky
The structure of northern universities tended to be modeled after the system of faculty governance developed at the University of Paris. Southern universities tended to be patterned after the student-controlled model begun at the University of Bologna. Metal Parts 2017 Wholesale Hot Women Flat Shoes Black Casual Flat Feet Dress Shoes Fashionable Online yNYGRSlTTc
Among the southern universities, a further distinction has been noted between those of northern Italy, which followed the pattern of Bologna as a "self-regulating, independent corporation of scholars" and those of southern Italy and Iberia, which were "founded by royal and imperial charter to serve the needs of government." [50]

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