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the five stages of team development: forming, storming, norming, performing, and adjourning.

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Bruce Tuckman introduced and identified the five stages of a team development. These steps are the forming stage, storming the stage, norming stage, performing stage, and adjourning stage in that chronological order. Furthermore, these steps usually apply universally to all teams/groups regardless of the team members’ demographics, purpose, location, goals, and cultures. In the forming stage, the team is just starting to come together and is characterized by anxiety and uncertainty. In storming, the group is characterized by considerable opposition and conflict. In the norming stage, the group's activities become a unified component. In the performing stage, there is usually high productivity, and the members are supportive, competent, supportive, and loyal. In the adjourning stage, the group needs to have fulfilled its goals; the group is to be closed on a positive note, but members usually feel uncertain and insecure about the future. The adjourning phase is characteristic...
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Dr. Lilian Katz Quotes

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"In both cooperative learning and project work. The teacher  encourages children to talk to one another. This helps them pay attention to each others efforts and ideas. Children take to these kinds  of exchanges very readily, but the teacher really needs to encourage this interaction"  Dr. Lilian Katz "Experts generally agree that taking all opportunities to read books and other material aloud to children is the best preparation for their learning to read. The pleasures of being read to are far more likely to strengthen a child's desire to learn to read than are repetitions of sounds, alphabet drills, and deciphering uninteresting words." Dr. Lilian Katz
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Course Resources

Course Resources Part 1: Position Statements and Influential Practices NAEYC. (2009).  Developmentally appropriate practice in early childhood programs serving children from birth through age 8 .  Retrieved May 26, 2010, from  http://www.naeyc.org/files/naeyc/file/positions/dap NAEYC. (2009).  Where we stand on child abuse prevention .  Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf NAEYC. (2009).  Where we stand on school readiness .  Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf NAEYC. (2009).  Where we stand on responding to linguistic and cultural diversity .  Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf NAEYC. (2003).  Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8 .  Ret...
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