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Where does educating children start? When? Developmental Milestones - physical or behavioral signs of development or maturation of The branch of ECE originated during the European Enlightenment. infants...

Where does educating children start? When? Developmental Milestones - physical or behavioral signs of development or maturation of The branch of ECE originated during the European Enlightenment. infants and children Early Childhood Manipulative Materials From birth until 8 years old Manipulative materials are any concrete objects that allow students to explore an idea in an It is a period of remarkable growth with brain development at its peak. active, hands-on approach. Manipulatives can be blocks, shapes, spinners, or cut or folded At this stage, children are highly influenced by their environment and the people around paper. they like their family. (UNESCO) I’m a Little Teapot Early Childhood Education I’m a little teapot Preparation for primary education Short and stout Known as nursery Education Here is my handle Kinder to Grade 3 Here is my spout “Remarkable Growth” which is why it needs a specialized educational approach to When you hear me boiling ensure that they learn skills and foundational concepts to prepare them for later life. Hear me shout It aims to holistically develop a child's social, emotional, cognitive, and physical needs to “Tip me over build a firm and comprehensive basis for lifetime learning and wellbeing. and pour me out!” Early Childhood Education has the potential to develop compassionate, capable, and responsible individuals. Republic Act (RA) 10157 - “The Kindergarten Education Act” with Implementing It is where the students start to become independent and be able to explore their interests Rules and Regulations [DepEd Order No. 32, S. 2012] and build relationships with others. Sec. 2 All children are to avail of accessible mandatory and compulsory kindergarten education that effectively promotes physical, social, intellectual, emotional, and skills Main purpose of Early Childhood Education: General Child Development stimulation and values formation to sufficiently prepare them for formal elementary education. Qualities of an Early Childhood Educator Patient Republic Act 8980: Early Childhood Care and Development Act Creative An Act promulgating a comprehensive policy and a national system for Early Childhood Great communicator with kids Care and Development, providing funds therefore and for other purposes. Empathy since kids tend to have big emotional feelings Outgoing Republic Act 10410 “Early Years Act (EYA) of 2013”. Enthusiastic An Act recognizing the age from zero (0) to eight(8) years as the first crucial stage of educational development. Tabula Rasa- meaning the children are a clean slate Republic Act (RA) 9155 Governance of Basic Education Act of 2001 Prepared By: NAVIDAD, ARABELLA  provides the overall framework for principal empowerment by strengthening principal and leadership goals, and local school-based management within the context of transparency Five Primary Educational Learning Theories: and local accountability. 1. Behaviorism 2. Cognitive Principle 1: Respect for the Child. 3. Constructivism Principle 2: Absorbent Mind. 4. Humanism Principle 3: Sensitive Periods. 5. Connectivism Principle 4: Prepared Environment. Principle 5: Auto education Developmentally Appropriate It is a practice or a perspective in ECE whereby a teacher nurtures a child’s social and emotional, physical and cognitive. SCOPE OF ECE.LL LLLLLLLL Strength-based approach Play-based approach 1. Social Development. a. It focuses on instilling the attitudes and values of equality, peace, and Golden Years for Children (0-5 years old) collaboration This is a critical period for children’s emotional, social, and spiritual growth b. “please” “thank you” In this phase, children should get more attention from their parents. c. “The cradle to social cohesion” 2. Emotional Development NAMES TO REMEMBER:.LLLLLLLLLL a. Self-confidence, self-regulatory of emotions, self-expression, and self-respect. 1. Plato 3. Physical Development Search of truth; education is transformation a. Fine motor skills (biking, running, etc.) ○ Prenatal and Infant Care b. Understanding healthy skills (exercise, hand-washing, and balanced ○ Storytelling and Literature eating) ○ Play c. Improving fine motor control and independence ○ Miniature Tools 4. Intellectual and Academic Development ○ Physical Education a. Intellectual curiosity, observing, wondering, questioning, and discovery. ○ 3rs and Music b. self-directed learning Mother tongue-based - multilingual education (MTB - MLE) 2. Aristotle Learners begin their education in the language they understand best (mother tongue) Education should be the same everywhere Building a strong foundation on their MT before adding additional languages. Prepared By: NAVIDAD, ARABELLA 3. Martin Luther Protestant Remormator; teaching reading to children is important; music and physical 7. Maria Montessori education should be included in the curriculum First female doctor in Italy Roots of every childhood education go as far as the early 1500s, where the concept of Viewed children as a source of knowledge and the educator as social engineer educating children, was attributed to Martin Luther Education as a means of enhancing children's lives means learning environment is just as Education should be universal important as learning itself “ prepared environment” Children should be educated to read independently so that they could have