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Chapter Two:Programs Models
Early Childhood Services 120
Beliefs about Kids = Beliefs about ProgramsHow we approach the education & care of young
children depends on what we believe children are like.
Programs for preschoolers are often designed based on what we believe children are like.
For example, if you believe that children learn by exploring their environment (the room, the things in the room, etc), then you would probably design a program that kept this in mind.
If you believe that children are “unruly” (wild, needing to be controlled), then you might design a program that was strictly organized and that focused on keeping the children under control and directed by the grownups.
Six Program ModelsThese are the main models used in
North America:1.Montessori2.Open Education3.Project Head Start4.Cognitively Oriented Curriculum (COC)5.The Bereiter-Engelmann Model
(DISTAR)6.The Reggio Emilia Model
What is a Program Model?A program model describes typical
1. Goals2. Materials3. Roles4. Schedules (sometimes)5. Theories (sometimes) such as
behavourist, maturationist (development & learning comes in time), etc..
6. Role of teachers7. Role of children8. Role of parents
CurriculumCurriculum means what is studied, or
focused on, or learned (the program, the set of courses, syllabus)
History of ModelsIn the 1960s and 1970s, a lot of models were
developedThey looked at different ways to help childrenModels really affect children and how they
develop, so they are very importantAt one point (1990s), 14 early childhood
education models were identifiedMost of them fit in one of the three categories:
1. Montessori Models2. Behaviorist Models3. Interactional Models
A Review of the “Big Three”1. Montessori – a program model designed by Maria
Montessori. Children are like sponges.
These programs make sure that their environments are fun to explore. Curiosity is the key. Maria Montessori stressed using the senses to learn (sight, sound, touch, taste). It’s all about preparing the child to learn skills by teaching the movements and actions necessary to perform them. For example, to teach her students how to write, she cut up large sandpaper letters and had children trace them with their fingers, and later with pencil or chalk.
Working independently and being persistent (not giving up, finding a way to work through a problem) are key.
The Montessori classroom was the first of its kind, with its emphases on cultivating a warm and comfortable environment and on independent and active learning.
1.
BehavioristA program model based around Watson’s ideas that behavior is separate from the way our mind works, so we learn through observation (watching others) and reinforcement (rewards & punishments).
Behaviorists use drills (repeating something over and over again), modeling (showing a child how to do something) and segmented learning (breaking skills into pieces – ex: reading read begin with identifying the sound of individual letters, then letter blends, until they are able to read entire words).
Interactional Based on Piaget and his Six Stages of Development.
He believed that children developed best in a classroom with interaction.
He believed in two basic ideas about moral (decent, right, honest) education: children develop moral ideas in stages and create their ideas of the world, based on what they see (not based on what they are told).
He also focused on social relationships and how this affects children: he thought cooperation was key, not adults controlling children and how they act and learn.
Children and adults have the freedom to share his or her own thoughts, consider the ideas of others, and defend his or her own point of view. Children’s thinking can’t be limited by a dominant influence (usually grown-ups).
Eclectic Eclectic means assorted, diverse, free, a “mix”
Very often, programs are very eclectic – they might “loosely” fit in one of the three categories, but “play” with the rules and come up with an original blend.
If you asked teachers in most early childhood programs to describe their program’s philosophy (attitude, viewpoint), you would likely find that most are only “sort of” based on one of the three main categories (Montessori, Behaviorist, Interactional).
1. Montessori Programs1. Believed children are good and must be
respected if they are to learn.2. Early experience is the key to success3. Sensory education (using the senses to learn)4. Absorbent mind (like a sponge)5. Between age 3 and age 6, kids are in the
sensitive period and most able to learn.6. Kids learn best in a prepared environment.7. The teacher’s main role is to prepare the
environment by choosing & arranging materials that will interest kids.
