1. Teaching Young Children, 4 th Edition © 2009 Pearson Education, Inc. All rights reserved. Chapter 3 Types of Programs

2. © 2009 Pearson Education, Inc. All Rights Reserved. 2 Teaching Young Children, 4 th Edition Henniger Goals for Chapter 2 Identify the program models associated with early childhood Study the Montessori program and its implications for teaching young children Investigate the High/Scope curriculum for infant/toddler, preschool, and primary classrooms Review the behaviorist approach and its application to young children Consider the Bank Street model for early education Identify the elements of the Reggio Emilia program and its applications in the United States

3. © 2009 Pearson Education, Inc. All Rights Reserved. 3 Teaching Young Children, 4 th Edition Henniger Montessori Programs Philosophy of Maria Montessori Emphasis on work tasks rather than play times Materials Careful attention to concept development Graduated difficulty / complexity Self-correcting Sensory orientation

4. © 2009 Pearson Education, Inc. All Rights Reserved. 4 Teaching Young Children, 4 th Edition Henniger Montessori Materials and Equipment Carefully organized classrooms Child-sized Beautiful 4 categories of material Daily living, sensorial materials, academic materials, cultural and artistic materials

5. © 2009 Pearson Education, Inc. All Rights Reserved. 5 Teaching Young Children, 4 th Edition Henniger Montessori Teachers Known as directress Require formal training 3 basic principals A carefully prepared environment An attitude of humility Respect for child’s individuality

6. © 2009 Pearson Education, Inc. All Rights Reserved. 6 Teaching Young Children, 4 th Edition Henniger High/Scope Curriculum Designed for disadvantaged children Developing skills for school success Importance of cognitive understandings Grounded in Piaget’s theories Emphasizing development of the Whole Child Children cannot understand themselves without first being able to place themselves in time and space and classify and order objects and events Logicomathematical and spaciotemporal relationships

7. © 2009 Pearson Education, Inc. All Rights Reserved. 7 Teaching Young Children, 4 th Edition Henniger Key Experiences—High/Scope Active learning Using language Experiencing and representing Classification Seriation Number concepts Spatial relationships Time

8. © 2009 Pearson Education, Inc. All Rights Reserved. 8 Teaching Young Children, 4 th Edition Henniger Plan, do, review elements Planning time Work time Clean-up time Recall time Small-group time Large-group time Outside time

9. © 2009 Pearson Education, Inc. All Rights Reserved. 9 Teaching Young Children, 4 th Edition Henniger High/Scope Teacher’s Role Teacher as active learners Careful observers Environmental planning and organization Positive interactions with children

10. © 2009 Pearson Education, Inc. All Rights Reserved. 10 Teaching Young Children, 4 th Edition Henniger Research on High/Scope Among the best long-term research available, followed students for over 30 years Higher percentage completed high school than non-program members Fewer students arrested More adults had jobs at age 19 3 times as many former students owned own homes

11. © 2009 Pearson Education, Inc. All Rights Reserved. 11 Teaching Young Children, 4 th Edition Henniger The Behaviorist Approach Behaviorist perspective – based on Skinner and Watson’s theories Believed learning is externally motivated Should be avoided as the primary method for teaching and learning Implications for teaching Positive reinforcement Punishment Ignoring

12. © 2009 Pearson Education, Inc. All Rights Reserved. 12 Teaching Young Children, 4 th Edition Henniger Relationship to Developmentally Appropriate Practice The Behaviorist Teacher Deals only with observable behavior Breaks a learning task down to small components and teaches them in refined sequence Plans the curriculum, then matches children to those plans The Developmentally Appropriate Teacher Deals with observable behavior and feelings & motives for behavior Often allows children to discover appropriate steps for learning Understands each child’s developmental abilities and plans around this understanding

13. © 2009 Pearson Education, Inc. All Rights Reserved. 13 Teaching Young Children, 4 th Edition Henniger Relationship to Developmentally Appropriate Practice The Behaviorist Teacher Spends most of her time in direct instruction Uses positive reinforcement, punishment, and ignoring as primary of management and discipline The Developmentally Appropriate Teacher Spends most of her time facilitating children’s hands-on learning through playful experience Uses a variety of techniques for guidance and discipline, many of which emphasize counseling and communication strategies

14. © 2009 Pearson Education, Inc. All Rights Reserved. 14 Teaching Young Children, 4 th Edition Henniger The Bank Street Model Based on approach from Bank Street College in New York A developmental interactionalist model Integrates intellectual, social, and emotional understandings Theoretical Underpinning Psychoanalytic Perspective Piaget’s Cognitive Developmental Theory John Dewey and Progressive Education

15. © 2009 Pearson Education, Inc. All Rights Reserved. 15 Teaching Young Children, 4 th Edition Henniger Bank Street Program Goals To enhancing competence To develop individuality or identity (make choices, develop preferences, and learn from mistakes) To positively influence socialization An integration of functions (interrelatedness of things and people).

