Chapter 1
Early Education’s Roots and
Heritage
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Historical Perspectives
• Frederick Wilhelm Froebel
• The Kindergarten Movement in America
• American Influences on Kindergarten
• The Federal Government and Early Education
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Federal Legislation Affecting
Public School Education
• Elementary Secondary Education Act of 1965
• Public Law 94-142
• Individuals With Disabilities Education Act
• Americans With Disabilities Act
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National Education Goals Panel
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Children start school ready to learn
High school rate at least 90%
Students in grades 4, 8, and 12 demonstrate competency
Access for teachers to programs for continuous improvement
U.S. first in mathematics and science
Every adult American will be literate
Every school will be free of drugs and violence
Every school will promote partnerships and increased
parental involvement
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School Organizational Structures
Department of Education
State Education Agency
Local School District
Individual Campuses
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Accountability in School
Districts
Standardized Tests
Do not consider
all variables
Teachers may begin
teaching to the test
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Early Childhood Education
Defined
• NAEYC definition
• Public schools’ and state education agencies’
definitions
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Child Development Principles
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Domains of development
Relatively orderly sequence
Varying rates
Early experiences with cumulative and delayed effects
Predictable directions
Influenced by social and social context
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Child Development Principles
cont.
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Children are active learners
Results from interaction of maturation and environment
Importance of play
Opportunities to practice newly acquired skills
Different modes of knowing and learning
Context of a community
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Professional Issues in Early
Education
• Developmentally appropriate practice
• Elementary error versus early childhood error
• Brain research
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Issues Facing State Early
Education Programs
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Teacher preparation and training
Charter schools
School retention
Facilities
Technology
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Issues Facing School Districts
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Half-day/Full-day kindergarten programs
After-school care
Parent involvement
Diversity
Poverty
Child abuse
School and community violence
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The BALANCED View
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Engaging children as active learners
Individualizing work
Children move at own pace
Encouraging individual choice
Children use language to express ideas
Praising children for accomplishments and
viewing errors as normal development
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The BALANCED View cont.
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Using flexible time schedules
Recognizing the value of play
Establishing learning centers
Activities vary from active to quiet,
small group to large group
• Opportunities for outdoor exploration
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Eager to Learn
• Cognitive, social-emotional and motor development
• Interpersonal relationships with teachers
• Class size and adult-child ratios
• No best approach
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Overarching Development Themes
• Wired for feelings and ready to learn
• Early environments and relationships
• Needs of young children
• Interactions among early childhood science,
policy, and practice
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