2. Chapter 1 Starting the Process

3. Early Childhood Education Birth through age eight Child-centered curriculum and environment Has a rich history

4. Developmental Theorists Erik Erikson Jean Piaget Lev Vygotsky Howard Gardner

5. Psychosocial Theory Eight stages First four stages most relevant to ECE Trust versus mistrust Autonomy versus shame and doubt Initiative versus guilt Industry versus inferiority

6. Cognitive Theory Learning Assimilation Schema/schemata Accommodation Equilibrium Constructivism

7. Cognitive Theory(continued) Stages Sensorimotor (birth to about 2 years) Object permanence Preoperational (about 2 to 7 years) Egocentric Concrete operations (7 to 12 years) Formal operations (12 through adulthood)

8. Sociocultural Theory Learning is socially constructed Zone of proximal development Scaffolding

9. Multiple Intelligences Cross-cultural approach All eight types of intelligences are equal Verbal linguistic and logical-mathematical Well known and valued Other six types must be addressed and celebrated

10. Developmentally Appropriate Practices Age appropriate Infants, toddlers, preschoolers, primary Individually appropriate Every child is unique Culturally and linguistically appropriate Inclusiveness

11. Child Development and Learning

12. Child Development and Learning(continued)

13. Child Development and Learning(continued)

14. Individual Appropriateness Child’s needs Child’s strengths Child’s interests Data are collected through observation and documentation Information helps to create a child-centered curriculum Put yourself in the child’s place

15. Social and Cultural Appropriateness Eliminate bias Reject beliefs or feelings that result in unfair treatment Create anti-bias Challenge prejudices and stereotypes Create an inclusive classroom

16. Creative Appropriateness Creativity is an integral part of the play environment The process is more important than the product The atmosphere should be relaxed, self-directed, and individually-paced Eliminate conditions that provoke stressors and are time-limited

17. Play Play is the core of developmentally appropriate practice Play is the foundation for the curriculum Threats to play Teachers, administrators, policy-makers, and families who do not understand the importance Social and economic factors Lack of time and opportunity Electronic competition

19. Onlooker play

20. Solitary play

21. Parallel play

22. Associative play

24. Some Tips for Teachers Create a positive place for play Introduce age-appropriate play activities and materials Provide time for play Respect individual differences in play Respect and provide for cultural diversity in play

25. Why Play Is Important Play enhances all developmental domains—physical, social, cognitive, emotional, creative Play inspires imagination, creativity, exploration, self-confidence, more play Play enhances problem solving, new skills, self-esteem, and sense of security

26. Planning and Scheduling Goals Objectives Both should be developmentally appropriate Routines Schedule Both create a framework for security

27. Daily Schedule A schedule is a framework of basic time lines, curricula, and activities

28. Communication with Families Build a collaborative partnership Establish positive communication between home and school Be responsive to the cultural and linguistic differences of children and their families Share goals Use a variety of methods to communicate with and involve families in programs