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For instructors teaching with:�Teaching Young Children: An Introduction�

Enhancing Early Childhood Education and Care in Palestine /CARE

Training Course: Pedagogical Supervision in Early Childhood Education

Teaching Young Children: An Introduction, 3e

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Essentials of Early Education

Understanding child development
Play
Guiding social and emotional development
Working with families, parents, community
Understanding and respecting diversity

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Early Childhood Programs

Infant / toddler programs
Preschool education
Child care programs
Programs for children with special needs
Kindergarten education
Primary education

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Types of Funding

For-profit programs
Cooperative programs
Federally funded programs
State and locally funded programs
Corporate child care

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The Early Childhood Educator

Roles

Facilitator of learning
Counselor
Janitor/chef
Educational specialist
Parent substitute

Responsibilities

Advocate
Continue education
Code of ethics

Skills

Interacting with children
Preparing the environment
Working with other adults

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Professional Preparation

Levels of Teaching

Assistant teacher
Associate teachers
Head teachers
Supervisors

Professional Preparation

CDA credential
Two-year teacher preparation programs
Four-year degree programs
Masters and doctoral programs

Professional Organizations

NAEYC
ACEI

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Rousseau on Education

Belief in negative education
Learning from nature
Education through sensory experiences
Children choose learning experiences
Childhood is a stage in development

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Pestalozzi’s Educational Approach

Careful observation of children
Recognizing the potential in each child
Importance of teacher-student relationships
Strengthening peer relations
Sensory learning

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Froebel’s Contributions�to Early Education

Developed kindergarten curriculum
Promoted the values of play
Encouraged singing in the classroom and at home
Used circle time for group learning experiences

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Historical Events Influencing�Early Education

Child Study Movement

Child development information
Laboratory Nursery Schools

The Great Depression
World War II
The Launching of Sputnik
The War on Poverty

Head Start
Project Follow Through

Federal Mandates

No Child Left Behind Act (2001)

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Key Experiences—High/Scope

Active learning
Using language
Experiencing and representing
Classification
Seriation
Number concepts
Spatial relationships
Time

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Governing Principles—Bank Street

Child development is a complex process
Behavior varies and is often unpredictable
Developmental progress includes both stability and instability
Motivation to learn about the world lies within each child
Developing a sense of self is essential
Conflict is necessary for development

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Montessori Programs

Philosophy of Maria Montessori

Emphasis on work experiences

Materials

Concept development
Graduated difficulty / complexity
Self-correcting
Sensory exploration

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Montessori Programs (cont.)

Environment

Child-sized equipment
Precise organization
Individual work spaces for each child
Loosely arranged into centers

Teacher’s Role

Carefully prepare the environment
Attitude of humility
Respect for the child’s individuality

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The Reggio Emilia Program

Project approach
Fundamental ideas

Children, parents, and teachers
Cooperation, collaboration, and organization
The atelierista
Documentation
Projects

Selecting a topic
Beginning the project
Doing the project
Ending the project

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Margaret and Rachel McMillan

Open-Air Nursery

Focused on correcting health issues
Designed for children ages 1 to 6
Emphasized play
Important concepts

Facilitating emotional development
Parent involvement
Children’s art

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Maslow’s Hierarchy of Needs

4.1

Self-

Actualization

Self-Respect

Physiological Needs

Belongingness and Affection

Safety and Security

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Gesell’s Gradients of Growth

Motor characteristics
Personal hygiene
Emotional expression
Fears and dreams
Self and sex
Interpersonal relations
Play and pastimes
School life
Ethical sense
Philosophic outlook

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Howard Gardner

Theory of Multiple Intelligences

Linguistic intelligence
Logical-mathematical intelligence
Spatial intelligence
Musical intelligence
Bodily kinesthetic intelligence
Interpersonal intelligence
Intrapersonal intelligence
Naturalistic intelligence

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Significant Contributors

Erik Erikson

Stages of Psychosocial Development

Trust versus mistrust
Autonomy versus shame or doubt
Initiative versus guilt
Industry versus inferiority

Jean Piaget

Stages of Intellectual Development

Sensorimotor
Preoperational
Concrete operations
Formal operations

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Significant Contributors

Lev Vygotsky

Sociocultural theory
Zone of proximal development

Maria Montessori

Maturationist
Sensitive periods
Relationship between intellectual development and physical activity
Stages of growth and development

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Cognitive Play Types

Functional play
Construction play
Dramatic play
Games with rules

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Social Play Types

Solitary play
Parallel play
Associative play
Cooperative play
Cooperative-competitive

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Guidance and Discipline

Defining Guidance and Discipline

Guidance incorporates all the adult does or says to influence the behavior of the child.

