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A SPOTLIGHTLESSONS FROM NEW JERSEY

EARLY CHILDHOOD DEVELOPMENT & SERVICES PILOTS

SUMMER CURRICULUM INSTITUTE AUGUST 6,2014HUMAN SERVICES CAREER CLUSTER

EARLY CHILDHOOD DEVELOPMENT & SERVICES PATHWAY

Camden County Technical SchoolH d C t C A d

2013-2014 ECDS Pilot Schools

Hudson County Career AcademyMatawan Regional High SchoolSterling Regional High SchoolWinslow Township High School

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Using Early Childhood Pilot Curriculum Materials: A Technical Schools Experience

HSCC CTEP Early Childhood POS ModelChild Development Course

Pilot School Ca de Co t Tech ical SchoolPilot School: Camden County Technical School,Sicklerville, NJ

Teacher: Julie Laucks

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COMPREHENSIVE VS. TECHNICAL

Technical Comprehensive

Students choose career and remain for 4 years

Students gain hands on experience in full time daycare setting

42 minute periods 3

Students have choice of elective for program of study

40-45 minute periods, once a day 42 minute periods, 3

periods a day, totaling approximately 2 hours and 10 minutes of shop time per day

once a day May not have hands

on experience daily

INFANT HEALTH AND WELL BEINGPILOT CURRICULUM UNIT 2, LESSON PLAN 2

Safety and environmental concerns for infantsDiscussion list of concerns,

students choose one to researchStudents make poster describing

concerns

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21ST CENTURY SKILLS

Using technology to research why it t f f i f titems are not safe for infants

Research Google images to decide what and how to make poster

Formative assessment group discussion presentation group discussion ,presentation

of project

POSTER EXAMPLES

Sunburn

Crib safety

Poisons

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FCCLA EVENTS AND ACTIVITIES

FCCLA State and STAR events STAR= Students Taking Action with Recognition STAR= Students Taking Action with Recognition,

1st place qualifies for National Meeting Utilize planning process summary Implement project ideas by making display

boards and portfolios

FCCLA STAR EVENTEARLY CHILDHOOD EDUCATION

Use hands on knowledge to teach a lesson to the judges as if they were children of a specific age judges as if they were children of a specific age group

Portfolio completion Resource container

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STAR EVENTS FOR EARLYCHILDHOOD

Focus on Children Develop a project that

Teach and Train Choose a teacher to p p j

involves children and their development

Work with children daily to complete tasks for project

Create a display board with project’s

shadow Research teaching

licensing requirements Self assess skills and

interest in teaching as a career

Prepare and teach a lesson p jaccomplishments

Prepare and teach a lesson in chosen classroom

Prepare a portfolio

ASSESSING LEARNING VIA SLE

FCCLA State and STAR events allow students to apply knowledge learned in different levels of apply knowledge learned in different levels of early childhood

Apply skills learned in theory instruction to create a project that can be used with a specific age group of young children

FCCLA projects are a good examples of a Summative Learning Assessment for studentsSummative Learning Assessment for students

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HSCC CTEP Early Childhood POS ModelChild Development Course

Pilot School: Sterling High School, Somerdale, NJTeacher: Carrin Bachowski

Child Child Development

Theorists

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WHY IS CHILDHOOD STUDY CRUCIAL?

Research has shown that early childhood may be the most important life stage for brain p gdevelopment.

A baby’s brain is about one quarter the size of an adults’.

Scientists have found that babies’ brains develop in response to stimulation. Arouses senses such as sight, sound, touch,

d lltaste, and smell. Babies who are stimulated develop more quickly

and have a more secure self-image. Child Development Theorists provide insight

onto how children grow and learn.

What is a theory?

A theory should allow us to predict and explain human behaviorand explain human behavior

• It should be stated in such a way that it can be shown to be false

It t b t i tifi • It must be open to scientific investigation

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CHILD DEVELOPMENT THEORISTS

Although researches don’t always agree, scientific researchers have agreed upon the five scientific researchers have agreed upon the five following general rules. Development is similar for each individual Development builds upon earlier learning. Development proceeds at an individual rate. The different areas of development are interrelated. Development is a lifelong processDevelopment is a lifelong process.

Psychoanalytic Theories:

Freud’s Psychosexual Theory Personality has 3 parts Personality has 3 parts

There are 5 stages of psychosexual development

Oedipus complex allows child to identify with same-sex parent

Fixation is an unresolved conflict during a f d lstage of development

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Phallic Latency Anal Stage Genital Oral Stage

Freudian Stages

6 yrs to puberty

Birth to 1½ yrs

1½ to 3 yrs

Puberty onward

3 to 6 years

Phallic Stage

Child’s pleasure

focuses on genitals

Stage

Child represses sexual interest

and developssocial and

intellectual

Anal Stage

Child’s pleasure

focuses on anus

Ge ta Stage

A time of sexual

reawakening; source ofsexual

pleasurebecomes

Oral Stage

Infant’s pleasure

centers on mouth

Figure 2.1

skillsbeco es someone

outside of thefamily

Erikson’s Psychosocial Theory: There are 8 stages of psychosocial

development Each has a unique developmental task Each has a unique developmental task Developmental change occurs throughout life

span

Key Points of Psychoanalytic Theories: Early experiences and family relationships

are very important to developmentare very important to development Unconscious aspects of the mind are

considered Personality is best seen as a developmental

process

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Erikson’s Stages Developmental PeriodTrust vs Mistrust Infancy (first year)

