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chapters 1 & 2.ppt
This chapter discusses theories of child development, theorists, curriculum models, and developmentally appropriate practices. It covers cognitive development theory from Piaget, sociocultural theory from Vygotsky, psychosocial theory from Erikson, and behavioral theory from Skinner. Curriculum models discussed include Montessori, Reggio Emilia, Bank Street, High/Scope, and cognitively oriented curriculum. The chapter emphasizes using developmentally appropriate practices, such as hands-on learning, play, and scaffolding instruction based on children's developmental levels. It also stresses the importance of positive teacher-child relationships and partnerships between families and schools.
chapters 1 & 2.ppt
- 1.
- 2. Overview Profile ofthe Young Child Theories, Theorists, & Curriculum models Misconceptions Developmentally Appropriate Practices Curriculum
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- 4. Development and Learning Theoriesand Theorists (Cantron &Allen, 1999;Taylor,1999) Cognitive Development Theory – Jean Piaget Sociocultural Theory – Lev Vygotsky Psychodynamic Theory (psychosocial) -Erik Erikson Sigmund Freud Behavioral Theory – B.F. Skinner Multiple Intelligence – Howard Gardner
- 5. Curriculum Models and Developers(Catron & Allen, 1999; Taylor, 1999) Montessori – Maria Montessori Reggio Emilia – Loris Malaguzzi Bank Street – Mitchell, Pratt & Johnson High reach High/scope Cognitively Oriented Curriculum
- 6. Cognitive Development Theory- JeanPiaget (1896-1980) Four stages of intellectual Development Emphasize first and second stage in this course Stage 1- Sensorimotor (0-24months) Stage 2- Preoperational (2 years to 7 years) Stage 3- Concrete Operational (7 years to 11 years) Stage 4-Formal Operational (11years and older)
- 7. Sensorimotor (0-24 months) Learning through senses Gaining control of body movements Mouthing & touching objects Intense listening Acute sense of smell Acute observation Intense exploration
- 8. Preoperational Stage (2-7yrs) Focus on self Learn through senses Difficulty with abstract thought Lack of conservation skills Focus of learning through real life experiences
- 9. Instructional Techniques Hands-on experiences Concrete experience during instruction Age appropriate and challenging activities High/Scope Creative Play Play is important in intellectual development Child primary influence in knowledge
- 10. Sociocultural Theory-Lev Vygotsky(1896-1934) Influenceof society and culture on – child’s development – Language – Higher order thinking skills – Play and environment Zone of proximal development Scaffolding
- 11. Psychosocial Theory-Erik Erikson(1902-19994) Extensionof Sigmund Freud-id, ego, superego Eight stages of psychosocial development Trust vs mistrust – (0-1yr) Autonomy vs shame and doubt – (1-3yrs) Inititative vs guilt – (3-6yrs) Industry vs. inferiority – (7-11yrs) Identity vs. role confusion – (adolescence) Others page 4 in text
- 12. Key Concepts Psychosocial Earlydevelopment of good work habits Child takes initiative Intrinsic rewards Develop confidence in child Praise attempts than final outcomes Play as mastery over situations
- 13. Behavioral Theory B.F.Skinner-(1904-1990) Objectiveobservable principles influence behavior Operant conditioning Child is “conditioned” through consequences, reinforcement and punishment
- 14. Montessori Self correctingtoys and materials Personal care/hygiene Children choose materials Intrinsic rewards and motivation Prepared environment Humility Individualism Children are – Self directed – Self-disciplined – independent
- 15. Reggio Emilia Childrenlearn from children about children Aesthetic aspects of curriculum Children’s ideas are priority Use of child’s natural language Constructivist view
- 16. Misconceptions Negativism Childrenare like adults Children learn best when sitting and listening Children learn according to rules Fast pace is better that further explanation Child’s IQ can be increased by parents and teachers
- 17. Developmentally Appropriate Practices (DAP)and Developmentally Inappropriate Practices (DIP)
- 18. Developmentally Appropriate Practices – Coinedby NAEYC – Traditional approaches to teaching young children
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- 20. Misconceptions about DAP right vs wrong Prior knowledge is eliminated Unstructured classes Meets needs of certain children Fad Watered down curriculum
