The Head Start and Early Head Start programs provide education, health, nutrition and social services to low-income children from birth to age 5 and their families. The programs build relationships with families and encourage parents as their child's first teachers. Head Start promotes creativity by allowing children to explore their environment through open-ended toys and materials, encouraging children to be confident learners who try out ideas and problem solve through trial and error. Head Start also treats all children with equity based on their individual needs and differences.
It gives a insight into the Reggio Emilia approach originated in Italy soon after the world war. It was developed by Loris Malaguzzi. Fundamentals and principles of the approach is highlighted.
Banbury Crossroads Independent School is a school based on the “Open Education” or “Integrated Day“ method, which originated in the Modern British Infant Schools. It began in 1979 and we are celebrating our 30th year.
Banbury Crossroads is located in Calgary, Alberta, Canada and we are online at www.banburycrossroads.com.
An insight into the learning methods adopted by Zebar School for Children. One of the fastest growing schools in Ahmedabad creating a balance between classroom learning and hands-on -learning.
We have a responsibility to carry out the promise of Early Head Start which includes preparing all children for later success in school and in life. It all starts here in the infant and toddler program. Come learn about real-life strategies you can put into action to enhance school readiness for infants and toddlers in your care and how to educate families about their role in the process.
What is Three Year Old Kindy
This is a educational programmed for pre-kindergarten children aged 3 and 5 years. The programmed helps to develop independence and creativity by offering interesting and fun activities that are developmentally appropriate in a semi structured form. The programmed follows a routine similar to a kindergarten and the children are left in the care of a Qualified Child Care Professional and Assistant for the duration of the session
What is Kinder Garten method
Intorduction of Kinder Garten
Principles of Kinder Garten
Importacen of KIndeer Garten
Advantage and Disadvantage of Kinder Garten
Chatakpat, Learning Aid for Children with Special Needsdeepalikaranjavkar
This is one of my major project for the final year of Mdes degree course in IDC, IIT Bombay. People who are interested in this subject can read the whole journey of this successful project 'Chatakpat'. This is not just about a final output, but also various alternative methods designed and tested with teachers and children. People those who work in this field and have taken this kind of project can understand these alternative methods, improve them and take this project forward.
The project focuses on repetition and encouragement to speak which will improve their speech and language skills. ‘Chatakpat’, a game was designed to encourage 4 to 8 year old hearing impaired children to speak. Guessing an answer and identifying letters is the game which can be played in the school or one senior moderator at home.
Design Opportunity for Learning Aid in Multi-grade Schools in Rural IndiaRiken Patel
Multigrade schools are ones in which two or more grades study together in same physical class with same teacher. This student project was an attempt to surface design opportunity in such environment. The paper at IndiaHCI 2015 focuses on design idea primarily related to human-computer interaction.
For more information visit: http://riken312.com/
It gives a insight into the Reggio Emilia approach originated in Italy soon after the world war. It was developed by Loris Malaguzzi. Fundamentals and principles of the approach is highlighted.
Banbury Crossroads Independent School is a school based on the “Open Education” or “Integrated Day“ method, which originated in the Modern British Infant Schools. It began in 1979 and we are celebrating our 30th year.
Banbury Crossroads is located in Calgary, Alberta, Canada and we are online at www.banburycrossroads.com.
An insight into the learning methods adopted by Zebar School for Children. One of the fastest growing schools in Ahmedabad creating a balance between classroom learning and hands-on -learning.
We have a responsibility to carry out the promise of Early Head Start which includes preparing all children for later success in school and in life. It all starts here in the infant and toddler program. Come learn about real-life strategies you can put into action to enhance school readiness for infants and toddlers in your care and how to educate families about their role in the process.
What is Three Year Old Kindy
This is a educational programmed for pre-kindergarten children aged 3 and 5 years. The programmed helps to develop independence and creativity by offering interesting and fun activities that are developmentally appropriate in a semi structured form. The programmed follows a routine similar to a kindergarten and the children are left in the care of a Qualified Child Care Professional and Assistant for the duration of the session
What is Kinder Garten method
Intorduction of Kinder Garten
Principles of Kinder Garten
Importacen of KIndeer Garten
Advantage and Disadvantage of Kinder Garten
Chatakpat, Learning Aid for Children with Special Needsdeepalikaranjavkar
This is one of my major project for the final year of Mdes degree course in IDC, IIT Bombay. People who are interested in this subject can read the whole journey of this successful project 'Chatakpat'. This is not just about a final output, but also various alternative methods designed and tested with teachers and children. People those who work in this field and have taken this kind of project can understand these alternative methods, improve them and take this project forward.
