intro to early childhood ed

a person who provides care and education to young children. a person with specialized training working with children ages 2 to 8 in a school or child care center

meeting all needs , physically , socially , mentally , spiritually , academically

responsive care and education that is mindful of the development of the whole child age individual andcultural appropriateness

matching the childs developmental levels - preschool are informed by the study of child development : activity centers , play( vital for development ) , child choice , hands on learning , teacher as facilitator base assessments on observations - elementary - acquisition of knowledge ( ss, reading , math ) desks/ work tables , more reading and verbal instruction.

paper-pencil work . assessment are graded through paperwork and tests

understand the context of the children's families . childs first experiences in larger world away from home . transition between home and school

tendencies to respond to experiences in certain ways

1- activity level :physical and mental activity)2- regularity ( rhythmicity ) : preference for predictable routines or spontaneity 3- distractibiity : degree to which extraneous stimuli affect behavior , readiness to leave one activity for another4- approach : ways of responding to new situations5- adaptability: ease of adjustment to new ideas or situations after initial responses 6- physical sensitivity : threshold of responsiveness / sensitivity to changes in the environment including noise , taste, smell , and temperament7- intensity of reaction : energy level typical of response , both positive and negative 8- persistence and attention span: the amount of time devoted to an activity , even when it is difficult , and the ability to continue working when distracted 9- quality of mood: general optimism or pessimism , tendency to enjoy things uncritically or to be more selective about situations enjoyed

linguistic logical/ mathematical body/ kinestheticmusicalinterpresonal intrapersonal spatial naturalistic

conflict or concern is an ethical issue , determining what you feel responsible for the problem .

National Association for the Education of Young Children- a professional association that developed a code of ethics that spells out early childhood educators moral obligations and identifies the distinctive values of the early childhood field and describes what graduates of childhood training programs should know how to do.

dressing appropriately , showing up on time , knowing your responsibilities , following through with commitments , applying the knowledge you have acquired to your work with children and representing your program and the filed positively in your community .

is the study of right and wrong , duties and obligatils . Professional ethics address the moral commitment to a group extending and enhancing the personal values and morality of educators through right and wrong . Responsible behavior towards students and parents that allows you to be considered a professional.

a predicament that involved competing professional values , it puts the interests of one person or group in conflict with one another.

1- survial 2- consolidation 3- renewel 4- maturity

Satge 1:Survivial - first year of working you apply the knowledge learned in college try and avoid unrealistic expectations

Stage 2: consolidation- bring together what you know and more personal approached , seek advice

Stage 3: renewel - 3-5 years of experience , you feel more confident ,, you begin to enjoy professional readings , workshops and research

Stage 4: maturity - after 5 years of working with children less interest in details and more interested in values , theories , issues and philosophies that underline you work develop

1- to support children's learning and development 2- provide the care for children in facilities where adults are working or are in training

No Child Left Behind 2001 built upon the expanded previous policies requiring school accountability it requires states to measure every public school students progress in reading , math yearly and through assessment .Goal - to ensure that all children are making adequate progress in school

content standards address goals and objectives for each subject area for each grade level - describe learning experiences that should be provided by programs to give children a well rounded educational experience and to help prepare then for later school experiences. 1) range of developmental domains 2) be inclusive of culture and language of children's home 3) incorperate items addressing critical natures of relationships for infants and toddler development

preformance ( achievement) standards - tests , to determine to what extent which children have mastered the content

states develop systems that include early learning and program quality standards , a program rating and improvement system , a professional development system that will create a consistent , accessible pathway to professional development for everyone in a state who works with young children and a data management and reporting system

ability to apply pedagogical and content knowledge ( teaching skills ) - art and science of teaching

( ideal state book ) education should begin with the young child ( all children not just girls ) humans are good development of both mind and body are important play is valuable tool for learningcurriculum should include games , music , stories , drama to illustrate values . knowledge of geometry

Progressive education- schools should prepare children for the realities of today rather than a vague future time, believed curriculum should be based on children's interests

young children chosen to live a religious life - future of the monastery - their education was considered and important part of community activities

the blank slate theory - all children are born with no prior knowledge or understanding they learn through their experiences. this changed education because children learn from their environments and are like sponges- believed in nature vs nurture - infants should not be restricted

Blank slate- John Locke's theory

- all children come into the world with original sin and you need to establish an order of obedience to rid your sin - education should begin at birth wrote the book "Emile", naturalism, sought to create a more family like atmosphere in schools, - children are always learning from adults

his ideas laid the foundation for teaching .

believed that all children have the right to an education and the capacity to profit from it. orphaned children . school could awaken the potential of a child and lead to social reform - first year of life is most important developmentally- adapt instruction to children's interests , abilities , and stages of development .

