1. Introduction and History of Early Childhood Education
Chapter 1, 2

2. History of Early Childhood Education
The Medieval period (5th thru 13th century)
Children were considered adults by age 7
High mortality rates
Education was gender and class based (Education was focused primarily on noble class males)
The reformation (religious) period (14th thru 16th century)
Children are inherently evil and education is essential to their moral socialization
Puritan Ethics

3. History of Early Childhood Education
The enlightment period (17th and 18th century)
John Comenius ( Czech educator)
Developed picture books for children that developed the senses and focused on nature
Children learn best by doing and learning follows a natural order (learning readiness)
Believed that the poor should also be educated

4. History of Early Childhood Education
John Locke ( ) English Philosopher)
Tabula Rasa
Focused on the unique and individual needs of a child in the facilitation of learning
Focused on the importance of play and the environment towards healthy development
Jean Rousseau ( )
Children are born innately good
Free play, autonomy, and self regulation are all derivatives of his ideas

5. Schiller and Pestalozzi
Friedrich von Schiller viewed play as excess energy from which all creative artistic and spiritual activity grows.
Johan Pestalozzi ( ) Swedish educator) purported that children were supposed to learn naturally from their encounters with real things. Learning is optimized by doing.
Emphasized the integrated curriculum approach to educating the whole child (i.e., cognitively, socially, physically)

6. Curriculum Based Programs Which Promote Creativity (Jackman, 2001)
Friedrich Froebel ( ).
Developed the first curriculum based program exclusively for young children.
Teacher focused model (effective teaching and curriculum development is key)
Froebel identified key objects/resources to promote learning; consequently, these resources continue to be used today (Developed in Germany).

7. Shaping Rational Thought on Education
Friedrich Froebel ( German educator) noted the importance of the play-based curriculum.
Froebel identified gifts (objects) could be situated and manipulated in certain ways to optimize learning and educational outcomes in children.
Through play, children develop ideas and questions. Consequently, they grow into maturity….Kindergarden.
Froebel’s play based curriculum was seen as both rational and spiritual towards building children into competence.
Believed that both men and women should teach preschoolers (2-6 yrs)

8. Froebel’s Gifts and Occupations
First gifts. Six small yarn balls, one each in a primary or secondary color
Second gift. A small wood ball, wood cylinder, and wood cube
Third gift. A small wooden cube, composed of eight component cubes
Fourth gift. A small wooden cube, composed of eight rectangular blocks
Fifth gift. A larger wooden cube, composed of 27 cubes
Sixth gift. A comparably sized wooden cube, composed of 27 rectangular blocks
Seventh gift. Wooden tablets (squares, half-squares, triangles, half-triangles, third-triangles)
Eighth gift. Wooden sticks (lines) and metal curves (circles, half circles, quadrants)
Ninth gift. Points (beans, seeds, pebbles, holes in paper)
Tenth gift. Peas (or pellets) construction, with sticks
Occupations: Plastic clay (solids), Paper folding (surfaces), Weaving (lines), Drawing (lines), Stringing beads (points), Painting (surfaces).

9. Froebel’s Kindergarden Curriculum
The Ball. Simulating the relationship of objects in the world to one another and for representing our connection to one another through games
Building Blocks. Construction materials to simulate.
Sticks. For pattern creation to simulate letters
Pricking Sheets. Creating patterns and sewing
Many of the basic tenants and resources utilized by Froebel continue to be implemented in daycares, preschools, and kindergardens today.