- 21. Curriculum Include allareas of development (cognitive, physical, social etc) Exploration of materials Outdoor/indoor activities Interaction with others (adults and children) Real world experiences Child’s view active play and quiet-restful periods
- 22. Curriculum should meetthe needs of children not children meeting the needs of the curriculum
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- 24. Teacher Environments Training –DAP – Participation in Professional organizations
- 25. Code of Ethics Safe, healthy, nurturing, and responsive settings Collaboration between home and school Relationships between colleagues that supports productive work and meet professional standards Meets needs of agencies and professions for the welfare of children See page 28 in text
- 26. Teacher-Child Relationships Warmpositive Providing emotional security Make relationship priority Increase involvement with children Strive for positive relationship with parents and others Plan activities about relationships
- 27. Factors to Consider Kindergartners see conflict in present, physical terms, egocentrically Negotiation is difficult for young children Praise should be personal, honest, specific, valued and behavior reinforcing More nurturing caregiver; more positive children relate to social interactions
- 28. Guidance Proactive Guidance –Teacher anticipate problem and consider acceptable solutions Reactive Guidance – Lack of thought process and planning, leads to negativity and one-sidedness Indirect Guidance – Reduction of behavior problems through organization of materials, areas, traffic patterns Sequencing of events, use of space and time.
- 29. Working with Parents andFamilies
- 30. The Child andthe Family The Developing Child The family (Parents, Siblings, Extended family, Home culture)
- 31. The Preschool Child TheDeveloping Child School And teaching staff The family and home culture
- 32. Influences Affecting Child’s Environment TheDeveloping Child Community Extra curricula activities The school culture The family and home culture Timing
- 33. Timing-- Elkind (1984) Clock energy-used in daily activities – Rest and food replenish this energy – Symptoms of loss include fatigue, loss of appetite and less productivity – Child will draw on calendar energy when clock energy is not replenished adequately Calendar energy- growth and development energy – Symptoms of loss headaches, stomachaches and lead to injuries and shorter life span
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- 35. Three types ofchild-rearing patterns (Greenberg-1992) Authoritarian – values obedience – External control Permissive – Lacks limits – Laissez-faire Democratic – DAP – Discussion of rules with children – Proactive parents
- 36. Techniques for homeand school Discussion techniques – Instead of “I like the way… Listen to children and talk to them – Eye contact – stoop and kneel – Speak normally Plan challenging and successful activities – 80% of time for confidence Send clear messages – Reasonable, simple requests think request and follow through Reinforce Actions you want repeated – Behavior not child is unacceptable – reinforcement should closely follow the action – Identify appropriate action specifically
- 37. Inappropriate Behavior Ignoreit – Child will continue behavior to get attention child then sees attention is not rewarded and will discontinue it Assertive approach to discipline – Positive statements – Setting limits – Avoid negative statements – Guidelines for behavior
- 38. Guidelines for Behavior Child is not allowed to: – Hurt himself – Hurt someone else – Destroy property
- 39. More Techniques Respectchildren – Self-confidence – Personal belongings Guide with love – Explain caution with love appropriately Be a role model – Happy attitude – Actions speak Be aware of warning signals – Verbal then physical if necessary – Observant Avoid Power Struggles Offer choices and accept decisions – consider child’s health and factors in decision making process
- 40. More Techniques Encourage independence –Guide not control – Honest praise Provide acceptable avenues of feeling of release (clay, pillow, punching bag) – Younger children release more physically Learn through participation – First hand experiences Appropriate discipline
- 41. Communication/contact with parent Assess Build trust Communicate Encourage visits Articulate program philosophy Orient parent Learning cards Learning packets Newsletter Tapes for parents with visual impairments Information in native language when possible