Kindergartendeveloped a curriculum and educational methodology based on gifts occupations songs and games, teacher is responsible for guidance and direction of play so children become creative contributing members of society

gardening , care for animals , domestic tasks

geometric , form and their relationships with each other

design with color , shape , harmonies and movement

children's play was guided with carefully presented special materials and activities to enhance sensory and spiritual development ( yarn balls , blocks , wooden tables , geometric shapes , natural objects)- manipulatives

molding , cutting , folding , bead stringing , embroidery . foster discovery , inventiveness and skill

( former monk ) - advocate of universal education - all should be taught to read , so they can read the bibleTranslated bible into German, believed family was most important institution in the education of children, believed schools were to teach children to read, believed individuals were free to work out their own salvation through scriptures- schools should have intellectual , religious , physical, emotional and social qualities

influenced by changing politics and changing views of learning - emphasis on needs and interests of children and more ridged prescribed approaches to learning

founded pre-school - nurture , care and learning Believed in education where children could explore their imaginations develop sensory and perceptual faculties and care for gardens and pets, incorporated environmentalism into their education of young children, opened and open air nursery school

based on piaget's theory of development and emabrases many of the goals of the McMillian sisters - effect of poverty of children's development - key experiences related to acquisition of concepts like classification , seriation , number , spatial relationships , and time . adapt learning and planning based on the learning environment

development interaction approach- centers for children to make their own choices for learning ( current example of progressive education )

all aspects of the child , developmental , social , academic , physical etc.

using real world items to teach

intelligence is not fixed it can be learned and stimulated through experiences children learn the best on their own at their own pace through their own direct sensory experience of the world . independence , preserve children's digitity

invented by Lois Malaguzzi , established a set of values and philosophies are informed by constructivist theories and the progressive educational movement , and by deep commitment to honor the rights of children and teachers 1- children are strong competent individuals who have the right to receive the best education and care2- education is based on relationships , especially the interrelationships between children , teachers and parents 3- education is based on the interaction f young children working and playing together learn through working collaboratively together

during the first years of life children go through sensitive periods of development children desire to observe and explore the world around them child-sized learning environmental and materials

Regiio Emilia

physical , cognitive, social , emotional , language

motor skills - explore physical world

understanding of concepts - acquire information and learn to reason and problem solve

playing with others -learn to relate to others and make moral decisions

satisfaction, feeling good about self- learn to recognize and express their feelings and accept themselves

communicates - learn to talk with others about what they are thinking , experiencing , perceiving and doing

the childs age in years and months

childs present level of understanding or skill and the acquisition of new knowledge or skills

the unfolding of genetically determined potential that occurs as the child grows older

persons interactions with the environment with people and with things

the awareness that even when an object is not in sight it still exists

biological influences on development ( nature) and environmental influences ( nurture) forces shape human behavior

organized groups of statements that describe , explain and predict behavior - about how children learn and grow

started sties of child development , identified developmental norms and characteristics maturation - thought that children need to be protected from sickness, injury , and environmental hazards with day to day care and periodic medical exams

cognitive theorist , specialty understanding knowledge , how children think constructivist theorist children play an active role in cognitive development,children create their own constructed understanding of the world around them through their interactions with people and objects

you are influenced by the world around you

internal

enviromental

organizing structures

knowledge of the world around you and acting ( external reality gained from doing things or acting on the physical world)

interactions with peers ( learned from others , language , rules , symbols , use , ideas about right and wrong )

observations , comparisions ( constructed as children observe , compare , think and reason , observations of relationships between things , categorizingg and ordering . )

the children use to organize their experiences into structures for thinking and problem solving

the children use to organize their experiences into structures for thinking and problem solving

birth-2chilren create understanding when they touch , taste , see , hear , and feel many objects and learn about their properties , they use emerging motor skills to manipulate objects and learn about their properties

ages 2-7 children begin to use symbols ( words) to represent experiences .

