3 Discussion Questions 1. Discussion 1: Breathtaking moments of awe and wonder Discussions For this synchronous Discussion, read the article “Eight Reasons Why Awe Makes Your Life Better” and rev

3 Discussion Questions

1.      Discussion 1: Breathtaking moments of awe and wonder

Discussions

For this synchronous Discussion, read the article “Eight Reasons Why Awe Makes Your Life Better” and review the PowerPoint Presentation titled “Awe and Wonder.” Also, if possible, view the videos “I Wonder,” and “All the World.” If not available, look for these videos online via YouTube.

LINK TO POWERPOINT: https://www.mediafire.com/file/2gdwvyjbtuyq9c7/WAL_MSEC_6108_WK1_AweandWonderPPT.pptx/file

In creating your presentation, remember, it should draw on your own reflections on wonder, and the resources, and include your responses to the following:

What piques your wonder, curiosity, and awe?

Why are wonder and curiosity important to young children’s development and learning?

How can adults help to protect and promote the wonder, curiosity, and awe that young children naturally possess?

• Walden University. (2021). Wonder, awe, and curiosity  Download Wonder, awe, and curiosity [PowerPoint slides]. Walden University Canvas. https://waldenu.instructure.com
• Allen, S. (2018, September 26). Eight reasons why awe makes your life better.Links to an external site. Greater Good Magazine. https://greatergood.berkeley.edu/article/item/eight_reasons_why_awe_makes_your_life_better

2.      DIscussion 2: The teacher's role

It only takes a brief exploration into developmentally appropriate practice to understand that caring relationships are critical to effective early childhood teaching and learning. Being responsive means knowing and caring about young children and intentionally engaging with them to meet their needs and nurture their strengths.

Child-centered approaches to teaching and learning offer opportunities for children to become more active participants in the learning process and for teachers to engage more meaningfully in relationships with children. Together, teacher and children collaborate to learn, grow, and get to know each other as they explore the content areas. In this way, children learn to take more ownership of their learning while gaining a strong sense of belonging to their classroom community.

To prepare for this week’s discussion, read “The Power of Good Morning” and “What’s Love Got to Do with It?”

Resources

 SHAPE  \* MERGEFORMAT

Be sure to review the Learning Resources before completing this activity.Click the weekly resources link to access the resources. 

WEEKLY RESOURCES

• Calzone, S. (2020). The power of “good morning.” Teaching Young Children. 14(1), 22–24.
• Child Care Technical Assistance Network. (n.d.). Relationships: The foundation of learning and development. U.S. Department of Health and Human and Human Services. Administration for Children and Families, Office of Child Care. https://childcareta.acf.hhs.gov/infant-toddler-resource-guide/relationships-foundation-learning-and-development
• Edge, E.E. (2019, November). What’s love got to do with it? Relationships and reflections in early childhood programs.YC: Young Children, 74(5), 14-20.

Post your response to the following:

• What insights do you have from these articles and your own experiences about the importance of building responsive relationships with children?
• Share at least one strategy for building responsive, caring relationships
• Explain how the role of the teacher differs in child-centered and teacher-directed approaches.
• Explain some of the benefits to children and to teachers of child-centered learning and teaching.
• Discuss why fostering child-centered learning may be more difficult for some early childhood professionals than teacher-directed learning.

3.      Module 3: Discussion

 SHAPE  \* MERGEFORMAT Discussion: Evaluating a project together

The preschoolers at Washington Elementary in Moline, IL became intrigued with making cupcakes when one child, who had been baking at home with his grandmother, acted this out in the dramatic play corner. Picking up on their curiosity, a student teacher asked the group: How do you make cupcakes?

• “First you need the batter. Stir it. Put it in the oven. Frost it. Then you eat it. That’s how you make cupcakes.”
• “You have to have cupcake filters for putting the cupcakes in.”
• “You have to mix it up before you eat it. It has to go in the oven too.”
• “My mom has to do it.”
• “First cook some eggs. Then add sugar. Add some flour. Put it in the oven for two minutes. Don’t forget to eat it!”
• “It’s too hard. I’ll try to draw it.”

And this is how their project-based learning experience began. 

WEEKLY RESOURCES

To Prepare:

Review Recipes for Learning: A Baking ProjectLinks to an external site..

WEBSITE  FOR ASSIGNMENT: Recipes for Learning: A Baking Project | Illinois Early Learning Project

Consider based on what you have learned about engaging and exciting project-based learning experiences and their value to every child’s development and learning. 

Post your response to at least 4 of the following. Be sure to include specific examples from Recipes for Learning: A Baking Project to illustrate your points:

• How is this project child-centered?
• Where do you see content-area learning coming to life?
• How does this experience foster growth in each of the developmental domains?
• Where do you see ways this approach/project could offer inclusive/individualized participation to meet children’s needs and build on their strengths?
• How does this project meet the criteria of project-based learning?
• What excited you about this project and this way of learning and teaching? In the “Teacher Reflection” section, the student teacher shares: