EARLY CHILDHOOD EDUCATION PLANNING

Functional Plan of Early Childhood Education Minnie

Overview ,[object Object],[object Object],[object Object]

Analysis of existing situation . - Situation Analysis Determine the goals to be achieved - Gap Analysis Delivery of services and monitoring of Plan of Action Evaluation of services, output and input in terms of indicators that are achieved . Plan Before We Act

Goals ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What Does a Young Child Need? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What Does a Young Child Need? continued ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What is our role as an ECE Teacher?

Role of the ECE Teacher ,[object Object],[object Object],[object Object],[object Object],[object Object]

Lessons that Last a Lifetime ,[object Object],[object Object],[object Object]

TRUST The Infant Knows His/Her Needs will be Met ,[object Object],[object Object]

INDEPENDENCE The Young Child Explores and Learns What He/She Can Do ,[object Object],[object Object],[object Object],[object Object]

INITIATIVE Young Child Takes Action When He/She Feels Capable and Confident to Do New Things ,[object Object],[object Object],[object Object],[object Object],[object Object]

ECE teacher Tasks ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Social & Emotional Developmental Indicators

Developmental Indicators ,[object Object],[object Object],Some children are “early bloomers” and others may be delayed in some areas but still within the normal range of development.

Temperament Traits ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Temperament Types Flexible Fearful Feisty Regular rhythms Adapts slowly Active Positive mood Withdraws Intense Adaptability Distractible Low intensity Sensitive Low sensitivity Irregular Moody

Temperament Types Flexible, Fearful, and Feisty istockphoto.com/LisaSvara http://office.microsoft.com/en-au/default.aspx http://office.microsoft.com/enau/default.aspx

The Developmental Continuum from Birth to 15 months: Social and Emotional Indicators* Age Range Attachment Trust/Security Self-Awareness/ Identity Exploration Autonomy/Independence Infant (Birth to 15 months) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],* This list is a sampling of developmental indicators and is not intended to include all behaviors associated with early development. For infant, there is considerable overlap among areas of growth. The term “mother” is used to represent the primary attachment figure.

The Developmental Continuum from 12 months to 2 ½ years: Social and Emotional Indicators (cont’d) Age Range Attachment Trust/Security Self-Awareness/ Identity Exploration Autonomy/Independence Toddler (12 mos. to 2 1/2 years) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Adapted with permission from J. Ronald Lally, Abbey Griffin, et al., Caring for Infants and Toddlers in Groups: Developmentally Appropriate Practice (Washington, DC: ZERO TO THREE/The National Center, 1995), pp. 78-79.

The Developmental Continuum from Age 2 ½ - 3 ½ : Social and Emotional Indicators (cont’d) Age Range Attachment Trust/Security Self-Awareness/ Identity Exploration Autonomy/Independence Preschool (2½ to 3½ years) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Adapted with permission from J. Ronald Lally, Abbey Griffin, et al., Caring for Infants and Toddlers in Groups: Developmentally Appropriate Practice (Washington, DC: ZERO TO THREE/The National Center, 1995), pp. 78-79.

Early Childhood Education Programs

Basic Components of Childcare Programs ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Strengths* observed in infant/toddler activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Strengths* observed in infant/toddler activities ,[object Object],[object Object],[object Object],[object Object],[object Object]

Strengths* observed in preschool activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Strengths* observed in preschool activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Weakness* observed items in infant/toddler classrooms ,[object Object],[object Object],[object Object],[object Object],[object Object]

Weakness* observed items in infant/toddler classrooms ,[object Object],[object Object],[object Object],[object Object]

Weakness* observed items in infant/toddler classrooms ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Weakness* observed items in infant/toddler classrooms ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Strengths* observed in family/ ECE center ,[object Object],[object Object],[object Object],[object Object]

Strengths* observed in family/ ECE center ,[object Object],[object Object],[object Object],[object Object],[object Object]

Strengths* observed in family/ ECE center ,[object Object],[object Object],[object Object]

Weakness* observed items in family/ ECE center ,[object Object],[object Object],[object Object],[object Object]

Weakness* observed items in family/ ECE center ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Weakness* observed items in family/ ECE center ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Weakness* observed items in family/ ECE center ,[object Object],[object Object],[object Object],[object Object],[object Object]

Weakness* observed items in family/ ECE center ,[object Object],[object Object],[object Object]

Weakness* observed items in family/ ECE center ,[object Object],[object Object]

Ontario Regulation for ECE staffing ,[object Object],[object Object],[object Object],[object Object]

Tentative Schedule of Activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

EARLY CHILDHOOD EDUCATION PLANNING

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