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ERIC Number: ED426817
Record Type: Non-Journal
Publication Date: 1998-Nov
Pages: 15
Abstractor: N/A
Reference Count: N/A
Authentic Learning and Teaching in the Infant Day Care Classroom.
Howell, Christie; Long, Grace
Children today are entering day care at younger ages than earlier generations, prompting concern at the differences between day care and home environments. This paper considers the infant classroom in a day care setting, discussing methods of teaching and learning designed to promote authentic learning in a natural educational environment. Following a brief discussion of the statistics of out-of-home care for infants, the paper discusses strong interpersonal attachments between an infant and caregiver as the basis for authentic learning. Recent brain research is cited to support the proposal that authentic infant classrooms could enhance cognitive growth during infancy. The paper next discusses the quality of day care in the United States, and describes authentic learning and how classrooms can be modified and designed to incorporate it. A discussion of appropriate behavior for infant teachers, asserting that the teacher is the facilitator, playmate, support, friend, and partner of the infant, concludes the paper. The paper advises teachers to resist specific classroom schedules, allowing children to play and sleep when they want to and allowing the classroom to shift with the development of the children. (Contains 23 references.) (EV)
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A