Early childhood education programs have evolved since the 19th century due to the influences of important thinkers. Current programs include preschools, child care centers, family day care, and employer-sponsored care. Issues include determining appropriate curricula and teaching methods for kindergarten, funding for early education, and involving parents in the education process.
The document provides an overview of early childhood education in America, including its history and key figures. It discusses how early childhood education emerged in the 19th century influenced by thinkers like Pestalozzi and Froebel. Current programs discussed include Head Start, public school kindergarten, and employer-sponsored childcare. Issues debated include developmentally appropriate practices and funding for early childhood programs.
- Ancient Greek and Roman philosophers like Plato and Aristotle believed that education should develop excellence in body, mind, and spirit through activities like games, music, stories, and drama. They established early nursery schools.
- During the Renaissance and Reformation periods, educators like Erasmus, Luther, and Comenius advocated for more child-centered approaches and universal education for boys and girls.
- Enlightenment thinkers like John Locke and Jean-Jacques Rousseau emphasized the natural growth and development of children through play, exploration, and experience rather than memorization or corporal punishment.
This document discusses the importance of understanding the history and theories of early childhood education. It explains that knowledge of the past helps to inform current practice. The major theories of educating young children are also discussed, and the approach used should be consistent with beliefs about how children learn. Several focus questions are provided to guide understanding of how the beliefs of important educators have influenced the field. The document emphasizes that studying the philosophy and ideas of historical figures ensures their dreams of educating all children can continue to be built upon.
The History of Early Childhood EducationYati Octavia
The document provides an overview of the history of early childhood education. It discusses influential early thinkers such as John Amos Comenius, John Locke, Jean Jacques Rousseau, and Johann Pestalozzi who emphasized the importance of early experiences and education according to a child's natural development. Later influential figures included Friedrich Froebel, Sigmund Freud, John Dewey, Jean Piaget, Erik Erikson, B.F. Skinner, and Howard Gardner. The document examines their various theories and contributions to understanding child development and early education.
Friedrich Froebel established the first kindergarten in 1837 in Germany, which aimed to provide early childhood education for children ages 3-6 through play-based learning, creative activities, and social participation. He developed educational materials and toys known as Froebel Gifts to support self-directed learning. Froebel's ideas spread across Europe and North America, establishing kindergarten as an important stage in early childhood education focused on developing the whole child.
This document provides an overview of the history and evolution of early childhood education. It discusses major theorists like Comenius, Locke, Rousseau, Pestalozzi, Froebel, Montessori, Steiner, and Dewey who influenced the field. It also summarizes dominant theories of child development including psychosocial, behaviorist, cognitive, sociohistorical, and multiple intelligences theories. The document outlines four key themes in early childhood education and provides examples of how different developmental theories are applied in early education approaches like Montessori and Bank Street.
This document discusses several philosophers and their relevance to education. John Locke believed that the mind is a blank slate and knowledge comes from experience, which teachers could apply by understanding students' behaviors and teaching in a way that helps easy learning. Aristotle emphasized psychology and logic in considering students' abilities and personalities. Rene Descartes stated the importance of visual aids for young students. Confucius stressed character and respect for parents. Chanakya's quote about learning from others' mistakes could benefit modifying education. The document also discusses the Philippine education system, including the K-12 program and goal of a globally competitive workforce.
The document provides an overview of early childhood education in America, including its history and key figures. It discusses how early childhood education emerged in the 19th century influenced by thinkers like Pestalozzi and Froebel. Current programs discussed include Head Start, public school kindergarten, and employer-sponsored childcare. Issues debated include developmentally appropriate practices and funding for early childhood programs.
- Ancient Greek and Roman philosophers like Plato and Aristotle believed that education should develop excellence in body, mind, and spirit through activities like games, music, stories, and drama. They established early nursery schools.
- During the Renaissance and Reformation periods, educators like Erasmus, Luther, and Comenius advocated for more child-centered approaches and universal education for boys and girls.
- Enlightenment thinkers like John Locke and Jean-Jacques Rousseau emphasized the natural growth and development of children through play, exploration, and experience rather than memorization or corporal punishment.
This document discusses the importance of understanding the history and theories of early childhood education. It explains that knowledge of the past helps to inform current practice. The major theories of educating young children are also discussed, and the approach used should be consistent with beliefs about how children learn. Several focus questions are provided to guide understanding of how the beliefs of important educators have influenced the field. The document emphasizes that studying the philosophy and ideas of historical figures ensures their dreams of educating all children can continue to be built upon.
The History of Early Childhood EducationYati Octavia
The document provides an overview of the history of early childhood education. It discusses influential early thinkers such as John Amos Comenius, John Locke, Jean Jacques Rousseau, and Johann Pestalozzi who emphasized the importance of early experiences and education according to a child's natural development. Later influential figures included Friedrich Froebel, Sigmund Freud, John Dewey, Jean Piaget, Erik Erikson, B.F. Skinner, and Howard Gardner. The document examines their various theories and contributions to understanding child development and early education.
Friedrich Froebel established the first kindergarten in 1837 in Germany, which aimed to provide early childhood education for children ages 3-6 through play-based learning, creative activities, and social participation. He developed educational materials and toys known as Froebel Gifts to support self-directed learning. Froebel's ideas spread across Europe and North America, establishing kindergarten as an important stage in early childhood education focused on developing the whole child.
