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Ece v3 old ppt
 

Ece v3 old ppt

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  • http://www.good.is/post/why-early-childhood-education-matters/ David Sousa *creating a brain with more extensive and sophisticated neuron structures that later determine intelligence and behavior.
  • On the first day of kindergarten, teachers expect children to be able to follow directions, start and finish projects, and know when they need to ask for help.

Ece v3 old ppt Ece v3 old ppt Presentation Transcript

  • Nadra & Ruth Early Childhood Learning Models
  • Why do toddlers need Pre-Schooling before School?
    • Children are born learning, their first years of life (0-4) impact the success they experience later in school.
    • Early experiences that are nurturing and active actually thicken the cortex of an infant’s brain. 
    • After age 4 all learning must build on prior knowledge.
  •  
  • Why Pre-Schooling Matters (cont’d)
    • The first five years are crucial to building the social and emotional “soft skills” children need to succeed in school.
    • “ Soft” skills- following directions, starting and finishing projects, knowing when to ask for help. Equal in importance to
    • Cognitive or “hard” skills—like being able to count, recite the alphabet, and write their names. (Good)
  • The Heckman Equation   Professor Heckman’s groundbreaking work with a consor­tium of economists, psychologists, statisticians and neuro­scientists shows that early childhood development directly influences economic, health and social outcomes for individuals and society.
  • Invest in Human Capital
    • Invest, develop, and sustain to produce gain.
    • Invest in developmental resources for at-risk children.
    • Develop their cognitive and character skills from birth to age 5, when it matters most.
    • Sustain gains in early development with effective education through to adulthood.
  • Early Childhood
    • Early childhood development drives success in school and life.
  • Wings Framework
  • WINGS http://www.wingscurriculum.com/
    • WINGS: The Ideal Curriculum for Children in Preschool is an active and interactive learning
    • Plan for effectively organizing and implementing developmentally and culturally appropriate practices based on the interests, needs and skill levels of children from infancy to age 5.
  • WINGS Curriculum
    • The WINGS Curriculum incorporates an emergent curricular process promoting the learning of cognitive, physical, social-emotional, and language & literacy content through developmentally and culturally appropriate practice
  • WINGS for Providers
    • Child Care Providers/Preschool Teachers use WINGS to organize a quality learning environment and implement developmentally and culturally appropriate curriculum.
    •  
  • Administrators
    • Child Care Program/School Administrators  refer to WINGS for guidance on implementing a quality early care and education program based on national standards.
  • Development Students
    • Early Childhood Education and Child Development Students refer to WINGS in their quest to learn strategies for appropriately guiding and educating young children.
    •  
  • Infants & Toddlers: The Infant-Toddler Curriculum is based on the principle that children learn best through direct, hands-on experiences with people, objects, events, and ideas.  During this active learning process, infants and toddlers are encouraged to discover the world around them by exploring and playing
  • Infants & Toddlers
    • The Infant-Toddler Curriculum is based on the principle that children learn best through direct, hands-on experiences with people, objects, events, and ideas.  During this active learning process, infants and toddlers are encouraged to discover the world around them by exploring and playing
  • Caregivers
    • Caregivers strive to form positive, reciprocal relationships with children --- relationships in which encouragement is the key. They cuddle, hold, play, and talk with children in a warm, unhurried, give-and-take manner. They establish a psychologically safe environment, where
    • children's initiatives are regarded as purposeful rather than naughty or bothersome for adults.
    •  
  • Curriculum Content
    • Curriculum Content Key developmental indicators . The curriculum is built around teacher- and child-initiated learning activities in five main curriculum content areas: approaches to learning; language, literacy, & communication; social and emotional development; physical development, health, and well-being; and arts and sciences.
  • Pre-K Programs
