 |
What is T-1?
|
|
"I remembered one morning when I discovered a cocoon in the bark of a tree, just as a butterfly was making a hole in its case and preparing to come out. I waited a while, but it was too long appearing and I was impatient. I bent over it and breathed on it to warm it. I warmed it as quickly as I could and the miracle began to happen before my eyes, faster than life. The case opened, the butterfly started slowly crawling out and I shall never forget my horror when I saw how its wings were folded back and crumpled; the wretched butterfly tried with its whole trembling body to unfold them. Bending over it, I tried to help it with my breath. In vain. It need to be hatched out patiently and the unfolding of the wings should be a gradual process in the sun. Now it was too late. My breath had forced the butterfly to appear, all crumpled, before its time. It struggled desperately and, a few seconds later, died in the palm of my hand. That little butterfly is, I do believe, the greatest weight I have on my conscience. For I realize today that it is a mortal sin to violate the great laws of nature. We should not hurry, we should not be impatient, but we should confidently obey the eternal rhythm." Zorba the Greek by Kazantzakis REMEMBER THE BUTTERFLY... DEVELOPMENTAL UNFOLDING HAS ITS OWN PACE A developmental placement program is based on the fact that all children do not develop at the same rate. T-1 allows for placement based on differences in maturation rate, which includes the social, emotional, intellectual, and physical growth of the child. Most children who are overplaced experience frustration and failure when placed in a school situation before they are ready. In the past, retention in a grade has been the only solution. A developmental year gives developmentally young children an opportunity for an additional year of growth. What is a "Developmental Approach" in the Classroom? The aim of education is, or should be, to promote the total well development of each child. Language, social-emotional, physical, and cognitive growth and development must all be major considerations in the classroom. Educators who understand whole child development know the importance of classroom programs that seek a balance between active, child-initiated learning and teacher-directed instruction. The success of this approach rests on the ability to bring to the classroom an understanding of child behavior, developmental learning theory, and a flexible curriculum through the following principles,
• All children, especially young children, learn best in environments arranged with
attention to individual levels of developmental growth. • Children are individuals, who grow through developmental stages in their own unique way and at their own pace. The ability to observe and understand these differences is essential to successful classroom planning. • Evaluation of children’s growth should be gathered from a variety of sources and methods, including parents and guardians, classroom observation, portfolios, developmental assessment, and other appropriate records. • Teachers need to be close observers of children’s readiness for new levels of content, skills, and activities. A clear understanding of given activities and their relationship to a child’s present level of development is extremely important. • Classrooms with a developmental approach should be structured with trust in children’s natural abilities. This encourages self-learning through active participation and interaction with teachers, classmates, and classroom materials. top
NEED HELP DOWNLOADING:
 |
pdf file: You need Adobe Acrobat Reader (version 5 or higher) to view this file. Download the free Adobe Acrobat Reader for PC or Macintosh. |
Child Development Tracker
The information in this guide explains what child development experts consider to be "widely-held expectations" for what an average child might achieve within a given year.
Mrs Astugue's T-1
Woodlake Elementary School
1620 Livingston
Mandeville, LA 70448
| 
