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  • I Learned For Chapter 12 13

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    api-267347991
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    Teachers need to keep informed about problems, issues and proposals at local levels and beyond. Teachers can become informed in many ways such as newspaper or television reports. Chapter 13 I learned that as young children develop a sense of who they are and who their families compared to others, they become aware of culture. When teachers do not incorporate children's cultural experiences into classroom life, all children miss out on opportunities to understand the people around them.

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    i learned for chapter 12 13

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    Teachers need to keep informed about problems, issues and proposals at local levels and beyond. Teachers can become informed in many ways such as newspaper or television reports. Chapter 13 I learned that as young children develop a sense of who they are and who their families compared to others, they become aware of culture. When teachers do not incorporate children's cultural experiences into classroom life, all children miss out on opportunities to understand the people around them.

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    © All Rights Reserved
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    21 vues2 pages

    I Learned For Chapter 12 13

    Transféré par

    api-267347991
    Teachers need to keep informed about problems, issues and proposals at local levels and beyond. Teachers can become informed in many ways such as newspaper or television reports. Chapter 13 I learned that as young children develop a sense of who they are and who their families compared to others, they become aware of culture. When teachers do not incorporate children's cultural experiences into classroom life, all children miss out on opportunities to understand the people around them.

    Droits d'auteur :

    © All Rights Reserved
    Téléchargez comme DOCX, PDF, TXT ou lisez en ligne sur Scribd
    Signaler comme contenu inapproprié
    sur 2

    SabrinaAvery

    Ilearnedforchapter12&13
    Chapter12
    Ilearnedteachersneedtokeepinformedaboutproblems,issuesand
    proposalsatlocallevelsandbeyondandtoknowhowthesemattersandproposals
    atlocallevelsandbeyondandtoknowhowthesemattersaffecteducation,
    childcareandfamilysupport.Teacherscanbecomeinformedinmanywayssuch
    asnewspaperortelevisionreportsaboutcorporatediscussionandactions.The
    mostimportantthingsaretodemonstrateprofessionalwillingnesstostayahead
    andlearnwhatisgoingon.Therearemanyorganizationsthatmayhelptobean
    importantpartofateachersroleasadvocate.TheChildrensDefenseFundisa
    privateorganizationsupportedbyfoundations,corporategrantsandindividual
    donationstoprovideachoiceforthechildrenofAmerica.TheCDFalsogathers
    informationanddataonkeyideasaffectingchildren,monitorsdevelopmentand
    implementsoffederalandstatepolicies.Manycommunitieshavelocaladvocacy
    organizationsforchildandfamilyissues.Parentscanalsobeencouragedtojoin
    theseandotherorganizations.

    Chapter13
    Ilearnedthatasyoungchildrendevelopasenseofwhotheyareandwho
    theirfamiliescomparedtoothers,theybecomeawareofcultureandofthe
    responseofotherstotheirculturalbeliefsandimages.Childrenneedtoabsorb
    positiveattitudestowardthatculturalidentityfromtheworldaroundthem.Itis
    alsonothealthyforchildrenofthedominantculturewhenunderstanddiversityis
    absent.Asfamiliesfromtheculturalminoritycommunicateabouttheirchildren,
    theymayhelpteacherunderstandthechildrensdevelopmentalhistorytoavoid
    andculturalbiaseswhileobservingorteasing.Whenteachersdonotincorporate
    childrensculturalexperiencesintoclassroomlife,allchildrenmissouton
    opportunitiestounderstandthepeoplearoundthem.Byignoringthedifferencesin
    behavior,communicationstyleandbeliefscreatedbyculture,teacherscanrunthe
    rickofcreatingconflictsandbarriersonthepartnershipwithfamilies.True
    partnershipswithfamiliescomewhenteachersgenuinelyattempttolearnand
    understandtheideasthatarecentraltoeachfamilysexperience.

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