Discipline is a component of the guidance process in which the adult is dealing with children who misbehave.

Guidance Process

Help children build self-esteem
Help children deal with social/emotional issues
Help children grow toward independence and

self-control

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Principles of Guidance

Considerations

Each child is unique
Every situation is unique
Every teacher is unique

Indirect guidance
Building relationships
Physically guiding children
Verbal guidance strategies

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Discipline Strategies

“I” Messages
Natural and logical consequences
Behavior modification

Positive reinforcement
Punishment
Ignoring

Problem-solving strategies

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Guiding Routines

Arrival and departure
Transitions
Snack/meal time
Toileting
Rest times

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Dealing with Feelings

Accept feelings as valid
Be calm and direct
Help child verbalize emotions
Suggest alternatives

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Tools for Effective Communication�with Families

Telephone calls
Written communications

Newsletters
E-mail

Visual communication tools
Home visits
Parent/guardian meetings
Parent/guardian–teacher conferences

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Factors Influencing Family�Involvement

Written policies
Administrative support
Training (teachers and parents/guardians)
Partnership approach
Networking
Evaluation

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Integrating Diversity

The antibias curriculum
Toys that promote diversity
Diversity through games
Quality children’s literature
The visual/aesthetic environment
Meaningful diversity experiences

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Issues of Gender Equity

Language issues
Accessibility concerns
Attitudes towards gender equity

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Early Childhood Centers

Art center
Manipulative center
Book/quiet center
Block center
Housekeeping center
Dramatic play center
Music center
Discovery center

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Selecting Equipment and Materials

Simplicity of detail
Versatility in use
Easy to use and understand
Involves the child in play
Encourages cooperative play
Materials look and feel good
Durability
Safety
Value-priced

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Play Areas Outdoors

Transition area
Manipulative/construction area
Dramatic play area
Physical area
Sand/water play area
Natural area

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Change Outdoors

Prop boxes
Teacher-movable equipment
Child-movable equipment

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Guidelines for DAP

Provides for all aspects of child development
Curriculum is interesting and meaningful
New knowledge built on existing understandings
Subject matter areas are integrated
Emphasizes problem solving/lifelong learning
Children challenged to use concepts and tools of different disciplines
Cultural and linguistic differences and similarities emphasized
Goals are reasonable and attainable
Technology is integrated into curriculum

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Curriculum Goals

Physical Goals

Fine motor
Gross motor

Social Goals

Intrapersonal
Interpersonal

Emotional Goals

Expression
Self-esteem

Cognitive Goals

Strategies
Concepts

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Planning Activities and Lessons

Physical Setting
Plans

Long-term
Short-term

Activity Plans

Focus
Format

Lesson Plans

Focus
Format

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Thematic Planning

Select appropriate themes
Learn about chosen topic
Find and organize materials
Reflect on desired learnings
Identify open-ended questions
Plan lessons and activities
Invite parent participation
Plan a closing event/activity
Evaluate theme

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Scheduling Issues

Length of school day
Large blocks of time
A balance of active/quiet times
Meeting children’s needs
Smooth transitions
Consistent sequence of events

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Types of Assessment

Standardized Tests
Observation

Anecdotal record
Checklist

Portfolios

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Assumptions About Portfolios

Collection of meaningful student works
Students involved in selecting materials
Materials from teachers, parents, peers, administrators
Reflect the actual daily learning activities
Demonstrate the child’s progress over time
Portfolios may have subcomponents
A variety of media can be used

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Components of Physical Development

Physical growth
Gross motor development
Fine motor skills
Phases of motor development
Perceptual-motor development

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Instructional Strategies for�Physical Education

