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Overview of Foundations
of Early Childhood Education
What We Know About Young Children
• includes linguistic
• includes creative• includes
moral
Physical Cognitive
AffectiveSocial
Cognitive• Need for concreteness• Short attention span• Learns by doing; must construct own learning• Is pre-logical• Needs opportunities for thinking and imagination
Linguistic• Needs foundations of literacy, not literacy itself• Needs opportunities for self-expression• Needs listening skills• Needs print and communication rich environment
Affective• Vague beginning understanding of feelings• Needs to learn to accept, express, release, control
them• Needs senses of self-esteem and individuality• Needs self-motivation and independence• Needs opportunities for creativity• Needs help with patience
Social• Needs help being introduced to social skills• Basically egocentric• Is pre-moral• Needs to belong as part of a model community• Needs healthy set of values• Appreciation of diversity• Benefits from small groups
Physical• Difficulty sitting for long periods• Fine motor skills/eye-hand coordination just
developing• Needs multi-sensory learning
How Young Children Learn
• This is based on brain research, the theories of Piaget and Gardner, Developmentally Appropriate Practice, et al
How Young Children Learn How Young Children Do Not Learn
Children construct their own learning,through exploring, testing, discovering, inventing, creating and interacting.
Learning is given to children, to be copied, memorized and performed.
“Play is a child’s work.” Teachers observe and facilitate play.
Play is treated as a break, reward or amusement. Teachers ignore play or play with children.
The most effective learning is child-initiated, self-motivated and meaningful.
Learning has to be directed by the teacher,motivated by rewards and driven by the “curriculum.”
Projects and integrated themes, with child input, are the best ways for learning to take place.
Children must first practice isolated skills and facts, like letters, or study whole class, pre-planned units they’re supposed to learn.
Learning should be relaxed, personal and enjoyable.
There is a lot that has to be learned, so rushing and no fooling around are needed.
Active, hands-on learning is best. Children learn when they are quiet and “good listeners.”
How Young Children Learn (continued)
How Young Children Do Not Learn(continued)
Most learning takes place during free play time.
Most learning takes place at “learning time.”
Children are observed and assessed as whole individuals, using “home-grown” measures.
Children are subjected to standardized tests.
Children learn differently and at their own paces.
Children must conform and learn the same way and at the same pace to be ready for next year and for tests.
Children self-group or are grouped naturally, as appropriate
Children are ability grouped or taught as a whole class
Projects, activities, games, songs, stories, charts, experiences and child-initiated explorations guide the curriculum.
Early academics, dittos, homework, copying and recitation guide the curriculum.
Subliminal message: Power Points are fun and exciting
Subliminal message: Power Points are fun and exciting
Subliminal message: Power Points are fun and exciting
Developmentally Appropriate Practice
• Age Appropriate• Stage Appropriate• Individually Appropriate• Culturally Appropriate
Priorities for Curriculum Development
Cognitive AffectiveThinking Skills Self-EsteemImagination Self-Awareness/IndividualityAttention Span Self-Control/PatienceLanguage Development Self-Expression
Emotional HealthSocial CreativitySocial Skills (sharing, cooperation, communication,
group membership, conflict resolution) PhysicalValues (respect, responsibility, non-violence, caring, Fine Motor/Eye-Hand Development acceptance) Sensory Perception DevelopmentAppreciation of Diversity Health
One Appropriate Daily Schedule
9:00 Greeting Time 9:10 Free Play Time10:10 Clean-Up Time10:20 Snack Time10:40 Group Time11:00 Transition to Outside Time11:05 Outside Time11:55 Preparation for Lunch12:00 Lunch Time12:25 Transition to Nap Time12:30 Nap Time 2:20 Transition Out of Nap Time 2:30 Snack Time 2:45 Closure 2:55 Pick Up Begins