1. Early Childhood Theorists
Advanced Child Development

2. National Association for the Education of Young Children (NAEYC)
Refers to period from birth to eight
Their belief: know the child, know where he is developmentally, know his talents and interests
Teachers be aware of: basic needs of play and rest, focusing on children’s development in all areas (physical, intellectual, emotional, social), cultural differences, and supporting parents and families.

3. Developmentally Appropriate Practices (DAP)
All programs should be:
Age-appropriate
Individually appropriate
Hands on
Uses all senses
No winners or losers
Children explore and predict through hands-on props and activities

4. Behaviorists Theory
B.F. Skinner

5. B.F. Skinner
Operant Conditioning- the use of consequences to modify behavior.
Reinforcement= Increase in Behavior
Positive Reinforcement: behavior is followed by a positive stimulus.
Negative Reinforcement: Behavior is followed by the removal of a negative stimulus.
Punishment = Decrease in Behavior
Positive Punishment: Behavior is followed by a negative stimulus.
Negative Punishment: Behavior is followed by removal of a positive stimulus.

6. B.F. Skinner Reinforcement = increase in behavior
Punishment = decrease in behavior
Positive= giving something
Negative= taking something away

7. Constructivist Theories
Jean Piaget, Lev Vygotsky, Howard Garnder

8. Constructivist Theories
Constructivist Theory- emphasizes the active role of children in developing their understanding and learning.
Belief that children actively seek knowledge.
Explains cognitive development
Provides guidance for how and what to teach.

9. Jean Piaget Active Learning Schemes Adaptation
The view that children develop knowledge and learn by being physically and mentally engaged in learning activities.
Schemes
Organized units of knowledge
Adaptation
The process of building schemes through interaction with the environment.

10. Jean Piaget Assimilation Accommodation Equilibrium
The process of fitting new information into existing schemes.
Accommodation
Changing or altering existing schemes or creating new ones in response to new information.
Equilibrium
A balance between existing and new schemes.

11. Jean Piaget See handout on Piaget’s Stages of Cognitive Development
Sensorimotor
Preoperational
Concrete Operational
Formal Operational

12. Jean Piaget- Sensorimotor Stage
Birth – 2 years
Children learn through the senses and motor activities.
Review characteristics on handout!

13. Jean Piaget- Preoperational Stage
2-7 years
Young children become capable of mental representations.
Representations- use symbols such as language, pictures, drawings, and play to represent objects and events.
Cannot Conserve- determine that the quantity of an object does not change simply because it changes in physical appearance.
Egocentric- speech is directed at oneself that helps guide behavior.

14. Jean Piaget- Concrete Operations Stage
7-12 years
Children’s thought is logical and can organize concrete experiences
Mastered conservation.
Able to classify.

15. Lev Vygotsky
Children’s mental, language, and social development is supported by and enhanced through social interaction.
Opposite of Piaget- who sees children as solitary developers of their own intelligence of language.
Believed that children seek out adult for social interaction.

16. Vygotsky Zone of Proximal Development Intersubjectivity Scaffolding
Range of tasks that are too difficult to master alone but can be learned with guidance and assistance.
Intersubjectivity
Individuals come to a task, problem, or conversation with their own way of making sense of it.
Scaffolding
Process of providing various types of support, guidance, or direction during the course of an activity.

17. Howard Gardner Philosophy of Multiple Intelligences.
People can be smart in many different areas and in many different ways.
People learn in many different ways.
View and discuss handout on Gardner’s 8 Intelligences.

18. View and discuss Erikson Handout.
Erik Erikson
Idea that cognitive (brain) and social development occur hand-in-hand and cannot be separated.
Children’s personalities and social skills grow and develop in response to the demands, expectations, and values placed upon them by their surroundings.
View and discuss Erikson Handout.

19. View Hierarchy of Needs Handout.
Abraham Maslow
Hierarchy of Needs
Everyone has the same basic needs.
These basic needs must be met before higher level needs can be satisfied.
View Hierarchy of Needs Handout.

20. View and discuss Ecological Influences Diagram Handout!
Urie Brofenbrenner
The Ecological Theory
Looks at children’s development within the context of 5 environmental systems.
View and discuss Ecological Influences Diagram Handout!

21. How have things changed?
Old Way
New Way
Professional as Expert/ Teacher
Professionals determine needs of the children without family support.
Family as Expert/Teacher
Professionals are responsive to families knowledge, needs, and choices.
Professionally Based
The family accesses professional services (physical therapy, speech therapy etc.)
Resource Based
Professionals and families work together to access formal and informal supports in the community. (mommy and me, parents as teachers, etc. )
Deficit Based
How can we “fix” this child?
Strength Based
How can we build on child and family strengths to improve daily life?
Clinic Centered
Child is brought to center for services.
Natural Environment
Services are brought to the child wherever he or she is.
Live, Learn, and Play
Children spend their days in segregated settings.
Children spend their days in settings with children with disabilities.