8. Self-education (child will educate himself)
The EnvironmentOrderNoise level is quite lowNo teacher’s desk at the front, no rows of desksChild-sized equipment and furniture (Montessori
started this, though it’s “normal” now).Different areas with different materials that
help children master a skill .Plants, flowers, attractive decorations and
materials.Beauty is important
The ChildrenDifferent agesMostly from affluent (wealthy) homesEach doing their own thing (lots of different
activities)Usually children are from 2 ½ and 5 years
old (all in the same room, mixed)Children initiate (decide or start) activitiesChildren free to do what they pleaseSometimes working in pairs or small groupsYounger children often learn to participate
by watching older children
The TeachersLittle adult controlQuiet and not “bossy”Teacher is the director (watching and
demonstrating, if asked)Does not reinforce or praise work because
children should find their work self-rewarding
Teachers take post-secondary (after their first degree at university) education to learn about the Montessori program.
The ParentsRarely involvedCan visit, but asked to be quiet and not
obvious
The SchedulePeriods for indoor and outdoor playSnack timeGroup lessons do not happen every dayMay have group activities one or two times
a week
The MaterialsDidactic (designed to teach a specific
lesson)Self-correcting (child gets immediate
feedback)Go from simple to complicatedChallengingAttractiveUsually made of natural materials (like
wood)
The Curriculum1. Daily Living (practical activities such as buttoning,
hair brushing, watering plants, washing windows, sweeping).
2. Sensorial (sight, sound, touch, smell, taste). Examples, the pink tower (ten cubes stacked from smallest to largest), color tablets (kids arrange hues (shades) of one color from darkest to lightest), sound boxes (boxes filled with materials like salt, rice, and they match sounds).
3. Academic (writing, reading, math). Use fingers to trace sandpaper letters, or to trace letters in cornmeal, movable alphabet (to form words), golden beads (to learn the decimal system)
Not much “fantasy play”, and they don’t often combine materials in their play until they have mastered the materials for their original purposes
2. Open EducationDeveloped in the BRITISH INFANT SCHOOL (1800s
and 1900s) . North Americans got interested in the 1960s.
Relied on Dewey, Freud and Piaget.Susan and Nathan Isaacs taught at Cambridge and
the University of London, came up with this model.For kids 3-5 (nursery schools) and 5-8 years old.Child-centeredKids learn through discovery (ex: might visit a
firehall and then do dramatic play, draw firetrucks, write stories or poems about firefighting)
The EnvironmentGradual admission (some enroll in Sept, some in
Jan, some in April)Only enroll after visiting with parents many timesArrive at school at different times; leave at
different timesMulti-age groupsIntegrated day (no lessons at set times)Many activity centersWorking on many projects in many areas
(gardens, senior citizen home, library, etc)Outside often (not just at “recess”)Lots of materials (many home-made)
The ChildrenLots of different backgroundsNot in rows, no teacher at frontMore noise than MontessoriFree to use what they want and move
around as they likeChildren Initiate ProgramsTeacher is resource personKids of different ages working together
The TeachersKeep careful recordsWant to know what each child understandsDon’t receive report cards, more interested
in how the child interacted in order to lead to success
The ParentsFrequent visitors and volunteersTeachers and parents have great
relationshipsImportance of the home is stressed
The ScheduleNo set scheduleEntire group would not have a shared
lessonTeachers work with small groups
The CurriculumBecause it’s British, there is no government
curriculumThere is a Canadian guidebook
3. Project Head StartIn 1964, the US government started its biggest,
most important early childhood education projectA reaction to the civil rights movement (rights for
everyone, women and all racial groups) and the Sputnik crisis (race to space, which US lost to the Russians)
Break the poverty cycleCanadians took it on because a) said early years
are important b) evaluation was important (figuring out what works, etc)
Funding by government to help disadvantaged kids get help and education
The EnvironmentNo one Head Start program, many different
typesEnvironment set up to help kids learn in all
areasSome are full day, some are part-dayAt least one hot meal a dayRegular medical and dental examsImmunizationsIdentify developmental delays & learning
problems
The ChildrenFamily income is the main reason for
joining90% come from families that are at the
poverty level10% have disabilities
The ParentsParenting education and parent
involvement are key partsParents are seen as the main influence in a
young child’s lifeIf the child’s life is to improve, the parent’s
life must improveHelps parents find jobs
The TeachersIn the USA, the requirements change from
state to stateSome need training, others don’tIn the 1970s, started to introduce teacher
requirements
The ScheduleNo standardChanges from program to program
4. Cognitively Oriented Curriculum (COC)Based on PiagetDesigned in the 1960sFor children from poor backgroundsNow used by many others and many
