Transcript Theorists and Practices

Theorists and
Practices
Chapter 1
Overview
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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)
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Cognitive Development
Theory
– Jean Piaget
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Sociocultural Theory
– Lev Vygotsky
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Psychodynamic
Theory (psychosocial)
-Erik Erikson
Sigmund Freud
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Behavioral Theory
– B.F. Skinner
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Multiple Intelligence
– Howard Gardner
Curriculum Models and
Developers (Catron & Allen,
1999; Taylor, 1999)
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Montessori
– Maria Montessori
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Reggio Emilia
– Loris Malaguzzi
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Bank Street
– Mitchell, Pratt &
Johnson
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High reach
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High/scope
Cognitively
Oriented
Curriculum
Cognitive Development TheoryJean Piaget (1896-1980)
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Four stages of
intellectual
Development
 Emphasize first and
second stage in this
course
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Stage 1- Sensorimotor
(0-24months)
Stage 2Preoperational
(2 years to 7 years)
Stage 3- Concrete
Operational
(7 years to 11 years)
Stage 4-Formal
Operational
(11years and older)
Sensorimotor (0-24 months)
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Learning through
senses
 Gaining control of
body movements
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Mouthing & touching
objects
Intense listening
Acute sense of
smell
Acute observation
Intense exploration
Preoperational Stage (2-7yrs)
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Focus on self
Learn through senses
Difficulty with abstract
thought
Lack of conservation
skills
Focus of learning
through real life
experiences
Instructional Techniques
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Hands-on
experiences
 Concrete
experience
during instruction
 Age appropriate and
challenging activities
 High/Scope
 Creative Play
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Play is important in
intellectual
development
 Child primary
influence in
knowledge
Sociocultural Theory-Lev
Vygotsky(1896-1934)
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Influence of society
and culture on
– child’s development
– Language
– Higher order thinking
skills
– Play and
environment
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Zone of proximal
development
 Scaffolding
Psychosocial Theory-Erik
Erikson(1902-19994)
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Extension of
Sigmund Freud-id,
ego, superego
 Eight stages of
psychosocial
development
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Trust vs mistrust
– (0-1yr)
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Autonomy vs shame
and doubt
– (1-3yrs)
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Inititative vs guilt
– (3-6yrs)
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Industry vs. inferiority
– (7-11yrs)
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Identity vs. role
confusion
– (adolescence)
Others page 4 in text
Key Concepts
Psychosocial
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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)
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Objective observable
principles influence
behavior
Operant conditioning
Child is “conditioned”
through consequences,
reinforcement and
punishment
Montessori
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Self correcting toys
and materials
 Personal
care/hygiene
 Children choose
materials
 Intrinsic rewards
and motivation
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Prepared
environment
 Humility
 Individualism
 Children are
– Self directed
– Self-disciplined
– independent
Reggio Emilia
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Children learn from
children about children
Aesthetic aspects of
curriculum
Children’s ideas are
priority
Use of child’s natural
language
Constructivist view
Misconceptions
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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
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right vs wrong
 Prior knowledge is
eliminated
 Unstructured
classes
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Meets needs of
certain children
 Fad
 Watered down
curriculum
Curriculum
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Include all areas of
development
(cognitive, physical,
social etc)
 Exploration of
materials
 Outdoor/indoor
activities
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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
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Training
– DAP
– Participation in Professional organizations
Code of Ethics
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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
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Warm positive
 Providing emotional
security
 Make relationship
priority
 Increase
involvement with
children
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Strive for positive
relationship with
parents and others
 Plan activities about
relationships
Factors to Consider
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Kindergartners see
conflict in present,
physical terms,
egocentrically
 Negotiation is
difficult for young
children
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Praise should be
personal, honest,
specific, valued and
behavior reinforcing
 More nurturing
caregiver; more
positive children
relate to social
interactions
Guidance
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Proactive Guidance
– Teacher anticipate problem and consider
acceptable solutions
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Reactive Guidance
– Lack of thought process and planning, leads to
negativity and one-sidedness
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Indirect Guidance
– Reduction of behavior problems through
organization of materials, areas, traffic patterns
Sequencing 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
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)
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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
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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)
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Authoritarian
– values obedience
– External control
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Permissive
– Lacks limits
– Laissez-faire
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Democratic
– DAP
– Discussion of rules with children
– Proactive parents
Techniques for home and school
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Discussion techniques
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– Instead of “I like the
way…
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– Reasonable, simple
requests
think request and follow
through
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
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Reinforce Actions you
want repeated
– Behavior not child is
unacceptable
– reinforcement should
closely follow the action
– Identify appropriate
action specifically
Inappropriate Behavior
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Ignore it
– Child will continue behavior to get attention
child then sees attention is not rewarded and will
discontinue it
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Assertive approach to discipline
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Positive statements
Setting limits
Avoid negative statements
Guidelines for behavior
Guidelines for Behavior
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Child is not allowed to:
– Hurt himself
– Hurt someone else
– Destroy property
More Techniques
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Respect children
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– Self-confidence
– Personal belongings
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– Verbal then physical if
necessary
– Observant
Guide with love
– Explain caution with
love appropriately
Be a role model
– Happy attitude
– Actions speak
Be aware of warning
signals
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Avoid Power Struggles
Offer choices and
accept decisions
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consider child’s health
and factors in decision
making process
More Techniques
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Encourage
independence
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– Guide not control
– Honest praise
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Provide acceptable
avenues of feeling of
release (clay, pillow,
punching bag)
– Younger children release
more physically
Learn through
participation
– First hand
experiences
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Appropriate
discipline
Communication/contact with
parent
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Assess
Build trust
Communicate
Encourage visits
Articulate program
philosophy
Orient parent
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Learning cards
Learning packets
Newsletter
Tapes for parents
with visual
impairments
Information in native
language when
possible