able to see things only from ones own viewpoint

how people make moral decisions during a life span . rules about what is right and wrong

level 1 : pre conventional ( 2-7) : moral decisions are based on self interest level 2 : conventional (7-12): people choose to conform to and uphold the rules and conventions of society because they exit level 3: post conventional ( adolescence and older): people accept rules and laws that are agreed on in society and based on underlying moral principles.

russian psychologist worked on child development and language children are active participants in their own learning . learning is shaped by social experiences and interaction with and exceptions from their peers , older children and adults social context affect how children think and what they think about

sociocultural - culture plays a part in children's development and its influence on culture

founder of head start program . children's development can be understood only in the contact of social , political , legal , economic systems because these are nested layers around each childs life . each system influences the other as the child grows

describes systems of social and cultural context the influence development

understanding children's emotional development ( basic attitudes are formed as individuals pass through the various stages) 8 stages trust vs mistrust autonomy vs shame and doubt initative vs guilt industry vs inferiority

crucial aspects occur in the first 8 yeas of a childs life - relationships between children and adults in their lives

musical bodily - kinesthetic logical - mathematic linguistic spatial interpersonal - other people intra personal - oneslefnaturalistic

development of human motivation and potential was based on hierarchy of basic and growth needs physiological (human needs), safety, love , esteem , self-actualization )

how one learns new information depending on their environmental facts , awareness , sensitivity to be attentive to children's needs

infants ( birth - 12 mo) toddlers ( 12-35 mo)pre-schoolers / kindergarteners - 3-6 yrsschool aged- 6 to 8 yrs

should meet the needs of children and support your educational values and developmental goals

the learning environment you react will be influenced by the building and the grounds you are surrounded by .

Classroom area ( home space for class / group) , out door play area ( active play)

each class spends most of their time in their home room however there are several classes in one room most of the type . open -design buildings expect teachers to arrange interest centers throughout the room with a large multifunctional or large motor space in the middle . Home like atmospheres , use taped lines or cabinets for walls .

one large room for multiple purposes separated by taped lines , book shelves , cabinet walls etc

te journal of pediatrics recommends that children under the age of 2 not watch tv because of its potentially damaging effects . ADD ,

children enter and exit the playground , the are along children to see what is available and make choices , equipment like balls are waiting . important to make sure there is a place for children coming and going to wait or gather when necessary .

benches , tires , sets , or edge of a low wall make good places

outdoor environments need space to run , jump , skip, and ride in big grassy areas if possible are needed for children to safely run and play games . a needed place to climb up high equipment for sliding and swinging allowing children to see things from various perspectives and provide them various sensations

table activities like art , woodworking take place outdoors . messy art material such as clay , finer painting are especially favored outside . program table games and books brought into manipulative creative zones

children create their own opportunities for social and dramatic play in the outdoor environment whether or not there is equipment provided. play house , dress up clothing , props , and loose parts like hollow blocks , sheets , small tires , planks and other movable pieces that children can arrange

1- organize the environment in zones 2- create visual boundaries for safety and to protect the children play 3- provide physical development challenges 4- include natural elements in the outdoor play areas 5- make sure there is space to dream , think and relax 6- take indoor activities outside at times

1. arrange the environment so it can be easily supervised , cleaned and maintained 2.

make sure there is water to drink , toilets / diapering facilities , sinks , and quiet places for resting 3. choose child - sized furniture and include comfortable seating for adults 4. organize he classroom into areas 5. select sage , good quality , sturdy equipment and materials and discard or repair broken , incomplete ones 6. store materials children can use at their eye-level on low , open , uncrowed shelves and store teacher materials out of reach 7.