The project focuses on repetition and encouragement to speak which will improve their speech and language skills. ‘Chatakpat’, a game was designed to encourage 4 to 8 year old hearing impaired children to speak. Guessing an answer and identifying letters is the game which can be played in the school or one senior moderator at home.
Design Opportunity for Learning Aid in Multi-grade Schools in Rural IndiaRiken Patel
Multigrade schools are ones in which two or more grades study together in same physical class with same teacher. This student project was an attempt to surface design opportunity in such environment. The paper at IndiaHCI 2015 focuses on design idea primarily related to human-computer interaction.
For more information visit: http://riken312.com/
“Any time anywhere learning” is an integrated learning approach. It ensures learning can happen at maximum level beyond the barriers, boundaries, and excuses of educators........................................................................
Life is too much complex- integrate life skills to make life simple, sober , and well organized to live and lead a happy life……………….where a child can think his own, can walk on his own foot, can talk what he feels, save a child to be a machine, to be a robot and to be a lifeless human being-----------------as an educator plays role of a gardener in a child’s life, who helps plant and flower to spread beauty and fragrance in the society, play the role of a potter to give a beautiful shape---------being human , shape a child to become human, where he shows respect to father, mother , brother, uncle, family , society and the nation. Do not produce a conflict personality , develop an integrated human being for the world, who is skilled enough to
face the challenges of universe and integrate himself, relate himself to the surroundings, then he will be able to live a life to be a human with values. Whole world is a learning platform, and in fact, learning can happen/ occur at anytime anywhere. A child comes in this universe with full potentiality, inbuilt power, nurture the potentiality, the inborn power , manufactured and empowered by GOD, as an educator be the integral part of a child’s life to be bloomed as integrated human being.
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Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with infants and toddlers is understanding and responding to the fact that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world around them, including
people and relationships, and make sense of things based on their experiences and devel-
opmental abilities.
To facilitate means to make easier. Teachers who effectively facilitate learning make
it easier for infants and toddlers to explore, concentrate on learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating situations that allow chil-
dren to pursue their interests actively, observing as children learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out about the children’s interests
and abilities from their families. Information from the families provides the foundation
for observing children and being responsive to their inborn drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting, give them time for prac-
tice and repetition, communicate with children about their play and discoveries, and then
offer suggestions to help children expand their exploration and experimentation.
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The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate
the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.
Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relati ...
87
C
h
a
p
t
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6
Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with infants and toddlers is understanding and responding to the fact that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world around them, including
people and relationships, and make sense of things based on their experiences and devel-
opmental abilities.
To facilitate means to make easier. Teachers who effectively facilitate learning make
it easier for infants and toddlers to explore, concentrate on learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating situations that allow chil-
dren to pursue their interests actively, observing as children learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out about the children’s interests
and abilities from their families. Information from the families provides the foundation
for observing children and being responsive to their inborn drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting, give them time for prac-
tice and repetition, communicate with children about their play and discoveries, and then
offer suggestions to help children expand their exploration and experimentation.
88
C
h
a
p
t
er
6
The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate
the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.
Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relati.
3 years working in education with variety of philosophies: Reggio Emilia, traditional, and other forms of alternative education. Junior student working on Bachelor's Degree in Education and Environmental Education. Compassionate listener and learner. Believe every child can succeed and has a gift. Encourage children to learn in communities and focus on whole child. Works with parents in involvement with students. Facilitate growth and track learning progress in children.
Storks Nest and Rhode Island Early Learning and Development program (RIELDS)Scott Wasserman
The Stork's Nest Child Academy Family friendly guide to understanding RIELDS. These are Standards represent the expectations for children’s learning and development as well as serve as a guide for selecting curriculum and assessment tools in Rhode Island.
North Garland Montessori School (NGMS) was established in 1997 under the direction of Mr. Manooch Varasteh. NGMS pioneered Montessori education in Garland. Our school is the first and oldest non-sectarian Montessori School in Garland. We believe and practice the educational philosophy of Dr. Maria Montessori (1870-1952) to help children everywhere reach their maximum learning potential, while becoming well balanced individuals. Our overall objective of the School’s activities is to promote “Excellence in Education” using the Montessori Method, implemented by our teachers and our children in close cooperation with parents.
