Prosze o streszczenie tego tekstu po angielsku,tak do strony. daje naj Teaching Methods While much of the curriculum content is similar to a typical American program, the teaching methods are quite different from the "developmentally-appropriate practices' advocated by early childhood educators in the United States (NAEYC, 1986). Children seldom work independently or in small groups on self-selected tasks. Instead, the emphasis is upon teacher-directed, total group instruction. All children are expected to do the same thing at the same time. For example, in a typical art lesson the teacher demonstrates how to fold and twist tissue paper into butterflies. She then gives guidance to those children doing it incorrectly before proceeding to the next step of pasting the butterfly onto paper and drawing antennae. Drawing lessons often consist of children copying an object drawn by the teacher. Even when using manipulatives, all children use the same kind at the same time. For example, one class of children might play independently with Legos, each child using just a few pieces, while in another room each child plays with a tiny portion of Playdough. The importance of the whole group instructional approach appears to outweigh the limitations of minimal supplies. Even such practices as going to the bathroom are often done in a group, with the explanation that "It's good for children to learn to regulate their bodies and attune their rhythms to those of their classmates" (Tobin, Wu & Davidson, 1989, 105). I was surprised at the independence and lack of peer interaction in these group activities. Since China has a socialist ideology, I expected more lessons to use co-operative interactions and teamwork, in order to emphasize group rather than individual achievement. The encouragement of group rather than individual goals was evident, however, in the emphasis on teaching children altruistic and nurturing behaviors. Children helped one another with dressing and often gave up a prized toy to a playmate with no prodding by the teacher. All children are expected to proceed at the same pace. The child is responsible for keeping up and poor performance is usually attributed to "not working hard enough." The solution is to admonish the child to work more diligently. The teaching method and the available materials limit opportunities for creative expression or pursuit of individual interests. Ample materials necessary for open-ended, unstructured exploration are seldom available. Sand and water play, blocks and woodworking equipment are rare. Art supplies are typically used for teacher-directed, rather than child-initiated activities. Guidance and Discipline What is considered acceptable school behavior? During group activities, children are expected to give their complete attention to the teacher and participate fully. Talking or playing with other children is not allowed during this time. Respect for the teacher and prompt, unquestioning obedience are expected. During free-play time, however, noisy and active social interactions are quite acceptable. Teachers encourage harmonious peer relationships, in which children respect the rights of others and help each other. I was impressed with how well the children meet these expectations. They generally appear to be orderly, attentive, hard-working and eager to please the teacher. I saw very few incidents of peer conflict or inattentive or disruptive behavior during group activities, and no cases of disrespect or lack of prompt obedience to the teacher's requests. Some of the guidance and discipline methods differ from standard practices in the United States. A widely used technique is public correction and criticism, not just for misbehavior but also for poor performance. Children who are not doing well or have made a mistake are commonly singled out in public. One teacher removed two young girls from a group practicing a dance, asking them to sit down and watch the others because they were "not trying hard enough." In a pre-primary class where children completed a phonetics task on the chalkboard, the teacher required those who had made a mistake to stand up and acknowledge their error. Teachers do not appear concerned about any possible psychological harm resulting from these practices, such as lowered self-esteem. Rather, they believe such corrections will help the child work harder so as to avoid future mistakes. The threat of a public reprimand and "loss of face" appears to be a strong, pervasive influence upon children's behavior. The importance of "face" has a long history in Chinese culture. Loss of face results from public embarrassment and failure to meet group expectations. The child learns early to keep the approval of the social group, for loss of face is a reflection upon the whole family (Hu, 1944). Positive reinforcement for good behavior is also used extensively. Teachers praise and recognize children who are doing well, often pointing out "the best ones" in class. Children receive rewards, such as red stars, for helping another child, answering questions in class or doing well on written work.
Teaching methods are very good, and they are much better than developmentally-appropriate practices'.In USA, children are in groups to do tasks, and this makes them socialable.Instead of kids working indentapely, they work in small groups, for example of 4.All kids are suposed to do same thing at the same time. For example, teacher shows how to do a paper butterfly. At end, group that does it at quickest and neatest wins and gets a prize.When in class some kids play Lego, some Playbux and other peopla are drawing. This helps them to choose their classmates. This learns kids teamwork and try not to argue.Some teachers are upseting kids by saying: You are not working hard enough. Its very unfair, that some teachers have theirs pupils. For example, they're helping pupils, but are unhappy to help kids that they don really like. Some kids get award as 'red star' for being good or helping others.
mam nadzieje, że pomogłam. Streściłam najbardziej jak siędało. Jak mam coś dopisać, to napisz na priv.