10. Reggio Emilia Founded in the 1970’s by Loris Malaguzzi. Basic Model
Children are viewed as active learners
Integrated Curriculum/Project Work.
Rooms are not divided into learning centers.
Teacher/Child Relationships
Documentation of Student Learning

11. Key Points & Benefits to Reggio Emilia Approach
Teachers possess a greater knowledge of the children they work with
Able to document more observations and experiences
Stronger bond and greater support between teacher and children
Teachers create an environment that stimulates learning
Teachers focus on children’s development of symbolic language and expression (drawing, sculpture, dramatic play, and writing).
Children’s projects (art, poems, etc.) are displayed on the walls throughout the facility.
There is no hurry to cover a particular lesson. Structure is provided but freedom of expression sets the pace
Plenty of time for spontaneous play with abundant resources
Teachers value the importance of children being confused and working through difficult tasks with limited information

12. Developing Healthy Sense of Identity
Provide children with experiences that promotes more successes than failures.
Stable interaction and relationships in education/learning based settings are vital.
Based on the Reggio Emilia models, children and teachers progress to different learning settings at the same time (Infant/toddler centers and preschools).

13. Maria Montessori
The second to develop a curriculum based program exclusively for young children.
1st female physician in Italy
Montessori’s ideas initially came from working with impoverished children in Italy.
Key Points to Model:
Children learn best from child-sized environments that are stimulating and inviting.
Children copy their environment rather than construct it. Consequently, by observing and later practicing what they have witnessed, children begin to internalize the properties of their environment.

14. Montessori Continued Key Points Features of Montessori
Complex tasks can be taught to young children by breaking the task into simple sequences
Employed the usage of self correcting material
Healthy cognitive development is a function of one’s ability to employ multiple senses to stimulate growth
Features of Montessori
Adapt school work to the child rather than molding the child to fit a curriculum
Freedom of expression regarding the selection of resources and activities
Development of the senses and a focus on practical (life-skill) learning

15. Waldorf School of Education
Rudolf Steiner (German educator)
Focus on holistic learning
The environment must be carefully planned to protect and nurture the child
Promote innate self-motivation
Learn a child’s temperament and work within that framework
Television is eliminated
Childhood is a phase of life in itself
The Will (0-7 years)
The Heart Feelings (7-14years)
The Head Fusion (14 years on)

16. Head Start
The largest publicly funded educational program for young children
Since 1965, Head Start has provided curriculum/classroom based learning to children in low income families.
Head Start has been effective in providing family center education in an effort to improve upon the lives of young children.

17. High/Scope
Developed in the 1960s under the leadership of David Weikert.
Key Points:
Children learn best through active experiences with people, materials, events, and ideas.
Autonomy is fostered in children as teachers facilitate a daily “plan-do-review” process.

18. Bank Street Founded in 1916 by Lucy S. Mitchell Key Points:
Focus on holistic approach to developmental-interaction programs (development and learning).
Cognitive growth cannot be separated from the growth of personal and social processes.
Classrooms are arranged into distinct learning centers. Learning is encouraged by bridging play, choice management, taking risks, and accepting help.
The Bank Street approach employs an open education which believes that children are capable of selecting and learning from appropriate activities. The goal is not to teach new concepts but to better employ the skills already obtained.

19. Continuity of Child Care Relationships are Not Always the Central Goal
Some directors of child care centers promote the moving of children every 6 months.
Premise. Some parents prefer this as a means of limiting attachment of their children to other people.
Criticism. This practice prohibits professionals from appropriately getting to know the child and their families.

20. Differences Between Families and Teachers on Child Practices
What happens when parents expect teachers to do things that contradict their principles.
Issues of corporal punishment…Scenario…Parents condone/teachers prohibited.
How do teachers respond to children’s play with violent themes (toys or imaginary)
In problem-solving, educators bear the responsibility of being open-minded and objective. Antonia Lopez notes 4 guiding questions:
Are the concepts clear
Can they be restated for better clarity
How are they related to the child’s overall wellbeing
What are the cultural implications (is it a matter of culture, opinion, or information)

21. John Dewey (1859-1952) and Pragmatism
Child centered and child focused educational approach
Play provides a more generalized internalizing of knowledge in young children.
Play is the free, intrinsically interesting exploration of society and nature. According to Dewey, to practice freedom, one must experience freedom.
Play is also seen as experimental and experiential. Consequently, we are learning skills of socialization (political, religious, or economic).

22. Vytgotsky’s View of Play
Play is seen as a developmental mechanism that allows children to turn actions into meanings and to internalize those meanings.
For the preschool and early school years, play becomes a means by which children internalize the knowledge and expectations of culture.