This document provides an overview of the history and evolution of early childhood education. It discusses major theorists like Comenius, Locke, Rousseau, Pestalozzi, Froebel, Montessori, Steiner, and Dewey who influenced the field. It also summarizes dominant theories of child development including psychosocial, behaviorist, cognitive, sociohistorical, and multiple intelligences theories. The document outlines four key themes in early childhood education and provides examples of how different developmental theories are applied in early education approaches like Montessori and Bank Street.
This document discusses several philosophers and their relevance to education. John Locke believed that the mind is a blank slate and knowledge comes from experience, which teachers could apply by understanding students' behaviors and teaching in a way that helps easy learning. Aristotle emphasized psychology and logic in considering students' abilities and personalities. Rene Descartes stated the importance of visual aids for young students. Confucius stressed character and respect for parents. Chanakya's quote about learning from others' mistakes could benefit modifying education. The document also discusses the Philippine education system, including the K-12 program and goal of a globally competitive workforce.
Identifying the Tenets for Socio-Emotional Learning (SEL) & Development of Pr...iosrjce
India struggling to come out of the developing nation is undergoing lots of changes. The
industrialization and urbanization has already brought a change in the society wherein the women also have
started to earn for a living which is not only because of ambition but in order to run their homes. The joint
families are breaking and more and more nuclear families are coming into existence. Thus in such changing
times it is the children who become the bait of parents struggle and stress. In such conditions the preschools
should offer something which provides them more then education. The researcher in this paper has tried to
come out with a solution that can provide kids with support, love and care and take care of their social and
emotional needs which they can get deprived off. The educationist, psychologists and theorists have given a lot
of principles on which today’s early childhood education is based on. All this literature is like a goldmine from
within which the present researchers can still extract lots of gold. The researcher has done the same. After
going through all these theories the researcher has tried to extract some tenets that can be applied for the social
and emotional development and learning. It is not so that these tenets will lead to only social and emotional
development but can also lead to holistic development of preschoolers.
Infants develop rapidly in their first year and a half of life both physically and cognitively. During infancy, caregivers play a crucial role in meeting infants' physical, emotional, social, and cognitive needs through responsive caregiving. Caregivers support healthy development by engaging in regular interactions with infants, including holding, cuddling, talking, and responding to cues. These early relationships and experiences lay the foundation for infants' future growth. As infants progress from newborns to older infants, they gain increasing control over their movements and interactions with people and objects in their environment. Overall, providing infants with a safe, nurturing environment allows them to learn and develop to their fullest potential.
Early childhood spans from birth to age 5 and involves remarkable physical, cognitive, socio-emotional, and language development. Key physical milestones include walking, running, and fine motor skills like scribbling and cutting. Cognitively, children progress from sensorimotor thinking to representational thought, such as pretend play and understanding of symbols. Socio-emotionally, children develop self-awareness and understanding of emotions while learning social skills through family and peer interactions. This period lays the groundwork for further development across multiple domains.
Dr. Suzuki developed the "Mother Tongue Method" for teaching music based on observations of how children naturally learn their native language from parents with enthusiasm and repetition. He applied this method in early experiments teaching violin to children in Japan, which showed they progressed well and enjoyed learning. Later, Dr. Suzuki founded the Talent Education Institute with a philosophy that all children can develop abilities through nurturing environments without tests or failure. He argued this approach prevents dropouts and helps children reach their potential by building confidence through easy initial lessons with no mistakes.
Friedrich Wilhelm August Fröbel was a German pedagogue and educator who established the modern concept of kindergarten in the early 1800s. He believed that children learn best through self-directed play and interaction with the natural world. Fröbel introduced educational play materials and established the first kindergarten in 1840 in Germany. His ideas emphasized the importance of early childhood education and influenced early childhood programs around the world.
This document provides an overview of child development and why studying child development is important. It discusses that the study of child development began in the 1920s when views shifted from seeing children as miniature adults to recognizing childhood as a distinct period. Key points made include that development occurs across physical, mental, emotional, social and spiritual domains; follows similar sequences but individual rates; and is continuous throughout life. The importance of play for development across these domains is also highlighted.
Presentation includes historical trivia and information about presenter's role as Kindergarten teacher and information about 5 and 6 year olds' cognitive processing.
This document summarizes the physical development of infants and toddlers. It discusses the major areas of development from birth to age 2 including:
- Cephalocaudal and proximodistal motor development which describes how infants develop control of their upper body before lower body.
- Important milestones in gross and fine motor skills like grasping, rolling over, sitting, crawling, walking and hand-eye coordination.
- Rapid brain development and myelination which increases neural connections and speed of information processing.
- Emergence of reflexes in newborns and their purpose in survival before voluntary control.
The document outlines physical, sensory, language and cognitive skills infants and toddlers typically acquire at
Friedrich Froebel was an influential early childhood educator who developed the concept of kindergarten. He believed that play was essential to children's learning and development. Froebel created 10 gifts and occupations to support play-based learning. The gifts included balls, blocks, and other objects meant to teach concepts like shape, size, and construction. Froebel's view of the importance of play still influences modern early childhood education.
