*First response is to be 250 words minimum. Additional two responses are to be 150 words minimum each for full credit.
In chapter 3, you learned about many educators of the past. Based on the ideas and practices proposed by the educators discussed, identify the teaching practices with which you most agree and explain why. State the learning outcomes you think are appropriate for all children
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Chapter 3
History and Theories
Developed by:
Kevin M. Dartt
Walden University
Joyce E. Myers
University of Texas Arlington
Publisher to insert
cover image here
Learning Outcomes
Explain why professional educators need to know the history of early childhood education.
Describe how theory impacts current teaching practices.
Name five famous individuals who have influenced early childhood education and list their contributions to the field.
3-2
Learning Outcomes
Identify the basic beliefs essential for high-quality programs.
Explain how instructional practices designed to accommodate children with disabilities have changed over time.
3-3
Importance of
History and Theories
History of Early Childhood Education
Know the roots of your profession
Rebirth of great ideas
Build the dream—again
Implement current practice
Learning Theories
Understand learning
Understand child development
Communication
Evaluate learning
Provide guidance
3-4
Historical Figures and Their Influence on Early Childhood Education
Martin Luther
John Amos Comenius
John Locke
Jean-Jacques Rousseau
Johann Pestalozzi
Robert Owen
Friedrich Froebel
Maria Montessori John Dewey Jean Piaget
Lev Vygotsky
Abraham Maslow
Erik Erikson
Urie Bronfenbrenner
Howard Gardner
3-5
Constructivism
A cognitive theory of development and learning based on the ideas of John Dewey, Jean Piaget and Lev Vygotsky.
Organization (how do children organize)
Repetition
Social interactions
Problem solving
Play
3-6
Piaget’s Theory of
Cognitive Development
Adaptation
integrated process of assimilation and accommodation that explains how learning is acquired
learning is an adaptation to our environment
Scheme
units of knowledge that children develop through the adaptation process
3-7
Piaget’s Theory of
Cognitive Development
Assimilation:
taking in sensory data through experiences and incorporating into existing schemes (knowledge)
Accommodation:
changing existing schemes to fit new sensory data or information
a process of changing ways of thinking, behaving, and believing to come into accord with reality.
3-8
Piaget’s Theory of
Cognitive Development
Equilibrium:
the balance between assimilation and accommodation
as a child takes in new information that does not fit into existing schemes, the child struggles to make sense of the information and accommodates in order to regain equilibrium
children reject data they can neither assimilate nor accommodate
3-9
Vygotsky’s Sociocultural Theory
Zone of proximal development (ZPD)
The range of tasks that children cannot do independently but can do when helped by a more competent person.
Scaffolding
Assistance that enables children to complete tasks they cannot complete independently.
3-11
Erikson’s First Four Stages of
Psychosocial Development
Stage I: Basic Trust vs. Mistrust
(birth to 18 months)
Stage II: Autonomy vs. Shame and Doubt
(18 months to 3 years)
Stage III: Initiative vs. Guilt
(3 years to 5 years)
Stage IV: Industry vs. Inferiority
(the elementary school years)
3-13
Bronfenbrenner’s Ecological Theory
Microsystem
Includes the environments of parents, family, peers, child care, school, neighborhoods, religious groups, etc.
Mesosystem
Includes linkages or interactions between microsystems. For example, a family’s support or lack of attention to literacy will influence the child’s school performance.
3-14
Chapter 4
Implementing Early Childhood Programs
Developed by:
Kevin M. Dartt
Walden University
Joyce E. Myers
University of Texas Arlington
Publisher to insert
cover image here
Learning Outcomes
Explain why the demand for quality early childhood programs is growing.
Describe how child care can serve children and families.
List the characteristics of quality education and care.
Describe the basic features of program models such as HighScope, Montessori, and Reggio Emilia.
4-2
Learning Outcomes
Explain the services that Head Start and Early Head Start provide for low-income families.
Explain why it is important for professionals to know and understand how to work with different learning modalities.
Describe the similarities and differences between The Project Approach and Creative Curriculum.
4-3
Types of Child Care Programs
Care by family members, relatives and friends
Family child care
Intergenerational child care
Center-based child care
Employer-sponsored child care
Proprietary child care
Before- and After-school care
Military child care
4-4
High/Scope Program:
The Five Elements
Active learning
Children make choices to guide own learning
Classroom arrangement
5 or more interest areas
Daily schedule
Plan-do-review process
Assessment
Key developmental indicators note form and a portfolio.
Curriculum
Key developmental indicators
4-5
The Role of the
Montessori Teacher
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
4-7
Montessori’s Three Basic Areas
of Child Involvement
Practical Life
care of the person
care of the environment
Sensory Materials
control of error
isolation of a single quality
Academic Materials for Writing, Reading and Mathematics
writing before reading
reading is an outgrowth of writing
manipulatives that teach
4-8
Principles of the
Reggio Emilio Approach
Relationships
Time
Adults’ Roles
The teacher
The atelierista
Parents
The Environment
The physical space
The atelier
Program Practices
Documentation
Curriculum and practices
Projects
4-9
Federal Programs for Young Children
Head Start
Performance standards
Standards of learning
Eligibility for Head Start Services
Improving Head Start
Early Head Start
Program Services
quality early education both in and out of the home
parenting education
comprehensive health and mental health services
nutrition education
family support services
4-10
Inclusive Preschool Classrooms Tips
Teach face-to-face
Allow movement in your classroom
Present information in a variety of ways
Include multisensory approaches
Learning groups based on how a child learns
4-11
Project Approach Steps
Select topic of interest
Provide resources
Document project
Engage and inform families
Involve the community
4-12
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