A t h & I f (1 t 3 )

Erikson’s Eight Life-Span Stages

Autonomy vs shame & doubt

Infancy (1 to 3 years)

Initiative vs guilt Early childhood (3 to 5 years)

Industry vs inferiority Middle and late childhood

Identity vs identity confusion

Adolescence (10 to 20 years)

Intimacy vs isolation Early adulthood (20s, 30s)

Generativity vs stagnation

Middle adulthood (40s, 50s)

Integrity vs despair Late adulthood (60s onward)

Figure 2.2

Cognitive theories:

Piaget’s cognitive developmental theorySt i t l Stresses conscious mental processes

Cognitive processes are influenced by biological maturation

Four stages of cognitive development in children

Assimilation and accommodation underlie how children understand the world, adapt to it, and organize their experiences

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Sensorimotor Stage:The infant constructs an understanding of the world by coordinating sensory experiences with physical actions: progressing from reflexive, instinctual action at birth to the beginning of symbolic thought toward end of the stage.

Birth to 2 years of

age

Piaget’s Four Stages of Cognitive Development

Preoperational Stage:The child begins to represent the world with words and images. These words and images reflect increased symbolic thinking and go beyond the connection of sensory information and physical action.

Concrete Operational Stage:The child can now reason logically about concrete

2 to 7 years of

age

7 to 11 years of

age

Formal Operational StageThe adolescent reasons in more abstract idealistic and logical ways.

e c d ca ow easo og ca y about co c ete events and classify objects into different sets.

Figure 2.3

11–15 years of age

through adulthood

age

Vygotsky’s sociocultural cognitive theory Children actively construct their

knowledge Social interaction and culture guide

cognitive development Learning is based upon inventions of

society Knowledge is created through

interactions with other people and objects in the culture

Less skilled persons learn from the more skilledskilled

Information-processing theory Compares computers to the human mind Thinking is information processing

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Information-Processing Theory

geography

lit t

Information is taken into brain

OUTPUT

INPUT Information is

used as basis of behaviors and interactions

science

literature

Information gets processed, analyzed, and stored until use

math

history religion

Behavior

Bandura’s Social Cognitive Model

EnvironmentPerson

(cognitive)

Figure 2.4

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Bandura’s Modeling/Imitation

Childobserves someone admired

Child imitates behavior

that seems rewarded

Urie Bronfenbrenner’s ecological theory: Environmental factors influence

developmentdevelopment 5 environmental systems affect life-span

development

Eclectic theoretical orientation: Selects features from other theories

N h h ll h No one theory has all the answers Each theory can make a contribution to

understanding life-span development

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Exosystem Mesosystems

FamilySchool & classroom

School system

Political philosophy

Family classroom

Religion & groups

Peer group

Chronosystem

Macrosystem

groups

Figure 2.5Bronfenbrenner’s Ecological Theory of Development

Multiple Intelligence Theory:

Howard Gardner: Human beings have eight different kinds of

intelligences

Each person has their own unique combination

Helped teachers rethink the way they work Helped teachers rethink the way they work with children

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OTHER INFLUENCES ON DEVELOPMENT

Heredity: Blood type eye color hair color

Environment: Children also learn attitudes and beliefs from their

environmentsenvironments

WHAT KIND OF LEARNING SUITS YOUBEST?

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HSCC CTEP Early Childhood POS Model

Child Development Course

Pilot School: Winslow Township High School Winslow, NJ

FCS Teacher: Cindy Gary

INTRODUCTION

My goal is to prepare students for a career in the My goal is to prepare students for a career in the field of early childhood education. This course has focused on students understanding that children will grow and develop when provided with a positive learning environment.

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TO ACCOMPLISH THIS GOAL:

My first step is to break down and review the four My first step is to break down and review the four areas of development and understand how children grow and master new skills: Physical Emotional Social Intellectual

TYPES OF EARLY CHILDHOOD PROGRAMS

We examine the various types of learning environments yp gand services that are available for children that help them to develop. Students will begin to understand the importance of early intervention when teaching children. Head Start Private Public Schools Public Schools

Students will observe and examine the responsibilities in the early childhood field. Also, the personal characteristics of what determines a well rounded school and staff.

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OBSERVATION AND PARTICIPATION

Students begin to observe and document a child’s behavior and developmental milestones through classroom participation, assessments, anecdotal records, visual, and creating age appropriate lessons for the children.

This was accomplished by putting students into small groups and assigning them a This was accomplished by putting students into small groups and assigning them a classroom. This taught students to co-work together and recognize everyone has a different approach to learning.

Each month, students had a specific theme and lesson to follow: The four types of development: Physical Intellectual Social Emotional

Students contact their teacher to inform them of their lesson. They were to understand the various needs that some of the children required.

Students had an option to observe and participate with the specials needs classrooms.

Each student created a portfolio that consists of materials they did throughout the school. It would include: lessons, photos, job shadowing assignment, examples of projects and activities they did. These items were to showcase their best work for a job interview or employment