23. 21st Century Education Early childhood education
Learning settings that promote positive change and growth in children
Bridge the gap between play, learning, and education
Promotes holistic learning and heightened adaptability

24. The Challenge Before Us as Early Educators
Jackman (2001) cites research findings from the Children’s Defense Fund regarding the changing trends impacting early educators:
In 1973 approximately 30 % of mothers with children under age 6 were in the workforce, as were more than 50 % of mothers of school-age children.
By 1997, the percentages had grown to 65% and 77% respectively
Everyday, 13 million children—including 6 million infants and toddlers—are in child care.

25. Child Development Associate Credentials (CDA)
Competencies:
Organizing the physical environment
Promoting children’s social, physical, and intellectual competence
Building personal strength in children
Facilitating group interaction
Working with parents, colleagues, and community for policy and curriculum development

26. DEVELOPMENTALLY APPROPRIATE PRACTICE
The following lecture notes comprise of chapters 1,2,& 4 of the DAP. The noted information represent fundamental principles which begin to define teacher and organizational commitments to children and children’s commitment to self development.

27. NAEYC POSITION ON DEVELOPMENTALLY APPROPRIATE PRACTICE (DAP)
DAP in Early Childhood Programs Serving from Birth through Age 8
Identify principles of DAP for professionals who make decision about the care and education of young children.
ECE professionals are responsible for establishing:
Standards of high-quality
Professional practice in early programs
Early Childhood Programs
Child care centers
Family child care homes
Private and Public Preschools
Kindergartens
Primary-grade schools

28. The current context of early childhood programs
ECE Programs continue to increase due in part to the growing demand for out-of-home child care but also in recognition of the critical importance of educational experiences during early years.
Welfare reforms also reflect a significant increased demand for child care services for even the youngest children from very low-income families.
There is an increased movement toward multiculturalism and diversity.
The American with Disabilities Act and the Individuals with Disabilities Education Act requires that all ECE programs make reasonable accommodations to provide access for children with disabilities or developmental delays.
Increase in enrollment with children at younger ages
Length of the program day for all ages of children has been extended in response to the need for extended hours of care for employed families.
Corporate America has become a more visible sponsor of child care programs.

29. Key Points for Consideration
The increased demand for early childhood education services is due in part
To increased recognition of the crucial importance of experiences during the earliest years of life.
Research clearly demonstrate that early and/or high-quality programs produce short- and long-term positive effects on children’s cognitive and social development.
Children who experience high-quality, stable child care engage in
More complex play
Demonstrate more secure attachment to adults and other children
Score higher on measure of thinking ability and language development
High-quality child care programs have been found to predict
Future academic success
Adjustment to school
Reduced behavioral problems for children in first grades.
High quality child care facilities are not the norm in our society.
This is due to the need for uniform standards of high quality.

30. Pro-social & Developmental Outcome Goals
Goals for children toward the development of pro-social outcomes:
Communicate well
Respect others
Engage with them to work through the differences of opinions
Function well as members of a team
Analyze situation
Make reasoned judgments
Solve new problems as they emerge.
Access information through various modes, including spoken and written language
Intelligently employ complex tools and technologies as they are developed.
Continue to learn new approaches, skills, and knowledge as conditions and needs change.

31. Empirical principles of child development that guide developmentally appropriate practice
Development in one domain influences and is influenced by development in other domains.
Development occurs in a relatively orderly sequence, with later abilities, skills, and knowledge building on those already acquired.
Development proceeds at varying rated from child to child as well as unevenly within different areas of each child’s functioning.
Early experiences have both cumulative and delayed effect on individual children’s development. Optimal periods exist for certain types of development and learning.
Development and learning are influenced by multiple social and cultural contexts. Children are actively constructing their knowledge and understanding of the world around them