This document summarizes theories of growth and development from several perspectives. It discusses definitions of growth and development and factors that affect them such as environment and genetics. It also outlines Piaget's stages of cognitive development including the sensory motor, preoperational, concrete operational, and formal operational stages. Additionally, it summarizes Freud's psychosexual theory of personality development and the id, ego and superego components of personality. The document is presented by Mr. Jones H.M as an overview of key concepts in growth and development.
Friedrich Froebel was a German educator who established kindergarten in the early 19th century based on his philosophy of education. He believed that play was essential to children's learning and development. Through his gifts and occupations used in kindergarten, he aimed to promote children's self-directed learning and socialization. Froebel's ideas became widely adopted and kindergartens were established across Europe and North America by the late 19th century. Modern early childhood education continues to be influenced by Froebel's emphasis on play and developing the whole child.
A Call for Excellence in Early Childhood EducationQUESTJOURNAL
ABSTRACT: There has been much concern in various sectors on how to make the 21st century usher in improved offerings over the past one. “This is why as early as early 19902 slogans such as education, health, housing etc for all by the 2000 began to emerge. Today we are in the middle of 2016 amidst so called 21 century; most of the expectations have not been met. This is why this paper has been put up to seek ways of improving one of the foundations of education so that the broad aims of education can be met in no distant future from today.
Managing nutrition, health and safety needs of childrenJoealJoe
This document provides guidelines for ensuring nutrition, health, and safety for children. It discusses guidelines for a healthy child diet including recommendations for protein, fruits, vegetables, grains, dairy, and limiting added sugars, saturated fats, and trans fats. It also provides daily dietary guidelines for children ages 2-3, 4-8, and 9-13. Additionally, it discusses the importance of hand washing, oral hygiene, meal planning, food safety, creating a safe environment and outdoor play area, first aid kits, and hygiene in general for children's health.
This document provides information on parenting a toddler, including their physical, emotional, and cognitive development. It discusses safety measures to prevent accidents, recommendations for nutrition, daily activities like dressing/bathing/sleep, and common behavioral issues such as temper tantrums. The role of nurses in caring for healthy or ill toddlers is also outlined, with examples of nursing actions to support the toddler's development and sense of autonomy in various areas such as medication, rest, stimulation, and elimination.
If you are interested with the lecture, please send me an email at martzmonette@yahoo.com and state the purpose of your request. Thank you so much and God bless you!
Reporting to parents & families (schooling) done & postedWilliam Kritsonis
This document discusses methods of reporting student progress to parents. It begins by noting the importance of informing parents about their child's schooling. It then examines difficulties in assigning grades, such as variability between teachers and the inclusion of non-academic factors. The document outlines several common reporting methods, including percentages, letters, descriptive statements, percentiles, rankings, and T-scores. It concludes that the best reports include both qualitative and quantitative information.
This document summarizes an academic paper presented at an international conference on language teaching. The paper discusses an approach to ESL/EFL instruction that integrates an understanding of how language varies across communication contexts, uses corpus-based descriptive grammar, and incorporates scaffolded language learning activities based on sociocultural theory. It argues this approach can help bridge the gap between theoretical knowledge and classroom application for teachers by providing specific models of language use.
The Impact of Smaller Learning Communities on Closing the Achievement Gaps am...William Kritsonis
This document provides an overview of a dissertation proposal that examines the impact of smaller learning communities (SLCs) on closing achievement gaps among student populations in Texas high schools. The purpose is to determine if SLCs increase academic achievement, attendance, and graduation rates compared to traditional high schools. The proposal outlines the conceptual framework, research questions, methodology, and literature review that will be used to conduct the study.
Dr. Kritsonis is a professor who has had an extensive career in education, publishing over 600 articles and books. He founded several academic journals and has mentored many doctoral students.
This document summarizes a study that examined the effects of matching or mismatching students' perceptual (auditory, visual, tactile, kinesthetic) and sociological (alone, peers, authority) learning style preferences on their achievement and attitudes in an exercise leadership training program. 59 students participated across 3 courses. When instructional strategies matched students' visual preferences, those students scored significantly higher on achievement tests compared to students with mismatched preferences. All student groups responded more positively to instructional strategies that matched rather than mismatched their preferences.
Identifying the Tenets for Socio-Emotional Learning (SEL) & Development of Pr...iosrjce
India struggling to come out of the developing nation is undergoing lots of changes. The
industrialization and urbanization has already brought a change in the society wherein the women also have
started to earn for a living which is not only because of ambition but in order to run their homes. The joint
families are breaking and more and more nuclear families are coming into existence. Thus in such changing
times it is the children who become the bait of parents struggle and stress. In such conditions the preschools
should offer something which provides them more then education. The researcher in this paper has tried to
come out with a solution that can provide kids with support, love and care and take care of their social and
emotional needs which they can get deprived off. The educationist, psychologists and theorists have given a lot
of principles on which today’s early childhood education is based on. All this literature is like a goldmine from
within which the present researchers can still extract lots of gold. The researcher has done the same. After
going through all these theories the researcher has tried to extract some tenets that can be applied for the social
and emotional development and learning. It is not so that these tenets will lead to only social and emotional
development but can also lead to holistic development of preschoolers.