access to the Doctor who educated students from slums and ghettos bible Founder of the Montessori method of education ○ Schools for teaching children to read universal compulsory education. She suggests that children learn best in an environment that has been prepared to enable them to do things for themselves 4. John Amos Comenius Emphasized a prepared environment, self-correcting and sequential materials, and trust in “Play” is the natural learning medium of children. children's drive to learn Education should occur through senses Children’s senses should be educated first, then the intellect “Early years” is the crucial time for shaping character ○ First book for children: Orbis Pictus (The World Illustrated) 8. Johann Heinrich Pestalozzi ○ Didactica Magna (The Whole Art of Teaching) Father of Pedagogy believed that children should learn through activity and the handling and use of material 5. Friedrich Wilhelm August Froebel objects rather than through words. In 1837, he founded his own school and called it “kindergarten” or the children’s garden. Education is based on sensory impressions Major influencer who believes that children learn through play Use of real objects in teaching He emphasized the importance of observation and developing programs and activities Pedagogy (method and practice of teaching, especially as an academic subject or based on children's skill level and readiness. theoretical concept) He wrote the book “Education of Man” Emphasize the idea of an integrated curriculum that would develop the whole child Formalized the early childhood setting as well as founded the first Kindergarten “Father of Kinder Garter” 9. John Dewey Kindergarten “Garden of Children” Education should concentrate on student’s interest rather the subject matter Learning by doing 6. Jean Jacques Rousseau Classroom as a place to foster social consciousness and thus classroom should be Father of Early Childhood Education democratically run. Children’s nature unfolds according to an innate timetable Emphasized a flexible atmosphere to meet the needs of the children 10. Elizabeth Peabody believed that children are inherently good Emphasizes the moral and religious aspects of education Childhood education emerged as a child-centered entity rich in unlimited, sensory-driven, and practical experiences. 11. William Torrey Harris Prepared By: NAVIDAD, ARABELLA  Expansion of public school curriculum 4. Bodily-Kinesthetic Intelligence. People who are good at body movement, performing actions, and physical control. They tend to have 12. Patty Smith Hill good hand-eye coordination and dexterity. Founded the National Association for the Education of Young Children a. Learning through interaction with one’s environment: concrete Child should receive trainings appropriate to his innate capabilities experiences. Coordinating your mind with your body. Wrote the lyrics of the lyrics of the song “Happy Birthday” 5. Musical Intelligence. People who are good at thinking in patterns, 13. Carl Schurz rhythms, and sounds. They have a strong appreciation for music and are “Kindergarten is the Garden for the crop called Children” often good at musical composition and performance. a. Learning through songs, patterns, rhythms, instruments, and musical expression. Social Learning (Albert Bandura) 6. Interpersonal Intelligence. People who are good at understanding and Social learning is obtained as a consequence of the mental process and the relationship interacting with other people. They are skilled at assessing the emotions, with the environment. Modeling is essential in the learning process motivations, desires, and intentions of those around them. a. Learning through interactions with others: working Theory of Multiple Intelligence (Howard Gardner): collaboratively and cooperatively. The theory proposes every human being has eight intelligences. Not everyone processes b. Sensing people’s feelings and motives. information and learns in the same way. 7. Intrapersonal Intelligence. People who are good at being aware of their 1. Visual-Spatial Intelligence. People who are good at visualizing things. emotional states, feelings, and motivations. They tend to enjoy They are often good with directions, maps, charts, videos, and pictures. self-reflection and analysis, including daydreaming, exploring a. Think in images and pictures, and “see” things in one mind. relationships with others, and assessing their strength. a. Learning through feelings, values, and attitudes: understand 2. Linguistic-Verbal Intelligence. People who can use their words well, other people. both in writing and speaking. These individuals are typically very good b. Understanding yourself, what you feel, and what you want. at writing stories, memorizing information, and reading. a. Learning through spoken and written words, reading, listening, speaking, and writing. b. Finding the right word to express what you mean. 8. Naturalistic Intelligence. People who are more in tune with nature, and are often interested in nurturing, exploring, exploring the environment, 3. Logical-Mathematical Intelligence. People who are good at reasoning, and learning about other species. These individuals are said to be highly recognizing patterns, and logically analyzing patterns. They tend to think aware of even subtle changes to their environment. conceptually about numbers, relationships, and patterns. a. Learning through classification, categories, and hierarchies: a. Quantifying things, making hypotheses, and proving them. ability to pick up on subtle differences. Prepared By: NAVIDAD, ARABELLA  b. Understanding living things and reading nature. ○ Obtained as consequence of mental processes. Relationship with the environment BONUS: Existential. Learning by seeing the “big picture.” Connects real-world understanding and appreciation to new learning. 