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WHOLE CHILD DEVELOPMENTAL

APPROACH

Teaching to the Whole Child Using


Program Enhancements
By: Kayla Harris

WHAT IS THE WHOLE CHILD APPROACH?


Teaching

to the whole child is one of the five


core philosophies at Charyl Stockwell
Academy (CSA).
The whole child developmental approach
encompasses the belief that as teachers,
we are obligated to teach to the
development of the whole child and should
not teach to only our students academic
development.

WHOLE CHILD DEVELOPMENT


There

are four types of development to consider


when looking at the whole child.

Cognitive Development: Brain Organization,


Academic Achievement, and Intellectual Learning
Physical Development and Growth: Gross and Fine
Motor, Sensory Development, Motor-Sensory
Integration
Social-Emotional Development: Internal Motivation
Psychology
Spiritual/Moral Development: Character Education

PROGRAM ENHANCEMENTS
In

addition to teaching to the whole child in


each classroom at CSA, we use our
program enhancements (Spanish, art,
music, and gym) to help students grow in
each aspect of their development.
This presentation will give examples of how
each enhancement class works to
enhance a students development on the
whole.

COGNITIVE DEVELOPMENT
A

students cognitive development has three


different components:

1. Brain Organization: how our brains work and


develop
2. Academic Achievement: the state-mandated
curriculum that we teach
3. Intellectual Learning: the skills of thinking,
analyzing, and applying

COGNITIVE DEVELOPMENT
Spanish

Teach to state-mandated
curriculum.
Provides opportunities for students
to make comparisons and apply
learned concepts in new contexts.
Compare and contrast our culture
and language to the Spanish
culture and language.
Apply learned vocabulary in new
contexts, such as creating
sentences or writing letters.

Music

Analysis of written pieces of work


in the older units.
Using prior knowledge to determine
the meaning in Spanish.
Finding mistakes in given phrases.

Teach to state-mandated
curriculum.
Music improves academic
achievement and cognitive
abilities, especially those
related to verbal skills.
Opportunities to analyze music
and gain a deeper
understanding of music theory,
especially in older units.
Encourages students to create
new products together.

Students must apply their


knowledge of music theory in
creating things together.

COGNITIVE DEVELOPMENT
Art

Gym

Teach to state-mandated
curriculum.
Experience and active practice
in art leads to improved
academic achievement.
Encourages creative thinking.
Students reflect on and assess
their own work, the work of their
peers, and well-known
masterpieces through guided
reflection questions.

Comparing and contrasting two


pieces of work leads to growth in
the skills of thinking, analyzing,
and applying.

Teach to state-mandated
curriculum.

Educates students on the


importance of staying active and
healthy and gives them a chance to
practice this in a safe setting.

Encourages students to think


about their actions and analyze
how those actions will impact
their classmates or teammates.
Improves cognitive function and
leads to higher levels of
academic achievement.
Participation in games during
gym class helps students
improve their problem-solving
abilities.

PHYSICAL DEVELOPMENT AND GROWTH


A

students physical development and


growth has three different components as
well. They are:
1. Gross and Fine Motor Development:
especially at the beginning of their educational
career
2. Sensory Development: the five senses
see, hear, smell, touch, taste
3. Motor-Sensory Integration: how we put it all
together

PHYSICAL DEVELOPMENT AND GROWTH


Spanish

Encourages movements to go
along with songs and specific
vocabulary words.

Gross motor skills reinforced.

New vocabulary is introduced with


visuals, movements, hearing the
word, and repeating the word back.

Music

Sensory development and motorsensory integration reinforced.

Classroom projects or assignments


require fine motor skills, such as
writing, cutting, pasting, or coloring.
Visual aids with auditory
accompaniment leads to increased
levels of comprehension.

Provides movement-based
dances and class activities to
promote gross and fine motor
development.
Extensive listening activities
help with sensory development
and motor-sensory integration.
Use of instruments increases
fine motor skills.

New instruments are introduced


at each unit, allowing students to
further grow.
Incorporating rests and new
rhythms challenges students and
brings them to a new level.

PHYSICAL DEVELOPMENT AND GROWTH


Art

Allows students to gain


experience in creating
different types of art forms
with different mediums.
Students learn specific
techniques for creating their
art.
Some techniques require
increased fine motor skills
and sensory development.
Helps students to develop
these skills as they work
towards creating their final
products.

