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Chapter 1 Starting 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- ©2012 Cengage Learning. All Rights Reserved.
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Early Childhood Education
Birth through age eight Environment is critical Teacher’s knowledge and skills-crucial Child-centered curriculum Has a rich history Advocacy ©2012 Cengage Learning. All Rights Reserved.
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Developmental Theorists
Erik Erikson –Psychosocial Jean Piaget – Cognitive Development Lev Vygotsky- Sociocultural Howard Gardner – Multiple Intelligences ©2012 Cengage Learning. All Rights Reserved.
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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 ©2012 Cengage Learning. All Rights Reserved.
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Cognitive Theory How young children learn Other terms
Constructivism Assimilation Schema/schemata Accommodation Equilibrium Other terms -object permanence, egocentric, symbolic thinking ©2012 Cengage Learning. All Rights Reserved.
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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) ©2012 Cengage Learning. All Rights Reserved.
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Sociocultural Theory Learning is socially constructed
Zone of proximal development Scaffolding Teachers must be excellent observers ©2012 Cengage Learning. All Rights Reserved.
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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: Verbal-Linguistic Intelligence Logical-Mathematical Intelligence Musical-Rhythmic Intelligence Visual-Spatial Intelligence Bodily-Kinesthetic Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalist Intelligence ©2012 Cengage Learning. All Rights Reserved.
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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 ©2012 Cengage Learning. All Rights Reserved.
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Developmentally Appropriate Practices
Age appropriate Infants, toddlers, preschoolers, primary Individually appropriate Every child is unique Culturally and linguistically appropriate Inclusiveness ©2012 Cengage Learning. All Rights Reserved.
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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 ©2012 Cengage Learning. All Rights Reserved.
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Child Development and Learning (continued)
Age Characteristics Teacher’s Role 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, ©2012 Cengage Learning. All Rights Reserved.
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Child Development and Learning (continued)
Age Characteristics Teacher’s Role 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 ©2012 Cengage Learning. All Rights Reserved.
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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.
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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 ©2012 Cengage Learning. All Rights Reserved.
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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 ©2012 Cengage Learning. All Rights Reserved.
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Parten’s Developmental Stages of Play
Unoccupied behavior Onlooker play Solitary play Parallel play Associative play Cooperative play ©2012 Cengage Learning. All Rights Reserved.
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Theorists and Play Piaget Lev Vygotsky Erickson
Play helps develop cooperative relationships Piaget Practice play Symbolic play Games with rules Lev Vygotsky Social play helps child “interpret the world” ©2012 Cengage Learning. All Rights Reserved.
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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 ©2012 Cengage Learning. All Rights Reserved.
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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 ©2012 Cengage Learning. All Rights Reserved.
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Planning and Scheduling
Goals Objectives Both should be developmentally appropriate Routines Schedule Both create a framework for security ©2012 Cengage Learning. All Rights Reserved.
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(events that fit into the schedule)
Daily Schedule A schedule is a framework of basic time lines, curricula, and activities ARRIVAL DEPARTURE REST/NAPTIME TRANSITIONS ROUTINES (events that fit into the schedule) MEALS & SNACKS ACTIVITY TIME DIAPERING & TOILETING OUTDOOR ACTIVITIES ©2012 Cengage Learning. All Rights Reserved.
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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.
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