Chapter 1Starting the Process
Please think of the children first. If you ever have anything to do with their entertainment, their food, their toys, their custody, their day or night care, their health care, their education—listen to the children,
learn about them, learn from them. Think of the children first.
Por favor pensar primero en los niños. Si tiene algo que ver con su entretenimiento, su comida, sus juguetes, su custodia, cuidados durante
el día o noche, cuidado de su salud, su educación, escucha a los niños, aprender sobre ellos, aprender de ellos. Pensar primero en los niños.
-Fred Rogers-
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Early childhood teaching philosophy1. The early education profession
is important because
2. Quality early education means
3. To ensure a successful early educational experience, children should have
4. Children learn best by
5. The physical environment of the early education classroom should
6. The most important quality that a teacher can have is
7. The most important thing a teacher needs to know about a child is
8. Play is important for young children because
1. La profesión de educación temprana es importante porque
2. Educación temprana de calidad significa
3. Para asegurar una exitosa experiencia educativa temprana, los niños deben tener
4. Los niños aprenden mejor por
5. El entorno físico de las aulas de educación temprana deben
6. La cualidad más importante que puede tener un maestro es de
7. Lo más importante que un profesor necesita saber acerca de un niño es
8. El juego es importante para los niños pequeños porque
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Early childhood teaching philosophy9.Curriculum and
classroom planning are important because
10. Schedules and routines in an early childhood setting are important because
11. Active participation of families in an early childhood program is important because
12. I want to be a teacher (or I am a teacher) because
9.El currículo y planificación de aula son importantes porque
10. Los horarios y las rutinas en una clase de la primera infancia son importantes porque
11. Participación activa de las familias en un programa de la primera infancia es importante porque
12. Quiero ser un maestro(a) (o yo soy un maestro(a)) porque
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Early Childhood Education
Birth through age eight
Desde el nacimiento hasta la edad de ocho años
Environment is critical
El ambiente es critico
Teacher’s knowledge and skills-crucial
Conocimiento del maestro y habilidades-crucial
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Early Childhood Education
Child-centered curriculum
Curricula centrada en los ninos
Has a rich history (p.5)
Tiene mucha historia
Advocacy
An attitude that encourages professionals, parents, and other caring adults to work together on behalf of young children
Una actitud que anima a profesionales, padres y otros adultos a trabajar juntos en nombre de los niños pequeños
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Developmental Theorists
Erik Erikson –Psychosocial
Jean Piaget – Cognitive Development
Lev Vygotsky- Sociocultural
Howard Gardner – Multiple Intelligences
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Psychosocial Theory
Eight stages
First four stages most relevant to ECE
Basic trust vs. mistrust (0-1 yr)
Begins to trust parent and develops self-confidence
Comienza a confiar en los padres y se desarrolla confianza en sí mismo
If caregiver is unresponsive can develop a sense of mistrust
Si es insensible al cuidador pueden desarrollar un sentimiento de desconfianza
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Psychosocial Theory
Eight stages Autonomy vs. shame and doubt (2-3 yrs.)
Gains independence from caregiver by walking, talking and toilet training
Adquiere independencia del cuidador por caminar, hablar y esfínteres
Child can develop a sense of shame on abilities
Niño puede desarrollar un sentido de vergüenza en las habilidades
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Psychosocial Theory
Initiative vs. guilt (4-5 yrs)
Child initiates activities to meet larger goals
Niño inicia actividades para cumplir con metas más grandes
Child can learn guilt that own results are in conflict with parent
Niño puede aprender culpa propias resultados están en conflicto con los padres
Industry vs. inferiority (6-12 yrs)
Sense of industry emerges when comparison in favorable
Sentido de industria surge cuando comparación favorable
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Psychosocial Theory
When comparisons are unfavorable a sense of inferiority can develop
Cuando las comparaciones son desfavorables puede desarrollar un sentimiento de inferioridad
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Cognitive Theory
How young children learn Constructivism Assimilation Schema/schemata Accommodation Equilibrium Constructivism
Other terms-object permanence, egocentric, symbolic thinking
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Cognitive Theory
Cómo los niños pequeños aprenden constructivismo
asimilación
esquema/esquemas
alojamiento
equilibrio
constructivismo
otros términos: permanencia del objeto, egocéntrico, pensamiento simbólico
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Cognitive Theory (continued)
Stages
Sensorimotor (birth to about 2 years)
Sensorimotor infants are unable to verbalize their needs, therefore their level of knowledge can be approximated by observing the way they sense stimuli and use motor behavior to demonstrate it
Object permanence
sensoriomotora: (nacimiento a 2 años) Bebes sensoriomotora son incapaces de verbalizar sus necesidades, por lo tanto su nivel de conocimiento se puede aproximar mediante la observación de la forma de percibir estímulos y usar conducta motora para demostrar permanencia del objeto
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Cognitive Theory (continued)
Stages
Preoperational (about 2 to 7 years)
Preoperational operations are “ways of manipulating objects in relation to each other, such as arranging them in a series according to size or putting them in classes according to color”
Egocentric
Preoperacional operaciones son "formas de manipular objetos en relación con los demás, tales como disponerlos en una serie según tamaño o poniéndolos en clases según el color"
egocéntrico
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Cognitive Theory (continued)
Stages
Concrete operations (7 to 12 years)
children not only gain greater command of the notions of conservation and reversibility, they also become capable of decentering their attention, of recognizing the way two or more dimensions of an event interact to produce a given result” (Thomas, 2005, p.207).