preschools and primary (kindergarten, grade 1, grade 2, grade 3) use the program
Children are active learners who come up with their own knowledge from their experiences
The EnvironmentStimulating (exciting) but orderlyCan choose materialsUse them in any way you wantDivided into clearly defined work areas, each
with specific materials Housekeeping, block, art, quiet, music, large-
group areasFocus on real materials like dishes, tools, not
toy versionsUncluttered storage areas with pictures to
show kids what’s stored thereEncourage clean up and order
The ChildrenMot kids were originally poor and black and
from single-parent backgrounds (at first)Lots of encouragement of social skills (how
to act and communicate with other people)
The TeachersMore structured role than in OPEN and
MONTESSORI programsLarge-group circle time, small-group
lessons every dayTeachers work in teamsTeacher-Child ratio could be from1:5 to
1:10 (depending on the age)Plan for each kidSocial and Intellectual development both
important
The ParentsCome in every two weeks to see what the
child is doing and to learn how to do it themselves, in some cases
Want to learn about the child’s family (and culture) so they can help children
The ScheduleDaily schedule is importantConsistency is important (doing the same
things, in the same way, at the same time). Helps kids understand time and structure.
Day starts with “planning time” when kids decide what activities they want to do that day
Work timeRecall timePlan-do-Review Cycle (the main thing about
this program model)
The MaterialsNo list Block area, house area, art area, quiet
area, construction area, sand and water area, music and movement area, large-group area
Ex: block area would have lots of building materials, things to take apart and put together, materials for filling and emptying. Tinkertoys, interlocking materials, trucks, trains, people and animals in the play area
Role play is common
The CurriculumFocus on cognitively-oriented curriculum (how you
think)1.Active learning2.Using language3.Represent experiences & ideas(describing, playing
with language)4.Classification (preoperational stage): difference
between things (sort and match, etc)5.Seriation (arrange things according to size, etc)6.Number concepts7.Spatial relationships (take things apart, put
together, reshaping objects, describing things in different ways)
8.Time (stop, start, speed, time, seasons, future events, planning, past events)
The Bereiter-Englemann Model (DISTAR)Based on behavioral theory1960sHelp children from poor backgroundsBecoming more popular, nowHelp disadvantaged kids catch up, and
pass, their peersEmphasize some areas, and ignore othersVery specific, teacher-determined goals
(not meeting the needs of the whole child)
The EnvironmentSmall and large classroomsDirect teaching activities in small rooms,
large room for less structured activitiesArithmetic Room, Reading Room and
Language Room.Each facing the front, and the chalkboardQuiet roomsPlain, to minimize distractionLarge room has more stimulation and are
“more normal”
The ChildrenMost came from deprived (poor,
underprivileged) homes Now being used in some elementary
schools in Canada and USA & for all kids
The TeachersElementary teachers are more suited to
use this model because early childhood teachers have been taught not to “force” the children, but elementary school teachers are “ok” with it
The ParentsNot involvedSome are asked to do extra work at home
The ScheduleThree fast-paced, no-nonsense, intense 20
minute lessons in language, math and reading
Five children with one teacher (ratio)Mixed in are times for eating, bathroom
and 15-20 minutes of musicMusic is used to reinforce language
The MaterialsToys are limitedPaper, crayons, chalk (no paint)Materials are meant to help with the
lessonsNo housekeeping areas, no block areas, no
creative arts areas, no practical life areasNo peer play or games
The CurriculumDaily lessons with direct instruction
(teacher teaches)Planned lessons, drills, exercisesLanguage, Math and ReadingColor recognition, naming, counting to 20,
letters, ability to rhyme, sight-reading vocabulary
Constant reinforcement, with praise and food used to motivate (behaviorist theory)
6. The Reggio Emilia ModelA city in Italy where publicly funded early
childhood education started 35 yrs agoLoris Malaguzzi had this visionNorth Americans are now interestedUsed Dewey’s ideas about child-centered
education and mixed with Piaget’s approach.The child is an active participant in
developing knowledgeAll relationships are connected, between
child and parent and teacher
The EnvironmentInvitingPrettyComfortableClose relationship between children and
teacherSpace encourages communication between
peopleWork alone, with small group, with large group,
with teacherPiazza is a central greeting and meeting place
(to encourage communication and visiting)
The CurriculumProjects are the focus, can be short term or long
term (lasting over a month)Work at your own pace No set schedule, no rushOften use artworkThe themes come from the children or everyday
experiencesExample: go to a field and see some poppies,
then draw and paint, and discuss and ask questions and examine each others’ work. They then go back and draw and work again, because they know more now.
