The ability to effectively integrate all disciplines in student learning, while recognizing developmental milestones, is complex. Use this field experience to observe and collaborate with your mentor regarding the many facets to teaching in a K-3 classroom. Observe an inclusive K-3 early childhood or elementary site, focusing on ELA, social studies, and art lessons, and paying close attention to the relationship between reading and writing. Discuss with the mentor teacher how he or she purposefully integrates reading and writing into lessons. Using any remaining field experience hours, assist the teacher in providing instruction and support to the class. In 250-500 words, summarize and reflect upon your observations, discussion, and instructional support. Include the following: -How did your field experience teacher integrate reading and writing? -What was done for reading? What was done for writing? How were they connected to each other during instruction? -What was done for social studies and art? Were they integrated into other curriculum? If they were not observed, how could you incorporate social studies and art into the lesson? -What support and/or accommodations did you observe for children with exceptionalities?
In the collected essays, ‘Worlds Enough & Time, Childhood in Edwardian Fiction’, within the introduction, the editor argues that it was the Edwardians who made ‘the child central to Childhood’, that children were ‘imaginative, free and distinct from adults. ‘ Suggesting that before this period children were largely represented as ‘little adults’. However, in Secret Gardens, A Study of the Golden Age of Children’s Literature, by Humphrey Carpenter, the author asserts that Romantics, including Blake and Wordsworth, (who were both associated with Pantheist ideology,) recognised the child’s view of the world as differing from that of an adult. Carpenter did not believe the view that the child was a lesser version of the adult or a concept that evolved in the Edwardian Era. The concept of childhood as separate from adulthood is not new. Bruegel’s Renaissance Painting, ‘Children’s Games’, depicting children at play with toys, and games illustrates how child’s play was not a Victorian or Edwardian phenomenon. Religion promised Victorians rewards in the hereafter. The Victorians received instruction on literacy in churches, so would have been aware of scriptures such as Corinthians, 13:11 11 When I was a child, I spake as a child, I understood as a child, I thought as a child: but when I became a man, I put away childish things’. The Victorians may have differentiated between childhood and the child being a little adult. However, market forces dictated not all childhood was celebrated or equal for all children. Working-class children still lived and worked in extremes of poverty and oppression. Many prominent writers who associated with Fabianism and Pantheism, knew, and commented on changes within the social and political landscape during the Victorian era. They had seen rural workforces migrate to larger towns and cities, and how the landscape irrevocably changed. Child labour was rife. The Education Acts of 1870 and 80’ did not bring immediate change. From the mid-nineteenth century, writers such as Charles Dickens and George Elliot documented social change. Later Thomas Hardy lamented the demise of the rural idyll in both his poetry and writing. The Pre-Raphealites and later, Thomas Benjamin Kennington, portrayed poverty in the Victorian era. The suffering of children was not invisible to broader society. Many writers looked towards an idealised version of nature, seeking spiritual rewards within modern life, rather than rewards in the death. The emergence of authors who specifically wrote for children, included many still revered today. Beatrix Potter, A. A. Milne, E. Nesbit, and Kenneth Grahame rejected c>GET ANSWER