Chapter 01

Chapter 1Starting the Process

Early Childhood Education

• Birth through age eight• Child-centered curriculum and

environment• Has a rich history

Developmental Theorists

• Erik Erikson• Jean Piaget• Lev Vygotsky• Howard Gardner

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

Cognitive Theory

• Learning– Assimilation– Schema/schemata– Accommodation– Equilibrium– Constructivism

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)

Sociocultural Theory

• Learning is socially constructed– Zone of proximal development– Scaffolding

Multiple Intelligences

• Cross-cultural approach• All eight types of intelligences are equal

– Verbal linguistic and logical-mathematical• Well known and valued

– Other six types must be addressed and celebrated

Developmentally Appropriate Practices

• Age appropriate– Infants, toddlers, preschoolers, primary

• Individually appropriate– Every child is unique

• Culturally and linguistically appropriate– Inclusiveness

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

Two • Develop mobility, autonomy, and self-help skills

• Grow and learn rapidly

• Provide a safe environment• Build trust

Three • Experience frustration• Engage in extensive

conversations• Find it difficult to cooperate in

games

• Respect growing skills• Be mindful of recent

developments

Child Development and Learning (continued)

Age Characteristics Teacher’s Role

Four • 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

Five • Have best friends• Enjoy small groups• Experiment with language• Show more self-control• Need to explore

• Influence behavior• Encourage curiosity• Set limits• Encourage learning

Child Development and Learning (continued)

Age Characteristics Teacher’s Role

Six to Eight • Think both logically and systematically

• Develop dramatic language and communication skills

• Expand expressive vocabulary

• Are extremely curious• Are able to be more

empathetic• Can be very sensitive

• Provide guidance, affection, encouragement, and protection

Individual Appropriateness

• Child’s needs• Child’s strengths• Child’s interests

– Data are collected through observation and documentation

– Information helps to create a child-centered curriculum

– Put yourself in the child’s place

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

Creative Appropriateness

• Creativity is an integral part of the play environment

• The process is more important than the product

• The atmosphere should be relaxed, self-directed, and individually-paced

• Eliminate conditions that provoke stressors and are time-limited

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

– Social and economic factors– Lack of time and opportunity– Electronic competition

Parten’s Developmental Stages of Play

• Unoccupied behavior• Onlooker play• Solitary play• Parallel play• Associative play• Cooperative play

Theorists and Play

• Erickson– Play helps develop cooperative relationships

• Piaget– Practice play– Symbolic play– Games with rules

• Lev Vygotsky– Social play helps child “interpret the world”

Some Tips for Teachers

• Create a positive place for play• Introduce age-appropriate play activities

and materials• Provide time for play• Respect individual differences in play• Respect and provide for cultural diversity

in play

Why Play Is Important

• 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

Planning and Scheduling

• Goals• Objectives

– Both should be developmentally appropriate

• Routines• Schedule

– Both create a framework for security

Daily Schedule

• A schedule is a framework of basic time lines, curricula, and activities

ARRIVAL DEPARTURE REST/NAPTIME

TRANSITIONSROUTINES

(events that fit into the schedule)

MEALS & SNACKS

ACTIVITY TIMEDIAPERING &

TOILETINGOUTDOORACTIVITIES

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