MODULE `1 Ch. 10: The Programming Process

Vocabulary flashcards covering key concepts, theories, observation strategies, and frameworks from Chapter 10: The Programming Process.

Programming

The approach to education in the early learning environment, used interchangeably with curriculum, which incorporates an early learning professional's philosophy, values, and beliefs while demonstrating theory in practice.

Emergent Curriculum

An approach to curriculum or programming that is process-related and socially constructed within a community of learners.

Conceptual Age

The 21st-century era that follows the Information Age, emphasizing deep thinking, consideration of multiple perspectives on complex professional issues, and the disposition to reflect, conceptualize, and reconceptualize.

Trial Balloons

A programming strategy used to trigger or capture children's interest in a way that can be expanded to create a meaningful, authentic program.

Bubbles (in Early Learning)

Transient objects or moments that bring joy, ignite wonder, and spark curiosity, popping to further provoke minds and expand learning.

Zone of Proximal Development Theory

A developmental theory applied in programming that guides professionals to actively create a collaborative play and learning environment where children solve problems in a social context with peers and adults.

Negotiated Learning

A process involving uncovering children's beliefs about topics to be investigated, supported by design and documentation to make learning visible and sustain ongoing discourse.

Programming Vision

A personal framework and sense of purpose influenced by life experiences, beliefs, values, creative thinking, and inspirations regarding what early learning programming is and can be.

Shared Thinking

A collaborative process where early learning professionals formulate questions to help children articulate their thoughts and knowledge, empowering them to follow their interests and build self-competence.

Inclusive Programming

A programming practice designed to counteract traditional gender patterns and roles, enabling children to access alternative ways of being girls and boys without gender limitations.

Video Recordings

An observation strategy that captures children's play experiences, providing insight into development and interests while offering opportunities for children and professionals to discuss their perceptions.

Portfolio

An active, living document collecting observations, stories, photos, drawings, and creative expressions of a child or group, examined collaboratively by professionals, children, and families.

Photographs (Observation Strategy)

An observation tool capturing specific moments in time, allowing children, parents, and educators to revisit play experiences, reflect, and discuss future learning opportunities.

Learning Stories and Journeys

Documentation tools created by professionals and children—often alongside photos or videos—to record specific activities and identify potential areas of interest for the program.

Figure 10.1: Moving into the Twenty-First Century

A timeline diagram showing the societal evolution from the Agricultural Age (18th century) to the Industrial Age (19th century), Information Age (20th century), and Conceptual Age (21st century).

Figure 10.3: The EYLF Planning Cycle

A cyclical planning process involving Question, Plan, Act, and Reflect stages centered around Belonging, Being & Becoming.

Figure 10.5: Roles and Responsibilities of Early Learning Professionals in Programming

A framework outlining core professional responsibilities: Know your vision, Enable children to recognize knowledge and learning, Create inclusive programming, Engage in collaboration, Follow regulations, and Engage in observation.

Figure 10.6: Roles of Early Learning Professionals in Advancing Gender Equity

A multi-tiered framework for educators to examine personal beliefs on gender, analyze gender equity through pedagogical documentation, and engage in professional discourse with colleagues.

Figure 10.7: The Observation Process

A process diagram illustrating observation involving children, parents, and colleagues, leading to action steps: Observe, Document, Coach, Facilitate, Reflect, Plan, and Analyze.