rotate play materials 8. reguarly reevaluate and change the environment 9. add items of beauty to the environment 10. include materials that reflect the children , their families and geographic locations

arrival / departure routines eating area give children stability

simple , realistic , good selection might contain hats, shoes , clothing , fasteners , baby dolls , plastic dishes , lightweight aluminum pots and wooden plastic stirring spoons . blocks and other small toys to pretend area and use them as part of their play

for water , sand and other materials such as bubbles .

generally safe and are particularly satisfying for infants and toddlers

area for creativity to work with materials that are developmentally appropriate functional and satisfying to use . materials provide opportunities for creative expression , problem-solving , and physical and sensory development

structured programs are influenced by the individual needs and developmental stages of children , observations , valises and valises and concerns of parents , community and the school administration. length of the program , physical setting and the time of year also are key

the number of staff members in relation to the number of children is another factor of the physical setting that influences how flexible if there are lots of adutls to supervise . teachers are free to be spontaneous and to plan for activities that have unpredictable time frame or that require more intense adult child interaction .

the size of the group is influenced by the daily schedule .

1. use large blocks of time ( at least 1 hour long ) for indoor and outdoor self- selected activities 2. alternate quiet sedentary activities with active play 3. keep structured group time short 4. include times for nourishment , rest , personal care 5.

maintain a relaxed pace. avoid rushing children from activity to activity or area to area 6. use meaningful , enjoyable activities to create smooth transitions 7. allow children to govern their own use of time ( how long to work , play , eat , nap) as much as possible 8. build rituals into the day ( morning song , a nap time story )

to teach

hearing , smelling , seeing , touching , moving , and tasting .

we are not born with the ability to fully discriminate sensations but must learn to distinguish between them

movement is central to the lives of young children . - gross motor is part of the program concerned with the development of arms , legs , and torso. helping children to gain and maintain physical skills and abilities as they work and play . it is also an intrinsic part of every other domain of development .

learning to coordinate the hands and fingers begins when babies are in their cribs reach out to feel , grasp and manipulate.

initial impulses will lead to the complete use of tolls such as spoons , crayons , hammers , keyboards etc. fine motor skills are the ability to control fingers , hands and arms . these skills include reaching , grasping , manipulating objects , using different tools like crayons and scissors . small motor skills include building control , strength , coordination , , hand-eye coordination , muscular play

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hand preferences, grasp, scissors

another way to express ideas , feelings is through creative movement .when ideas and feeling are expressed in imaginative ways , through movement it is not a substitute for games or large muscle activities on the playground.

talking and listening - relationships from building language

attitude , personal appearance , reactions

developmental process of learning to write and read is the tool that extends language over distance and time uses language

idea that experiences in infancy with language , books and reading are important parts of the process of becoming literate

process by which children become literate between birth and the time when a child learns to read and write in conventional ways

can broaden children understanding . to be appleaing without being inaccurate is the great challenge of informational books for young children

present mood , melody in language in a natural and unforced memory. they help to enhance understanding of the world and develop their sensitivity to language

present mood , melody in language in a natural and unforced memory. they help to enhance understanding of the world and develop their sensitivity to language

young children have a compelling curiosity to figure out why and how the world works . they learn by doing their earliest months observe phenomena , discovering relationships, searching for answers and communicating their discoveries

seek information constructing understanding and develop concepts as they play and participate in all curriculum activities however other experiences suited to the development of thinking and problem solving and their areas of the curriculum in which inquiry is a primary emphasis

students with disabilities are placed in the regular education setting .

following the belief that when children with a wide range of abilities learn together in the classroom . following the belief that when children with a wide range of abilities learn together in the classroom .

Individuals with Disabilities Act 2004 makes funding available to states to provide early intervention services for infants and toddlers who have or are at risk of developing disabilities .

educational practice of providing education for children with disabilities in regular education programs .