32. Empirical principles of child development that guide developmentally appropriate practice
6. Development and learning result from interaction of biological maturation and the environment, which includes both the physical and social worlds that children live in.
7. Play is an important vehicle for children’s social, emotional, and cognitive development, as well as a reflection of their development.
8. Development advances when children have opportunities to practice newly acquired skills as well as when they experience a challenge just beyond the level of their present mastery. Learning and intelligence is multidimensional.
9. Children develop and learn best in the context of a community where they are safe and valued, their physical needs are met, and they feel psychologically secure

33. Guidelines for Decision About DAP
Creating a caring community of learners.
Teaching to enhance development and learning.
Constructing appropriate curriculum
Assessing children's learning and development
Establishing reciprocal relationships with families

34. Policies essential for achieving DAP in early childhood programs
NAEYC recommendations to policymaking groups
A comprehensive professional preparation and development system is in place to ensure that ECE programs are staffed with qualified personnel.
Ensure that funding is provided to ensure adequate staffing of early childhood programs
Ensure fair staff compensation to minimize attrition and promote continuity between adults and children.
Resources and expertise are available to provide safe, stimulating learning environments with a sufficient variety of appropriate materials and equipment.
Adequate systems for regulating and monitoring the quality of early childhood programs are in place
Community resources are available and used to support the comprehensive needs of children and families.
Alternative methods are employed when children do not make expected learning process (i.e., focused time, individualized instruction, tutoring).
Early childhood programs use multiple indicators to chart progress in children's development and learning and regularly report children’s progress to parents.

35. THE EARLY CHILDHOOD TEACHER AS DECISIONMAKER

36. Assessing Developmentally Appropriate Practice
DAP. The process of professionals making decisions about the well-being and education of children based on at least three important kinds of information or knowledge:
What is known about a child’s development and learning
Age related characteristics
Safe and appropriate resources
Knowledge of appropriate interactions and task competencies
What is known about the strengths, interests, and needs of each child. Otherwise, it is difficult to develop an appropriate curriculum.
Knowledge of the social and cultural contexts in which the children reside.
By accommodating a curriculum in this manner, we ensure relevance an adaptation to their community and family.
Perhaps the greatest challenge of DAP is knowing the characteristics of your audience (cultural practices, developmental stage, significant handicaps or delays).

37. Challenge to Developing Curriculum Purely on Developmental Norms
While consistent developmental outcomes in children occur within similar time frames, many decisions of developmental competency are based on identified “norm or average.”
These statistical categories often fail to reflect a considerable proportion of children in general settings.
Range tells a better story than central tendency.
Much of our knowledge of developmental norms is based on dominant culture norms
This fails to recognize developmental equivalences across other cultures.
Future models and curriculums must incorporate a greater diversity of cultures.

38. Why Focus on Culture?
20% of Head Start’s population come from non-English dominant homes.
50% of all kindergarten students in Texas are Hispanic.

39. More on Culture
In the past, we have used culture more as a political tool to divide people—stressing differences and ignoring commonalities.
Discuss studies on culture, intelligence, and socioeconomic status
Culture consists of a set of rules or expectations for the behavior of group members that are passed on from one generation to the next.
Culture is not just rituals and celebrations.
Culture is rules that influence behavior, give meaning to events and experiences in families and communities.
Cultures are not stagnant. Cultures borrow customs and traditions from each other.
The congruence of culture, preschools, and educational settings create an ease for learning for children. The reverse often forces children to decide between their culture and their learning setting. Ex.
Latino father teaches child to respect teacher by looking down when the teacher is talking. The teacher purports that she cannot reach the child because he want even look her in the eyes when she is talking.
Everyone is influenced by culture (even teachers). We must be certain that our own beliefs and values do not hinder our ability to effectively work with children of different values.
What happens when the values and beliefs of teachers significantly contradict the values and beliefs of families in which the children reside?

40. Key Points of Consideration
Our knowledge of child development and learning allows us to make general predictions about the kinds of activities and experiences that will effectively engage children given their competences.
Understanding child success and competency as both developmental and experiential/interactive. Ex.
(Bike example). Most 6 & 7 yr olds possess the developmental skills to ride a bike, however, the range of learning is 4-21yrs of age.
Given proper exposure to instruction and resources, many children are able to read by age 6 or 7, however, some learn as early as 4 yrs or as late as 9 yrs. (What determines these differences).