Infants develop rapidly in their first year and a half of life both physically and cognitively. During infancy, caregivers play a crucial role in meeting infants' physical, emotional, social, and cognitive needs through responsive caregiving. Caregivers support healthy development by engaging in regular interactions with infants, including holding, cuddling, talking, and responding to cues. These early relationships and experiences lay the foundation for infants' future growth. As infants progress from newborns to older infants, they gain increasing control over their movements and interactions with people and objects in their environment. Overall, providing infants with a safe, nurturing environment allows them to learn and develop to their fullest potential.
Early childhood spans from birth to age 5 and involves remarkable physical, cognitive, socio-emotional, and language development. Key physical milestones include walking, running, and fine motor skills like scribbling and cutting. Cognitively, children progress from sensorimotor thinking to representational thought, such as pretend play and understanding of symbols. Socio-emotionally, children develop self-awareness and understanding of emotions while learning social skills through family and peer interactions. This period lays the groundwork for further development across multiple domains.
Dr. Suzuki developed the "Mother Tongue Method" for teaching music based on observations of how children naturally learn their native language from parents with enthusiasm and repetition. He applied this method in early experiments teaching violin to children in Japan, which showed they progressed well and enjoyed learning. Later, Dr. Suzuki founded the Talent Education Institute with a philosophy that all children can develop abilities through nurturing environments without tests or failure. He argued this approach prevents dropouts and helps children reach their potential by building confidence through easy initial lessons with no mistakes.
Friedrich Wilhelm August Fröbel was a German pedagogue and educator who established the modern concept of kindergarten in the early 1800s. He believed that children learn best through self-directed play and interaction with the natural world. Fröbel introduced educational play materials and established the first kindergarten in 1840 in Germany. His ideas emphasized the importance of early childhood education and influenced early childhood programs around the world.
This document provides an overview of child development and why studying child development is important. It discusses that the study of child development began in the 1920s when views shifted from seeing children as miniature adults to recognizing childhood as a distinct period. Key points made include that development occurs across physical, mental, emotional, social and spiritual domains; follows similar sequences but individual rates; and is continuous throughout life. The importance of play for development across these domains is also highlighted.
Presentation includes historical trivia and information about presenter's role as Kindergarten teacher and information about 5 and 6 year olds' cognitive processing.
This document summarizes the physical development of infants and toddlers. It discusses the major areas of development from birth to age 2 including:
- Cephalocaudal and proximodistal motor development which describes how infants develop control of their upper body before lower body.
- Important milestones in gross and fine motor skills like grasping, rolling over, sitting, crawling, walking and hand-eye coordination.
- Rapid brain development and myelination which increases neural connections and speed of information processing.
- Emergence of reflexes in newborns and their purpose in survival before voluntary control.
The document outlines physical, sensory, language and cognitive skills infants and toddlers typically acquire at
Friedrich Froebel was an influential early childhood educator who developed the concept of kindergarten. He believed that play was essential to children's learning and development. Froebel created 10 gifts and occupations to support play-based learning. The gifts included balls, blocks, and other objects meant to teach concepts like shape, size, and construction. Froebel's view of the importance of play still influences modern early childhood education.
This document summarizes theories of growth and development from several perspectives. It discusses definitions of growth and development and factors that affect them such as environment and genetics. It also outlines Piaget's stages of cognitive development including the sensory motor, preoperational, concrete operational, and formal operational stages. Additionally, it summarizes Freud's psychosexual theory of personality development and the id, ego and superego components of personality. The document is presented by Mr. Jones H.M as an overview of key concepts in growth and development.
Friedrich Froebel was a German educator who established kindergarten in the early 19th century based on his philosophy of education. He believed that play was essential to children's learning and development. Through his gifts and occupations used in kindergarten, he aimed to promote children's self-directed learning and socialization. Froebel's ideas became widely adopted and kindergartens were established across Europe and North America by the late 19th century. Modern early childhood education continues to be influenced by Froebel's emphasis on play and developing the whole child.
A Call for Excellence in Early Childhood EducationQUESTJOURNAL
ABSTRACT: There has been much concern in various sectors on how to make the 21st century usher in improved offerings over the past one. “This is why as early as early 19902 slogans such as education, health, housing etc for all by the 2000 began to emerge. Today we are in the middle of 2016 amidst so called 21 century; most of the expectations have not been met. This is why this paper has been put up to seek ways of improving one of the foundations of education so that the broad aims of education can be met in no distant future from today.
Managing nutrition, health and safety needs of childrenJoealJoe
This document provides guidelines for ensuring nutrition, health, and safety for children. It discusses guidelines for a healthy child diet including recommendations for protein, fruits, vegetables, grains, dairy, and limiting added sugars, saturated fats, and trans fats. It also provides daily dietary guidelines for children ages 2-3, 4-8, and 9-13. Additionally, it discusses the importance of hand washing, oral hygiene, meal planning, food safety, creating a safe environment and outdoor play area, first aid kits, and hygiene in general for children's health.
This document provides information on parenting a toddler, including their physical, emotional, and cognitive development. It discusses safety measures to prevent accidents, recommendations for nutrition, daily activities like dressing/bathing/sleep, and common behavioral issues such as temper tantrums. The role of nurses in caring for healthy or ill toddlers is also outlined, with examples of nursing actions to support the toddler's development and sense of autonomy in various areas such as medication, rest, stimulation, and elimination.
