Study guide- test 1
What does ECE stand for/ age range
Focus on education and care
Types of facilities: Private/public/ home/center
General History of ECE in America
Long term positive effects of children who attend ECE
Characteristics of a good teacher
Temperament
Multiple Intelligence
Nature vs Nurture
Historical approach to ECE: Humanistic, Greeks, Luther, Dewey,
Frobel and concept of Kindergarten
Methods: Montessori, Waldorf, Reggio
What is NAEYC
What is the NAEYC code of ethics
What are standards
Head Start
Developmentally Appropriate Practice ( DAP)
Quality in ECE- Characteristics of a quality program
Tri-lemma: Quality-affordability-compensation
Homework due the day of the test: You are to answer one of the reflection question boxes from Chapters 1, 2 OR 3- You may choose any of the yellow reflection question boxes.
You can type or handwrite the answers. Due 2/14 for eve class and 2/15 for day class
Chapter One
The Teacher
Working with Young Children
Many Roles, Responsibilities, and Rewards
Early Childhood Education
Defined as birth to age 8
Early Childhood Education and Care or Early Care and Education are current terms
Terms emphasize the important dual focus on learning and care
Early Childhood Educators have Many Titles
Teacher
Early Childhood Professional
Practitioner
Caregiver
Provider
Home Visitor
Reflection
What do you see in your mind when you think of an early childhood teacher?
Tasks of an
Early Childhood Educator
Day to day interactions with children
Planning and preparation of the learning environment
Planning the curriculum and activities
Observing and assessing children
Record keeping and reporting
Working with families, colleagues, and community agencies
Development of The Whole Child
Social, emotional, intellectual, and physical development are all important and interconnected
ECE has a commitment to working with/teaching The Whole Child
Developmentally Appropriate Practice (DAP)
DAP is responsive care & education that is mindful of The Whole Child
DAP is:
Age appropriate
Individually appropriate
Culturally appropriate
Early Childhood Educators Today
Design curriculum that addresses Early Learning Standards
Assess what children have learned in terms of the standards
Identify how you, as a teacher, are meeting the standards
Teacher as a Person
Personal Characteristics
Temperament
Multiple Intelligences
Personal Values & Morality
Attitudes toward Diversity
Self Knowledge & Ability to Reflect
Teacher as a Professional
Specialized knowledge base & training
Shared mission & values
Agreed upon standards
Code of Ethics
Autonomy & Self Regulation
Chapter Two
The Field of Early Childhood Education and Care
The Early Childhood Education Field in the
United States Today
Principle Purposes for Early Childhood Education Programs
To support the learning and development of young children
To care for children when families and adults are working and in training
Facilities and Sponsorships
Centers and Schools
Homes
Public
Private
Trilemma
Quality of the program
Compensation of the staff
Affordability for families
Sometimes called "QCA":
quality – compensation - affordability
High Quality Early Childhood Education Programs
Safe and Healthful Care
DAP and Stimulation
Positive Interactions with Adults
Encouragement for Social/Emotional Growth
Positive Relationships among
Children
Positive Long Term Effects of High Quality ECE Programs
Gains in social, emotional, and cognitive development
Higher school readiness and language development
Higher IQ
Less special education
Fewer grades repeated
Fewer behavioral problems; less criminal justice intervention
Improved health
Economic self sufficiency
Universal P-K Programs
Research & Reflection
Describe the P-K Program within your State.
If your State does NOT have one what are the issues and ideas surrounding development of Universal P-K for your State?
Head Start
Comprehensive educational & support service program
Children of low income families
Nutrition, mental health, physical, dental, education, social, and emotional development components
Strengthen families – connect communities
story and Educational Models
Roots of the Past Connect to Practices of Today
Humanistic Tradition
Values
Potential
Well Being
Interests of Human Beings
Historical perspective
Even back to ancient Greeks- held that children learn through play– Must stimulate both body and mind
Humans are basically good- Education should be for boys and girls
Martin Luther– Education should be for all children
Cormenius– Education should begin in infancy
Educational Movements that Shaped ECE
Froebel and Kindergarten-Child’s garden– transition
Gifts
Progressive Education –
John Dewey- social skill, learn by doing, less formal
The Nursery School – McMillan’s
Focus on physical and intellectual welfare of poor children-
European Programs that Influenced ECE
Montessori Method –
psychological health of child- dignity– children learn best through sensory exploration
Waldorf Education –warm, homelike, emphasis on inner strength- goal to create equal society
Rudolf Steiner
Reggio Emilia – the learning environment as a ‘teacher’
--creative materials- projects—documentation of children’s work
Reflection
Think of an important Historical Event that occurred during your lifetime.
