EARLY CHILDHOOD EDUCATION PLANNING

Functional Plan of Early Childhood Education Minnie

Overview
“ Each baby is born into a unique family that has its own culture and history, its own strengths, and its own way of coping with stress and adversity”.
“ Families have the most continuous and emotionally” charged relationship with the child. Infants and toddlers learn what people expect of them and what they can expect of other people through early experiences with parents and other caregivers.
(Day & Parlakian, 2004)

Analysis of existing situation . - Situation Analysis Determine the goals to be achieved - Gap Analysis Delivery of services and monitoring of Plan of Action Evaluation of services, output and input in terms of indicators that are achieved . Plan Before We Act

Action Plan Model

Goals
Special Needs Appropriate Practices
provide care to children who have disabilities, developmental delays, or intellectual.
Early Literacy for Infants & Toddlers
Introduction to Early Literacy, Language Development in Infants and Toddlers, Relationships and Environments Supporting Language Development, and Literacy Resources
Basic Guidance and Discipline
setting up an early childhood environment to support the positive guidance and discipline of children, rather than punishment of children,
Provide Healthy, Safe Environment
Monitor
Child Growth and Development
Behavioral Observation and Screening
Infant and Toddler Appropriate Practices
stages of development, appropriate interactions, learning environments and experiences, health and safety practices, positive guidance strategies, observation and assessment, relationships with families, and quality caregivers.
Preschool Appropriate Practices

What Does a Young Child Need?

What Does a Young Child Need?
EVERYTHING …
Assistance to meet-
Physical Needs:
Food
Clothing
Cleanliness
Shelter
Safety / protection
Play
Emotional Needs:
Security
Care
Nurturance
Love
Hope
Social Needs:
Interact with caregiver and others, including children the same age
Opportunity to play with others

What Does a Young Child Need? continued
Psychological Needs :
Know he/she is important to the caregiver
Learn who he/she is
Develop a positive self esteem
Cognitive Needs:
Read to the child
Build language skills. Talk with the child, even when they are too young to know all you are saying.
Play with the child

What is our role as an ECE Teacher?

Role of the ECE Teacher
The ECE teacher is the significant person who meets the child’s needs on an ongoing basis.
Provides love, care, and nurturance for the child.
Makes sure the child is safe
and healthy .
Engages the child in play, conversation, singing, and activities that expand learning.

Lessons that Last a Lifetime

Lessons that Last a Lifetime
Young children learn from infancy about the world.
Many of the lessons are taught by the ECE teachers.
Some of these lessons relate to...

TRUST The Infant Knows His/Her Needs will be Met
It is vital for babies under one year to develop a sense of trust; knowing the caregiver will meet their needs.
Trust is born from having the baby’s needs met by a consistent caregiver.

INDEPENDENCE The Young Child Explores and Learns What He/She Can Do
The caregiver provides a safe environment with supervision and encouragement for the child to explore.
Exercise their will and learn self-control.
Desires to test independence.
Walking is step towards independence...

INITIATIVE Young Child Takes Action When He/She Feels Capable and Confident to Do New Things
Preschoolers begin to imagine
Learn skills through play
Increase in ability to follow directions
Gain new skills
Feel capable to learn

ECE teacher Tasks

ECE teacher Tasks
Things to do together:
Talk (even to a baby)
Read books daily
Play with blocks, balls, trikes, puppets, and more
Draw (big crayons)
Teach a song
HAVE FUN ...

Social & Emotional Developmental Indicators

Developmental Indicators
The term social emotional development refers to the developing capacity of the child from birth through four years of age to form close and secure adult and peer relationships; experience, regulate, and express emotions in socially and culturally appropriate ways; and explore the environment and learn - all in the context of family, community, and culture.
Refers to behavioral indicators that show that a child is not developing at a normal range. These behaviors are areas of concern when they are seen consistently over a period of time.
Some children are “early bloomers” and others may be delayed in some areas but still within the normal range of development.

Temperament Traits
Activity level – always active or generally still
Biological rhythms – predictability of hunger, sleep, elimination
Approach/withdrawal – response to new situations
Mood – tendency to react with positive or negative mood, serious, fussy
Intensity of reaction – energy or strength of emotional reaction
Sensitivity – comfort with levels of sensory information; sound, brightness of light, feel of clothing, new tastes
Adaptability – ease of managing transitions or changes
Distractibility – how easily a child’s attention is pulled from an activity
Persistence – how long child continues with an activity he/she finds difficult
Adapted with permission from Wittmer and Petersen, 2006

Temperament Types Flexible Fearful Feisty Regular rhythms Adapts slowly Active Positive mood Withdraws Intense Adaptability Distractible Low intensity Sensitive Low sensitivity Irregular Moody

Temperament Types Flexible, Fearful, and Feisty istockphoto.com/LisaSvara http://office.microsoft.com/en-au/default.aspx http://office.microsoft.com/enau/default.aspx