The Children4 months – 6 yearsInfants – 3 yr olds in one space; 3 -6 yrs in
anotherAll children stay with the same teacher and
peers for three yearsLearn from others (communicating)
The TeachersWork in pairsResource to childrenResearchers gathering informationContinual observation, documentation and
discussionWatching and listening are keyPeer support, meetings and discussions are
key
The ParentsSeen as very importantRun committees to operate the schoolsOutdoor courtyards are used for meetingsParent-teacher meetings once a monthCan participate in activities when they like
The ScheduleLunch and rest time scheduled, no rest of
the day is notOpen from 8am – 4pmProjects come about by chance, not
plannedLots of time to discuss, question, work
together
The MaterialsLots and lots of materials Lots and lots of examples of past projectsWire, clay, paints, mirrors, cameras, paper,
videos, etc
Assignment1. Make a chart, on the top, put “strengths”
and “weaknesses”. Put the six programs down the side. Leave big boxes to fill in information. Value: 15 marks
2. Organization and attractiveness: 5 marks3. Covers key points, accurate information:
10 marks
Assignment1. Which program would you choose for your
children and why? Write a two-page response (when double spaced). Give specific examples and reasons to support your opinion.
2. Value: 10 marks
Do you have two pages?Do you make at least 5 good points?Do you try to back-up your opinion with specific
details from your notes?Do you make some good points?
AssignmentMake a ChartUse the three main categories (Montessori,
behavioral and interactional) across the top of your chart, with a short description for each one.
Put each of the six examples (Montessori, Open, Project Head Start, COC, DISTAR, Reggio Emilia) under one of the three categories.
Value: 10 marksAppearance (orderly, looks professional) 4
marksProper placement 6 marks
TestList the three main categories and be able
to (briefly) explain eachList the six program models we studied
Matching question – description of each and you will need to match with the proper program model.
1. Teachers see their role primarily as preparing the environment by choosing and arranging materials that interest kids.
2. Most kids come from disadvantaged backgrounds. (Project or COC or DISTAR)
3. Kids stay with the same teacher every year they are at the school. (Montessori o or Reggio)
4. Art is a big part of the curriculum. (Reggio)
5. Kids arrive at school at different times throughout the day. (Open)
6. Projects are a big part of the curriculum. (Open or Reggio)
7. Kids learn through discovery, and often leave the preschool to explore things in the community. (Open)
8. Parents come in every two weeks to see what the kids are doing and to learn how to do some of these things themselves. (COC)
9. Based very closely on Piaget and the interactional model (COC)
10. Focus on “real” materials, like dishes, tools, etc (COC and Montessori)
11. Fast-paced day , no nonsense (DISTAR)
Chapter Two TestName the three categories and briefly
explain each.List the 6 program models.Matching. For each of the descriptions I
give, tell me which program model matches.
1. Kids are like sponges