Gym

Provides many different forms of


movement to improve motor skills as
well as motor-sensory integration.

Sports games, obstacle courses, and


other movement related tasks give
students an opportunity to practice
these skills on a weekly basis. They
can improve and fine-tune their motor
skills with increased practice.
Activities lead to increased motor
abilities and some games lead to
increased motor-sensory integration,
such as hand-eye coordination in
baseball or foot-eye coordination in
kickball.

Teaches students to move their


bodies in new ways and allows them
to explore the space around them.

SOCIAL-EMOTIONAL DEVELOPMENT

A students social-emotional development is rooted in internal


motivation psychology.
The following traits are important components to internal
motivation psychology. We can help students to motivate
themselves internally to complete tasks by giving them
chances to practice these traits in a need-fulfilling
environment. A need-fulfilling environment is one where our
five basic needs are met on a daily basis. These needs are
love and belonging, power, freedom, fun, and survival.
Knowing yourself and liking yourself.
Getting along with others and learning appropriate social skills.
Working together with others to solve problems, which is an essential
work skill.

SOCIAL-EMOTIONAL DEVELOPMENT
Spanish

Classroom games reinforce the


social skills of getting along
with others and working
together with others to solve
problems.
Group projects in older
classrooms also help students
practice this essential work
skill.
Students are given choice in a
variety of games and extension
activities in the classroom.

Provides freedom and power in


the classroom.
Games are a source of fun for
students.

Music

Performances are done


individually, in pairs, or in groups.
Gives students a chance to get to
know themselves and like
themselves more.
Students gain more independence
and feel more comfortable and
confident performing solos.

Jobs are given during songs that


motivate students to succeed for
the greater good of the group.
Opportunities are given to create
new songs or perform a song as a
large group.

Work together with one another


and practice social skills, such as
getting along with others.

SOCIAL-EMOTIONAL DEVELOPMENT
Art

Provides an opportunity for


students to express themselves
in a new way.

Gym

Students are given the chance to


get to know themselves even more,
which leads to liking themselves
more as well.

Allows students to have some


freedom in the way that they
complete art projects and puts
the power in their hands.
Each child can complete art
projects at their own ability level.
In some assignments, students
must work together to come up
with a final product or design.

Encourages good
sportsmanship, athleticism, and
the social norms associated with
playing a sports game.

Teaches students about


teamwork.

Leads to students ability to get


along with others.

Leads to students ability to work


together with others to solve
problems.

Gives students opportunities to


practice both good
sportsmanship and teamwork.
Provides students with a place to
have fun, meeting their needs on
a weekly basis.

SPIRITUAL/MORAL DEVELOPMENT

A students spiritual/moral development is rooted in our


character education program, Smart Character Choices.
By teaching the traits that go along with these choices,
we are helping students answer the questions: What do
I believe about why I am here and what I should be
doing?
The traits that go with our Smart Character Choices are:

Work Ethic
Optimism
Responsibility
Respect
Getting Along with Others
Kindness

SPIRITUAL/MORAL DEVELOPMENT
Spanish

Class is seen as a time to


practice our character traits.
Work Ethic: Do our best work.
Respect others and show
kindness to your peers,
especially when they are
attempting to speak a new
language in front of you.

Music

Provides a time to take risks.

Spanish is new for almost


everyone, even their
classroom teachers, so we
are taking risks together to do
something new.

Songs are performed that


speak to the topics and
themes of our Smart
Character Choice
curriculum.
Listen actively and
respectfully of one another
during class.
Encourages students to
perform their best.

Increased work ethic,


responsibility, respect, and
kindness.

SPIRITUAL/MORAL DEVELOPMENT
Art

Gym

Provides an environment where


students have freedom and
power in what they do.
Character traits of work ethic,
optimism, respect, and
kindness are emphasized.
Habits of mind are also taught,
including:

persistence
risk-taking
accuracy
flexible thinking
questioning
problem solving

Educates on the character


traits of work ethic, respect,
getting along with others,
and kindness and provides
opportunities for students to
display these traits.
Students are expected to
respect one anothers space
and body during gym class.
They are also expected to
show kindness to one another
during gym class, even during
competition-based games.

IN CONCLUSION
Our program enhancements at CSA provide
more opportunities for students to grow and
excel in all four areas of their development as a
child, cognitive, physical, social-emotional, and
spiritual/moral.
When we teach to all four of these areas, we are
teaching to the whole child, and making use of
the whole child developmental approach.

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