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

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-

Chapter 1Starting the Process

©2015 Cengage Learning. All Rights Reserved.

Early Childhood Education Birth through age eight Environment is critical Teacher’s knowledge and skills-

crucial Child-centered curriculum Has a rich history Advocacy


Developmental Theorists Erik Erikson – Psychosocial Jean Piaget – Cognitive

Development Lev Vygotsky - Sociocultural Howard Gardner – Multiple

Intelligences


Psychosocial Theory Eight stages

First four stages most relevant to ECE

Trust versus mistrustAutonomy versus shame and doubt Initiative versus guiltIndustry versus inferiority


Cognitive Theory How young children learn

Constructivism Assimilation Schema/schemata Accommodation Equilibrium Constructivism

Other terms Object permanence, egocentric, symbolic

thinking


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

Teachers must be excellent observers


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


Multiple Intelligences (continued)

Types of Intelligence:

1. Verbal-Linguistic Intelligence

2. Logical-Mathematical Intelligence

3. Musical-Rhythmic Intelligence

4. Visual-Spatial Intelligence

5. Bodily-Kinesthetic Intelligence

6. Interpersonal Intelligence

7. Intrapersonal Intelligence

8. Naturalist Intelligence


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


Developmentally Appropriate Practices Age appropriate

Infants, toddlers, preschoolers, primary

Individually appropriate Every child is unique

Culturally and linguistically appropriate Inclusiveness


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

Child Development and Learning


Child Development and Learning (continued)


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,


Child Development and Learning (continued)


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


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


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


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


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


Parten’s Developmental Stages of Play

Unoccupied behavior

Onlooker play Solitary play Parallel play Associative

play Cooperative

play


Theorists and Play Erikson

Play helps develop cooperative relationships

Piaget Practice play Symbolic play Games with rules

Lev Vygotsky Social play helps child “interpret the world”


Fostering Play 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


Fostering 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 Observe children’s play and learn

about them


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


Documents

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