The Developmental Continuum from Birth to 15 months: Social and Emotional Indicators* Age Range Attachment Trust/Security Self-Awareness/ Identity Exploration Autonomy/Independence Infant (Birth to 15 months)
Newborns recognize human language and prefer their own mother's voice
Prefer human faces
Early social interaction is a
smile and mutual gazing
Crawls away but checks back visually; calls, and gestures to ensure adult contact
Stretches arms to be taken
Prefers familiar adults
Acts anxious around strangers
Uses a blanket or stuffed toy for security and reassurance
Goes from accidentally sucking own hands to carefully watching them
Tries to make things happen
Hits or kicks things to make a pleasing sight or sound continue
Talks to self when alone
Prefers to be held by familiar people
Imitates adult behaviors
Knows own name
Understands simple directions
Brings thumb or hand to mouth
Tracks mother’s voice
Observes own hands
Babbles using all types of sounds
Uses a few words mixed with babbling to form sentences
Tries to keep a knee ride going by bouncing to get the adult started again
Shows strong feelings (anger, anxiety, affection)
* This list is a sampling of developmental indicators and is not intended to include all behaviors associated with early development. For infant, there is considerable overlap among areas of growth. The term “mother” is used to represent the primary attachment figure.

The Developmental Continuum from 12 months to 2 ½ years: Social and Emotional Indicators (cont’d) Age Range Attachment Trust/Security Self-Awareness/ Identity Exploration Autonomy/Independence Toddler (12 mos. to 2 1/2 years)
Relates to others by exploring things with them
Pulls up, stands holding furniture, then walks alone
Goes through a phase of clinging to primary caregiver
Experiences periods of intense feelings when separating or reuniting with a parent
Sees others as a barrier to immediate gratification
Knows can make things happen but is not sure of responsibility for actions
Becomes bossy
Uses the words me, you,
and I
Says "No" to adults
Explores everything
Is sensitive to others' judging behavior
Keeps looking for a toy that is hidden from view
Understands many more words than can say
Has wide mood swings (for example, from stubborn to cooperative)
Wants to do things by self
Adapted with permission from J. Ronald Lally, Abbey Griffin, et al., Caring for Infants and Toddlers in Groups: Developmentally Appropriate Practice (Washington, DC: ZERO TO THREE/The National Center, 1995), pp. 78-79.

The Developmental Continuum from Age 2 ½ - 3 ½ : Social and Emotional Indicators (cont’d) Age Range Attachment Trust/Security Self-Awareness/ Identity Exploration Autonomy/Independence Preschool (2½ to 3½ years)
Is capable of dramatic play
Has better control over all aspects of self
Needs to practice
Needs adult coaching to get
along well with others
Shows feelings with words
and in symbolic play
Is more aware that others
have feelings
Can plan ahead
Is capable of self-evaluation (for example, good, bad, pretty, ugly)
Tries to control self (for example, emotions and toileting)
Is learning to take turns in conversations
Knows a lot about communicating in the style of own culture
Can play well with others if the setting is right
Uses names of self and others
Can tell others about what happened that day
Has much larger vocabulary to express ideas
Shows concern for others
Classifies, labels, and sorts objects and experiences into groups
Adapted with permission from J. Ronald Lally, Abbey Griffin, et al., Caring for Infants and Toddlers in Groups: Developmentally Appropriate Practice (Washington, DC: ZERO TO THREE/The National Center, 1995), pp. 78-79.

Early Childhood Education Programs

Basic Components of Childcare Programs
Care provider is caring and focused on the needs of every child
Number and ages of children allow for good childcare practice
Area is clean and SAFE
Foods are nutritious
Equipment is appropriate to care for the child’s age
Toys and activities are appropriate for the child’s development
A routine is established for rest and play

SWOT Analysis to our Project

Strengths* observed in infant/toddler activities
Greeting/departing
Caregiver greets each child and parent warmly
Caregiver provides pleasant, organized departure
Parents bring child into caregiving area as part of daily routine
Separation problems handled sensitively
Written record of infant’s daily feeding, diapering, and naps available for parents to see
Discipline
Few discipline problems because program is set up to avoid conflict and promote age-appropriate interaction
Alternate methods of discipline used effectively
Expectations are realistic and based on age and ability of each child
Caregiver reacts consistently to children’s behavior

Safety policy
All staff trained in safety/emergency procedures
Facility has passed official fire safety inspection
Substitute available for emergencies; familiar with caregiving activities, specific children, emergency plans
Emergency exit plans posted; practiced at least monthly
At least one person in facility with first aid training, including CPR, present at all times
Peer Interaction
Children allowed to move freely so natural groupings/interactions can occur much of the day
Non-mobile infants taken out of cribs, playpens, swings for some supervised play time near others
Peer interaction usually positive
Caregiver models positive social interaction

Staff cooperation
Child-related information communicated daily among staff
Time for staff communication provided
Staff interactions are positive and add a feeling of warmth and support
Responsibilities are divided so that both care and play activities are handled smoothly

Strengths* observed in preschool activities
Basic furnishings
Sufficient child-sized furniture for
routine care,
play,
learning
Furniture sturdy and in good repair
Staff-child interactions
Staff show warmth through appropriate physical contact
Staff show respect for children
Staff respond sympathetically to help children who are upset, hurt, angry.

