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Chapter 1: Working with Young Children

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Early Childhood Education: Learning Together

Early Childhood Education: Learning Together
by Virginia Casper and Rachel Theilheimer
(c)2009 McGraw-Hill Publishing

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Chapter 1: Working with Young Children Chapter 1: Working with Young Children Presentation Transcript

  • Chapter 2: Children and the Worlds They Inhabit Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Globalization
    • Officially undefined
    • Refers to the shrinking of the world via technology
    • How has Globalization affected you?
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Culture
    • Different cultures promote independence or interdependence
    • What factors contribute to these differences?
    • Acculturation is the extent to which an individual adopts the beliefs and practices different from their own
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Microsystems
    • Religion
    • Peers
    • Activities
    • The immediate environment
    • Family
    • School
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Mesosystem
    • Reflects interconnections between:
      • School and Home
      • Home and Religion
      • Religion and School
      • Family and Child
      • Etc.
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Exosystem
    • Influences beyond the home
      • Extended family
      • Neighbors
      • Professional services
      • Mass Media
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Macrosystem
    • Influences of the greater culture on the individual
    • What would constitute an example of a Macrosystem influence?
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Chronosystem
    • Is comprised of the connections among one’s:
      • Microsystem
      • Mesosystem
      • Exosystem
      • Macrosystem
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Components of the Developmental Niche
    • The physical and social setting in which the child lives
    • The customs of childcare and child rearing
    • The psychology of the caretakers
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Introducing Difficult Topics to Children
    • Follow these guidelines:
      • Find out the policies of your school
      • Find your own comfort level
      • Talk with families
      • Find areas where children demonstrate interest
      • Advise both children and families that you will try to keep them safe
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Acute Stressors
    • One-time stressors:
      • Broken arm
      • Parent leaves on trip
      • First field trip
      • Getting into a fight at school
      • List other potential acute stressors
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Chronic Stressors
    • Continuing or persistent stressors:
      • Divorce
      • New teacher
      • Remarriage of a parent
      • Step-siblings
      • Bully at lunch
      • List other potential chronic stressors
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • The Stress Response
    • Allows us to:
      • Mobilize our energy
      • Focus our attention
      • Feel pain less intensely
      • Face challenges
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Mandated Reporter
    • As an educator, you must REPORT suspected physical, sexual, or emotional abuse.
    • As an educator, you must REPORT suspected neglect or a failure to meet the child’s basic needs.
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Preventing ILLNESS
    • Institute a program of hand-washing
      • Before and after meals
      • After using the restroom
      • When coming in from the outside
      • After a child blows his/her nose
      • After handling pets
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Aspects of the Anti-Bias Curriculum
    • Show people engaging in non-stereotypical activities
    • Choose language carefully
    • Address discomfort or misconception
    • Explore questions as they arise
    • Support children who are being excluded
    • Create opportunities that promote fairness in the community
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Gender Equity
    • The idea that girls and boys both receive comparable educational opportunities
    • How can you promote Gender Equity in your classroom?
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Accommodating Children with Disabilities
    • Full Inclusion: Children receive all instruction in the regular classroom
    • Partial Inclusion: The child’s needs are met by a combination of regular instruction and supplemental instruction
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Elements of Racism
    • Covert or Overt remarks or thoughts
    • Visible actions based on one’s attitudes
    • An “Us” versus “Them” mentality
    • How can a teacher promote individual differences, while not promoting racism?
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Developmental Interaction Approach (DIA)
    • Allows children to think freely
    • Draws upon their own interests
    • Links emotions with thoughts
    • Is active rather than passive
    • Allows for reflection of the experience
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Making Your Voice Heard
    • Speak up at staff meetings
    • Participate in community programs
    • Meet with local politicians
    • Visit the state capital to discuss new issues
    • Maintain contact via email or phone calls
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York