los niños no sólo adquieren mayor dominio de las nociones de conservación y reversibilidad, son también capaces de descentrar la atención, de reconocer la forma dos o más dimensiones de un evento interactúan para producir un resultado determinado"(Thomas, 2005, p.207).
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Sociocultural Theory
Learning is socially constructed Zone of proximal development
Scaffolding
Children’s thinking is influenced by language and culture.
Language is a powerful tool that we all use when thinking.
Children take the social speech spoken by people around them and turn it into their own private speech.
Teachers must be excellent observers
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Sociocultural Theory
Aprendizaje es socialmente construido zona de desarrollo próximo andamios niños pensar está influenciado por la
lengua y la cultura. Lenguaje es una poderosa herramienta
que todos usamos al pensar. Niños tomar el discurso social hablado por
personas que los rodean y convertirlo en su propio discurso privado.
Los maestros deben ser observadores excelentes
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Multiple Intelligences
one form of intelligence is not better than another
individual differences in children need to be taken very seriously
• cross-cultural exploration of the ways individuals are intelligent
• Verbal linguistic and logical-mathematical intelligences are well known and valued
• All intelligences must be addressed and celebrated
Types of Intelligence:
p.101. Verbal-Linguistic
Intelligence
2. Logical-Mathematical Intelligence
3. Musical-Rhythmic Intelligence
4. Visual-Spatial Intelligence
5. Bodily-Kinesthetic Intelligence
6. Interpersonal Intelligence
7. Intrapersonal Intelligence
8. Naturalist Intelligence
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Multiple Intelligences
una forma de inteligencia no es mejor que otra
de las diferencias individuales en los niños deben tomarse muy en serio
intercultural exploración de las formas particulares son inteligente
Verbal lingüística y lógico-matemática inteligencias son bien conocidos y apreciados
todas las inteligencias deben ser abordadas y celebradas
Types of Intelligence:
p.101. Inteligencia verbal-
lingüística
2. inteligencia lógico-matemática
3. inteligencia Musical-rítmica
4. inteligencia Visual-espacial
5. inteligencia corporal-kinestésica
6. inteligencia Interpersonal
7. inteligencia Intrapersonal
8. inteligencia naturalista
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Multiple Intelligences (continued) This theory provides a framework for teachers to:
1. identify how children learn to build on their strongest assets
1. identificar cómo los niños aprenden a construir sobre sus activos más Fuertes
2. help children become more intelligent by exposing them to a variety of ways of learning
1. ayudar a los niños a ser más inteligentes exponiéndolas a una variedad de formas de aprendizaje
3. better individualize for children’s interests and needs
1. individualizar mejor las necesidades y los intereses de los niños
4. use teaching strategies that make learning more appropriate, successful, and enjoyable for all children
1. utilizar estrategias de enseñanza aprendizaje más apropiada, exitosa y agradable para que todos los niños
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Developmentally Appropriate Practices
Age appropriate (Edad Apropiada)
Infants, toddlers, preschoolers, primary
Individually appropriate (Apropiado Individual)
Every child is unique
Culturally and linguistically appropriate (Apropiado cultural y linguistico)
Inclusiveness
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Child Development and Learning
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Age Characteristics Teacher’s Role
Infancy • Explore with all their senses• Are acutely aware of environment• Learn by moving around• Develop emotional attachments
• Show pleasure in caring• Establish special relationships• Modify behavior• Synchronize interactions• Build trust• Culturally sensitive• Daily communication• Provide a safe environment
Two • Develop mobility, autonomy, and self-help skills• Grow and learn rapidly
• Provide a safe, consistent, child-centered environment
• Build trust in relationships
Three • Experience frustration• Engage in extensive conversations• Reality/Fantasy• Find it difficult to cooperate in games
• Respect growing skills• Be mindful of recent developments• Understand the need for repetition
Child Development and Learning (continued)
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Age Characteristics Teacher’s Role
Four • High energy levels• Increased fine and gross motor
control• Have more self-confidence• Develop a higher level of language• Use play as a social activity• Enjoy solitary activities
• Observe • Set up environment to match
skills• Meet children where they are• Scaffold learning
Five • More social• Have best friends• Enjoy small groups• Experiment with language• Show more self-control• Need to explore• Improved self-regulation
• Influence behavior• Encourage curiosity• Set limits• Facilitate learning for all• Create the appropriate
environment
• Encourage curiosity,
Child Development and Learning (continued)
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Age Characteristics Teacher’s Role
Six to Eight • Increased mastery in all domains
• Think both logically and systematically
• Develop dramatic language and communication skills
• Expand expressive vocabulary
• Are extremely curious• Are able to be more
empathetic – perspective taking
• Can be very sensitive
• Provide guidance, affection, encouragement, and protection
• Keep communication with families open
Individual Appropriateness
Child’s needs Child’s strengths Child’s interests
Necesidades, intereses, fuertes del niño
