SUMMARY OF REPORT

NEW INSIGHTS IN CHILD DEVELOPMENT AND LEARNING


 Educators are influenced and guided by emerging research in their own and allied disciplines. New insights are derived from many sources-primary among them are the biological and behavioral sciences, and the reflections and research of practicing teachers.




   recent brain growth and neurological development
   cognitive types and learning styles
   the importance of social and moral competence






EARLY BRAIN GROWTH AND DEVELOPMENT


 This research reveals that the human brain becomes "wired," at an astounding rate during the early months and years of development, and is dependent on specific types of experiences during certain developmental time periods.
 The point to be made here is that acknowledge this early critical development means rethinking the type, quality, and timing of earliest experiences, and acknowledging that earliest experiences have implications for lifelong outcomes.




LEARNING THEORY, LEARNING STYLES AND COGNITIVE TYPES


 A number of theories about intelligences and learning have emerge in recent years.
 One familiar theory suggest that environmental, emotional, sociological, physical and psychological stimuli affect the learner's success in learning.
 Type of lighting-soft, natural, or bright lighting, or color and aesthetic features of the classroom decor. Arrangement of furniture and spaces for learning. Auditory features, student talk, music, quiet or noisier surroundings and temperature of the learning environment.
 Learning theory addresses cognitive styles, creative and perceptual styles. learners are typed according to four ways of responding to perceptions:
   - feeling and reflection
   - reflecting and thinking
   - thinking and doing
   - creating and acting






BASIC ASSUMPTIONS UNDERLYING AUTHENTIC CURRICULUM AND ASSESSMENT


 Our quest for authentic assessment can be based on assumptions relating to several aspects of the education process:


   1. Early childhood education (0-8 of age)
   2. Learning
   3. Knowledge
   4. teaching
   5. assessment


 assumptions about early childhood education

• Young children have an innate to need to know.
• Initiate and direct their own learnings.
• Construct knowledge while interacting with adults.

 authentic assessment: an emerging paradigm

 criteria for good assessment

• Assessment must be valid.
• Assessment must deal with the whole child.
• Assessment must involve observations across time and in variety of settings.
• Assessment must be continuous and ongoing.
• Assessment must be use a variety of methods and sources.
• Assessment must be used to modify the curriculum to meet the individual needs of children in the program.
• Assessment must involve parents.

ASSUMPTIONS ABOUT LEARNING

• Learning must proceeds from the concrete to the abstract.
• The mind must be engaged.
• There are different intelligences involved in learning.
• Foundations in early childhood.

ASSUMPTIONS ABOUT KNOWLEDGE

• is rooted in language, beliefs, and customs of different cultures.
• different kinds of knowledge exist.
• both products and process.
• problem solving supersedes rote memory of facts.
• new knowledge build on prior knowledge and experiences.
• acquired in meaningful contexts.
• lifetime process.
• is impossible to define a particular body of knowledge.

ASSUMPTIONS ABOUT TEACHING

• specialized training and skills
• teaching is child-centered
• teaching occurs individualized
• teaching is cognizant of and responsive to emerging research
• teaching is cognizant of and responsive to the ever growing knowledge
• diverse cultures and learning styles considered
• ongoing and interconnected

ASSUMPTIONS ABOUT ASSESSMENT

• across populations is of little value
• emerging capabilities and the individual' interactions with the environment
• rooted in scientific evidence
• considers different intelligences, diverse learning styles and varying context
• provides valid information about the learners' educative process
• rooted in child's growth and development
• objective and reliable data about the learner
• developmentally appropriate curricula and vice-versa

 GROUP MATES

 FLORESTA, Ernie

 GERMAN, Janrel Cedrick

 SADICON, Harlyn

 TOLENTINO, Leopoldo

 TORRES, Arlyn

LEARNING QUESTIONS

GROUP I

1. What kind of teaching will you prefer to teachers in teaching each students with different learning styles and cognitive levels?

2. How can you develop the moral and social competencies of your students since these are essential for them to live in democratic society? Specify the activities.

3. How will you manage students who are already for schooling and students who are not yet ready?

4. Does child-centered is effective than curricular or skill-and-drill focused? How do you say so?

5. How can authentic assessment provides valid information and assist teachers in educative process of learners?

GROUP II

1. Does teacher need to get additional information of his/her students or those students only how have problems?

2. Since additional information is needed before schooling. Do you think teacher can get all information of his/her students if the teacher has not yet meet the students?

3. How can benchmarks helps teachers in facilitating and assessing the teachers?

4. Does authentic assessment effective for all students with different learning styles?

5. How does analysis paralysis affects the students on their learning?

GROUP III

1. Does circular questioning allows therapist to jot down his/her observation as he/she is on the process of questioning?

2. How can you make quality questions that will reveal your answers to questions about the problem of your clients?

3. Does time line is a practical way of observing child even it requires the therapist to draw graph and write the information during interview at the same time?

4. Does the effectiveness of time line depends on the questions you made and good answers gives by your clients?

5. How will you handle these clients who do not answer your questions (may be your question is too confidential) ?