©2012 Cengage Learning. All Rights Reserved. Chapter 1 Starting the Process Please think of the children first. If you ever have anything to do with their.

©2012 Cengage Learning.All Rights Reserved.

Chapter 1Starting the Process

Please think of the children first. If you ever have anything to do with their entertainment, their food, their toys, their custody, their day or night care, their health care, their education—listen to the children,

learn about them, learn from them. Think of the children first.

-Fred Rogers-


Early Childhood Education

• Birth through age eight

• Environment is critical

• Teacher’s knowledge and skills-crucial

• Child-centered curriculum

• Has a rich history

• Advocacy


Developmental Theorists

• Erik Erikson –Psychosocial

• Jean Piaget – Cognitive Development

• Lev Vygotsky- Sociocultural

• Howard Gardner – Multiple Intelligences

Psychosocial Theory

• Eight stages– First four stages most relevant to ECE

• Trust versus mistrust• Autonomy versus shame and doubt • Initiative versus guilt• Industry versus inferiority


Cognitive Theory

• How young children learn– Constructivism– Assimilation– Schema/schemata– Accommodation– Equilibrium– Constructivism

• Other terms

-object permanence, egocentric, symbolic thinking

©2012 Cengage Learning.

All Rights Reserved.

Cognitive Theory (continued)

• Stages– Sensorimotor (birth to about 2 years)

• Object permanence

– Preoperational (about 2 to 7 years)• Egocentric

– Concrete operations (7 to 12 years)– Formal operations (12 through adulthood)


Sociocultural Theory

• Learning is socially constructed– Zone of proximal development– Scaffolding

• Teachers must be excellent observers


Multiple Intelligences

• one form of intelligence is not better than another

• individual differences in children need to be taken very seriously

• cross-cultural exploration of the ways individuals are intelligent

• Verbal linguistic and logical-mathematical intelligences are well known and valued

• All intelligences must be addressed and celebrated

Types of Intelligence:

1. Verbal-Linguistic Intelligence

2. Logical-Mathematical Intelligence

3. Musical-Rhythmic Intelligence

4. Visual-Spatial Intelligence

5. Bodily-Kinesthetic Intelligence

6. Interpersonal Intelligence

7. Intrapersonal Intelligence

8. Naturalist Intelligence


Multiple Intelligences (continued)

• This theory provides a framework for teachers to:

1. identify how children learn to build on their strongest assets

2. help children become more intelligent by exposing them to a variety of ways of learning

3. better individualize for children’s interests and needs

4. use teaching strategies that make learning more appropriate, successful, and enjoyable for all children


Developmentally Appropriate Practices

• Age appropriate– Infants, toddlers, preschoolers, primary

• Individually appropriate– Every child is unique

• Culturally and linguistically appropriate– Inclusiveness


Child Development and Learning


Age Characteristics Teacher’s Role

Infancy • Explore with all their senses• Are acutely aware of environment• Learn by moving around• Develop emotional attachments

• Show pleasure in caring• Establish special relationships• Modify behavior• Synchronize interactions• Build trust• Culturally sensitive• Daily communication• Provide a safe environment

Two • Develop mobility, autonomy, and self-help skills• Grow and learn rapidly

• Provide a safe, consistent, child-centered environment

• Build trust in relationships

Three • Experience frustration• Engage in extensive conversations• Reality/Fantasy• Find it difficult to cooperate in games

• Respect growing skills• Be mindful of recent developments• Understand the need for repetition

Child Development and Learning (continued)



Four • High energy levels• Increased fine and gross motor

control• Have more self-confidence• Develop a higher level of language• Use play as a social activity• Enjoy solitary activities

• Observe • Set up environment to match

skills• Meet children where they are• Scaffold learning

Five • More social• Have best friends• Enjoy small groups• Experiment with language• Show more self-control• Need to explore• Improved self-regulation

• Influence behavior• Encourage curiosity• Set limits• Facilitate learning for all• Create the appropriate

environment

• Encourage curiosity,

Child Development and Learning (continued)



Six to Eight • Increased mastery in all domains

• Think both logically and systematically

• Develop dramatic language and communication skills

• Expand expressive vocabulary

• Are extremely curious• Are able to be more

empathetic – perspective taking

• Can be very sensitive

• Provide guidance, affection, encouragement, and protection

• Keep communication with families open

Individual Appropriateness

• Child’s needs• Child’s strengths

• Child’s interests– Data is collected through observation, assessment

strategies and documentation– Information helps to create a child-centered

curriculum– Put yourself in the child’s place –ask relevant

questions

• Be reflective; listen to the children©2012 Cengage Learning.

All Rights Reserved.

Social and Cultural Appropriateness

• Eliminate bias– Reject beliefs or feelings that result in unfair

treatment

• Create anti-bias– Challenge prejudices and stereotypes

• Create an inclusive classroom

• Provide equal and fair teaching and learning experiences for all


Play

• Play is the core of developmentally appropriate practice

• Play is the foundation for the curriculum• Threats to play

– Teachers, administrators, policy-makers, and families who do not understand the importance

– Push-down of curricula expectations– Social and economic factors– Lack of time and opportunity– Electronic competition


Parten’s Developmental Stages of Play

• Unoccupied behavior

• Onlooker play

• Solitary play

• Parallel play

• Associative play

• Cooperative play


Theorists and Play

• Erickson– Play helps develop cooperative relationships

• Piaget– Practice play– Symbolic play– Games with rules

• Lev Vygotsky– Social play helps child “interpret the world”


Some Tips for Teachers

• Play is neurological therefore is critical to brain growth• Be aware of current research and resources that validate

the importance of play.• Create a positive place for play• Provide open-ended materials and activities• Introduce age-appropriate play activities and materials• Provide time for play• Respect individual differences in play

• Respect and provide for cultural diversity in play• Observe children’s play and learn about them


Play: Essential for All Children

• Play enhances all developmental domains—physical, social, cognitive, emotional, creative

• Play inspires imagination, creativity, exploration, self-confidence, more play

• Play enhances problem solving, new skills, self-esteem, and sense of security


Planning and Scheduling

• Goals

• Objectives– Both should be developmentally appropriate

• Routines

• Schedule– Both create a framework for security


Daily Schedule

• A schedule is a framework of basic time lines, curricula, and activities


ARRIVAL DEPARTURE REST/NAPTIME

TRANSITIONSROUTINES

(events that fit into the schedule)

MEALS & SNACKS

ACTIVITY TIMEDIAPERING &

TOILETINGOUTDOOR

ACTIVITIES

Communication with Families

• Build a collaborative partnership– Establish positive communication between

home and school

• Be responsive to the cultural and linguistic differences of children and their families

• Share goals

• Use a variety of methods to communicate with and involve families in programs


©2012 Cengage Learning. All Rights Reserved. Chapter 1 Starting the Process Please think of the children first. If you ever have anything to do with their.

Documents

adulthood2012 cengage

ways individuals

yearsformal operations

health care

night care

variety of ways

centered curriculumhas

age eightenvironment