    • An Ideal Choice for Pre-K Programs As a comprehensive, research-based system — one that includes child instruction, staff development, and accountability assessment — HighScope meets the needs of states and school districts seeking a proven Pre-Kindergarten model.
  • State Standards
    • ***HighScope is compatible with state standards for program implementation and early childhood learning as well as with Head Start Performance Standards and Child Outcomes.
  • PNC Grow Up Great is a 10-year, $100 million investment in school readiness to help prepare children from birth to age five for success in school and life. Founded by The PNC Financial Services Group. They provide leadership, advocacy, resources and volunteers to assist parents, caregivers and communities in their efforts to increase the potential for young children to succeed. Improving their intellectual, social and emotional development in the earliest years can be vital to their long-term success.
  • Mobile Learning Adventure
    • PNC also created the Mobile Learning Adventure, a traveling exhibit filled with fun interactive activities and early learning tips for parents and children, which travels to branches and community events, driving awareness of the importance of early childhood education and the Grow Up Great program.
  •   Head Start is a national program that promotes school readiness by enhancing the social and cognitive development of children through the provision of educational, health, nutritional, social and other services to enrolled children and families. Head Start programs promote school readiness by enhancing the social and cognitive development of children through the provision of educational, health, nutritional, social and other services to enrolled children and families.
  • Early Head Start was established to serve children from birth to three years of age in recognition of the mounting evidence that the earliest years matter a great deal to children's growth and development. It promotes healthy prenatal outcomes, enhances the development of infants and toddlers, and promotes healthy family functioning.
  • The National Association for the Education of Young Children (NAEYC) is dedicated to improving the well-being of all young children, with particular focus on the quality of educational and developmental services for all children from birth through age 8. NAEYC is committed to becoming an increasingly high performing and inclusive organization.
  • What NAEYC Does…
    • Two departments—the NAEYC Academy and Accreditation Program Support—work jointly to maintain the integrity of NAEYC Accreditation, assisting the more than 7,500 NAEYC-Accredited programs as well as the almost 13,500 programs engaged in the accreditation process.
    • The NAEYC Academy sets and monitors standards for high-quality programs and accredits programs meeting these standards. The Academy conducted 1,500 site visits in FY 2009 and, for the third year in a row, achieved its goal of conducting virtually all visits within six months of candidacy submission and rendering all decisions within three months of the visit.
    • NAEYC sets the national standards for higher education programs for early childhood teacher preparation, which are key in raising the quality of programs serving young children.
  • Goals
    • NAEYC expresses its mission in terms of three broad goals:
    • Improving professional practice and working conditions in early childhood education.
    • Supporting early childhood programs by working to achieve a high-quality system of early childhood education.
    • Building a high-performing, inclusive organization of groups and individuals who are committed to promoting excellence in early childhood education for all young children.
  • WORKS CITED
    • Caucuses, I. (Director). (2007). Barack Obama: Early Childhood Education [Motion Picture].
    • Heckman. (n.d.). Retrieved 02 15, 2011, from The Heckman Equation: http://www.heckmanequation.org/
    • HighScope . (n.d.). Retrieved 02 15, 2011, from http://www.highscope.org/index.asp
    • naeyc . (n.d.). Retrieved 02 15, 2011, from http://www.naeyc.org/
    • PNC Grow Up Great . (n.d.). Retrieved 02 15, 2011, from http://www.pncgrowupgreat.com/
    • Rauner, D. (2010, 10 13). Why Early Childhood Education Matters . Retrieved 02 16, 2011, from Good Education: http://www.good.is/post/why-early-childhood-education-matters/
    • Sousa, D. (2006). How the Brain Learns. Corwin Press.
    • The Ounce. (n.d.). Learning Begins at Birth. the Ounce .
    • US Dept of Health and Human Services. (n.d.). ECLKC . Retrieved 02 15, 2011, from http://eclkc.ohs.acf.hhs.gov/hslc
    • WINGS . (n.d.). Retrieved 02 15, 2011, from http://www.wingscurriculum.com/
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