Theorists and Practices Chapter 1. Overview Profile of the Young Child Theories, Theorists, &...
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Transcript of Theorists and Practices Chapter 1. Overview Profile of the Young Child Theories, Theorists, &...
Theorists and Practices
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) 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- ConcreteOperational(7 years to 11 years)
Stage 4-FormalOperational(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 TheoryB.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
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 patternsSequencing of events, use of space and time.
Working with Parents and Families
The Child and the Family
The Developing Child
The family(Parents, Siblings, Extended family,
Home culture)
The Preschool Child
The Developing Child
SchoolAnd teaching staff
The family and home culture
Influences Affecting Child’s Environment
The Developing Child
CommunityExtra curricula activities
The schoolculture
The family and home culture
Timing
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
Family and School
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