Free and Appropriate Public Education- law requiring all children with disabilities to have access to education.

it also calls for young children with disabilities to participate in what is referred to as the LRE

Least Restrictive Enviroment - meaning children should participate in regular education classrooms to the greatest extent possible and experience the curriculum that is provided for all children .

agreed-upon guidelines about what constitutes a disability have been established

agreed-upon guidelines about what constitutes a disability have been established

publicly funded programs such as head start, public school , or state funded preschool programs , you are required by law to save these children

alter lessons to match the students skills

a change to the ongoing classroom activity or materials in order to facilitate or maximize changes that require some planning but most do not require additional resources

involved modifying the learning environment to make it responsive to the needs of children . quiet centers if distracted easy , revise schedule

INdividualized Education Program

working with other professional

have difficulty controlling or easily moving their bodies . cause by specific conditions such as missing limbs , disorders of feet , knees or hips , damage caused by diseases such as polio , neurological disoders such as cerebral palsy

diffuclty responding to speech or sounds. volume or clarity of sounds . usage of hearing aid , without hearing aid , may have difficulties speaking , their speech may be unclear and not clearly understood rhythum and voice and quality of speech may be unusual social interactions may be hindered due to their difficulty to express themselves or having others understand them

partical sight may have visual acuity problems that is correctable with glasses .

may be able to see light, dark areas , broad shapes but not details , not have peripheral rather than frontal vision , or many completely not be bale to see . advanced with speech and language and excel in listening and memory activities

difficulty producing sounds . speech disorders may occur ..

.rhythum and voice quality may be unusual .social interaction are hindered when it is difficult for a child to express their feelings or needs or to have others understand them .

having difficulty understand the meaning of words or the way words are put together .children cannot communicate and may have difficulties relearning . they may become passive or aggressive

may be unable to tell the difference between speech sounds ( auditory discrimination ) may be unable to isolate the sounds from a noisy background may have trouble remembering what they hear or may confuse the correct order of a series of sounds children cannot communicate they have difficulty leaning .

difficulty understand and lack verbalizing ideas and selecting appropriate words or using correct grammatical structures . speech or language impairments may also be associated with hearing impairments , cleft palate , autism , cerebral palsy , add , adhd , emotional problems or learning disability s

learning at various rates , down syndrome , children act younger their chronological age in preee school and have difficulties learning skills and developing concepts . they may be unable to remember things or unable to use information to solve problems

refers to a variety of problems exhibited by children with normal intelligence but below age- level academic functioning . children can be extremely uneven in their development .

learning disabilities in preschoolers can effect their daily functioning

children are identifiable due to extremes in their behavior . a child must exhibit several characteristics to be identified - implosives , short attention span, difficulty organizing work , constant motion , and following decisions ) be careful not to label children with this due to only the childs temperament it can be other things as well.

inability to stay on task and impulsive behavior beyond that seems to be typical may have ADD . hyperactivity or ADD . it coocrs in conduction with a learning disabilitymore typical in boys and appear by age 3 typically . easily excited , have trouble waiting for explanations or taking turns and seldom pause long enough to relax , watch or listen .

cannot tolerate physical restrictions. a negative self image beuase they experience little success in the classroom

emotional problems or children who are more aggressive , unhappy , anxious or with drawn from their peers . severe problems are extreme in their reactions and may require specialized care . withdrawal , anxious , anxiety , aggregation may charaterize their behavior . unusual behaviors such as mutilation , rocking , running with arms are extreme factors needs suerpvision , assistance . may be difficult to handle alone

developmental disability that has significantly affects the childs ability to communicate , play and interact with others .

unintrested in the outside world not related to intelligence .

is a disorder considered to be part of autism spectrum can range from mild to severe and is characterized by tendencies toward social isolation , communication , transition difficulties , eccentric behavior , normal intelligence ranges , do not have language dleya s and communicate enormally typically they exhibit exceptional skill in one are

children with unusual strengths , abilities or talents . no single measure can identify someone gifted . they may have an exceptional memory , phenomenal ability to read , or perform music at a young age

individual health care plan - this plan will address routine health care procedures , who is responsible to address these concerns needs and communication networks amon the members of the team

do not assume things about the families or their lives , provide them with total support always

food feeding nursing , bottles , pacifiers sleeping arrangmeent bathing grooming personal care and independence ways children demonstrate respect/ disrespect role of the child in the family responsibility of children relative value placed on play and academics definitions of safe and healthy appropriate dress for school and other situations sex roles modesty appropriate knowledge from children attitudes toward emerging sexuality

the ethical obligation of every professional and one whose importance we cannot stress strong enough

suspected / possibility

provide you ant the family members with time to share information and perceptions . it allows for in-depth personal exchanges of information that is not possible in other ways .

the purpose is to form an alliance with the gamily what will support the childs growth and learning .

