@device(postscript)
@style(TopMargin .75 in, BottomMargin .75 in)
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@Tabset(.5 in, 1 in, 1.5 in, 5.25 in)
@Heading(Kathleen C. Bean)
@begin(center)
9 Monson Drive
Peabody, MA 01960
(508) 535-7150
Soc. Sec. No.: 009-40-5161
@end(center)

@b(Topic)@\@\@\Child Development

@b(Objective)@\@\To motivate the participants to make their programs
developmentally appropriate @*
@\@\@\and responsive to each child's uniqueness

@b(Appropriate audience)@\Teachers and administrators connected with early childhood programs @*
@\@\@\(pre-school through third grade)

@subheading(Methodology)@*
5 minutes @\@b(Welcome and Introduction) @*
30-45 minutes @\@b(Ice-Breaker Activity) @*
@\@\A hands-on activity to help people meet each other and provide the
focus of a discussion. @*
10-15 minutes @\@b(Brainstorming Activity) @*
@\@\Participants are asked to volunteer some of the things they 
already know about children. @*
@\@\Presenter writes it down on easel pad and will refer back to it
during the next section. @*
10 minute break @*
60-75 minutes @\@b(Presentation) @*
@\@\Presenter shares relevant ideas and refers back to previous activities. @*
10 minute break @*
20-30 minutes @\@b(Wrap-up) @*
@\@\Participants apply the ideas to a real task that they can use in
their own programs. @*
10 minutes @\@b(Closing)@*
@\@\Participants are given handouts and fill in an evaluation sheet.
@blankspace(.2)
@subheading(Ice-breaker Activity) @*
Each participant is given a sealed can containing some small objects (e.g., paper clips, corks, styrofoam @*
@ @ @ @ peanuts, popsicle sticks or feathers). @*
The first task is for each participant to pair up with the person whose can makes the same sounds (and @*
@ @ @ @ presumedly contains the same kind of object). @*
The second task is for each pair to write a description of the sounds their cans make.@*
The third task is for each pair to describe the objects in their cans in terms of size, shape, what they are @*
@ @ @ @ made of, etc., and, if possible, what they are. @*
The fourth task is for each participant to tell his or her partner how the partner's approach to these tasks @*
@ @ @ @ differed from their own and how that difference contributed to the result. @*
Participants are then given an opportunity to share with the group what they said to their partner.

@>(continued)
@newpage
@b(Kathleen C. Bean) @ @ @ 9 Monson Drive, Peabody, MA 01960 @ @ (508) 535-7150 @ Soc. Sec. No.: 009-40-5161

@subheading(Brainstorming Activity)@*
Participants are asked to volunteer words or phrases that describe children. @*
The presenter writes  all the words and phrases down on an easel pad without commenting on them.
@blankspace(.2)
@subheading(Outline of ideas to be covered in the presentation.)
@begin(flushleft)
o Defining the child

o Cognition - the development of knowledge in the child

o Play
  - definition of play
  - play as learning
  - play and cognition
  - "Play integrates and expands thinking."

o Language
  - the development of language in the young child
  - language and communication

o Cultural diversity
  - the richness of culture 
  - historical perspective
  - the uniqueness of each child - cultural diversity and individual differences 
  - racism and society

o Individual differences within the classroom
  - culture
  - learning style
  - special needs
  - respect for each child's uniqueness

o The Family
  - stages of family development
  - the variety of structures in families today
  - the child within the family
@end(flushleft)
@blankspace(.2)
@subheading(Wrap-up Activity) @*
"We did the opening activity with the cans in a way that is appropriate for adults. @*
What changes would you make to the activity to adapt it for the children in your program? @*
How would you vary it for individual children?  What if one or more of
your children did not speak much English, or were perceptually or
physically challenged?