During these early years, we focus on helping the child discover his own world through his own explorations, preschool definition lots of outdoor time and real tasks around the house. Use of this curriculum subject to the terms of our License Agreement.
Refers to person, place, thing, quality, etc. On dira “la fille” ou “une fille”. Avec un nom féminin, l’adjectif s’accorde. En général, on ajoute un “e” à l’adjectif.
Par exemple, on dira “une petite fille”. The children started preschool at age 3. Les enfants commençaient l’école maternelle à 3 ans. Describes another noun–for example, “boat race,” “dogfood. Several of the preschool teachers had no qualifications. Plusieurs enseignants de maternelle n’avaient aucun diplôme.
En général, seule la forme au masculin singulier est donnée. What educational activities work with preschool kids? Quel type d’activités pédagogiques fonctionnent auprès des préscolaires ? Signalez une erreur ou suggérez une amélioration. On dira “le garçon” ou “un garçon”. Pre-school children must be accompanied by both parents. Les enfants en bas âge doivent être accompagnés de leurs deux parents.
Les enfants d’âge préscolaire doivent être accompagnés de leurs deux parents. Les maternelles font leur rentrée une semaine plus tard que les autres élèves cette année. Voir la traduction automatique de Google Translate de ‘preschool’. Signalez une publicité qui vous semble abusive. Read a roundtable with its founders here, or see new stories in the Human Interest section. New research shows that teaching kids more and more, at ever-younger ages, may backfire. Ours is an age of pedagogy.
Anxious parents instruct their children more and more, at younger and younger ages, until they’re reading books to babies in the womb. They pressure teachers to make kindergartens and nurseries more like schools. So does the law—the 2001 No Child Left Behind Act explicitly urged more direct instruction in federally funded preschools. There are skeptics, of course, including some parents, many preschool teachers, and even a few policy-makers. Shouldn’t very young children be allowed to explore, inquire, play, and discover, they ask? Perhaps direct instruction can help children learn specific facts and skills, but what about curiosity and creativity—abilities that are even more important for learning in the long run? What do we already know about how teaching affects learning?
Not as much as we would like, unfortunately, because it is a very difficult thing to study. You might try to compare different kinds of schools. But the children and the teachers at a Marin County preschool that encourages exploration will be very different from the children and teachers in a direct instruction program in South Side Chicago. Developmental scientists like me explore the basic science of learning by designing controlled experiments. We might start by saying: Suppose we gave a group of 4-year-olds exactly the same problems and only varied on whether we taught them directly or encouraged them to figure it out for themselves?
Would they learn different things and develop different solutions? In the first study, MIT professor Laura Schulz, her graduate student Elizabeth Bonawitz, and their colleagues looked at how 4-year-olds learned about a new toy with four tubes. Each tube could do something interesting: If you pulled on one tube it squeaked, if you looked inside another tube you found a hidden mirror, and so on. For one group of children, the experimenter said: “I just found this toy! All of the children pulled the first tube to make it squeak.
The question was whether they would also learn about the other things the toy could do. The children from the first group played with the toy longer and discovered more of its “hidden” features than those in the second group. In other words, direct instruction made the children less curious and less likely to discover new information. Does direct teaching also make children less likely to draw new conclusions—or, put another way, does it make them less creative? To answer this question, Daphna Buchsbaum, Tom Griffiths, Patrick Shafto, and I gave another group of 4-year-old children a new toy. This time, though, we demonstrated sequences of three actions on the toy, some of which caused the toy to play music, some of which did not. Daphna ran through the same nine sequences with all the children, but with one group, she acted as if she were clueless about the toy.