If you are interested with the lecture, please send me an email at martzmonette@yahoo.com and state the purpose of your request. Thank you so much and God bless you!
Reporting to parents & families (schooling) done & postedWilliam Kritsonis
This document discusses methods of reporting student progress to parents. It begins by noting the importance of informing parents about their child's schooling. It then examines difficulties in assigning grades, such as variability between teachers and the inclusion of non-academic factors. The document outlines several common reporting methods, including percentages, letters, descriptive statements, percentiles, rankings, and T-scores. It concludes that the best reports include both qualitative and quantitative information.
This document summarizes an academic paper presented at an international conference on language teaching. The paper discusses an approach to ESL/EFL instruction that integrates an understanding of how language varies across communication contexts, uses corpus-based descriptive grammar, and incorporates scaffolded language learning activities based on sociocultural theory. It argues this approach can help bridge the gap between theoretical knowledge and classroom application for teachers by providing specific models of language use.
The Impact of Smaller Learning Communities on Closing the Achievement Gaps am...William Kritsonis
This document provides an overview of a dissertation proposal that examines the impact of smaller learning communities (SLCs) on closing achievement gaps among student populations in Texas high schools. The purpose is to determine if SLCs increase academic achievement, attendance, and graduation rates compared to traditional high schools. The proposal outlines the conceptual framework, research questions, methodology, and literature review that will be used to conduct the study.
Dr. Kritsonis is a professor who has had an extensive career in education, publishing over 600 articles and books. He founded several academic journals and has mentored many doctoral students.
This document summarizes a study that examined the effects of matching or mismatching students' perceptual (auditory, visual, tactile, kinesthetic) and sociological (alone, peers, authority) learning style preferences on their achievement and attitudes in an exercise leadership training program. 59 students participated across 3 courses. When instructional strategies matched students' visual preferences, those students scored significantly higher on achievement tests compared to students with mismatched preferences. All student groups responded more positively to instructional strategies that matched rather than mismatched their preferences.
The document discusses the importance of recruiting, developing, and retaining minority teachers in K-12 public education. It notes that while student diversity is increasing, the teaching population is becoming less diverse. Minority teachers play an important role by bringing positive role models and varied perspectives for minority students. The authors argue that educational leaders need to identify ways to close the growing gap between student and teacher diversity.
Dr. David E. Herrington, Professor, Texas A&M University-San AntonioWilliam Kritsonis
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts. Global Website: www.nationalforum.com
WRITING FOR PROFESSIONAL PUBLICATION IN NATIONAL REFEREED JOURNALS by William...William Kritsonis
WRITING FOR PROFESSIONAL PUBLICATION IN NATIONAL REFEREED JOURNALS by William Allan Kritsonis, PhD
Dr. William Allan Kritsonis is Editor-in-Chief of NATIONAL FORUM JOURNALS.
Founded in 1983.
Anderson, ashley learning to understand schooling v1 n1 2010William Kritsonis
This document summarizes one teacher's journey in developing effective classroom management practices. As a preservice teacher, she held beliefs about student behavior that did not match the reality of her diverse students. Through graduate coursework focusing on classroom management, she gained a deeper understanding of building rapport with students, conducting self-evaluations, and creating a positive classroom environment. She adopted a philosophy of "restorative discipline" that emphasizes student accountability and collaborative problem-solving. Her new understanding transformed her approach to classroom management and interactions with students.
This document summarizes a research article that assesses the habits of African American males from low-income households who successfully complete secondary education. The research article identifies six key habits: 1) Utilizing "hidden cultural rules" to ensure success, 2) Having a strong sense of self and motivation to achieve, 3) Maintaining sustained motivation throughout school, 4) Determination to succeed despite poverty, 5) High aspirations beyond high school, and 6) Strong relationships with family, community, and school. The document provides context on challenges faced by African American males and discusses various studies and theories related to factors that influence their educational achievement.
This document provides information for a course titled "Special Topics in EDADMN". The course will be taught by Dr. William Allan Kritsonis on Thursdays from 5:30-8:20 PM at the NW Houston Center. The course aims to prepare students to pass the state exam for administrator certification by examining the exam domains and competencies. Students will study exam preparation techniques and take practice tests covering each domain. The course objectives are aligned with NCATE and TExES standards.
This document provides a course syllabus for CNSL 5143 Human Growth and Development at Prairie View A&M University. The syllabus outlines key course details including the instructor's contact information, course goals and objectives, required materials, assignments, and schedule. The course examines human development across the lifespan through a psychological, sociological, and physiological lens. Students will analyze major theories of development and learn about developmental tasks and changes at each life stage. The syllabus aligns course outcomes with CACREP and TExES standards to assess understanding of human development concepts.
The document discusses factors that contribute to a successful learning environment, including considering students' learning styles, implementing a standards-based curriculum, and establishing effective behavior management. It covers the three domains of learning - cognitive, affective, and psychomotor - defined by Bloom's Taxonomy, as well as the four learning style modalities of auditory, visual, tactile, and kinesthetic learners. The document emphasizes that behavior management should focus on positive reinforcement and establishing an environment conducive to learning.
