1. 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.

2. 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.

3. 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.

4. 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.

5. 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.

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

7. CAN EARLY EDUCATION MAKE A DIFFERENCE?
Human Brain is most active during the first 3 years of life.
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)

8. 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.

9. 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!)

10. 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.

11. 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)

12. 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)

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

14. 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

15. 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.

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

17. 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)

18. 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