How Do Schools Address a Child’s Developmental Needs?

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GEN103:  Information Literacy

Instructor Name

Date

Research Question: How do schools address a child’s developmental needs?

Annotation 1:  Scholarly Article 1:

Reference: 

MacNaughton, G., & Williams, G. (2008). Techniques for teaching young children: Choices for theory and practice. Pearson Education Australia.

Annotation:

The referenced book is a handy guide to the current successful teaching practice based on early childhood teaching. The book provides tutors with extensive and assorted techniques of teaching. Some of techniques included in the book vary from straightforward methods, such as listening and describing, to multifaceted techniques such as scaffolding.

Authors of the book have also included other methods such as the anti-bias curriculum, Reggio Emilia Approach, Scope preschool program, and finally a strategic techniques used by the Department of Early Childhood Studies Children’s Centre in the University of Melbourne.

Annotation 2:  Scholarly Article 2:

Reference: 

Dockett, S., & Perry, B. (2001). Starting School: Effective Transitions. Early Childhood Research & Practice, 3(2), n2.

Annotation:  

This article gives in subtle elements, the Beginning School Explore Extend started by the College of Western Sydney. It researched the desires and impression of instructors, guardians and the youngsters concerned with the transition of children.

The paper reasoned that there were varieties between what instructors and guardians concerned with the move thought to be vital and that of the youngsters. The kids chiefly centered on the personality and principles towards their fellowships and also the school in general.

Annotation 3:  Web Page 1:

Reference: 

Bigras, N., Bouchard, C., Cantin, G., Brunson, L., Coutu, S., Lemay, L.,. & Charron, A. (2010, June). A comparative study of structural and process quality in center-based and family-based child care services. In Child & Youth Care Forum (Vol. 39, No. 3, pp. 129-150). Springer US.