1. listen more than you talk 2. communicate with all families using a variety of strategies 3. smile greet gamilies as they enter the classroom or playground 4.

include positive points in every communication 5. help families identify and articulate their goals , hopes and dreams for their children 6. keep all information about families strictly confidential 7. create comfortable places for families in classrooms 8.

offer a wide variety of opportunities for families to be a part of the program 9. encourage families to know and support one another 10. let families know that you enjoy and appreciate their child

diverse famiies , from various cultures , religions , races , ethnicities , ability and lifestyles

how you feel about working with children .

how you act about working with families or children

understand and learn to accept and respect the various families and their child- rearing practices may be more challenging than you think. they reflect your culture and your experiences .

you may not realize the extent to which you are a part of their life

1. take pride in the important work you do. 2. learn about and live by the code of ethics 3. commit yourself to supporting children's development and families in their tasks of child rearing 4. are objective in viewing children and families and rational in your dealing with them 5.

are honest in dealing with children and families and take care not to exaggerate your knowledge , trainings or skills 6. build relationships with families and colleagues based on trust 7. are trustworthy- honest and scrupulous in upholding confidentiality , resisting the urge to gossip even though the temptation is strong 8. follow through on commitments and keep your promises , being careful not to promise what you can't deliver 9. comitt yourself to being a good colleague and good employee 10.seek out opportunities to continue to learn and grow as a professional 11.

carry yourself with dignity 12. are a good model for children and families13. advocate for children , families , and program practices that meet their needs

ethical responsibilities 1. responsbilieis to children 2. responsbililties to families 3.

ethical responsibilities to colleagues4. ethical responsibilities to community and society

Young children need nurturing and protection.,Reflect on your teaching and practices, Observing children is the most lasting activity,Don't always accept new trends.,Teachers need a philosophical base, knowledge and skills not just a great personality

theory of education that emphasizes the importance of focusing on the needs and interests of children rather than teachers, child centered curriculum and child centered schools

the theory that the environment, rather than heredity, exerts the primary influence on intellectual growth and cultural development

healthy environment , respectful , supportive , challenging

physical and psychological health, safety and sense of security

respect for individual child and culture, language, abilities or disabilities, family context and community

believe each child can learn and help children understand and make meaning of experiences

Provide achievable and "stretching" experiences for all children

The cognitive process of collecting information about children's development, learning, behavior, academic progress, need for special services, and achievements in order to make decisions

1. Engage in ethical practice ethical conduct, NAEYC Code of Ethical Conduct2. Continuous/ Lifelong Professional Development Opportunities3.

Collaborate with Parents, Families and Community Partners4. Engage in Reflective Practice5. Advocacy

Responsible behavior towards students and parents that allows you to be considered a professional.

good with words/ language reading , memorizing , playing word games , making rhymes,puns

numbers , setting up experiments , strategy games , analyze data , asking logical questions

directions , spatial awareness , althetic, watching videos , studying pictures , mazes puzzles ,

moving , role playing , exercise , logical questions

good with lyrics , instruments , listening to recordings , making up songs , reading aloud , changing tempos

good with communication , studying groups , comparing information with others , interviewing experts , team player , corporative projects

internal , people person , avoids distractions , sets personal goals , solitary games , sets own pace , works alone

loves outdoors ,environmental issues , smelling , touch , taste,

meeting all needs , physically , socially , mentally , spiritually , academica

infants - people can be depended upon - children learn this in infancy children learn nature , nurture and responsive relationships a lack of this may cause a child to loose hope for themselves or others

- toddlers a basic sense of autonomy that can be defined as seld-goverance and in dependent action

- preschoolers learn interests , active expiration and readiness for learning . children express curiosity and creativity

school age - children are ready for the challenge of new and exciting ideas and construct things children need the opportunity for physical , intellectual and social accomplishments to be made