Introduction to Curriculum

Child Development Theorist & Theories.

~Jeanette Fanconi

Child Development 107

Instructor: Jeanette Fanconi, M.A. Cell phone: 678-6889 Email: jaj0529@aol.com http://fcs.sites.mjc.edu/fanconij.htmlBook needed: Educating Young

Children 3rd edition.

What will happen tonight?

Roll Icebreaker Activities Read and go through the syllabus Introduction of the Instructor Books & Songs Lecture In class activities

Student Introductions

Please tell your group name, program, position or future position & what you think “today’s preschool system” should look like?

Your thoughts on what today’s preschool system should “look like”, would be an example of your philosophy.

What is a philosophy?

A philosophy is a comprehensive system of ideas about human nature and the nature of the reality we live in. It is a guide for living, because the issues it addresses are basic and pervasive, determining the course we take in life and how we treat other people.

So what does that mean?

It is what we believe in. It is what is important to us. It is our commitment to our students, parents, and follow colleagues.

Our philosophy leads to our Policies.

What are policies?

A policy is defined as a specific statement of principles or guiding actions that imply clear commitment by your facility; a statement of values or intent that provides a basis for consistent decision making and resource allocation; or a definite method or course of action selected to guide and determine present and future decisions.

There are several reasons that policies are established, including:

To respond to legal or regulatory guidelines To resolve a conflict or problem To recognize the legitimate interest of all

parties

What is Curriculum

In it’s broadest sense a curriculum may refer to all “courses” offered at school. It is your philosophy It is everything that you do with your students,

from the moment they walk into your classroom till the moment they leave.

It is what you put into your environment.

Child Development

Why should you, as an early childhood professional, know about child development theories, and how are they relevant to your practice?

Maslow: Basic Needs and Learning

Hierarchy of needs: Physical Safety needs Love/Belonging Esteem Self Actualization

Physical Needs: Basic Needs

Physical needs-(physiological) Air, food, water, “bodily comforts”

Safety Needs

Safety needs Stability, Structure, and order. Security from danger: physical, emotional,

psychological Freedom to explore for young children

May need adaptations for children with disabilities

Love/Belonging

Love/Belonging Accepted, respected, loved, connected,

belonging Children's behavior is often the result of their

basic needs not being met.

Self-esteem

Esteem Pride in oneself. Self-respect and respect from others Emerges from daily experiences,

predominantly successful and positive, sense of self grows

Self Actualization

Self-Actualization: one’s full potential The Ah Ha! Moment. What you were born to do! Your calling.

Erik Erikson: The Emotions and Learning

Eight Stages of Man Each stage builds on the success of earlier

stages Trust vs mistrust (infancy)

Built through trusting your physical needs will be met Autonomy vs shame and doubt (toddler, 1 – 3

years) I can do it, I can do it myself!

Toilet training Initiative vs guilt (3 – 5 years)

Make a plan, do it!

Trust vs Mistrust World is safe and reliable World will respond to your needs Consistent and loving care teaches the infant to trust When infant cries and gets no response, not fed

when hungry, not comforted when hurt teaches the infant to mistrust

Virtue: Hope Creative Curriculum shows teachers how to:

Know and develop a positive relationship with each child Follow a consistent schedule Carry through on announced plans and promises

Autonomy vs Shame and Doubt

(1 – 3 yrs)

Independence, acting willingly and by free choice

Sense of one’s power that builds on the foundation of trust

Autonomy develops when adults allow toddlers to do things on their own

When adults make excessive demands or criticize the child’s efforts, they develop shame and doubt

Virtue: Will!

Autonomy vs Shame and Doubt

**continued….

HighScope Curriculum shows teachers how to: Help children become autonomous by providing structure

to regulate their own behavior Honor children’s efforts to become independent and foster

competence Set up an environment where children can find and return

materials on their own Provide appropriate play materials that support and

challenge children’s abilities Help children express their feelings in constructive ways Provide appropriate real-world responsibilities and jobs Encourage children to see tasks through to completion

Primary achievement of the preschool years Initiative is an interest in making things Initiative is directing energy toward tackling

tasks and not being upset by failure “Make a plan and do it” Children need to try out new materials and ideas When adults belittle children’s work, guilt sets in Virtue: Purpose

Initiative vs Guilt3 – 5 years

Initiative vs Guilt **Continued….

HighScope places high priority on creating an environment in the classroom that encourages experimentation, exploration, and pursuing child’s own interests

HighScope shows teachers how to: Offer children opportunities to make choices Provide children ample opportunities for creative

expression Allow children freedom to explore the environment Permit children to get messy during play Encourage children to work independently (cultural!) Value children’s ideas Promote problem-solving and appropriate risk taking

Piaget: Logical Thinking and Reasoning

Piaget studied how logical thinking unfolds Believed in stages (like Erikson)

Young children think differently than older children Conservation

Children refine logic through manipulating objects Different shapes Different sizes Different colors

Children learn to sort, classify, compare, sequence Knowledge grows as they experiment, make discoveries, and

modify early thinking to incorporate new insights Accommodation and assimilation Accommodation observes new things; assimilations establishes

new ways of thinking

Piaget: Logical Thinking and Reasoning

Four stages of cognitive development Sensorimotor (infancy) Preoperational (2 – 5) Concrete operations (6 – 12) Formal operations (12 +)

Piaget: Logical Thinking and Reasoning

Sensorimotor (infancy – 2) Child learns through experiencing things through

their senses 6 substages, simple to complex

Reflexive Repetitive movements with body Make things happen with body Make things happen with objects (first true

intelligence) Combine actions Combine actions with intention, planning (object

permanence)

Piaget: Logical Thinking and Reasoning

Preoperational (2 – 5) Centration (look at only one aspect at a time) Focus on here and now (not future) Focus on how things look (appearances) instead of logic Unable to conserve Egocentric (see things from their own point of view,

everyone feels like they do) Animistic

Recent research now indicates these stages are more fluid and not as “clear” as Piaget believed

Piaget: Logical Thinking and Reasoning (cont)

What this means for teacher: Structure the environment and activities based on

children’s cognitive development Vary the complexity and levels of prompts, choices,

comments, and questions for individual children Create graphs showing the characteristics of objects

according to color, or size Look at objects and experiences from multiple

perspectives Arrange objects in order according to their length Describe objects in terms of features

Cars are big and little, wide and narrow Papers are rough and smooth, light and heavy

Vygotsky: Social Interaction and Learning

Children grow cognitively by acting on objects but also by interacting with adults and more knowledgeable peers Teachers provide verbal directions, physical

assistance, ask probing questions to help children improve skills and acquire knowledge

Scaffolding Zone of proximal development Teachers support learning, teach skills,

observe and document what children can do

Items needed for class next week.

Classroom supply kit: Scissors, Markers, Crayons, Glue stick, Glue, Pen, Pencil

Small pot for planting. An apple I will need 5 to 6 dice. Reading Assignment: Principles of child

development and learning that inform developmentally appropriate practice.

& Theorist pages 3-13.