41. Why Such Large Ranges??????
Developmentally Inappropriate Expectations. Sometimes adults values and beliefs supercede children’s actual competencies and capabilities.
Adult expectations should be realistic
Individual differences among children—greatly acknowledged/widely ignored when developing curriculum

42. Developing Healthy Sense of Identity
Provide children with experiences that promotes more successes than failures.
Stable interaction and relationships in education/learning based settings are vital.
Based on the Reggio Emilia models, children and teachers progress to different learning settings at the same time (Infant/toddler centers and preschools).

43. Reggio Emilia Founded in the 1970’s by Loris Malaguzzi. Basic Model
Children are viewed as active learners
Integrated Curriculum/Project Work.
Rooms are not divided into learning centers.
Teacher/Child Relationships
Documentation of Student Learning

44. Key Points & Benefits to Reggio Emilia Approach
Teachers possess a greater knowledge of the children they work with
Able to document more observations and experiences
Stronger bond and greater support between teacher and children
Teachers create an environment that stimulates learning
Teachers focus on children’s development of symbolic language and expression (drawing, sculpture, dramatic play, and writing).
Children’s projects (art, poems, etc.) are displayed on the walls throughout the facility.
There is no hurry to cover a particular lesson. Structure is provided but freedom of expression sets the pace
Plenty of time for spontaneous play with abundant resources
Teachers value the importance of children being confused and working through difficult tasks with limited information

45. Curriculum Based Programs Which Promote Creativity (Jackman, 2001)
Friedrich Froebel.
Developed the first curriculum based program exclusively for young children.
Froebel identified key objects/resources to promote learning; consequently, these resources continue to be used today (Developed in Germany).

46. Maria Montessori
The second to develop a curriculum based program exclusively for young children.
Montessori’s ideas initially came from working with impoverished children in Italy.
Key Points to Model:
Children learn best from child-sized environments that are stimulating and inviting.
Children copy their environment rather than construct it. Consequently, by observing and later practicing what they have witnessed, children begin to internalize the properties of their environment.

47. Head Start
The largest publicly funded educational program for young children
Since 1965, Head Start has provided curriculum/classroom based learning to children in low income families.
Head Start has been effective in providing family center education in an effort to improve upon the lives of young children.

48. High/Scope
Developed in the 1960s under the leadership of David Weikert.
Key Points:
Children learn best through active experiences with people, materials, events, and ideas.
Autonomy is fostered in children as teachers facilitate a daily “plan-do-review” process.

49. Bank Street Founded in 1916 by Lucy S. Mitchell Key Points:
Focus on holistic approach to developmental-interaction programs (development and learning).
Cognitive growth cannot be separated from the growth of personal and social processes.
Classrooms are arranged into distinct learning centers. Learning is encouraged by bridging play, choice management, taking risks, and accepting help.
The Bank Street approach employs an open education which believes that children are capable of selecting and learning from appropriate activities. The goal is not to teach new concepts but to better employ the skills already obtained.

50. Continuity of Child Care Relationships are Not Always the Central Goal
Some directors of child care centers promote the moving of children every 6 months.
Premise. Some parents prefer this as a means of limiting attachment of their children to other people.
Criticism. This practice prohibits professionals from appropriately getting to know the child and their families.

51. Differences Between Families and Teachers on Child Practices
What happens when parents expect teachers to do things that contradict their principles.
Issues of corporal punishment…Scenario…Parents condone/teachers prohibited.
How do teachers respond to children’s play with violent themes (toys or imaginary)
In problem-solving, educators bear the responsibility of being open-minded and objective. Antonia Lopez notes 4 guiding questions:
Are the concepts clear
Can they be restated for better clarity
How are they related to the child’s overall wellbeing
What are the cultural implications (is it a matter of culture, opinion, or information)

52. Theory & Research behind the Creative Curriculum
Abraham Maslow. There is a hierarchy of needs common to all human beings. Basic needs must be met before children are able to focus on learning.
Physiological Needs. Basic needs such as hunger, thirst, and bodily comfort. For this reason, many early childhood programs provide breakfast, snacks, and lunches.
Safety. When children feel safe they are open to greater exploration and learning.
Belongingness. The sense of being comfortable with and connected to others that results from receiving acceptance, respect, and love.
Esteem. Self-value/respect and respect from others.

