Here is a glimpse into “Shopping for Knowledge’s” Newly Developed Philosophy for Early Learning Environments:
Each area is a compartmentalized module with an academic and life skills unit that has its own hands-on compartmentalized module learning tools that is freely explored
Secondly - Learning Tools
Each compartmentalized module is stocked with learning tool for cognitive, language, creativity, dramatic interactions, reference books, construction elements, small motor skills and more for all of the different learning styles and multiple intelligences
Thirdly – Challenges
Each free to explore compartmentalized module has challenges for the young learners to the intermediate learner
Fourthly - Cross-Categorical
As in life, each compartmentalized module is expressed and carried over to all sections (mapping). The children explore freely and we bring to light the learning in conversations “with” the child and not “at” the child! Our learning philosophy follows their lead and individual interactions and explorations are 98% here at Shopping for Knowledge.
Below is an example of a child exploring, by his/her own direction, the entire tutor floor and how we can assist him/her!
English Week “Mapping” while the child leads interacts with the entire learning compartments
Written form of numbers, Preposition, money names, calendar, word problems, order of money, vocabulary: few, more, many, graphing, create budget
Names of scientific tools, creating charts, describing past experiences, compare and contrast charts
Naming different rituals, leader, voting, retelling, following direction games
Writing lists, small motor skills, projects, core work, bilateral movements, eye-hand coordination, seeking answers, recalling experiences
Expressing self in writing and sequencing a story, Poems,
Art, senses, types of lines, describing pieces of work, reflect on work
Our Hopeful and Demonstrated Learning Outcome for his/her future...
All areas of learning is processed and stored in an organized manner
Easier recall for input of additional information
All areas of learning competency and comfort heightened
Adding additional information becomes effortless while exploring their world
Become an independent learner
Practice decision making
Building social skills
Practice problem solving
Become a critical thinker
Our mission at Shopping For Knowledge, Inc. is to assist and support individuals in learning the skills needed to lead a successful life. Our engaged approach is derived from a combination of the student-directed learning and you. Shopping for Knowledge is here for you! We are an affordable express child care drop-off service in a child-directed learning environment, one-on-one tutoring, or learning for all that allows you the flexibility of choosing the time and day!
Every child is unique and we believe that success and growth come from encouragement and praise. Our knowledge stockers focus on building every child’s self esteem and confidence through positive feedback and rewards. We nurture their natural strengths. A child see’s the world around them with wonder and awe, we believe in encouraging their natural curiosity.
“Everyone has the right to fulfill their needs with help from others through proper care and guidance.” T. Hockett
Why are we different?
Where did the name “Shopping for Knowledge” come from?
Shopping for Knowledge owner worked, researched and observed over three decades of teaching in several different private, corporate daycare, government park districts and school districts settings for all age groups from birth to high school and beyond. What was missing in these environments I observed?
Shopping for knowledge! Personal choice! Personal decision! Personal Freedom!
In many, if not all, current settings of early childhood learning environments is a dictated and controlled process. Several hours spent in many of these settings are not toward a personal need, but as a group need- not individual need. Often in most settings, if not all of these settings, hours are spent transitioning or waiting: transitioning to place to place, or activity to activity; waiting for activity to start, or waiting for the arrival of others in car lines or simply waiting for others for various reasons in the classroom with limited to no freedom.
I can with authority personally say, by my observation, free exploring interactions with the learning environment is limited to, and at times less than a total of 1 hour for the entire full day care and often less than ½ an hour in many other types of early learning environment. Again, with my three decades in many diverse setting experiences, “CLOSED” is a common phrase among many learning environments! (Closed- refers to the fun learning around them where they are directed to not engage.) This is tragic.
Does our philosophy work? YES!
We can tell by the responses we get from every knowledge seeker who enters.
Below is Shopping for Knowledge Philosophy and how shopping for a personal need works and why we are here for each individual. We are truly a revolutionary change. Many have seen us and are following parts of our philosophy, but you need the entire philosophy to truly be effective. This is our children’s right! We are quality care with freedom to grow where each person can take personal control! I urge others go and follow our lead and our entire revolutionary change for all children! This philosophy belongs to our children. All children!
Shopping for Knowledge
Compartmentalized Learning Theory With Emphasis on Cross Categorical Learning
WE FOLLOW FOUR KEY PRINCIPLES
1. LEARNING IS PERSONALIZED
2. LEARNING IS COMPETENCY BASED
3. LEARNING HAPPENS ANYWHERE/ANYTIME
4. WE ENCOURAGE LEARNING OWNERSHIP
Get Caught in the Web of Knowledge
While writing observations in our learning environment, one of our child knowledge seekers stated, “Are you writing down how much fun we are having?” This statement is a testimonial that he was receiving a fun learning experience and caught in the web of knowledge.
All ages love getting caught in the knowledge web at Shopping for Knowledge. Why? We allow children to be leaders in their learning. What are the children excited about? In my opinion, they are excited about the opportunity to be independent learners while using the six core critical thinking skills. According to Rasmussen College writer Grant Tilus, the six core critical thinking skills are as follows:
Skill # 1: Interpretation is the ability to make decisions and choices on what information is personally needed. For Example: An 8-year old boy had his tonsils out and proceeded to use the play dough dentistry play set to describe and communicate his experience of his own tonsils being removed. In our learning environment, a person needs to interpret what we offer, choose how to use, and how to express their experience or need.
Skill # 2: Analysis is the ability to have the opportunity to use and practice information given to a person. For Example: A young 8 year old child was interacting with our bug section in our science lab and was able to express through hands-on interactions and then verbalize her “connection piece of information” that was pertinent to her understanding and learning about her environment around her. Opportunity is number one.
Skill # 3: Inferences is the ability to decipher information that has been collected to make an informed decision. For Example: A 10-year old interacting with a marble maze used trial and error, prediction and synthesizing that led to the information needed to create all of the levels functional and the “elements needed to determine an accurate conclusion” for the maze to be productive at all levels. We never put information seekers on a timed schedule.
Skill # 4 Evaluation is the ability to “measure the validity of the information being presented” to make a decision. For Example: We had a discussion on pumpkins being heavy. A young 3-year old tried to pick up a pumpkin after several attempts. The child retrieved a play shopping cart. After several attempts, he picked up the pumpkin. Success! Next, the child proceeded to try to place the pumpkin in the cart. Each time the cart rolled away. With the ability to “problem-solve” and evaluate the input of information given, he finally had success!
Skill # 5 Explanation is the ability to “restate and add clarity” to information verbally so others can understand. For Example: One of our 2-year old boys restated a question that was directed to him from a staff member. Our 2-year old repeated the same question to his peers in a different tone and physical stance until the other children understood. Since our environment in an independence base and not group based, the children are freely able to interact in this verbal forum that we also model. We do not talk “at” our knowledge seekers; we talk with them.
Skill # 6 Self-Regulation is the ability to have “awareness of your thinking abilities” to get answers for yourself. For Example: A frequent learner took ownership guiding a new visitor without adult direction. He was setting the stage for the new member and guiding others in his learning environment. He was allowed to take ownership and use inner self-control to help others gain control of their new environment. T. Hockett
nCopyright 2013. Terri Hockett. All rights reserved.