Test 1

Who is involved in ECE?

Children

• Birth-8yrs.

• Characteristics: energetic, verbal, curious, love, play, learning to adapt.

Teacher

• Creative

• Competent

• Caring

• Reflective

• Intentionality

• INTASC Standards

Childcare/Early Childhood agencies and programs

• Childcare Centers

• Head Start- federally funded, low-income backgrounds

• Youngstar- rating structure in WI

• Schools

Community

• Local Services

• Businesses

• Volunteers

What is NAEYC?

• National Association for the ed. of Young Children

• National organization and EC accrediting agency

What ages are included in ECE?

Birth-8yrs.

What are WMELS

• Wisconsin Model Early Learning Standards

• Used in child care centers, pre-kindergarten programs

• Will vary by state

NAEYC Standards

• Relationships

• Curriculum

• Teaching

• Assessment

• Health

• Teachers

• Families

• Community Relationships

• Physical Environments

• Leadership

Where is ECE Happening?

• Family Child Care

• Center-based Child Care

• Schools

What is involved in ECE?

• Developmentally Appropriate Practice

How do we implement ECE?

1. Direct Teaching and Child-Centered

2. Curiosity, Questioning, Communicating

3. Modeling-example, show

4. Scaffolding- providing needed support

5. Hands-on experiences

6. Investigations and experimentation

7. Play-based learning

A Nation At Risk

• 1983

• Decline of academics of American students

Goals 2000

• NCLB, 2001

• Every Child Succeeds Act, 2021

Why are standards needed?

• To provide accountability

• To prove that we are accomplishing what we set out to accomplish

• To provide high quality care for all children

INTASC Standards

• These standards are for the teacher

  1. Learner Development

  2. Learner Differences

  3. Learning Environments

  4. Content Knowledge

  5. Application of Content

  6. assessment

  7. Planning for instruction

  8. Instructional Strategies

  9. Professional Learning/Ethical practice

  10. Leadership and Collaboration

An effective Program…

1. Aids children in cognitive, emotional, and social development

2. Responsive relationships with children

3. small class sizes and ratios

4. curriculum domains

5. professional development of teachers

6. actively engaged and “with it” teachers

John Comenius

• 1592-1670

• Moravian philosopher

• Didactica Magna (book)

• The School of Infancy (book)

• Orbis Pictus (first illustrated textbook)

John Locke

• 1632-1704

• Government

• Early years of development

• Tabula Rosa- children are a “blank slate” when they are born

Jean Jacques Rousseau

• 1712-1704

• French Philosopher

• Children are naturally good

• Children need to interact with the world

• Sensory experiences/play

Johann Pestalozzi

• 1746-1827

• Influenced by Rousseau, Comenius, and Locke

• Belief in need for home-like environment

• orphanages named Neuhof and Stans, taught life skills

• How Gertrude Teaches her Children

• Concrete experiences, planted gardens

• Child-centered

Frobel

• 1782-1852

• First Kindergarten (Germany)

• Created curriculum for children

• Gifts (objects) occupations (movable)

• Child’s self-activity

Margarethe Schurz

• First Kindergarten (German speaking) in the U.S.

• Taught for Froebel for two years

Elizabeth Peabody

• 1804-1894

• First (English Speaking) Kindergarten in Boston

• Transcendentalist

• Studied Emerson and Alcott

Jean Piaget

• Children construct learning

• Stages of Cognitive Development

• Preoperational Stage

Lev Vygotsky

• Social process of language learning

• Scaffolding- support

• zone of proximal development (ZPD)

Maria Montessori

• First Female doctor in Italy

• Casa dei Bambini (took care of children)

• Sensory learning

• Self-corresponding materials like puzzles

• Home-school, working together

Montessori approach

• Equipment for children

• caring for materials

• multi-age classrooms

• self-correcting materials

Reggio Emilia approach

• Originated in the city in Italy

• Control over learning

• Child-Centered

• Project based

• Emergent curriculum

Waldorf Schools

• Rudolf Steiner originated

• experiences, play

• Home-like environment

• can tend toward pantheism

General/Guiding Principles

• Welcoming

• Attractive/Engaging

• Designed for the child

• Homey (soft areas), yet easy to clean (hard areas)

• Print rich environment-words, letters, numbers

• Not overstimulating

• scheduled and flexible

• labeled and organized

• prioritize play

Classroom Materials

• Open-ended (rocks)

• easy to clean

• Furniture is child-sized

• Enough for all/several children

• Organized, easy for children to return to place

3 A’s of classroom materials

Accessible, Available, Attractive

What should we consider when we have a classroom layout?

• Location of teacher

• visibility

• seating

• storage

• walkways, no runways

• stationary furniture

• lighting

• music use

• location of centers

Process of arriving at curriculum

1. Children’s Needs

2. Standards

3. Appropriate Assessment

4. Learning Activities

Three P’s

Purposeful- should be objective-driven

profitable- not just “cute” or “fun”

powerful- multisensory, active, hands-on learning

NAEYC Curriculum effectiveness Indicators

• Children are active and engaged

• Goals are clear and evident shared by all

• Curriculum is evidence-based

• Valued content is learned through investigation, play, and focused intentional teaching

• Curriculum builds on prior learning and experiences

• Curriculum is Comprehensive

• Professional standards validate the curriculum’s content

• Curriculum is likely to benefit children

Instructional contexts

• Whole group- circle time

• Small group

• free play

• learning centers

What centers should be included?

• Fine Motor

• Art Center

• Music Center

• Block Center

• Sensory Center

• Literacy Center

• Dramatic Play

• Science Center

• math Center

Art Center

• Near sink, easy-to-clean surfaces

• Paper

• Markers

• 3 types of paints (watercolor, acrylic, finger)

• 3D materials (play-doh)

• Where to display artwork? At eye level

Benefits of Play

• Promotes mental/cognitive skills

• Practices divergent (many) and convergent (one) thinking

• Assists Communication, language, literacy

• Promotes physical/motor development

• Encourages positive emotional development

• Allows children to develop social skills

• allows individual interaction and guidance

Parallel play

• play alongside, may use same toy

• 2 year olds

Associative play

• use same tools, interaction with each other

• 3 year olds

Cooperative play

• organization, goals

• 4-5 year olds

Block Play

• exploration

• building

• enclosures

• design, balance