53. Erik Erikson’s Psychosocial Development
Trust vs. Mistrust (infancy). Children who receive consistent and loving care learn trust. Teachers establish a reliable, safe atmosphere that reinforces the trust children learn at home and helps children who mistrust because of difficult experiences.
Teachers must know and develop a positive relationship with each child
Follow a consistent schedule
Carry through on announced plans and promises
Autonomy vs. Shame/doubt (1-3 yrs). Autonomy is acting willingly and by free choice. Children develop autonomy when adults give them a chance to do things on their own.
Teachers can set up an environment where children can find and return materials on their own
Provide play materials that support and challenge children’s abilities
Help children express their feelings in constructive ways
Provide appropriate real-world responsibilities and jobs
Encourage children to see tasks through to completion

54. Erik Erikson’s Psychosocial Development Continued
Initiative vs. Guilt. An interest towards making things. Children with initiative are purposeful and and eager to try out new materials and ideas.
Teachers need to provide an environment that promotes experimentation and exploration
Offer children opportunities to make choices
Provide children with opportunities for creative expression
Permit children to get messy during play
Encourage children to work independently
Value children’s ideas
Promote problem-solving and appropriate risk taking

55. Learning and the Brain
The human brain grows as a result of learning and experience. Learning changes the physical structure of the brain (Increased knowledge yields increased synaptic connections).
Learning needs to be reinforced over and over to maintain synaptic connections.
During the first five years, trillions of synapses are formed in response to learning experiences.
Children’s emotional well-being is important. Stress can destroy brain cells and make learning more difficult.
Brain formation has sensitive periods. During the early years, children are most receptive to learning emotional control, forming attachments to others, and acquiring language and music skills.

56. DEVELOPMENTALLY APPROPRIATE PRACTICE:3-5 year olds

57. Developmentally Appropriate Practice for 3-5 Yrs.
There are increasing numbers of children between 2 and 6 years of age (preschoolers) who are involved in out-of-home programs.
Challenge for working with Preschoolers
3yr. olds is to maintain constancy in their daily routines.
Develop holistic preschool programs
Developing programs that challenge children and consists of diverse learning environments
Research findings have noted several effective teaching practices that support children’s development (intellectual, social, emotional).
Project work
Play
Small-group learning experiences
Engagement in real-life tasks (cooking, woodworking)

58. A Sketch of Physical Development (3-5 yrs)
Physical growth is slow and steady during this time period (3 to 5 years)
Growth occurs mostly in trunk and legs
On average, children gain 5 to 6 pounds and 2 to 3 inches per year during the period of 3 to 6 years.
Growth varies between children
Changes in body composition in consort with developing gross motor skills creates an environment of mishaps and accidents.

59. Sensation and Perception
Maturation
The brain grows from 75% to 90% of its adult size during these years.
Coordination improves due to brain lateralization and myelinization (process of insulating the nervous system with fat)
All 20 baby teeth have erupted by age 3
Sensation and Perception
Children’s senses are generally developed, however, preschoolers tend to be farsighted and have not yet developed their binocular vision
2 to 3yr olds demonstrate improved ability to perceive patterns and discriminate various forms. Thus the increasing interest in art, puzzles, constructions, and letter and words

60. Language and Communication
Children’s vocabulary
Around age 2, about 50 words
Between 3 and 5, children learn about 50 new words per month
The typical vocabulary of a 6 yr old is between 8-14 thousand words
Fragmented statements transform into rolling sentences and complex conversations
Increasing awareness of scripts for communicating (set of actions and language that are conventionally used in a range of situations)
Private speech. The tendency for preschoolers to think out loud or control their own behavior by literally talking to themselves
Young children use it to announce completion of a task
Many children use this as a means of problem-solving and cognitive organization
The early childhood years are optimal for fluency in a second language (before age 12)

