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Who Cares: How Teachers Can Scaffold Children’s Ability to Care
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care. To manage this they need to explore their own ability to care; to experience caring teacher educators; and to understand what caring is, how it develops, and methods for scaffolding its development in school settings.
Section II: Outcomes and Methods
A. Learner and Participant Outcomes
Through participating in this session, learners will develop, or further develop, an understanding of:
what caring is,how caring develops,their own experience in developing the ability to care and express caring in teacher
education courses,
what is esential in a caring classroom, caring school community,what resources are available for scaffolding children’s ability to care (organizations,
texts, picture books).
Through participating in this session, learners will develop skills in
creating a caring classroom, caring school community for teacher education
candidates,
helping teachers to create caring classrooms for their children,using picture books on caring with children.
B. Methods
The sessions will consist of three parts:1) What caring is and how it develops (Presenter 1)2) The necessity for scaffolding children’s ability to care in our college and school classrooms (Presenter 2)3) Methods for scaffolding children’s ability to care (Presenter 3)
Presenter will utilize, overheads and handouts, while encouraging discussion and experience sharing.
REFERENCES
Anonymous. (April, 2000). “How to create a caring classroom”, Scholastic Early
Childhood Today. (14(7), 36-46.
Bluestein, J. (2000). “Create a caring classroom”, Instructor. 110(2) 35-7.
Charney (1991/2002).
DeVries, R. & Zan, B. (1994). Moral classrooms, moral children/Creating a
constructivist atmosphere in earaly education. NY: Teachers College.
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| | Authors: Peloso, Jeanne., McNamee, Abigail. and Mercurio, Mia. |
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care. To manage this they need to explore their own ability to care; to experience caring teacher
educators; and to understand what caring is, how it develops, and methods for scaffolding its
development in school settings.
Section II: Outcomes and Methods
A. Learner and Participant Outcomes
Through participating in this session, learners will develop, or further develop, an understanding
of:
what caring is,
how caring develops,
their own experience in developing the ability to care and express caring in teacher
education courses,
what is esential in a caring classroom, caring school community,
what resources are available for scaffolding children’s ability to care (organizations,
texts, picture books).
Through participating in this session, learners will develop skills in
creating a caring classroom, caring school community for teacher education
candidates,
helping teachers to create caring classrooms for their children,
using picture books on caring with children.
B. Methods
The sessions will consist of three parts:
1) What caring is and how it develops (Presenter 1)
2) The necessity for scaffolding children’s ability to care in our college and school classrooms
(Presenter 2)
3) Methods for scaffolding children’s ability to care (Presenter 3)
Presenter will utilize, overheads and handouts, while encouraging discussion and experience
sharing.
REFERENCES
Anonymous. (April, 2000). “How to create a caring classroom”, Scholastic Early
Childhood Today. (14(7), 36-46.
Bluestein, J. (2000). “Create a caring classroom”, Instructor. 110(2) 35-7.
Charney (1991/2002).
DeVries, R. & Zan, B. (1994). Moral classrooms, moral children/Creating a
constructivist atmosphere in earaly education. NY: Teachers College.
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