The early learning center preschool daily application is inspired by the philosophy of Reggio Emilia which is divided into 5 parts. Read the blog to know more about these 5 parts.
How does preschool benefit a child? | Principal Mrs. Sumitra Mitter, Arun Nu...Shirsendu Kar
Under the leadership of our Principal Mrs. Sumitra Mitter, Arun Nursery School has embraced the concept of 'Theme Teaching'. Learning and social skills, as well as important concepts, are developed in children through this approach. This approach emphasises Concept over Content and helps the child develop a holistic outlook towards life.
http://www.sriaurobindoinstitute.org/saioc/educational/ans
sumitra mitter credible
sumitra mitter and Arun Nursery School
sumitra mitter background
Sunshine Preschool: Nurturing Young Minds at My Sunshine World SchoolSun Shine World
Early childhood is a time of wonder, curiosity, and rapid growth. It's a phase where a child's mind is like a sponge, soaking up experiences and knowledge that will shape their future. In Ludhiana, Punjab, parents seeking a nurturing and enriching preschool experience for their little ones need look no further than My Sunshine World School's Sunshine Preschool program.
3. The Emerson Waldorf School provides a creative, supportive learning environment based on the philosophical
and pedagogical of Dr. Rudolf Steiner.
We offer a time-tested curriculum designed to bring interdisciplinary and multi-sensory learning in response to
the needs of the child at each stage of development, with a rich blend of academics and arts.
The Emerson Waldorf School is a full member of the Association of Waldorf Schools of North America (AWSNA),
the Waldorf Early Childhood Association of North America (WECAN), the National Association of Independent
Schools (NAIS) and the North Carolina Association of Independent Schools (NCAIS). Emerson is fully accredited
by the Southern Association of Independent Schools (SAIS), the Southern Association of Colleges Schools
(SACS), and AdvancEd.
Grades: PK - 12
School Type: Private
Student Enrollment: 285
Students Per Teacher: 8
http://www.emersonwaldorf.org
4. The Waldorf school day is divided into three main parts: head, heart and
hands. The head lesson is also referred to as the main lesson and is done first
thing in the morning.
After a break, the heart subjects follow. Heart subjects include drawing,
painting, drama, eurhythmy, foreign language, music, and so on.
The afternoon is dance, handwork, gardening and other types of gross motor
skill activates.
5. •Music, art, and movement are greatly employed in the learning process.
Those emphasized are dance/eurhythmy, watercolors, flute/recorder and
in later years violin/cello, songs in the round, knitting and crocheting, wood
carving and nature crafts.
•Storytelling: Storytelling is used to awaken imagination, build vocabulary
and oral language, retain attention and teach subjects such as math,
history, geography, social studies, writing and reading.
•Nature: The Waldorf method emphasizes nature and environmental
stewardship. Children spend time outside exploring the world around them
gaining a deeper understanding of science and nature studies.
•Real Life: Children learn real-life tasks such as housekeeping, cooking,
fiber arts and gardening.
•Main Lessons: Main lessons include all traditional subjects and are
typically taught in 6-week sessions, thereby allowing children to gain a
deep and personal relationship with the material and therefore retain it
longer.
•Seasonal Study: Seasonal studies and festivals are taught and celebrated
throughout the year
6. In the early grades, the curriculum inspired by Waldorf provides an unhurried way of learning that minimizes
modern stressors and protects childhood while encouraging children’s creative expression and fostering their
imagination. As children mature, the learning process accelerates and provides a program that meets
students where they are developmentally. The teacher’s aim is to draw out the child’s inherent capacities by
creating an atmosphere in the classroom that fills the children with interest, wonder, and enthusiasm.
7. 2856 Horse Pen Creek Rd Greensboro, NC 27410
http://www.thegms.org/contact-us
8. The Greensboro Montessori School was founded in 1974 by three local parents who sought an alternative
way to educate their children. Their search led them to the Montessori approach, which was gaining
popularity all over the country. Parental involvement and concern has remained a cornerstone of GMS. Our
growth has been driven by parents who want the best for their children. Today, over 40 years later, GMS
serves children from toddlers through middle school.