Data is collected through observation, assessment strategies and documentation
Los datos se recogen a través de la observación, estrategias de evaluación y documentación
Information helps to create a child-centered curriculum
La información ayuda a crear un currículo centrado en el niño
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Individual Appropriateness
Put yourself in the child’s place –ask relevant questions
Ponte en preguntas pertinentes del niño posicional preguntar
Be reflective; listen to the children Ser reflexivo; Escucha a los niños
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Social and Cultural Appropriateness
Eliminate bias
Reject beliefs or feelings that result in unfair treatment
Rechazar las creencias o sentimientos que resultan en trato injusto
Create anti-bias
Challenge prejudices and stereotypes
Desafío de prejuicios y estereotipos
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Social and Cultural Appropriateness
Create an inclusive classroom
Crear un aula inclusivo
Provide equal and fair teaching and learning experiences for all
Proporcionar iguales y justas de enseñanza y experiencias de aprendizaje para todos
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Play
Play is the core of developmentally appropriate practice El juego es el núcleo de prácticas apropiadas
Play is the foundation for the curriculum El juego es la base para el plan de estudios
Threats to play Teachers, administrators, policy-makers, and families who do not
understand the importance Los maestros, administradores, responsables políticos y familias que no
entienden la importancia
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Play
Push-down of curricula expectations Empujar hacia abajo de las expectativas de los planes de estudio
Social and economic factors Factores sociales y económicos
Lack of time and opportunity Falta de tiempo y oportunidad
Electronic competition Competencia electronica
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Play: Essential for All Children
Play enhances all developmental domains—physical, social, cognitive, emotional, creative
Juego mejora todos los dominios del desarrollo — físico, social, cognitivo, emocional, creativo
Play inspires imagination, creativity, exploration, self-confidence, more play
Juego inspira la imaginación, creatividad, exploración, confianza en sí mismo, más juego
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Play: Essential for All Children
Play enhances problem solving, new skills, self-esteem, and sense of security
Juego mejora la resolución de problemas, nuevas habilidades, autoestima y sentido de seguridad
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Parten’s Developmental Stages of Play
• Unoccupied behavior During infancy child watches anything of momentary
interest
Durante la infancia niño ve algo de interés momentáneo
• Onlooker play Place themselves within speaking distance of the activity
Se colocan dentro de habla de distancia de la actividad
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Parten’s Developmental Stages of Play
• Solitary play Plays independently without regard to what other children
are doing
Juegos de forma independiente sin tener en cuenta lo que están haciendo otros niños
• Parallel play Focus is on the object rather than another child
Foco está en el objeto en lugar de otro niño
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Parten’s Developmental Stages of Play
• Associative play 2-3 children use the same materials but in different ways
2-3 niños utilizan los mismos materiales pero de diferentes maneras
• Cooperative play Organized for some purpose
Organizada para algún propósito
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Theorists and Play
Erickson Play helps develop cooperative relationships
Juego ayuda a desarrollar relaciones de cooperación
Piaget Practice play
Symbolic play
Games with rules
Lev Vygotsky Social play helps child “interpret the world”
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Fostering PlaySome Tips for Teachers
Play is neurological therefore is critical to brain growth El juego es neurológico, por tanto, es fundamental
para el crecimiento cerebral
Be aware of current research and resources that validate the importance of play. Ser conscientes de la actual investigación y recursos
que validan la importancia del juego.
Create a positive place for play Crear un lugar positivo para el juego
Provide open-ended materials and activities Proveer actividades y materiales de composición
abiertos
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Fostering Play Some Tips for Teachers Introduce age-appropriate play activities and
materials Introducir materiales y actividades de juego apropiado para
la edad
Provide time for play Proporcionar tiempo para jugar
Respect individual differences in play Respetar las diferencias individuales en el juego
Respect and provide for cultural diversity in play Respetar y proveer para la diversidad cultural en
el juego Observe children’s play and learn about them
Observar a los niños jugar y aprende sobre ellos
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Communication with Families
Build a collaborative partnership
Construir una asociación colaborativa
Establish positive communication between home and school
Establecer una comunicación positiva entre hogar y escuela
Be responsive to the cultural and linguistic differences of children and their families
Ser sensible a las diferencias culturales y lingüísticas de los niños y sus familias
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Communication with Families
Share goals
Metas compartidas
Use a variety of methods to communicate with and involve families in programs
Usar una variedad de métodos de comunicarse con e involucrar a las familias en el programa
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