Ch. 10 Educational Administration and Leadership in American Schools - Dr. Wi...William Kritsonis
The document discusses the administrative hierarchy in American school systems. It describes the roles of school boards, superintendents, principals, and other administrators. School boards establish policies and hire superintendents to implement them. Superintendents oversee the entire school district. Principals are responsible for individual schools and serve as instructional leaders and managers. The document also outlines the responsibilities, expectations, and time allocation of principals.
This article discusses an assessment of the effectiveness of strategic e-mentoring in improving self-efficacy and retention of alternatively certified novice teachers in an inner city school district. The study is important because research shows teachers with higher self-efficacy are more effective in the classroom. They are more innovative, open to student ideas, and able to motivate students to learn. The purpose is to understand how developing self-efficacy affects high attrition rates among these teachers. Social learning theory and adult learning theory provide frameworks. Data was collected using Bandura's Teacher Efficacy Scale to measure self-efficacy before and after e-mentoring interventions. The results can help educators better prepare and support alternatively certified novice teachers.
Dr. David E. Herrington, PhD Dissertation Chair for CHENG-CHIEH LAI, PVAMU/Th...William Kritsonis
Dr. David E. Herrington, PhD Dissertation Chair for CHENG-CHIEH LAI, PVAMU/The Texas A&M University System, 2008. Committee Members: Dr. William Allan Kritsonis, Dr. Camille Gibson, Dr. Tyrone Tanner, Dr. Pamela T. Barber Freeman
Dr. William Allan Kritsonis - Religion in the Schools PPT.William Kritsonis
This document discusses religion in public schools and the legal framework surrounding issues of establishment of religion and free exercise of religion. It covers US Supreme Court rulings establishing guidelines like the Lemon Test to determine if laws violate the separation of church and state. Contemporary issues covered include requirements to say the Pledge of Allegiance, limits on school prayer, exemptions for religious reasons, wearing religious symbols, and rights of student religious groups. The document aims to outline the complex legal issues around religion in schools.
This document discusses the history and goals of early childhood intervention and education. It traces important developments in early childhood starting in the 1600s and highlights the establishment of programs like Head Start in the 1960s to provide preschool services to disadvantaged children. The goals of early childhood programs are to provide high-quality and inclusive learning environments for children from birth to age 8 as well as support for professionals working in early childhood education. Recent policy changes like No Child Left Behind have increased academic expectations in preschools.
This document discusses the history and goals of early childhood intervention. It notes that early childhood intervention provides services like physical therapy, occupational therapy, and speech therapy in homes or preschools to help children develop skills in the least restrictive environment. The goals of early childhood programs are to provide high quality learning environments, promote inclusive programs, facilitate community partnerships to address child and family needs, and provide professional development for early childhood workers. The document traces the history of early childhood education back to the 1600s and highlights milestones like the establishment of Head Start in 1964 to help disadvantaged preschoolers.
The document provides an overview of influential figures in the history of early childhood education. It discusses the contributions of thinkers like John Amos Comenius, John Locke, Jean Jacques Rousseau, Johann Pestalozzi, Friedrich Froebel, Maria Montessori, Jean Piaget, Erik Erikson, B.F. Skinner, and Howard Gardner. It also outlines important events that shaped the field, such as the impact of Sputnik and the rise of the interactional view of development in the 1960s. The document aims to give context to the study of child development by exploring how views and approaches have changed over time.
Child care from a global perspective ukBugismosive
The document discusses child care philosophies and approaches from a global perspective, focusing on the UK and Canada. It summarizes key developmentalist theorists like Freud, Piaget, and Vygotsky and behaviorists like Pavlov and Skinner. It also outlines the history and evolution of child care services in the UK and Canada, including the development of programs, structures, roles of early childhood educators, and their training requirements.
Martin Luther advocated universal education and literacy for all children. Pestalozzi believed in a child-centered approach focusing on intellectual, emotional, and physical development. Froebel opened the first kindergarten and emphasized learning through play and self-activity. Montessori placed the child at the center of learning and believed in a prepared environment. Piaget's theory was that children learn through hands-on experiences and problem solving. Dewey advocated for an integrated, learner-centered curriculum that prepares children for life.
The document discusses key events and developments in education between 1900-1950. Some highlights include:
- In the early 1900s, higher education institutions were established in the US to promote higher standards for universities.
- Mary McLeod Bethune founded a school for African American girls in 1904 that later merged and became Bethune-Cookman University.
- Alfred Binet and Theodore Simon created the Binet-Simon intelligence test in 1905 to identify students with mental retardation.
- John Dewey emerged as a leading progressive education philosopher in the early 1900s, advocating for experiential and problem-based learning approaches.
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2. SCHOOLING (2002)
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CHAPTER 6–EARLY CHILDHOOD SCHOOLING IN AMERICA
A. OVERVIEW
This chapter presents information regarding educational activities for children
younger than traditional school-age children. Also discussed is the history of the
development of early childhood education and current services.
B. KEY TERMS–DEFINITIONS
ADVOCACY - professionals in education who are politically active in efforts
to change public policy that affects young children and their families.
CHILD CARE CENTER OR DAY CARE CENTER - centers that provide
care for young children. Most child care center goals are one or more of the
following:
a. to provide for the education and care of young children;
b. to provide child care for working parents;
c. to enhance the intellectual, social, physical, and emotional development
of the children;
d. to provide education and support services for parents.
COMPENSATORY - programs for early childhood education that focus on
planned intervention in the younger years and have shown positive benefits
later in life.
