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The purpose of the
Center is to offer early childhood educators new approaches and strategies
for working with young children. The work of the center addresses both
theoretical and practical issues.
We have no doubt
that young children posses a diverse range of capabilities. However, the
cognitive abilities of children can be misleading. Adults may overload
the children with cognitive stimulus to such an extent that their emotional,
social and physical needs are obscured. This can cause unnecessary stress
and impede development.
It is therefore
essential that in any work with children we see the whole child and his/her
unique needs. We must listen carefully to the individual personality and
respect the child's place on the developmental continuum.
Often, adults unknowingly
extinguish children's curiosity. Lack of time or interest sometimes result
in automatically given quick responses or information laden answers to
children's spontaneous questions, cutting short what might have been a
wondrous exploration. The ability to listen and be a partner in the child's
question making process is crucial if real learning is to occur.
We try to cause the
early childhood educator to reflect on these issues, to examine their
perceptions and beliefs about children, teaching and learning and to come
to realize the complex and delicate nature of the learning process.
PROGRAM FOR CHANGE
The "Wide Angle"
Early Childhood Center offers the teachers of the Western Galilee a unique
change initiative called "Thinking in the Kindergarten." The
program demonstrates the application of educational principles to thinking
and learning. The goal of the program is to bring about changes in the
way the teachers work with the children as a result of a deeper understanding
of the significance of teaching and learning.
The program trains the
teachers in the areas of critical thinking, science, mathematics and language.
The training is comprised of theoretical as well as practical enrichment
within an innovative support model which is holistic in nature. Our belief
is that in order for change to occur there must be a real connection between
what is learned at the in service level and the field. Therefore, the program
engages the teacher in a variety of complimentary settings, strategies and
types of interaction.
The program includes:
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In-service training for early childhood educators
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Consultation and guidance for teachers in their classroom environment
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Guided observation in a demonstration kindergarten setting
IN-SERVICE TRAINING
Seminars and workshops are offered on a broad array of content areas and
languages. Teachers are given assignments to carry out in the classroom.
They report on their findings, which are then worked through in the workshops.
The purpose of the training is to engage the teacher with basic concepts
and theories that are connected to thinking and learning in the different
disciplines and to provide new tools for fostering children's thinking skills
in the classroom. Much of the work in the seminars and workshops relates
to the national kindergarten curriculum but takes into account the differences
in age, capabilities and other special needs of the children.
GUIDING
THE TEACHERS IN THE CLASSROOM
Participation in the
training programs deepens the teacher's level of knowledge in different
content areas and provides new ideas for implementation in the classroom.
Often, this is not sufficient and teachers needs additional support outside
of the training framework in order to successfully translate the new concepts
they have acquired into the language of the classroom. The teacher needs
to ask specific questions, receive clarification, observe model teaching
etc. Counseling takes place in the classroom at the teacher's request and
is adapted to suit the needs of the individual teacher.
Decisions about the type of counseling most suitable are a result of the
counselor's knowledge of a particular teacher —
her experience, teaching style, expectations and readiness. The teacher
defines her needs: she can request to observe the counselor working with
the children, to consult on a particular program, raise questions related
to particular theories studies in training or ask to be observed.
The frequency of the
counselor's visits is determined by the teacher. Each visit lasts one
to two hours. Topics are chosen by the teacher and are usually related
to what was studied in the seminars and workshops. One of the most important
aspects of this support model is in the way it illustrates that special
spaces, facilities or equipment are NOT necessary in order to bring about
change. The counselor goes into the teachers setting and using existing
equipment supports the teacher in her efforts to bring about change.
THE WIDE ANGLE SCIENCE KINDERGARTEN — A KINDERGARTEN
FOR TEACHERS
The
Wide Angle science kindergarten was designed as a "gan for the gannenet"
- a kindergarten for the teacher. The purpose of the kindergarten is to
demonstrate different educational approaches and teaching strategies, new
content areas and activities. The demonstration kindergarten is a response
to:
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The need to train
teachers in the development of scientific thinking and expose them
to significant strategies for engaging with science in the kindergarten. |
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The need to
strengthen the teacher's self confidence and belief in her ability
to successfully introduce this subject matter into her classroom. |
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*The need to
adapt contents from the scientific discipline to the capabilities
and interest levels of young children. |
The program is based on the following principles:
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What is done
in the kindergarten is the practical application of what was learned
in the training program held at the Teachers Center. |
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Teachers visit
the kindergarten as observers, freed from the responsibility of caring
for their students, and open to applying what they have learned. |
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Teachers are
provided with a professional, supportive environment. |
A teacher visits the
demonstration kindergarten with the children in her class three times
a year. During the visit the children experience activities that are related
to what the teacher has been learning in the seminars/workshops. In addition,
the teachers participating in the training program visit the kindergarten
twice to observe other groups of children. The visits allow the teacher
to observe the teaching strategies employed, the development of the activity
and the discussion, the ways in which the children respond to the stimulus
being provided and the use of readily available and found materials as
primary teaching aids.
How to initiate activities
with young children; how to respond to unexpected learning opportunities;
how to ask open ended questions and create space for unconventional and
new ideas; how to foster exploration of the unknown and go with the flow
of the children - all these are questions which the visit to the demonstration
kindergarten helps answer. Through their observations, the teachers also
learn how scientific subject matter can be taught through a multi disciplinary
approach and included as a component of the existing activity centers
in the classroom.
Finally, the demonstration
kindergarten is mean to be an inspiration and source of new ideas.
The kindergarten
opened three years ago. It is constantly changing, depending on feedback
from both children and teachers. Three times a year the theme is changed
as well as the approach, emphasis, work methods, presentation of material,
activities, subjects and contents, decor, facilities, activities and teacher
guidance. The pervading atmosphere is one of mutual respect.
EVALUATION
To the best of our knowledge, this venture is unique in Israel. It is the
first to provide extensive support for early childhood educators. Each component
of the program is accompanied by constructive evaluation by means of feedback
and discussions with teachers.
In the future we hope
to include teachers, supervisors and parents in the design of the entire
spectrum of activities.
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