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PED-15-04

Authentic Learning Environments - Principles of Learning

Author: Ingrid Crowthers, PHD

1 ECE Hour

Module 1 of 3 (Authentic Learning Environments)

Learning Continuum: Enhanced

In order to understand and work with young children, adults need to understand and respond to how children think and how they subsequently interact within their learning spaces. Learning environments and activities for young children are usually organized to encourage children’s active play. Often, however, a clear idea of what the intended learning within a learning space or activity is not defined. It is assumed that children will learn what they need to learn. This may happen, but as adults we also need to ensure that children gain the skills and abilities that lay the foundations of later learning.

PED-15-05

Authentic Learning Environments - Authentic Assessment

Author: Ingrid Crowthers, PHD

1 ECE Hour

Module 2 of 3 (Authentic Learning Environments)

Learning Continuum: Enhanced

In order to understand and work with young children, adults need to understand and respond to how children think and how they subsequently interact within their learning spaces. Learning environments and activities for young children are usually organized to encourage children’s active play. Often, however, a clear idea of what the intended learning within a learning space or activity is not defined. It is assumed that children will learn what they need to learn. This may happen, but as adults we also need to ensure that children gain the skills and abilities that lay the foundations of later learning.

PED-15-06

Authentic Learning Environments - Building on Observations

Author: Ingrid Crowthers, PHD

1 ECE Hour

Module 3 of 3 (Authentic Learning Environments)

Learning Continuum: Enhanced

In order to understand and work with young children, adults need to understand and respond to how children think and how they subsequently interact within their learning spaces. Learning environments and activities for young children are usually organized to encourage children’s active play. Often, however, a clear idea of what the intended learning within a learning space or activity is not defined. It is assumed that children will learn what they need to learn. This may happen, but as adults we also need to ensure that children gain the skills and abilities that lay the foundations of later learning.

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