Grade Range 18 mths - 8th Grade
Min Grade Toddlers
Max Grade 8th grade
School Type Day
Student Body Coed
Accreditation Status SAIS/SACS
Website www.thegms.org
9. The whole child approach. The primary goal of a Montessori program is to help each
child reach his or her full potential in all areas of life. Activities promote the
development of social skills, emotional growth and physical coordination as well as
cognitive preparation for future intellectual academic endeavors. The holistic
curriculum, under the direction of a specifically prepared teacher, allows the child to
experience the joy of learning, the time to enjoy the process and ensures the
development of self esteem. It provides the experiences from which children create their
knowledge.
In order for self-directed learning to take place, the whole learning environment –
classroom, materials, social setting and atmosphere must be supportive of the child. The
teacher provides the necessary resources, including opportunities for children to function
in a safe and positive environment. Together, the teacher and child form a relationship
based on trust and respect that fosters self-confidence and a willingness to try new
things.
Dr. Montessori’s observations of the kinds of things children enjoy and go back to
repeatedly, led her to design a number of multi-sensory, sequential and self-correcting
materials to facilitate learning.
Originally called a directress the Montessori teacher functions as a designer of the
environment, resource person, role model, demonstrator, record-keeper and meticulous
observer of each child’s behavior and growth. The teacher facilitates learning
10. Creativity and critical thinking and problem-solving
have been the foundation of Montessori education.
In a Montessori classroom children are given the
freedom to follow their interests, because there are no
grades and no tests, children can dive into the
curriculum without the fear of failure. Children who
are allowed to learn from mistakes, rather than being
punished for mistakes .
Montessori education is based on the idea that
children want to learn, it’s a natural instinct.
A Montessori classroom is a place of joyful learning
like no other. A classroom where every child, from
age 18 months to 14 years, has the opportunity to
transform the 21st Century
11. Students at GMS will have a deeper understanding of
their education because they use it, feel it, and touch it
during their experiences in our three extensive organic
permaculture gardens and at the Land Laboratory in
Oak Ridge.
children thrive on direct experience and that their
hands are their primary teachers. Through direct
interaction with the materials, children come to
understand a concept using their own senses. They
enjoy learning and are fulfilled by learning. They draw
on this primary experience later when they begin to
understand and explore concepts abstractly. The same
is true in the natural world. Children, and all people,
require direct personal experience to fully understand
the world around them. Nature’s materials awaken a
child’s senses in ways that even classroom materials
cannot. Nature demands the integration and use of all
the senses.
12. Hands on in a prepared, accessible
environment
At their own pace
The environment is serene, uncluttered, natural,
beautiful, inviting, orderly, precise,
immaculate, safe, empowering and enjoyable.
Montessori supports a child’s natural and
spontaneous desire to learn.
Help children become independent and critical
thinkers
Promote imagination, increase insight and
create a desire for quality
14. Head Start and Early Head Start programs support the mental, social, and emotional development of children
from birth to age 5. In addition to education services, programs provide children and their families with health,
nutrition, social, and other services. Head Start services are responsive to each child and family's ethnic,
cultural, and linguistic heritage.
Head Start encourages the role of parents as their child's first and most important teachers. Programs build
relationships with families that support positive parent-child relationships, family well-being, and connections
to peers and community. Head Start began as a program for preschoolers. Three- and 4-year-olds made up
over 80 percent of the children served by Head Start last year.
Early Head Start serves pregnant women, infants, and toddlers. Early Head Start programs are available to the
family until the child turns 3 years old and is ready to transition into Head Start or another pre-K program.
Early Head Start helps families care for their infants and toddlers through early, continuous, intensive, and
comprehensive services.
15. Head Start gives children the opportunities
the be successful in the life and in their
education. Head Start not only educate the
child but the family about the importance of
family/ classroom, collaboration for the
development of their whole child. Head
Start is required to have children with
disabilities. Those children are given the
same opportunities to develop inclusive
environments.
16. The 21st century skills that Head Start
offer is their children are creativity, critical
thinking, problem solving, collaboration, &
innovation.
Head Start’s experience promote cultural
relevance by treating all children with
equity base on their individual need and
differences. Head start is known for having
numerous community partners that offer
services to children and families. Some of
which offer services as early intervention
and wellness for the families. Head Start
prides itself for working with the whole
family not only the child.
17. Head Start promotes creativity by
allowing the children to be explore their
environment . The environment is set up
I learning areas with developing toys &
materials. A big part of Head Start is to
encourage children to be confident
learners while
Trying out their ideas, problem solving
and discovering trial and error.