16. © 2009 Pearson Education, Inc. All Rights Reserved. 16 Teaching Young Children, 4 th Edition Henniger Bank Street Governing Principles Child development is a complex process Behavior varies and is often unpredictable Developmental progress includes both stability and instability Motivation to learn about the world lies within each child Developing a sense of self is essential Conflict is necessary for development

17. © 2009 Pearson Education, Inc. All Rights Reserved. 17 Teaching Young Children, 4 th Edition Henniger Curriculum and Material Areas for blocks, dress-up, sand and water play, books, and art Children are allowed to chose activities and materials Commercial, teacher-made, and child- made materials Emphasis on integrated curriculum

18. © 2009 Pearson Education, Inc. All Rights Reserved. 18 Teaching Young Children, 4 th Edition Henniger The Reggio Emilia Program Programs out of Reggio Emilia, Italy that got their start shortly after WWII Using a Project approach - in depth investigations of a topic Documentation - through insightful and detailed conversations, photographs, and artwork

19. © 2009 Pearson Education, Inc. All Rights Reserved. 19 Teaching Young Children, 4 th Edition Henniger The Reggio Emilia Inspired Environment Physical space designed to foster communication and relationships Children encouraged to learn from each other Discovery-oriented setting Classrooms are full of children’s work Atelier – a special area for engaging in projects

20. © 2009 Pearson Education, Inc. All Rights Reserved. 20 Teaching Young Children, 4 th Edition Henniger Children, Parents, and Teachers Children, parents, and teachers are all learning together Children are active, curious, eager learners Parents are an essential part of this program Teachers are partners with children and parents

21. © 2009 Pearson Education, Inc. All Rights Reserved. 21 Teaching Young Children, 4 th Edition Henniger Cooperation, Collaboration, and Organization Teachers work in pairs as equal partners They create plans to enhance children’s growth and development Program sets aside a minimun of 6 hours per week for teacher meetings, preparing the environment, parent meeting, and teacher in- service  Ending the project

22. © 2009 Pearson Education, Inc. All Rights Reserved. 22 Teaching Young Children, 4 th Edition Henniger The Atelierista The atelier (workshop area) The atelierista (a trained specialist in visual arts) Works with the teachers to develop projects The Importance of Documentation A critical part of this model is Documenting Learning Experiences Children are expected to describe for others the work they have accomplished Various forms include: Transcriptions of children’s remarks and discussions Photographs of activities in and around the classrooms Art media representations of experiences (group murals, sculptures, paintings, drawings, etc)

23. © 2009 Pearson Education, Inc. All Rights Reserved. 23 Teaching Young Children, 4 th Edition Henniger Projects An extended study of a topic, usually done in groups. Four key steps include:  Selecting a topic  Beginning the project  Doing the project  Ending the project In-depth projects usually last weeks Topics come from interests of both the children and adults Projects lead to advanced understandings

24. © 2009 Pearson Education, Inc. All Rights Reserved. 24 Teaching Young Children, 4 th Edition Henniger Observing Development – Internal vs. External Motivation Observe Go to MyEducationLab and select “Educational Psychology” then watch the video “Reading Group”. Reflect What did the teacher say or do that was intended to motivated students in their learning? How effective were these strategies? Apply What type of external motivation do you think you will use as a teacher?

25. © 2009 Pearson Education, Inc. All Rights Reserved. 25 Teaching Young Children, 4 th Edition Henniger Multimedia Exploration and Activities… Research Go to MyEducationLab and select “Early Childhood Education” then watch the video “Head Start”. Reflect How is this program similar to and different from the models you learned about in this chapter? Respond Create a chart graphs the comparisons of the Head Start program to the other models from this chapter.