chapter 01
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Chapter 1Starting the Process
Early Childhood Education
• Birth through age eight• Child-centered curriculum and
environment• Has a rich history
Developmental Theorists
• Erik Erikson• Jean Piaget• Lev Vygotsky• Howard Gardner
Psychosocial Theory
• Eight stages– First four stages most relevant to ECE
• Trust versus mistrust• Autonomy versus shame and doubt • Initiative versus guilt• Industry versus inferiority
Cognitive Theory
• Learning– Assimilation– Schema/schemata– Accommodation– Equilibrium– Constructivism
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
Multiple Intelligences
• Cross-cultural approach• All eight types of intelligences are equal
– Verbal linguistic and logical-mathematical• Well known and valued
– Other six types must be addressed and celebrated
Developmentally Appropriate Practices
• Age appropriate– Infants, toddlers, preschoolers, primary
• Individually appropriate– Every child is unique
• Culturally and linguistically appropriate– Inclusiveness
Child Development and Learning
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
Two • Develop mobility, autonomy, and self-help skills
• Grow and learn rapidly
• Provide a safe environment• Build trust
Three • Experience frustration• Engage in extensive
conversations• Find it difficult to cooperate in
games
• Respect growing skills• Be mindful of recent
developments
Child Development and Learning (continued)
Age Characteristics Teacher’s Role
Four • 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
Five • Have best friends• Enjoy small groups• Experiment with language• Show more self-control• Need to explore
• Influence behavior• Encourage curiosity• Set limits• Encourage learning
Child Development and Learning (continued)
Age Characteristics Teacher’s Role
Six to Eight • Think both logically and systematically
• Develop dramatic language and communication skills
• Expand expressive vocabulary
• Are extremely curious• Are able to be more
empathetic• Can be very sensitive
• Provide guidance, affection, encouragement, and protection
Individual Appropriateness
• Child’s needs• Child’s strengths• Child’s interests
– Data are collected through observation and documentation
– Information helps to create a child-centered curriculum
– Put yourself in the child’s place
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
Creative Appropriateness
• Creativity is an integral part of the play environment
• The process is more important than the product
• The atmosphere should be relaxed, self-directed, and individually-paced
• Eliminate conditions that provoke stressors and are time-limited
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
– Social and economic factors– Lack of time and opportunity– Electronic competition
Parten’s Developmental Stages of Play
• Unoccupied behavior• Onlooker play• Solitary play• Parallel play• Associative play• Cooperative play
Theorists and Play
• Erickson– Play helps develop cooperative relationships
• Piaget– Practice play– Symbolic play– Games with rules
• Lev Vygotsky– Social play helps child “interpret the world”
Some Tips for Teachers
• Create a positive place for 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
Why Play Is Important
• 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
Planning and Scheduling
• Goals• Objectives
– Both should be developmentally appropriate
• Routines• Schedule
– Both create a framework for security
Daily Schedule
• A schedule is a framework of basic time lines, curricula, and activities
ARRIVAL DEPARTURE REST/NAPTIME
TRANSITIONSROUTINES
(events that fit into the schedule)
MEALS & SNACKS
ACTIVITY TIMEDIAPERING &
TOILETINGOUTDOORACTIVITIES
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