DISABLED CHILDREN - children who are handicapped, physically or
mentally, and are at risk or show a developmental delay.
EARLY CHILDHOOD EDUCATION - the education of children from birth
to age 8.
EMPLOYER SPONSORED SCHOOLS - according to some researchers, this
is the fastest growing type of child care. Employers have learned that providing
day-care services to employees results in many advantages to the company’s
productivity, image, and employee morale.
FAMILY DAY CARE - an alternative to center care and serve a small group of
children in a home setting.
FEDERAL INVOLVEMENT - the creation of the Children’s Bureau in 1912
marks the first federal involvement in promoting the health, education, and
welfare of young children. During WWII, the Lanhan Act established child
care centers in war industry areas. In 1959, the Department of Health
Education and Welfare was established. In 1972, a comprehensive child care
services bill was passed.
3. CHAPTER 6–EARLY CHILDHOOD SCHOOLING IN AMERICA
PAGE 188
FROEBEL - Friedrich Wilhelm August Froebel was a German-born educator
who was called the “Father of Kindergarten.” He believed that activity was the
basis for knowing and that play was an essential component for learning. His
concept of how children learned was based on the idea of natural unfolding and
that the educator’s roll was to observe this unfolding process and provide
activities that helped the child learn what he was ready to learn.
HEAD START - this program started in 1965 as an eight-week summer
program but soon grew into a full-year program. Through Head Start, early
childhood education was viewed as a vehicle for school improvement and
social change. This program is primarily directed to low socio-economic level
children.
J. OBERLIN - Johann Freidrick Oberlin, a Protestant minister, developed the
earliest reported school for young children in 1767.
KINDERGARTEN - a curriculum and methodology developed by Froebel for
young children.
NURSERY SCHOOL - first established by Margaret McMillan in London in
1911. The nursery school stressed health and nutrition, perceptual motor skills,
the development of the imagination, and outdoor play and work. The role of
the teacher was to nurture opportunities for creativity and play.
PESTALOZZI - Johan Heinrich Pestalozzi was a Swiss educator who was
greatly influenced by the romantic philosopher, Rousseau. Pestalozzi believed
the best way to learn many concepts was through manipulative experiences.
PIAGET - Jean Piaget contributed his theory of cognitive development that
uses four stages of cognitive development:
a. Sensorimotor - birth to 18 months or 2 years;
b. Preoperational - 2 to 7 years;
c. Concrete operations - 7 to 12 years;
d. Formal operations - 12 to 15 years.
Piaget also found that children use three processes to organize their
experiences into a framework for thinking:
a. assimilation;
b. accommodation;
c. equilibrium.
Jean Piaget was a Swiss scientist who studied the developmental psychology of
children. He was also a recognized zoologist and genetic epistemologist. He
4. SCHOOLING (2002)
PAGE 189
made contributions to philosophy, religion, sociology, logic, mathematics, and
psychology.
P.L. 99-457 - 1986 - the Education of the Handicapped Act Amendment was
legislation affecting the needs of special-needs youngsters. This law recognizes
the importance of family services in meeting the needs of the pre-school child.
The law allows for greater family participation in the education process. It also
established new federal initiative to assist states in developing and
implementing comprehensive programs for young children with special needs.
PRE-KINDERGARTEN - most of these programs are part-day and target at-
risk four-year-olds. They generally are administered by the state departments
of education and provided by the local school districts.
PRESCHOOL - sometimes called nursery schools, preschools have
historically been half-day programs. They traditionally focus on the social and
emotional needs of the children. Today they focus on the intellectual
development of the child and sponsorship is often assumed by colleges,
universities, and other educational institutions that provide a laboratory setting
in which to train students.
C. SOME PRECEDING THOUGHTS
1. What are the purposes of early childhood education programs?
The education of children from birth to age eight is the purpose of early
childhood education. The purpose and focus of these programs has varied
greatly among sponsors. Programs have been sponsored by institutions,
agencies, government, and other groups. Federal, state, and local
governments, parent groups, churches, private entrepreneurs, businesses,
and industries have provided programs for young children.
2. How did the field of early childhood education emerge?
Early childhood education dates back to the 19th
century. Early childhood
education as a field could not emerge until the concept of childhood as a
developmental period was accepted. Prior to the 16th
and 17th
centuries,
children were regarded as little adults and were given no special
consideration or treatment.
3. What leading thinkers influenced programs for young children?
Plato - development of a ruling class of people with strong values.
Aristotle - a person’s merits should determine his status.
5. CHAPTER 6–EARLY CHILDHOOD SCHOOLING IN AMERICA
PAGE 190
Martin Luther - believed all people were equal before God; believed
education should follow the course of nature; recommended that teachers
make learning easy and pleasant.
Jean-Jacques Rousseau - believed a child can become autonomous and
self-directed based on his philosophy. Some historians of education point
to his work as the dividing line between historical and modern periods of
education.
Johann Heinrich Pestalozzi - best way to learn many concepts was
through manipulative experiences.
Johann Friedrich Oberlin - developed earliest reported school, especially
for young children known as the “knitting school.”
Robert Owen - established the Infant School in 1816. Some of the
practices originating in Owen’s schools still can be found in today’s
programs for young children. These include child-chosen activities,
learning through play, and a nurturing atmosphere guided by a non-
punitive teacher.
