Chapter 1

Overview
 Profile of the Young
Child
 Theories, Theorists, &
Curriculum models
 Misconceptions
 Developmentally
Appropriate Practices
 Curriculum

Young Children

Development and Learning
Theories and 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

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

Cognitive Development Theory-


Jean Piaget (1896-1980)
 Stage 1- Sensorimotor
Four stages of (0-24months ) intellectual
Development
 Stage 2-
Preoperational
(2 years to 7 years)
Emphasize first and second stage in this course
 Stage 3- Concrete
Operational
(7 years to 11 years)
 Stage 4-Formal
Operational
(11years and older)

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

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

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

Sociocultural Theory-Lev
Vygotsky(1896-1934)
 Influence of society and culture on
– child’s development
– Language
– Higher order thinking skills
– Play and environment
 Zone of proximal development
 Scaffolding

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

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

Behavioral Theory
B.F.Skinner-(1904-1990)
 Objective observable principles influence behavior


Operant conditioning
Child is “conditioned” through consequences, reinforcement and punishment

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

Reggio Emilia
 Children learn from children about children



Aesthetic aspects of curriculum
Children’s ideas are priority
Use of child’s natural language
 Constructivist view

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
Child’s IQ can be increased by parents and teachers

Developmentally Appropriate
Practices (DAP) and
Developmentally Inappropriate
Practices (DIP)

Developmentally Appropriate
Practices
– Coined by NAEYC
– Traditional approaches to teaching young children

DAP

Misconceptions about DAP
 right vs wrong
 Prior knowledge is eliminated
 Unstructured classes
 Meets needs of certain children
 Fad
 Watered down curriculum

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
Child’s view
 active play and quiet-restful periods

Curriculum should meet the needs of children not children meeting the needs of the curriculum

Teacher Environments
 Training
– DAP
– Participation in Professional organizations

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

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

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

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.

The Child and the Family
The Developing Child
The family
(Parents, Siblings,
Extended family,
Home culture)

The Preschool Child
The Developing Child
The family and home culture
School
And teaching staff

Influences Affecting Child’s
Environment
Community
Extra curricula activities
Timing
The Developing Child
The school culture
The family and home culture

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

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

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

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

Guidelines for Behavior
 Child is not allowed to:
– Hurt himself
– Hurt someone else
– Destroy property

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 child’s health and factors in decision making process

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

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