Week 14 – Education Advanced Text 2024/2025

Early Childhood Education (ECE) - ANSWERSthe education of children from birth through age 8, according to the National Association for the Education of Young Children. It is during this phase of life that the foundations for cognitive, physical and emotional development are built Programs in ECE - ANSWERS-Infant/toddler program, before school, after school, preschool, primary school -full day, half day -schools, homes, churches, synagogues, work places, etc. History of ECE Colonial Times - ANSWERSEducation Law of 1647 -every township with 50 or more households must provide a teacher for reading and writing -every township of 100 or more households must create a grammar school History of ECE 1800's - ANSWERS-state boards of education formed -U.S. office of education formed History of ECE mid 1800's - ANSWERS-establishment of free, open, secular schools in the U.S. History of ECE 1860 - ANSWERSElizabeth Peabody established first US Kindergarten -provided moral and religious training -way to influence immigrant families into mainstream beliefs about rearing children History of ECE Late 1800's - ANSWERS-Professional educators become the norm History of ECE 1900s - ANSWERS-trend toward collaboration between communities, schools, and families -1916: first Parent Cooperative founded at the University of Chicago -1930's: full day care program supported by the Works Progress Administration, and child care centers in factories supporting the war effort -1960s: President Johnson launched the War on Poverty which included the Head Start Program -Late 1900s: large number of moms in the workforce and welfare to work program increased need for child care Current issues in ECE - ANSWERS-federal government still plays an important role in educational policy -biggest child-relevant demographic shift over upcoming 20 years is homes where english is not predominant language -reducing learning gaps & increasing achievement of all kids -creating improved, better connected education for preschool and elementary children -recognizing teacher knowledge and decision making as vital to educational effectiveness 5 guidelines for effective teaching - ANSWERS1. creating a caring community of leaders 2. teaching to enhance development and learning 3. planning curriculum to achieve important goals 4. assessing children's development and learning 5. establishing reciprocal relationships with families ECE teacher role - ANSWERS-in the classroom -outside the classroom -ongoing -intentionality "how to's" of teaching young children - ANSWERS-setting up environments -selecting appropriate materials -supporting children's self-initiated play -planning and implementing teacher guided learning activities personal qualities of a good teacher - ANSWERSself-awareness: -"who am I as a teacher and how does that make a difference?" -examination of values and ideas attitudes and bias: -understanding personal history -anti-bias approach to teaching shows children that all students are important and worth of our respect -challenge ideas that might exclude or deny children undeniable acceptance developmentally appropriate practices - ANSWERS-curriculum and experiences that actively engage children -rich, teacher-supported play -integrated curriculum -scope for children's initiative and choice -intentional decisions in the organization and timing of learning experiences -adapting curriculum and teaching strategies to help individual children make optimal progress -knowing about child development and learning -knowing what is individually appropriate -knowing what is culturally important and appropriate DAP curriculum is: -integrated -individualized -emergent integrated curriculum - ANSWERS-coordination of the various areas of study, making for continuous and harmonious learning -emphasizes interaction and relationship between physical, social, language, and cognition of developing child -in any one activity - skills and development can occur across multiple domains Individualized curriculum - ANSWERS-planning tailored to an individual's needs and interests, rather than a group without regard for the individual child -grounded in idea that there are multiple kinds if intelligence to nurture in children (verbal, mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist) Emergent Curriculum - ANSWERS-curriculum emerges out of kids' experiences and interests -a process for curriculum planning that draws on teachers' observations and children's interests -plans emerge from daily life interests and issues -based on ideas of : Erikson, Piaget, and Vygotsky -assumes that children are capable, active, curious learners -collaboration and mutual learning among children and adults: both teachers and children can offer ideas, begins with an idea or activity - can then be expanded tools of the mind curriculum - ANSWERSuses toys and props in a symbolic way: -model using props in different ways, beyond realistic uses -record children's language use developing consistent and extended play scenarios: -adults provide content about play scenarios through field trips, guest speakers, videos and books -adults also scaffold these play experiences for children developing and maintaining play roles and rules: -adults scaffold this by modeling for children, helping them to devise play "plans" and explaining purposes of particular roles and behaviors "Play Plans" in tools of the mind - ANSWERSadults help children decide: -what they want to play or what they want to be (encouragement is given to discuss with