61. Cognition
Among preschoolers, children’s increasing cognitive capacity enables them to engage in more sophisticated learning activities and social relationships
Extended memory is also an important milestone
Piaget’s position is emphasized
Young children are constructing their understanding of the world
Young children are egocentric
Lack conservation reasoning
Children are demonstrating a more rapid growth than once projected by Piaget
According to studies, when young children are given sorting, classifying, and ordering tasks that are simplified and highly relevant to their experience, they perform more successfully than once thought

62. Symbolic Thought
Increased symbolic thought leads to greater use of language and other mental representations. Consequently,
Preschoolers can think ahead and anticipate consequences to their actions
Preschoolers can make plans
Their activities becomes more purposeful and goal-directed
The use of symbolic thought is indicative of make-believe play which is becoming more elaborate and more cooperative

63. Egocentrism, Centration, and Concreteness
Preschoolers continue to be influenced by egocentrism and centration
Egocentrism. The tendency to take into account only their own point of view
Centration. The focusing of attention on one element of a situation and ignoring of all others

64. Information Processing in 3-5 yrs
Compared to primary-school children, preschoolers have difficulty focusing on details and are more distractible, especially when required to listen passively or work on a specific task.
Young children have relatively poor recall of list-like information that is not embedded in meaningful contexts

65. Socio-emotional Development
Peers become important agents of socialization and provide important learning opportunities
Positive ways of dealing with others
Pro-social behavior
More social play –including Rough-and-tumble play
Psychological trait development (self-concept, self-esteem, initiative, etc.)
Children become inundated with the emotion of fear with the influence of greater cognitive development, life experiences, and fantasy
Educators must help children to appropriately deal with their emotions and cope with fears
Educators must help children learn internal self-regulation
Educators must help children deal with an increasing society of violence, crime, and dangers
Self-regulation, emotional expression, and positive social relationships are all essential skills for later schooling and life and key goals of programs that serve children from 3 through 5.

66. Additional Sources Integrated in Lecture Notes
Gordon, A. M. and Williams-Browne, K. (2000). Beginnings and Beyond (5th ed.). Delmar Thomson Learning: Africa.
Jackman, H. (2001). Early Education Curriculum—A Child’s Connection to the World (2nd ed.). Delmar Thomson Learning: Africa.

67. Group Process Montessori Head Start High/Scope Reggio Emilia
Become specialists of your designated program
A large grant has been secured to start a comprehensive early childhood program, you are invited to a board meeting where you are to provide a 2 min. persuasive pitch for the implementation of your program
Now that you have heard presentations from your professional peers, identify the following and state reationale:
Which program is most similar
Which program is most dissimilar
Which program would you like to work for
Montessori
Head Start
High/Scope
Reggio Emilia
Bank Street

68. Curriculum Activity --Theme: ____________________
Develop a curriculum and play based activity that promotes learning and development in the noted domains. Each activity must promote at least 10 competencies.
The Activity Will Developmentally Promote: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Major Purpose of Lesson (Content Learning Standards):
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Materials: Note the type of materials or play resources needed to implement this activity.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Lesson Presentation Procedure: Explain how you would facilitate this activity from beginning to end.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

69. Review of COK I The challenge of 21st century educators
Programs (Ch. 1 & 2)
Montessori
Head Start
High/Scope
Reggio Emilia
Bank Street
Waldorf
The challenge of 21st century educators
Key Thinkers
Schiller
Pestalozzi
Rousseau
Froebel & Kindergardens
Dewey
Comenius
Vytgosky
Key Periods
Medieval Period
Reformation Period
Enlightment Period
Scientific Period

70. Review of COK I, Cont. Theory (Stages and Concepts) Practice
Freud
Erikson
Piaget
Vygotsky
Practice
What is developmentally appropriate practice?