1. Please think of the children first. If you ever have anything to do with their entertainment, their food, their toys, their custody, their day or night care, their health care, their education—listen to the children, learn about them, learn from them. Think of the children first. -Fred Rogers- Chapter 1 Starting the Process ©2015 Cengage Learning. All Rights Reserved.

2. Early Childhood Education  Birth through age eight  Environment is critical  Teacher’s knowledge and skills-crucial  Child-centered curriculum  Has a rich history  Advocacy ©2015 Cengage Learning. All Rights Reserved.

3. Developmental Theorists  Erik Erikson – Psychosocial  Jean Piaget – Cognitive Development  Lev Vygotsky - Sociocultural  Howard Gardner – Multiple Intelligences ©2015 Cengage Learning. All Rights Reserved.

4. 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 ©2015 Cengage Learning. All Rights Reserved.

5. Cognitive Theory  How young children learn  Constructivism  Assimilation  Schema/schemata  Accommodation  Equilibrium  Constructivism  Other terms  Object permanence, egocentric, symbolic thinking ©2015 Cengage Learning. All Rights Reserved.

6. 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) ©2015 Cengage Learning. All Rights Reserved.

7. Sociocultural Theory  Learning is socially constructed  Zone of proximal development  Scaffolding  Teachers must be excellent observers ©2015 Cengage Learning. All Rights Reserved.

8. Multiple Intelligences  One form of intelligence is not better than another  Individual differences in children need to be taken very seriously  Cross-cultural exploration of the ways individuals are intelligent  Verbal linguistic and logical-mathematical intelligences are well known and valued  All intelligences must be addressed and celebrated ©2015 Cengage Learning. All Rights Reserved.

9. Multiple Intelligences (continued) Types of Intelligence: 1. Verbal-Linguistic Intelligence 2. Logical-Mathematical Intelligence 3. Musical-Rhythmic Intelligence 4. Visual-Spatial Intelligence 5. Bodily-Kinesthetic Intelligence 6. Interpersonal Intelligence 7. Intrapersonal Intelligence 8. Naturalist Intelligence ©2015 Cengage Learning. All Rights Reserved.

10. Multiple Intelligences (continued)  This theory provides a framework for teachers to: 1. Identify how children learn to build on their strongest assets 2. Help children become more intelligent by exposing them to a variety of ways of learning 3. Better individualize for children’s interests and needs 4. Use teaching strategies that make learning more appropriate, successful, and enjoyable for all children ©2015 Cengage Learning. All Rights Reserved.

11. Developmentally Appropriate Practices  Age appropriate  Infants, toddlers, preschoolers, primary  Individually appropriate  Every child is unique  Culturally and linguistically appropriate  Inclusiveness ©2015 Cengage Learning. All Rights Reserved.

12. AgeCharacteristics Teacher’s Role InfancyExplore 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 Synchronize interactions Build trust Culturally sensitive Daily communication Provide a safe environment TwoDevelop mobility, autonomy, and self-help skills Grow and learn rapidly Provide a safe, consistent, child-centered environment Build trust in relationships ThreeExperience frustration Engage in extensive conversations Reality/Fantasy Find it difficult to cooperate in games Respect growing skills Be mindful of recent developments Understand the need for repetition Child Development and Learning ©2015 Cengage Learning. All Rights Reserved.

13. Child Development and Learning (continued) AgeCharacteristics Teacher’s Role FourHigh energy levels Increased fine and gross motor control 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 Meet children where they are Scaffold learning FiveMore social Have best friends Enjoy small groups Experiment with language Show more self-control Need to explore Improved self-regulation Influence behavior Encourage curiosity Set limits Facilitate learning for all Create the appropriate environment Encourage curiosity, ©2015 Cengage Learning. All Rights Reserved.

14. Child Development and Learning (continued) AgeCharacteristics Teacher’s Role Six to EightIncreased mastery in all domains Think both logically and systematically Develop dramatic language and communication skills Expand expressive vocabulary Are extremely curious Are able to be more empathetic – perspective taking Can be very sensitive Provide guidance, affection, encouragement, and protection Keep communication with families open ©2015 Cengage Learning. All Rights Reserved.

15. Individual Appropriateness  Child’s needs  Child’s strengths  Child’s interests  Data is collected through observation, assessment strategies and documentation  Information helps to create a child- centered curriculum  Put yourself in the child’s place  Ask relevant questions  Be reflective; listen to the children ©2015 Cengage Learning. All Rights Reserved.

16. 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  Provide equal and fair teaching and learning experiences for all ©2015 Cengage Learning. All Rights Reserved.

17. 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  Push-down of curricula expectations  Social and economic factors  Lack of time and opportunity  Electronic competition ©2015 Cengage Learning. All Rights Reserved.

18. Play: Essential for All Children  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 ©2015 Cengage Learning. All Rights Reserved.

19. Parten’s Developmental Stages of Play  Unoccupied behavior  Onlooker play  Solitary play  Parallel play  Associative play  Cooperative play ©2015 Cengage Learning. All Rights Reserved.

20. Theorists and Play  Erikson  Play helps develop cooperative relationships  Piaget  Practice play  Symbolic play  Games with rules  Lev Vygotsky  Social play helps child “interpret the world” ©2015 Cengage Learning. All Rights Reserved.

21. Fostering Play  Play is neurological therefore is critical to brain growth  Be aware of current research and resources that validate the importance of play.  Create a positive place for play  Provide open-ended materials and activities ©2015 Cengage Learning. All Rights Reserved.

22. Fostering 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  Observe children’s play and learn about them ©2015 Cengage Learning. All Rights Reserved.

23. 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 ©2015 Cengage Learning. All Rights Reserved.