Friederick Froebel - “Father of Kindergarten” whose curriculum included
a set of “gifts and occupations” designed to enhance development of the
senses and symbolize unity with God. Also established an institute to train
young women to teach kindergarten.
John Dewey - “child centered curriculum” and “child centered schools”;
stressed daily living activities; believed teachers should use the interests of
children as a source for subject matter and as a catalyst for learning skills.
Maria Montessori - concluded that intelligence was not fixed and could
be shaped by the child’s experiences. Her ideas of creating a child-sized
environment and her focus on using sensory materials were adopted in
early childhood education programs throughout the world.
Jean Piaget - devoted many years to studying the way children think;
found that children construct knowledge about their world through real
experiences and through manipulating, changing, and adapting
information. Framework for thinking:
a. assimilation–integration of new information into existing structures;
b. accommodation–changing or modifying the scheme or structures to
reflect the child’s understanding of the world;
c. equilibrium–successful balancing of assimilation and accommodation.
6. SCHOOLING (2002)
PAGE 191
The Four Stages of Cognitive Development
a. Sensorimotor;
b. Preoperational;
c. Concrete operations;
d. Formal operations.
4. What influenced federal involvement in early childhood education
programs?
The Children’s Bureau established in 1912 was an investigative and
reporting office. Except for some work relief programs under Franklin
Delano Roosevelt (FDR), there was no federal involvement until WWII
when the Lanhan Act was passed to establish child care centers in industry
areas. When the war ended, the government withdrew its involvement.
Since then, the focus has been on providing assistance to families unable
to adequately care for their children. Then in 1965, Head Start began.
5. What were the goals of compensatory early childhood education
programs?
a. improve physical health and abilities;
b. help social and emotional development;
c. improve mental processes and skills;
d. establish patterns and expectations of success;
e. increase capacity to relate positively to family members while at the
same time strengthening the family’s stability and capacity to relate
positively to the child;
f. develop a positive attitude toward society and foster constructive
opportunities for society to work together with the poor in solving their
problems;
g. increase the sense of dignity and self-worth within child and family.
6. What types of current programs are available for young children?
Child Care Centers - sponsored by various agencies or individuals either
as employee benefits or for profit. Serve children from six weeks to after
school care for older children.
Family Day Care Homes - serves a small number of children in group
care; provides more toddler care than any other group.
Preschools or Nursery Schools - historically, half-day programs focused
on the social and emotional needs of the children.
7. CHAPTER 6–EARLY CHILDHOOD SCHOOLING IN AMERICA
PAGE 192
Employer-Sponsored Programs - currently the fastest growing type of
child care. Reasons employers consider providing child care include:
a. reduce employee turnover;
b. reduce absenteeism;
c. increase productivity;
d. enhance morale;
e. improve recruitment;
f. enhance the company’s image.
Public School Kindergarten - since 1986, all 50 states now serve five-
year-olds in public schools, but there is a tremendous diversity in the
programs.
7. What are the current issues in early childhood education programs?
a. the education of the whole child; the role of play in learning; the belief
in universal education; individual freedom in learning;
b. should kindergarten be compulsory? Full day? And what should we
teach?
c. recent trends to incorporate developmentally inappropriate teaching
strategies such as workbooks, ditto sheets, and formal reading groups,
as well as academic skill oriented curriculum content in kindergarten
raise serious concerns;
d. developmentally appropriate educational experiences; the need for a
national child care bill.
D. DISCUSSION QUESTIONS AND EXERCISES
1. What are the trends in public school kindergarten and pre-
kindergarten programs?
A growing body of research has emerged recently affirming that children
learn most effectively through a concrete, play-oriented approach to early
childhood education.
During the last decade, funds for early childhood programs have decreased
even as a greater awareness of the benefits of good quality programs for
young children has occurred. While the federal government has generally
reduced its support for young children’s programs, the states have
recognized the need to fund programs for pre-kindergartners.
8. SCHOOLING (2002)
PAGE 193
2. What is the most accepted practice concerning parent involvement in
programs for young children?
Traditionally, parental involvement in the educational process was
somewhat vague and restricted. Professionals are now viewing parents as
an untapped resource in working with young children.
E. REVIEW ITEMS
True-False
1. Two of the earliest influences on current practice were Plato and Aristotle.
2. Child care legislation in the 1980s has taken the form of “comprehensive
bills.”
3. The purpose and focus of programs has been the same among sponsors.
4. Family day care homes serve more school-age children than infants and
toddlers.
5. By 1979, 80% of the states in the United States were serving pre-kinder-
garten children in public schools.
Multiple Choice
1. The person who has been called the “Father of Kindergarten” is _______.
a. Comenius b. Pestalozzi c. Rousseau d. Froebel
2. Jean Piaget is remembered for his theory of _______.
a. social and emotional development b. moral development
c. cognitive development d. physical development
3. The objectives of Head Start include all of the following except.
a. improving the child’s health
b. facilitating the child’s social and emotional development
c. teaching children to read
d. improving the child’s mental processes
4. The enactment of P.L. 99-457 demonstrates _______.
a. commitment to parent involvement
b. commitment to school-age child care
c. commitment to special needs children
d. commitment to the teaching profession