1. Implementing Early Childhood Programs
Chapter 4
Implementing Early Childhood Programs

2. Implementing Early Childhood Programs
Early childhood programs are designed for children birth through age eight. Various programs are guided by philosophical and theoretical perspectives that help them decide how children learn, and what activities and experience should be selected in order to support children’s learning and development. As a result, different programs have different approaches to early childhood education. This chapter introduces you to the various forms implementation of early childhood programs may take. Upon completion of this chapter, you will be able to describe the variety of early childhood education program models and learning environments for children, birth through age eight.

3. Early Childhood Education Program Providers
Federal Government
Head Start
Early Head Start
Public Schools (largest provider)
Preschool, kindergarten, 1st- 3rd grade, before and after school programs
Faith-based Programs
Preschool , kindergarten, 1st – 3rd grade
Individuals and For-profit Agencies
Childcare,
preschool programs

4. Early Childhood Education Program Providers
Parents, politicians, and the general public seek early childhood education programs that
ensure children’s early school success;
provide high quality education for all children.
Regardless of the provider, early childhood education programs have as goals to:
include language and reading readiness activities;
help children develop social and behavioral skills
prepare children for the global competition they will face as adults.

5. Childcare
Childcare today is viewed as part of a seamless educational system for children, birth through high school and post high school education.
Childcare:
supplements the care children receive from
their families;
includes both education and high quality care;
includes experiences that support the social,
emotional linguistic, physical, and cognitive
development of young children.

6. Care by family members, relatives, and friends
Types of Childcare
Childcare maybe
offered by a number of
individuals and agencies.
Care by family members, relatives, and friends
Generational
Inter-
Programs
Before and
After school
Programs
Family Childcare
Proprietary
Child Care
Employer-
sponsored
care
Center-based
Care

7. Environmental Dimensions of Quality Education and Care
The environment of quality education and care is characterized
by a:
healthy environment that supports children’s physical and mental health;
respectful environment where caregivers care about children and their families;
supportive environment where teachers interact with children in a pleasant and encouraging way;
challenging environment that supports social interaction and includes materials and activities matched to the interests, needs, and abilities of young children;
safe and pleasant environments that are clean, well lit, well ventilated, and cheerful.

8. Ten Components of High Quality Childcare Programs
The following areas with specific indicators are also reflective of high quality childcare programs (see Table 4.2 for Indicators.).
Licensed programs that follow appropriate health and safety practices
A staff well trained in early childhood development
Environments that are age-appropriate
Small groups with optimal ratios
Primary caregiver and continuity of care
Care giving that responds to and supports children's
development
Curricula, observation, and individualized programming
Family involvement and cultural continuity
Emerging language and literacy
Comprehensive support services with multidisciplinary teams

9. Program Models High/Scope
The High/Scope model is based on Piaget’s stages of development.
Major principles:
Children actively participate in choosing, organizing and evaluating learning activities under the observation and guidance of teachers.
Teachers plan daily using a developmentally based curriculum.
Goals and materials are developmentally based, according to High/Scope developmental indicators.

10. Program Models High/Scope
The High/Scope model is used in Head Start, corporate-sponsored preschool programs, and public preschool programs.
Its primary focus is to help children develop a broad range of skills that include problem solving, interpersonal, and communication skills.
Teachers plan lessons and assessments based on 58 key developmental indictors (KDIs) in five curriculum content areas to include approaches to learning; language, learning, and communication; social and emotional development; physical development, health, and well-being; arts and sciences (math, science, and technology.

11. Program Models High/Scope
Elements of High/Scope
Daily Routine
Plan-Do-Review
Active Learning
Classroom arrangement with multiple interest centers
Daily Schedules
Assessment
Curriculum built around 58 developmental indicators
Planning time for children
Use of the key indicators
Work time for children—with teacher observation
Clean-up time
Recall time

12. Program Models High/Scope
Features to remember about the High/Scope Model:
It is a constructivist based program.
It has been extensively researched and tested.
There is an extensive network of training and support.
It focuses on cognitive, social, and physical abilities important for all children.
Learning experiences are based on where a child is developmentally.

