BACKGROUND CHILDCARE MOVEMENT ITALY: Maria Montessori ENGLAND: Margaret &Rachel McMillan USA: Progressive education: John Dewy (University of Chicago/Lab school) Nursery Education Merrill palmer School of Motherhood Patty Smith Hill: National Association of Nursery Education and National association for the education of Young children.

Maria Montessori 1907: Physician. Opened child care center as an experiment to improve poor neighborhood in Rome. Emphasis: Health, Cleanliness, sensory training, individual learning, &manipulation of materials First learning must come with the use of self-correcting materials! Therefore, language experience, imagination & dramatic play were not recognized as being that important.

Margaret & Rachel McMillan England: Worked with poor children and opened their first child care center. Like Montessori they emphasized good health, nourishing food and adequate medical care. In contrast to Montessori: They emphasized the value of outdoor play, sunshine, sandboxes and regular baths. They stressed building independence and self-esteem.

UNITED STATES: PROGRESSIVE EDUCATION Developed by the University of Chicago Lab School under John Dewey’s direction: Child centered education: Education should meet all child’ developmental needs. Educations should should meet child’s interests and real experiences.

NURSERY EDUCATION US:BLOSSOMING IN EARLY 1920’S FIRST PARENT COOPERATIVE NURSERY SCHOOL BEGUN AT THE UNIVERSITY OF CHICAGO. INTEREST CONTINUED TO GROW:ACADEMIC COMMUNITY BEGINS TO PROVIDE TRAINING IN THE FIELD AND PROFESSIONAL ASSOCIATIONS WERE FORMED.

PROFESSIONAL ASSOCIATIONS 1929 National Association of Nursery Education was founded! Now it is known as National Association for the Education of Young Children (NAEYC)

CAN EARLY EDUCATION MAKE A DIFFERENCE? Human Brain is most active during the first 3 years of life. http://www.intelecomonline.net/VideoPlayer.aspx?Code=16499A3C13AF531782C780423F05F10036F1F6CBE280473A8A3DDFFF8E17F820C21A3EE56DBD344C464F71079007EC2D Early experiences have an impact on the actual structure of the brain (all developmental levels) Early experiences have a decisive impact in how a person functions as and adult (all developmental levels)

EFFECTS OF ECE Research: Perry Preschool project: Most important long term study of the effects of early education on children’s development (1962 to present). More of the Perry school children graduated from H.S, had jobs after graduation and had less problems with the law. Good early education has long lasting positive effects on children and on society.

DEVELOPMENTAL APPROPRIATE PRACTICE:DAP Learning activities planned for children are placed at the correct level for their age and are suited to individual children’s tastes, abilities and cultures. NAYEC/DAP: Teachers do not use developmental charts to try to speed up development! (think about special ed!)

Developmental theories S. Freud: Personality Development Psychoanalysis: Id, ego and super ego. First one to propose that even very young children are sexually motivated Stages: oral, anal, phallic, latent, genital.

Erik Erikson: Psychosocial theory Psychosocial Stages: Trust vs. mistrust (0 to 12-18) Autonomy vs. shame & doubt: (12-18 to 3 years old) Initiative vs. guilt (3 to 6 years old)

Jean Piaget: Cognitive Theory Studied children’s thought processes. Child learns by constricting and reconstructing what he/she knows. Stages: Sensorimotor (0 to 2 years old) Preoperational (2-6 years old) Concrete operational(6-11) Formal operational (12 thru adulthood)

Lev Vygotsky:Sociocultural Theory Zone of proximal Development (ZPD) Scaffolding

Reggio Emilia Approach Inspired by a program pioneered in the Italian region of Reggio Emilia 13 infant toddlers centers and 21 preschools are funded by the city Every young child is encouraged to master skills not usually seen in American schools until age 7: Writing and tool use Children are seen as “rich and powerful learners” and “competent creative individuals”” Children develop their own projects with classmates , often including drama and pretending

Cont. Reggio Emilia approach Child centered program Strong emphasis on the arts Children’s art displayed from high ceilings and white walls. Low teacher/child ratio, ample space and materials and commitment by the town to all children. Teachers spend 6 hours a weekk without the children planning activities, have discussions with one another and meet with parents.

Behaviorism or Learning Theory Rewards desirable behavior and discourages undesirable actions. Children learn as a result of rewards or punishments.

Individuals with Disabilities Educational Act:IDEA Nation’s special education law: 0 to 21 years old. Part B: Services to children 3 to 21 years old Part C: Services to infants and toddlers IDEA mandates that public programs include children with special needs (public schools & Head Starts or any public program)

TYPES OF PROGRAMS: Center based: NAYEC accreditation tends to offer a higher quality program. Compensatory programs:Head Start Montessory schools Family child care Demonstration or Lab schools