Overview of Foundations of Early Childhood Education

What We Know About Young Children includes moral includes creative includes linguistic PhysicalCognitive AffectiveSocial

Cognitive Need for concreteness Short attention span Learns by doing; must construct own learning Is pre-logical Needs opportunities for thinking and imagination

Linguistic Needs foundations of literacy, not literacy itself Needs opportunities for self-expression Needs listening skills Needs print and communication rich environment

Affective Vague beginning understanding of feelings Needs to learn to accept, express, release, control them Needs senses of self-esteem and individuality Needs self-motivation and independence Needs opportunities for creativity Needs help with patience

Social Needs help being introduced to social skills Basically egocentric Is pre-moral Needs to belong as part of a model community Needs healthy set of values Appreciation of diversity Benefits from small groups

Physical Difficulty sitting for long periods Fine motor skills/eye-hand coordination just developing Needs multi-sensory learning

How Young Children Learn This is based on brain research, the theories of Piaget and Gardner, Developmentally Appropriate Practice, et al

How Young Children LearnHow Young Children Do Not Learn Children construct their own learning, through exploring, testing, discovering, inventing, creating and interacting. Learning is given to children, to be copied, memorized and performed. “Play is a child’s work.” Teachers observe and facilitate play. Play is treated as a break, reward or amusement. Teachers ignore play or play with children. The most effective learning is child-initiated, self-motivated and meaningful. Learning has to be directed by the teacher, motivated by rewards and driven by the “curriculum.” Projects and integrated themes, with child input, are the best ways for learning to take place. Children must first practice isolated skills and facts, like letters, or study whole class, pre- planned units they’re supposed to learn. Learning should be relaxed, personal and enjoyable. There is a lot that has to be learned, so rushing and no fooling around are needed. Active, hands-on learning is best.Children learn when they are quiet and “good listeners.”

How Young Children Learn (continued) How Young Children Do Not Learn (continued) Most learning takes place during free play time.Most learning takes place at “learning time.” Children are observed and assessed as whole individuals, using “home-grown” measures. Children are subjected to standardized tests. Children learn differently and at their own paces. Children must conform and learn the same way and at the same pace to be ready for next year and for tests. Children self-group or are grouped naturally, as appropriate Children are ability grouped or taught as a whole class Projects, activities, games, songs, stories, charts, experiences and child-initiated explorations guide the curriculum. Early academics, dittos, homework, copying and recitation guide the curriculum.

Subliminal message: Power Points are fun and exciting

Developmentally Appropriate Practice Age Appropriate Stage Appropriate Individually Appropriate Culturally Appropriate

Priorities for Curriculum Development CognitiveAffective Thinking SkillsSelf-Esteem Imagination Self-Awareness/Individuality Attention SpanSelf-Control/Patience Language DevelopmentSelf-Expression Emotional Health SocialCreativity Social Skills (sharing, cooperation, communication, group membership, conflict resolution) Physical Values (respect, responsibility, non-violence, caring, Fine Motor/Eye-Hand Development acceptance) Sensory Perception Development Appreciation of DiversityHealth

One Appropriate Daily Schedule 9:00 Greeting Time 9:10 Free Play Time 10:10 Clean-Up Time 10:20 Snack Time 10:40 Group Time 11:00 Transition to Outside Time 11:05 Outside Time 11:55 Preparation for Lunch 12:00 Lunch Time 12:25 Transition to Nap Time 12:30 Nap Time 2:20 Transition Out of Nap Time 2:30 Snack Time 2:45 Closure 2:55 Pick Up Begins