13. Program Models Montessori Method
The Montessori model is based on the philosophy of Maria Montessori which centers on respect for the child.
Classrooms are multi-aged and include children in ages ranging from two and a half to six years old.
Self pacing is a very important feature of the Montessori model as children learn at their own rate and levels of achievement, and can decide activities in which they wish to participate.

14. Program Models Montessori Method
Montessori teachers are expected to . . .
respect children and their learning;
make children the center of learning;
encourage children’s learning;
observe children;
prepare learning environments;
introduce learning materials and demonstrate lessons.

15. Program Models Montessori Method
Children learn in a prepared environment, and are presented materials and activities to learn in three basic areas:
practical life for motor education;
sensory materials for training the senses;
academic materials for teaching writing, reading, and mathematics.
Instructional practices used in Montessori programs are listed in Table 4.3.

16. Program Models Montessori Method
Features to remember about the Montessori Method:
It is identified as a high quality early childhood
program.
Parents who observe the program react to it favorably.
Public schools include the Montessori method, and there has been an overall increase in the use of the method in both public and private schools.

17. Program Models Reggio Emilia
The Reggio Emilia approach emphasizes the child’s relationships with family, peers, teachers, and the wider community.
Theoretical ideas compatible with Piaget, Vygotsky, Dewey, and Gardner are evident in the Reggio model.
Time is flexible, and each child’s sense of time and personal rhythm is honored in planning and carrying out activities and projects.
Children are offered opportunities for discovering, revisiting, and reflecting on experiences.

18. Program Models Reggio Emilia
Teachers are
viewed as partners
and collaborators
with children in an
ongoing learning
process.
Teachers observe
and listen closely to
children to know how
to plan or proceed
with their work.
They ask questions and
discover children’s ideas,
hypotheses, and theories, and
discuss what they have
observed and recorded. They
then make flexible plans and
preparations.
An atelierista, who is a teacher
specially trained in the visual arts,
works with other teachers and
children to incorporate visual arts
into all Reggio preschool programs.

19. Program Models Reggio Emilia
Families are part of the school’s advisory committee. Families are expected to participate with the school in many ways.
Families
Day-to day
interactions
Discuss educational/
psychological
issues
Work in the school
Participate in special events
Participate in excursions and celebrations

20. Program Models Reggio Emilia
Learning takes place in physical spaces that support encounters, communication and relationships. There is a great deal of attention paid to the development of the physical space.
Documentation of children’s activities, discussions, remarks, and representations of their thinking is an important activity in Reggio Emilia schools.
Reggio Emilia schools take a process approach to the curriculum, rather than follow a set curriculum. Curriculum implementation takes place after observation of and discussion about children in action. Teachers share with children what they will offer in terms of curriculum, before implementation of the curriculum occurs.

21. Program Models Reggio Emilia
Features to remember about the Reggio Emilia Approach:
Learning takes place by doing.
Respect for each child is highly valued.
The rights of children, teachers, and parents
are respected.
Children with disabilities are included in programs for all children.

22. Learning Modalities Tactile Visual Auditory Linguistic
All program models and approaches to early childhood education should take into consideration the different ways children approach learning. A multisensory approach to teaching increases children’s understanding, memory and mastery of what is being taught.
Learning
Modalities
Visual
Seeing pictures or diagrams of information
Linguistic
Reading or writing information
Tactile
Touching, feeling, or moving information
Auditory
Hearing information

23. . Federal Programs Federal Programs Early Head Start
Birth – 3 years old
Head Start- 3-5 year olds
The goal of these programs is to help children achieve their full potential

24. Federal Programs
Federal programs provide health, nutritional, educational, and social services.
Head Start and Early Head Start are both entitlement programs which means families of children must meet low income eligibility guidelines in order for children to be a part of the program.

25. What’s next
After reviewing this presentation and reading Chapter 4, Implementing Early Childhood Programs, check your understanding of the terms and concepts listed below. You will then be ready to complete the Chapter 4 quiz.
Providers of early childhood education programs
Goals for early childhood education programs
Purpose and characteristics of child care
Environmental dimensions of quality education and care
10 components of high quality childcare programs
High Scope, Montessori, and Reggio Emilia
General and distinctive characteristics
Philosophical/theoretical basis for the approach to education
Teacher responsibilities
Learning modalities
Federal programs