Physical Development and Play

Toys that stimulate development

Gross motor
Fine motor
Perceptual-motor

Organized Physical Activities

Activities that stimulate development

Throwing
Catching
Striking
Kicking
Balancing
Jumping
Spatial awareness
Fitness

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Working with Parents and Families�to Help Them Understand

Physical growth of their child
Importance of active play
Nutrition information
Competitive sports

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Social Skills

Approaches others positively
Expresses wishes and preferences clearly
Asserts personal rights and needs appropriately
Is not easily intimidated by bullies
Participates in discussions and makes contributions to activities
Able to take turns
Shows an interest in others
Can negotiate and compromise in interactions with others
Accepts and enjoys people of diverse ethnic groups
Uses appropriate nonverbal communication such as smiles and waves

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Building a Sense of Self

Self-concept
Competence
Worth
Control
Principles for building self-concepts

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Dealing with Feelings

Recognize and label feelings
Accept feelings
Encourage appropriate responses to feelings

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Coping with Stress

Be aware of the times we hurry children
Analyze the effects of stress on children
Eliminate stressors whenever possible
Take time to have fun with kids
Be respectful of children
Encourage childhood play

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Goals of the Cognitive Curriculum

Role of learning facts
Importance of critical thinking
Encouraging problem solving
Creating lifelong learners

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The Constructivist Approach

Constructivist Education

Jean Piaget and Lev Vygotsky
Four characteristics of children (Chaille and Britain, 2003)

Theory builders
Physical knowledge
Autonomy and independence
Social beings

Constructivist classroom (DeVries & Zan, 1995)

Atmosphere of respect
Social interactions
Self-regulation and reflection
Children are active learners

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Mathematics and Young Children

Classification
Seriation
Patterning
Number concepts
Measurement
Geometry

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Science Learnings

Physical Sciences

Physics
Chemistry
Geology
Astronomy

Biological Sciences

Biology
Botany
Zoology

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Linguistic Systems

What do each of these mean?

Phonology
Morphology
Semantics
Syntax
Pragmatics

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Facilitating Communicative Competence

Show interest by listening carefully
Use questions to get children to elaborate
Build language into routines
Model good communication
Build on the child’s interests
Expand vocabulary by using new, relevant words
Be sensitive to children

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Literacy Learning

Literacy Includes …

Listening
Speaking
Writing
Reading

Literacy Development

Emerging literacy
Formal literacy instruction
Writing tools
Writing instruction
Formal reading instruction

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Elements of Print-Rich Environments

A variety of materials for reading
Diverse writing materials
Displays of children’s written products
Integrated print materials
Literacy as part of routines

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Reading to Children

Read to children when they are in the mood
Choose a book appropriate to children’s ages
Read stories of interest to you as well
Have special reading times as part of the routine of the day
Allow children to assist you in reading
Use your voice to show interest and to help tell the story

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Characteristics of Creative Individuals

Curiosity
Flexibility
Sensitivity to problems
Originality
Independence
Redefinition
Penetration

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Developmental Stages in Art

Scribbling and mark-making stage�(0–2)
Very personal symbol and design stage�(about 2–4)
Attempts at public representation�(approximately 4–7)
Realism stage (7+)

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Music and the Young Child

Developmental Benefits

Psychomotor skills
Perceptual skills
Affective development
Cognitive growth
Social skills
Cultural understanding

Curriculum Elements

Listening to music
Responding to music through movement
Opportunities to make music
Understand music and music making

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TV—Guidelines for Parents

Collect articles from the professional literature
Encourage parents to limit television viewing
Suggest parents discuss what is being viewed
Move the television out of the mainstream

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Developmentally Appropriate�Computer Use

Teacher must exercise professional judgment
Should stimulate cognitive and social skills
Integrate computer into the classroom
Equitable access to the computer
Software avoids stereotyping and violence
Advocate for quality hardware and software
Training for early childhood educators

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Computers and Play

Play is active
Play is child selected
Play is child directed
Play is process oriented
Play stimulates imagination and creativity
Play is low-risk activity

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Selecting Computer Software

Minimal adult instruction and interaction
Easy to enter and exit
Verbal instructions
Child manipulated
Stimulates imagination and creativity
Simple in design, complex in use

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