The Visual Arts

In Chapter 7 of "The Intentional Teacher" Epstein reminds us that children need to be encouraged by factual comments about their visual art creations such as "You used the color orange in your picture." rather than judging whether you "like it" or if you think it is "beautiful". There is almost a full page discussion on this topic.

There are also a wide array of open ended question examples to utilize in facilitating discussion regarding children's work. Thank you Ann S. Epstein for your reminders of developmentally appropriate practices in the classroom! "The Intentional Teacher Teacher.." on your shelf can remind you of the basics when you loose your way!

Instruction in Large Motor Skills?

Although teachers consistantly focus on facilitating and supporting small motor skills, it is often assumed that as Epstein states in Chapter 6 "many movement skills appear spontaneously". Large motor development activities benefit children where "movements that are more difficult or complex and involve greater coordination of muscles, senses and feed back loops require a certain amount of direction and refinement..." This is especially the case for preschool and young school-age children. Thoughtfully planning and providing instruction in the outdoor environment can be especially valuable to children's long and short term large motor skill development.

Social Skills

Chapter 5 of The Intentional Teacher has some very valuable topics in bordered boxes throughout the chapter. One describes an adult's fundamental role when it comes to emotional development acknowledging and labeling children's emotions. When adults discuss the behavioral indicators of particular types of emotions, children develop the vocabulary to talk about emotions and understand ideas related to the wide array of emotions they experience. Another box gives an example of how teachers can encourage peer modeling and assistance rather than promoting dependence on adult assistance. And three more boxes outline important aspects of functioning as part of a group conflict resolution, child initiated rule setting and democratic decision making.