Implementing Early Childhood Programs Chapter 4 Implementing Early Childhood Programs

Implementing Early Childhood Programs Early childhood programs are designed for children birth through age eight. Various programs are guided by philosophical and theoretical perspectives that help them decide how children learn, and what activities and experience should be selected in order to support children’s learning and development. As a result, different programs have different approaches to early childhood education. This chapter introduces you to the various forms implementation of early childhood programs may take. Upon completion of this chapter, you will be able to describe the variety of early childhood education program models and learning environments for children, birth through age eight.

Early Childhood Education Program Providers Federal Government Head Start Early Head Start Public Schools (largest provider) Preschool, kindergarten, 1st- 3rd grade, before and after school programs Faith-based Programs Preschool , kindergarten, 1st – 3rd grade Individuals and For-profit Agencies Childcare, preschool programs

Early Childhood Education Program Providers Parents, politicians, and the general public seek early childhood education programs that ensure children’s early school success; provide high quality education for all children. Regardless of the provider, early childhood education programs have as goals to: include language and reading readiness activities; help children develop social and behavioral skills prepare children for the global competition they will face as adults.

Childcare Childcare today is viewed as part of a seamless educational system for children, birth through high school and post high school education. Childcare: supplements the care children receive from their families; includes both education and high quality care; includes experiences that support the social, emotional linguistic, physical, and cognitive development of young children.

Care by family members, relatives, and friends Types of Childcare Childcare maybe offered by a number of individuals and agencies. Care by family members, relatives, and friends Generational Inter- Programs Before and After school Programs Family Childcare Proprietary Child Care Employer- sponsored care Center-based Care

Environmental Dimensions of Quality Education and Care The environment of quality education and care is characterized by a: healthy environment that supports children’s physical and mental health; respectful environment where caregivers care about children and their families; supportive environment where teachers interact with children in a pleasant and encouraging way; challenging environment that supports social interaction and includes materials and activities matched to the interests, needs, and abilities of young children; safe and pleasant environments that are clean, well lit, well ventilated, and cheerful.

Ten Components of High Quality Childcare Programs The following areas with specific indicators are also reflective of high quality childcare programs (see Table 4.2 for Indicators.). Licensed programs that follow appropriate health and safety practices A staff well trained in early childhood development Environments that are age-appropriate Small groups with optimal ratios Primary caregiver and continuity of care Care giving that responds to and supports children's development Curricula, observation, and individualized programming Family involvement and cultural continuity Emerging language and literacy Comprehensive support services with multidisciplinary teams

Program Models High/Scope The High/Scope model is based on Piaget’s stages of development. Major principles: Children actively participate in choosing, organizing and evaluating learning activities under the observation and guidance of teachers. Teachers plan daily using a developmentally based curriculum. Goals and materials are developmentally based, according to High/Scope developmental indicators.

Program Models High/Scope The High/Scope model is used in Head Start, corporate-sponsored preschool programs, and public preschool programs. Its primary focus is to help children develop a broad range of skills that include problem solving, interpersonal, and communication skills. Teachers plan lessons and assessments based on 58 key developmental indictors (KDIs) in five curriculum content areas to include approaches to learning; language, learning, and communication; social and emotional development; physical development, health, and well-being; arts and sciences (math, science, and technology.

Program Models High/Scope Elements of High/Scope Daily Routine Plan-Do-Review Active Learning Classroom arrangement with multiple interest centers Daily Schedules Assessment Curriculum built around 58 developmental indicators Planning time for children Use of the key indicators Work time for children—with teacher observation Clean-up time Recall time

Program Models High/Scope Features to remember about the High/Scope Model: It is a constructivist based program. It has been extensively researched and tested. There is an extensive network of training and support. It focuses on cognitive, social, and physical abilities important for all children. Learning experiences are based on where a child is developmentally.

