1 Chapter 1 Starting 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- ©2012 Cengage Learning. All Rights Reserved.

2 Early childhood teaching philosophy 1.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 ©2012 Cengage Learning. All Rights Reserved.

3 Early childhood teaching philosophy 9.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 ©2012 Cengage Learning. All Rights Reserved.

4 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 ©2012 Cengage Learning. All Rights Reserved.

5 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 ©2012 Cengage Learning. All Rights Reserved.

6 Developmental Theorists  Erik Erikson –Psychosocial  Jean Piaget – Cognitive Development  Lev Vygotsky- Sociocultural  Howard Gardner – Multiple Intelligences ©2012 Cengage Learning. All Rights Reserved.

7 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 ©2012 Cengage Learning. All Rights Reserved.

8 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 ©2012 Cengage Learning. All Rights Reserved.

9 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 ©2012 Cengage Learning. All Rights Reserved.

10 Psychosocial Theory  When comparisons are unfavorable a sense of inferiority can develop  Cuando las comparaciones son desfavorables puede desarrollar un sentimiento de inferioridad ©2012 Cengage Learning. All Rights Reserved.

11 Cognitive Theory  How young children learn  Constructivism  Assimilation  Schema/schemata  Accommodation  Equilibrium  Constructivism  Other terms - object permanence, egocentric, symbolic thinking ©2012 Cengage Learning. All Rights Reserved.

12 Cognitive Theory  Cómo los niños pequeños aprenden  constructivismo  asimilación  esquema/esquemas  alojamiento  equilibrio  constructivismo  otros términos: permanencia del objeto, egocéntrico, pensamiento simbólico ©2012 Cengage Learning. All Rights Reserved.

13 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 ©2012 Cengage Learning. All Rights Reserved.

14 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 ©2012 Cengage Learning. All Rights Reserved.

15 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). ©2012 Cengage Learning. All Rights Reserved.

16 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 ©2012 Cengage Learning. All Rights Reserved.

17 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 ©2012 Cengage Learning. All Rights Reserved.

18 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.10 1. 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 ©2012 Cengage Learning. All Rights Reserved.

19 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.10 1. 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 ©2012 Cengage Learning. All Rights Reserved.

20 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 ©2012 Cengage Learning. All Rights Reserved.

21 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 ©2012 Cengage Learning. All Rights Reserved.

22 Child Development and Learning ©2012 Cengage Learning. All Rights Reserved. AgeCharacteristics Teacher’s Role InfancyExplore 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 TwoDevelop mobility, autonomy, and self-help skills Grow and learn rapidly Provide a safe, consistent, child-centered environment Build trust in relationships ThreeExperience 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

23 Child Development and Learning (continued) ©2012 Cengage Learning. All Rights Reserved. AgeCharacteristics Teacher’s Role FourHigh 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 FiveMore 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,

24 Child Development and Learning (continued) ©2012 Cengage Learning. All Rights Reserved. AgeCharacteristics Teacher’s Role Six to EightIncreased 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

25 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 ©2012 Cengage Learning. All Rights Reserved.

26 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 ©2012 Cengage Learning. All Rights Reserved.

27 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 ©2012 Cengage Learning. All Rights Reserved.

28 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 ©2012 Cengage Learning. All Rights Reserved.

29 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 ©2012 Cengage Learning. All Rights Reserved.

30 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 ©2012 Cengage Learning. All Rights Reserved.

31 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 ©2012 Cengage Learning. All Rights Reserved.

32 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 ©2012 Cengage Learning. All Rights Reserved.

33 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 ©2012 Cengage Learning. All Rights Reserved.

34 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 ©2012 Cengage Learning. All Rights Reserved.

35 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 ©2012 Cengage Learning. All Rights Reserved.

36 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” ©2012 Cengage Learning. All Rights Reserved.

37 Fostering Play Some 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 ©2012 Cengage Learning. All Rights Reserved.

38 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 pla y  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 ©2012 Cengage Learning. All Rights Reserved.

39 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 ©2012 Cengage Learning. All Rights Reserved.

40 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 ©2012 Cengage Learning. All Rights Reserved.