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Theorists and Practices

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Title: Theorists and Practices


1
Theorists and Practices
  • Chapter 1

2
Overview
  • Profile of the Young Child
  • Theories, Theorists, Curriculum models
  • Misconceptions
  • Developmentally Appropriate Practices
  • Curriculum

3
Young Children
4
Development and Learning Theories and Theorists
(Cantron Allen, 1999Taylor,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-Jean Piaget
(1896-1980)
  • 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)
  • Four stages of intellectual Development
  • Emphasize first and second stage in this course

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)
  • Influence of society and culture on
  • childs development
  • Language
  • Higher order thinking skills
  • Play and environment
  • Zone of proximal development
  • Scaffolding

11
Psychosocial Theory-Erik Erikson(1902-19994)
  • Extension of 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
  • Early development 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 TheoryB.F.Skinner-(1904-1990)
  • Objective observable principles influence
    behavior
  • Operant conditioning
  • Child is conditioned through consequences,
    reinforcement and punishment

14
Montessori
  • Self correcting toys 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
  • Children learn from children about children
  • Aesthetic aspects of curriculum
  • Childrens ideas are priority
  • Use of childs natural language
  • Constructivist view

16
Misconceptions
  • Negativism
  • Children are like adults
  • Children learn best when sitting and listening
  • Children learn according to rules
  • Fast pace is better that further explanation
  • Childs IQ can be increased by parents and
    teachers

17
Developmentally Appropriate Practices (DAP) and
Developmentally Inappropriate Practices (DIP)
18
Developmentally Appropriate Practices
  • Coined by NAEYC
  • Traditional approaches to teaching young children

19
DAP
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 all areas of development (cognitive,
    physical, social etc)
  • Exploration of materials
  • Outdoor/indoor activities
  • Interaction with others (adults and children)
  • Real world experiences
  • Childs view
  • active play and quiet-restful periods

22
Curriculum should meet the needs of children not
children meeting the needs of the curriculum
23
Teacher Environments
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
  • Warm positive
  • 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 and Families
30
The Child and the Family
The Developing Child
The family (Parents, Siblings, Extended family,
Home culture)
31
The Preschool Child
The Developing Child
School And teaching staff
The family and home culture
32
Influences Affecting Childs Environment
Community
Extra curricula activities
The Developing Child
Timing
The school culture
The family and home culture
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

34
Family and School
35
Three types of child-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 home and 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
  • Ignore it
  • 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
  • Respect children
  • 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 childs 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
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