Program Models Montessori Method The Montessori model is based on the philosophy of Maria Montessori which centers on respect for the child. Classrooms are multi-aged and include children in ages ranging from two and a half to six years old. Self pacing is a very important feature of the Montessori model as children learn at their own rate and levels of achievement, and can decide activities in which they wish to participate.

Program Models Montessori Method Montessori teachers are expected to . . . respect children and their learning; make children the center of learning; encourage children’s learning; observe children; prepare learning environments; introduce learning materials and demonstrate lessons.

Program Models Montessori Method Children learn in a prepared environment, and are presented materials and activities to learn in three basic areas: practical life for motor education; sensory materials for training the senses; academic materials for teaching writing, reading, and mathematics. Instructional practices used in Montessori programs are listed in Table 4.3.

Program Models Montessori Method Features to remember about the Montessori Method: It is identified as a high quality early childhood program. Parents who observe the program react to it favorably. Public schools include the Montessori method, and there has been an overall increase in the use of the method in both public and private schools.

Program Models Reggio Emilia The Reggio Emilia approach emphasizes the child’s relationships with family, peers, teachers, and the wider community. Theoretical ideas compatible with Piaget, Vygotsky, Dewey, and Gardner are evident in the Reggio model. Time is flexible, and each child’s sense of time and personal rhythm is honored in planning and carrying out activities and projects. Children are offered opportunities for discovering, revisiting, and reflecting on experiences.

Program Models Reggio Emilia Teachers are viewed as partners and collaborators with children in an ongoing learning process. Teachers observe and listen closely to children to know how to plan or proceed with their work. They ask questions and discover children’s ideas, hypotheses, and theories, and discuss what they have observed and recorded. They then make flexible plans and preparations. An atelierista, who is a teacher specially trained in the visual arts, works with other teachers and children to incorporate visual arts into all Reggio preschool programs.

Program Models Reggio Emilia Families are part of the school’s advisory committee. Families are expected to participate with the school in many ways. Families Day-to day interactions Discuss educational/ psychological issues Work in the school Participate in special events Participate in excursions and celebrations

Program Models Reggio Emilia Learning takes place in physical spaces that support encounters, communication and relationships. There is a great deal of attention paid to the development of the physical space. Documentation of children’s activities, discussions, remarks, and representations of their thinking is an important activity in Reggio Emilia schools. Reggio Emilia schools take a process approach to the curriculum, rather than follow a set curriculum. Curriculum implementation takes place after observation of and discussion about children in action. Teachers share with children what they will offer in terms of curriculum, before implementation of the curriculum occurs.

Program Models Reggio Emilia Features to remember about the Reggio Emilia Approach: Learning takes place by doing. Respect for each child is highly valued. The rights of children, teachers, and parents are respected. Children with disabilities are included in programs for all children.

Learning Modalities Tactile Visual Auditory Linguistic All program models and approaches to early childhood education should take into consideration the different ways children approach learning. A multisensory approach to teaching increases children’s understanding, memory and mastery of what is being taught. Learning Modalities Visual Seeing pictures or diagrams of information Linguistic Reading or writing information Tactile Touching, feeling, or moving information Auditory Hearing information

. Federal Programs Federal Programs Early Head Start Birth – 3 years old Head Start- 3-5 year olds The goal of these programs is to help children achieve their full potential

Federal Programs Federal programs provide health, nutritional, educational, and social services. Head Start and Early Head Start are both entitlement programs which means families of children must meet low income eligibility guidelines in order for children to be a part of the program.

What’s next After reviewing this presentation and reading Chapter 4, Implementing Early Childhood Programs, check your understanding of the terms and concepts listed below. You will then be ready to complete the Chapter 4 quiz. Providers of early childhood education programs Goals for early childhood education programs Purpose and characteristics of child care Environmental dimensions of quality education and care 10 components of high quality childcare programs High Scope, Montessori, and Reggio Emilia General and distinctive characteristics Philosophical/theoretical basis for the approach to education Teacher responsibilities Learning modalities Federal programs