How do you think that event might have influenced your growth and development?
Early Childhood Education and Care Today
Grew out of two historical streams
The Nursery School – health & development of the child
The Day Nursery – care for children while their family members worked
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Multiple Intelligences
Howard Gardner of Harvard has identified eight distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991).
According to this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves.
Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."
“ Students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means."
The learning styles are as follows:
Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs.
Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.
Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.
Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.
Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners.
Linguistic - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture.
Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.
Naturalistic – These learners have a highly developed interest, understanding and attraction to the natural world. The outside world is a natural classroom for these learners.
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Children who are strongly:
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Think
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Love
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Need
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Linguistic
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in words
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reading, writing, telling stories, playing word games, etc.
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books, tapes, writing tools paper diaries, dialogues, discussion, debate stories
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Logical- Mathematical
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by reasoning
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experimenting, questioning, figuring out puzzles, calculating, etc.
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things to explore and think about, science materials, manipulatives, trips to the planetarium and science museum
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Spatial
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in images and pictures
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designing, drawing, visualizing, doodling, etc.
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art, LEGOs, video, movies, slides, imagination games, mazes, puzzles, illustrated books, trips to art museums
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Bodily- Kinesthetic
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through somatic sensations
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dancing, running, jumping, building, touching, gesturing, etc.
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role play, drama, movement, things to build, sports and physical games, tactile experiences, hands-on learning
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Musical
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via rhythms and melodies
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singing, whistling, humming, tapping feet and hands, listening, etc..
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sing-along time, trips to concerts, music playing at home and school, musical instruments
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Interpersonal
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by bouncing ideas off other people
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leading, organizing, relating, manipulating, mediating, partying, etc.
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friends, group games, social gatherings, community events, clubs, mentors/apprenticeships
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Intrapersonal
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deeply inside themselves
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setting goals, meditating, dreaming, being quiet,
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secret places, time alone, self-paced projects, choices
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MULTIPLE INTELLIGENCES TEST
Where does your true intelligence lie? This quiz will tell you where you stand and what to do about it. Read each statement. If it expresses some characteristic of yours and sounds true for the most part, jot down a "T." If it doesn't, mark an "F." If the statement is sometimes true, sometimes false, leave it blank.
1. _____ I'd rather draw a map than give someone verbal directions.
2. _____ I can play (or used to play) a musical instrument.
3. _____ I can associate music with my moods.
4. _____ I can add or multiply in my head.
5. _____ I like to work with calculators and computers.
6. _____ I pick up new dance steps fast.
7. _____ It's easy for me to say what I think in an argument or debate.
8. _____ I enjoy a good lecture, speech or sermon.
9. _____ I always know north from south no matter where I am.
10. _____ Life seems empty without music.
11. _____ I always understand the directions that come with new gadgets or appliances.
12. _____ I like to work puzzles and play games.
13. _____ Learning to ride a bike (or skates) was easy.
14. _____ I am irritated when I hear an argument or statement that sounds illogical.
15. _____ My sense of balance and coordination is good.
16. _____ I often see patterns and relationships between numbers faster and easier than others.
17. _____ I enjoy building models (or sculpting).
18. _____ I'm good at finding the fine points of word meanings.
19. _____ I can look at an object one way and see it sideways or backwards just as easily.
20. _____ I often connect a piece of music with some event in my life.
21. _____ I like to work with numbers and figures.
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22. _____ Just looking at shapes of buildings and structures is pleasurable to me.
23. _____ I like to hum, whistle and sing in the shower or when I'm alone.
24. _____ I'm good at athletics.
25. _____ I'd like to study the structure and logic of languages.
26. _____ I'm usually aware of the expression on my face.
27. _____ I'm sensitive to the expressions on other people's faces.
28. _____ I stay "in touch" with my moods. I have no trouble identifying them.
29. _____ I am sensitive to the moods of others.
30. _____ I have a good sense of what others think of me.
Place a check mark by each item you marked as "true." Add your totals. A total of four in any of the categories A through E indicates strong ability. In categories F and G a score of one or more means you have abilities as well.
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A
Linguistic
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B
Logical- Mathematical
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C
M usical
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D
Spatial
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E
Bodily- |
F
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Published in
CDEV 100
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