peers) -what props they need -what might happen in the next steps of play teachers direct children's attention to the specifics of their roles and rules associated with them can be done orally, however, drawing and writing out play plans are preferred methods Head start and early head start - ANSWERS-launched in 1965 by its created and first director Jule Sugarman -originally conceived as a catch-up summer school program that would teach low income children in a few weeks what they needed to know to start elementary school -head start is one of the longest running programs attempting to address the effects of systemic poverty in the US by intervening to aid children head start programs - ANSWERS-comprehensive nature -parent participation and involvement -service to families -community collaboration -multicultural / multiracial education -support of dual language learning -inclusion of children with special needs -ecology of the family Highscope - ANSWERS-founder David Weikart -emphasizes "active participatory learning" -focus on scaffolding Highscope goals for children - ANSWERS-learn through active involvement with people, materials, events and ideas -build independence, responsibility, and confidence -learn to plan own activities, carry them out, and talk with others about what they have done and what they have learned -gain knowledge and skills in academic, social, and physical areas Highscope teachers - ANSWERS-model social interactions -support children who are struggling -follow up/follow through -respect through interactions The Perry Preschool Project - ANSWERS-study of 123 preschool aged children who attended Perry CDC in 1960s (Highscope approach) -In 2005, interviewed 97% of original participants at the age of 40 adults at age 40 who underwent the preschool program: -had higher earnings -committed fewer crimes -were more likely to hold a job -more likely to have graduated from high school than adults who did not have a preschool education Montessori approach - ANSWERS-Maria Montessori : Rome, Italy 1897 -Casa dei Bambini "Children's House" 1907 -Environment shapes children's actions - 3rd teacher -readiness comes from a child's own ability levels: not pushed beyond what teacher documents they can do. large blocks of time devoted to play that is open ended. mixed age ranges -build positive relationships by getting to know child and family- parents are seen as first teacher -document development through individual learning plan- detailed records kept of child's progress through observations Reggio Emilia Approach - ANSWERS-Loris Malaguzzi Reggio Emilia, Italy -arts over literacy -child-centered: teachers encourage children to develop their own interests -children have unlimited potential- fundamental right to expand their knowledge- include all children in education Reggio Emilia Teacher - ANSWERS-knows each child deeply- supporter on their learning journey -reflection and question, both the teacher and the child -recorder of progress: how Reggio Emilia teachers record info to document progress. Documentation gives insight into the child's mind -teachers are learners ! Waldorf-Steiner Curriculum - ANSWERS-Rudilf Steiner- Stuttgart, Germany 1919 -All children can be learners: embrace children's uniqueness -creative development- focus on artistic sense of self -play is the child's work-doing is learning teacher sees child as a whole spiritual being- focus on whole child: -provide nurturing and accepting environment and relationships -serves as a role model transition from home to school are smooth: -teacher works to make school and home connect Nature Preschools and Forest Kindergartens - ANSWERS-As early as 1914 "Open air nursery" -Waldkindergarten (in German), outdoor nursery, nature kindergarten/preschool -1950's: Germany, Denmark, Sweden, Scotland -1996: First Forest Kindergarten founded in US -preschool education for children 3 to 6 held almost exclusively outdoors -in any weather, children encouraged to play, explore, and learn in forest/natural environment -no bad weather, just bad gear -adult supervisor assists rather than leads Anji Play - ANSWERS-developed in Anji, China by Cheng Xueqin goal of education approach: -return the right of play to children -support environments defined by love, risk, joy, engagement, reflection -children engage in self-directed free play for most of day, primarily outside -teachers document children's play: review children's play as a group at the end of the day, ask child to talk about and reflect on what they were doing -very successful and spreading across China and internationally Infant-Toddler Care - ANSWERS1. relationships 2. curriculum 3. teaching 4. assessment of child progress 5. health 6. staff competencies, preparation and support 7. families 8. community relationships 9. physical environment 10. leadership and management NAEYC program standards - ANSWERSgood infant care is neither babysitting nor preschool. It is a special kind of care that resembles no other Early Childhood Education - ANSWERS1. involve infants and toddlers in things that concern them 2. invest in quality time 3. learn each child's unique ways of communicating and teach them yours 4. invest in time and energy to build a total person 5. respect infants and toddlers as worthy people 6. be honest about your feelings 7. model the behavior that you want to teach 8. recognize problems as learning opportunities, and let infants and toddlers try to solve their own 9. build security by teaching trust 10. be concerned about the quality of development in each stage