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Teaching Young Children: An Introduction, Teaching Young Children: An Introduction, 3e3e

Michael L. Henniger Michael L. Henniger

Merrill Education/Prentice HallMerrill Education/Prentice Hall© © 2005 by Pearson Education, Inc.2005 by Pearson Education, Inc.

Michael Henniger Copyright © 2005 by Pearson Education, Inc. All rights reserved.Teaching Young Children: An Introduction, 3e

Essentials of Early Education

• Understanding child development

• Play

• Guiding social and emotional development

• Working with families, parents, community

• Understanding and respecting diversity

1.1


Early Childhood Programs

• Infant / toddler programs

• Preschool education

• Child care programs

• Programs for children with special needs

• Kindergarten education

• Primary education

1.2


Types of Funding

• For-profit programs

• Cooperative programs

• Federally funded programs

• State and locally funded programs

• Corporate child care

1.3


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

1.4


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

1.5


Rousseau on Education

• Belief in negative education

• Learning from nature

• Education through sensory experiences

• Children choose learning experiences

• Childhood is a stage in development

2.1


Pestalozzi’s Educational Approach

• Careful observation of children

• Recognizing the potential in each child

• Importance of teacher-student relationships

• Strengthening peer relations

• Sensory learning

2.2


Froebel’s Contributionsto 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

2.3


Historical Events InfluencingEarly 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)

2.4


Key Experiences—High/Scope

• Active learning

• Using language

• Experiencing and representing

• Classification

• Seriation

• Number concepts

• Spatial relationships

• Time

3.1


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

3.2


Montessori Programs

• Philosophy of Maria Montessori

– Emphasis on work experiences

• Materials

– Concept development

– Graduated difficulty / complexity

– Self-correcting

– Sensory exploration

3.3a


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

3.3b


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

3.4


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

3.5


Maslow’s Hierarchy of Needs

4.1

Self-Actualization

Self-Respect

Physiological Needs

Belongingness and Affection

Safety and Security


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

4.2


Howard Gardner

• Theory of Multiple Intelligences

– Linguistic intelligence

– Logical-mathematical intelligence

– Spatial intelligence

– Musical intelligence

– Bodily kinesthetic intelligence

– Interpersonal intelligence

– Intrapersonal intelligence

– Naturalistic intelligence

4.3


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

4.4


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

4.5


Cognitive Play Types

• Functional play

• Construction play

• Dramatic play

• Games with rules

5.1


Social Play Types

• Solitary play

• Parallel play

• Associative play

• Cooperative play

• Cooperative-competitive

5.2


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

6.1


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

6.2


Discipline Strategies

• “I” Messages

• Natural and logical consequences

• Behavior modification

– Positive reinforcement

– Punishment

– Ignoring

• Problem-solving strategies

6.3


Guiding Routines

• Arrival and departure

• Transitions

• Snack/meal time

• Toileting

• Rest times

6.4


Dealing with Feelings

• Accept feelings as valid

• Be calm and direct

• Help child verbalize emotions

• Suggest alternatives

6.5


Tools for Effective Communicationwith Families

• Telephone calls

• Written communications

– Newsletters

– E-mail

• Visual communication tools

• Home visits

• Parent/guardian meetings

• Parent/guardian–teacher conferences

7.1


Factors Influencing FamilyInvolvement

• Written policies

• Administrative support

• Training (teachers and parents/guardians)

• Partnership approach

• Networking

• Evaluation

7.2


Integrating Diversity

• The antibias curriculum

• Toys that promote diversity

• Diversity through games

• Quality children’s literature

• The visual/aesthetic environment

• Meaningful diversity experiences

8.1


Issues of Gender Equity

• Language issues

• Accessibility concerns

• Attitudes towards gender equity

8.2


Early Childhood Centers

• Art center

• Manipulative center

• Book/quiet center

• Block center

• Housekeeping center

• Dramatic play center

• Music center

• Discovery center

9.1


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

9.2


Play Areas Outdoors

• Transition area

• Manipulative/construction area

• Dramatic play area

• Physical area

• Sand/water play area

• Natural area

10.1


Change Outdoors

• Prop boxes

• Teacher-movable equipment

• Child-movable equipment

10.2


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

11.1


Curriculum Goals

• Physical Goals– Fine motor– Gross motor

• Social Goals– Intrapersonal– Interpersonal

• Emotional Goals– Expression– Self-esteem

• Cognitive Goals– Strategies– Concepts

11.2


Planning Activities and Lessons

• Physical Setting

• Plans

– Long-term

– Short-term

• Activity Plans

– Focus

– Format

• Lesson Plans

– Focus

– Format

11.3


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

11.4


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

11.5


Types of Assessment

• Standardized Tests

• Observation

– Anecdotal record

– Checklist

• Portfolios

11.6


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

11.7


Components of Physical Development

• Physical growth

• Gross motor development

• Fine motor skills

• Phases of motor development

• Perceptual-motor development

12.1


Instructional Strategies forPhysical 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

12.2


Working with Parents and Familiesto Help Them Understand

• Physical growth of their child

• Importance of active play

• Nutrition information

• Competitive sports

12.3


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

13.1


Building a Sense of Self

• Self-concept

• Competence

• Worth

• Control

• Principles for building self-concepts

13.2


Dealing with Feelings

• Recognize and label feelings

• Accept feelings

• Encourage appropriate responses to feelings

13.3


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

13.4


Goals of the Cognitive Curriculum

• Role of learning facts

• Importance of critical thinking

• Encouraging problem solving

• Creating lifelong learners

14.1


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

14.2


Mathematics and Young Children

• Classification

• Seriation

• Patterning

• Number concepts

• Measurement

• Geometry

14.3


Science Learnings

• Physical Sciences

– Physics

– Chemistry

– Geology

– Astronomy

• Biological Sciences

– Biology

– Botany

– Zoology

14.4


Linguistic Systems

What do each of these mean?

• Phonology

• Morphology

• Semantics

• Syntax

• Pragmatics

15.1


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

15.2


Literacy Learning• Literacy Includes …

– Listening

– Speaking

– Writing

– Reading

• Literacy Development

– Emerging literacy

– Formal literacy instruction

– Writing tools

– Writing instruction

– Formal reading instruction

15.3


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

15.4


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

15.5


Characteristics of Creative Individuals

• Curiosity

• Flexibility

• Sensitivity to problems

• Originality

• Independence

• Redefinition

• Penetration

16.1


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+)

16.2


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

16.3


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

17.1


Developmentally AppropriateComputer 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

17.2


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

17.3


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

17.4

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