Strengths* observed in preschool activities
Interactions among children
Staff model good social skills
Peer interaction encouraged
Staff help children develop appropriate social behavior with peers
Positive peer interactions
Discipline
Staff use non-punitive discipline methods effectively
Program is set up to avoid conflict and promote age-appropriate interaction
Staff react consistently to children’s behavior

Weakness* observed items in infant/toddler classrooms
Cultural awareness
No evidence of ethnic and racial variety in
toys
books
pictures

Active physical play
No uncluttered space provided for infants/toddlers to crawl and walk around much of the day
Outdoor physical play provided for infants/toddlers fewer than 3 times/week
No age-appropriate gross motor toys and equipment (Ex. age-appropriate climbing equipment) used daily and in good repair

Diapering/toileting
Basic sanitary conditions not met to avoid spread of germs
Caregiver does not wash hands adequately after each diapering/diaper check or toileting
Diapers not checked and changed as needed
Children’s hands not washed after diapering/toileting
Caregiver does not handle toileting accidents calmly.

Pretend play
Enough pretend-play materials not accessible daily for number of children present
Ex. dolls, soft animals, pots & pans, unbreakable mirror
Materials not age-appropriate

Books and pictures
Fewer than 6 infant/toddler books accessible daily for much of the day
Books and pictures used by caregiver with children fewer than 3 times a week
Participation not encouraged only when children are interested; children may be forced to participate

Meals and snacks
Meal/snack schedule does not meet children’s needs
Food service not sanitary
Well-balanced, age-appropriate foods not served for meals and snacks
Infants not held while bottle fed
Infants/toddlers not put to bed with bottles
Children who finger feed selves do not have hands washed.
Children may be forced to eat.

Strengths* observed in family/ ECE center
Arriving/leaving
Individual greeting and good-bye for all children.
Parents greeted as well as children.
Caregiver uses arriving/leaving time to share information with parents.

Relationship with parents
Written policies given to parents before child starts child care
Caregiver tells parents about the activities of their children
Caregiver works cooperatively with parents
Parents welcomed as visitors both before and during enrollment

Tone of caregiver/child interactions
Caregiver uses physical contact to show affection to all children
Caregiver and children seem relaxed, voices cheerful, a lot of smiling

Weakness* observed items in family/ ECE center
Help infants/toddlers understand language
Fewer than 8 books suitable for infants/toddlers
Caregivers did not name some objects or pictures for children
Books or pictures not used by caregiver at least 3 times a week

Helping children use language
Few materials for helping children practice talking
Ex.: toy phones, puppets
Caregiver does not use one activity a day to encourage children to talk

Diapering/toileting
Diapering/toileting area does not meet basic sanitary conditions
Caregiver does not wash hands with soap after each diapering
Diapers not checked and changed often
Children’s hands not washed after diapering/toileting
Caregiver does not handles toileting accidents calmly

Safety
Phone in home/transportation aid not available for emergency use
First aid supplies not well stocked, ready to use
Emergency numbers not posted
Home has not passed official fire safety inspections
Hot water not managed safely
Obvious safety problems indoors/outdoors
Alternate caregiver not available for emergencies

Personal grooming (of children)
No easy place for children to wash hands
Each child does not have own towel/washcloth (can be paper)
Children do not wash before/after meals
Extra clothes not available to change children

Dramatic play
No dramatic play materials (ex. dress-up clothes, garage, dolls) available for children over 12 months of age
Few accessories for dramatic play (Ex. beds or dishes for dolls)
*

Child-related display
No children’s artwork displayed
No store-bought or adult-made pictures put up especially for children to look at

Sand and water play
Sand or water play provided outdoors or indoors less than once every 2 weeks year-round.

Staff Requirement

Ontario Regulation for ECE staffing
Ratio and group size
0–17 months 3:10 10
18–30 months 1:5 15
31–60 months 1:8 16

Tentative Schedule of Activities
7:00 Arrivals, quiet activities, breakfast if needed
8:00 Outdoor play
9:00 Group, Circle time, music, stories
9:30 Indoor Play (choice of art, science, blocks, dramatic play, other activity)
10:30 Toileting/ hand washing Snack time
10:45 Outdoor play (large motor activity, water/sand play, gardening, nature walks, etc.)
11:30 Dismissal
11:30 Circle Time
11:45 Toileting/washing
12:00 Lunch
12:30 Story time/looking at books
1:00 Rest time/naps (quiet activities for non-sleepers)
3:00 Snack and indoor activities
3:30 Outdoor activities
5:00- Indoor activities until departure

Thanks

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EARLY CHILDHOOD EDUCATION PLANNING

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