1. BEHAVIORISM (John Watson) = Experiment on Albert Watson & Pavlov. Both worked in classical conditioning. THEORIES OF LEARNING L a. Conditioned Response: Classical conditioning (Juan Pavlov) i. Stimulus Generalization 1. Behaviorism (B.F Skinner or Burrhus Frederic Skinner) ii. Extinction ○ Behaviorism states all stimuli are followed by a response based on the iii. Spontaneous Recovery environment in which the individual is (positive and negative iv. Discrimination reinforcement) v. Higher order conditioning Use of dog and bell response is automatic 2. Constructivism (Jean Piaget) b. Instrumental conditioning: Operant conditioning (B.F. Skinner) ○ Construtivism indicates knowledge is a construction of the human being i. Reward. Strengthens behavior (+) as a product of its relationship with the environment, its capabilities, and ii. Punishment. Weakens behavior (-) previous schemes. REINFORCEMENT SCHEDULE: 3. Socio-Constructivism (Ley Vygotsky) a. Fixed interval = every 10 mins ○ Socio-Constructivism is characterized by describing learning as a process b. Variable Interval = different intervals where social interaction is key to obtaining knowledge. c. Fixed ratio = 5 times d. Variable ratio = different ratios 4. Meaningful Learning (David Ausubel) ○ This theory proposes the human being relates the new knowledge with c. Associative Learning Theory: Theory of connectionism (Edward those it already possesses. Meaningful learning is based on obtaining Thorndike) quality learning and understanding of concepts. i. Law of exercise. Drills & practices ii. Law of readiness. Ready & prepared 5. Learning by Discovery (Jerome Bruner) iii. Law of Effect. End results ○ The learning by discovery theory considers effective learning is obtained Father of Educational Technology when students face a problem not only to solve it but to transfer it. d. Insight learning theory (Wolfgang Kohler) 6. Social Learning (Albert Bandura) i. Trial ad Error ii. Ape/Sultan - chimpanze Prepared By: NAVIDAD, ARABELLA  e. Meaningful Learning Theory (Subsumption Theory) 2. Cognitive Maps i. David Ausubel “Advance Organizer” “Knowledge is 3. Latent Learning hierarchically organized” 4. Intervening Variables 5. Reinforcement is not essential for learning f. Proponent of constructivism: Constructivist Theory (Jerome Bruner) b. Social Learning Theory (Albert Bandura) i. “Learning is an active process in which learners construct new i. “Modeling” ideas based upon their current knowledge.” ii. Learning occurs within the social context ii. Representations, spiral curriculum, discover learning iii. For effective modeling: (ARMM) 1. Attention: Focus WAYS TO REPRESENT KNOWLEDGE: 2. Retention: Remember a. Enactive. Active base 3. Motor Reproduction: Ability to replicate b. Iconic. Images, symbol 4. Motivation: Final necessary ingredient c. Symbolic. Verbal, words LEVELS (OMI) 1. Observation INSTRUCTIONAL MATERIALS. Concrete to abstract 2. Modeling 3. Imitation g. Successful Intelligence Theory and WICS Model (Robert Sternberg) i. Skills/intelligence: 3. COGNITIVE PERSPECTIVE 1. Memory Skills. Recall facts and information a. Gestalt Theory (Kurt Roffka, Max Wertheimer, Wolfgang Kohler) 2. Analytic Skills. Determine if a certain idea is good i. “Form,” “Shape,” and “Configuration” 3. Creative Skills. Come up with new ideas; flexible to ii. Gestalt Principles: adjust in new situations. 1. Law of Proximity. Elements that are closer together 4. Practical Skills. Application will be perceived as belonging together. W. Wisdom 2. Law of Similarity. Elements that look similar will be I. Intelligence perceived as part of the same form. C. Creativity 3. Law of Closure. Fill the gaps of the figure we S. Synthesized perceive. 4. Law of Good Communication. Patterns 2. NEOBEHAVIORISM 5. Law of Good Pragnanz. Law of Simplicity a. Purposive Behaviorism (Edward Tolman) 6. Law of Figure/Ground. Pay attention to the i. You learn for a purpose foreground first. ii. “Sign learning theory” 1. Goal-directedness Prepared By: NAVIDAD, ARABELLA  HOW DOES LEARNING OCCUR? COMPARISON OF LEARNING THEORIES L A. Behaviorism B. Cognitivism C. Constructivism BEST FOR TEACHING When learners can transfer When learners retrieve When learners use their stimulus-response to more information and apply it in knowledge in a real-world A. Behaviorism B. Cognitivism C. Constructivism general and new situations. new or different situations. situation Task-based learning Problem-solving involving Solving ill-defined involving lower-order high-order thinking skills problems involving higher thinking skills, such as such as understanding, order thinking skills, such COGNITIVE DEVELOPMENT & SOCIOCULTURAL THEORY LLL remembering, applying, analyzing, as understanding, applying, understanding, and evaluating, and creating. analyzing, evaluating, and Jean Piaget’s Cognitive Development Theory applying. creating. the 1960s; his ideas were strongly influenced by his history and background “According to Piaget everything that we know and understand is filtered through our ROLE OF THE INSTRUCTOR current frame of reference. In other words, we construct new understandings of the world based on what we already know.” A. Behaviorism B. Cognitivism C. Constructivism Present learners with Provides learners with Aids learners in exploring Constructivist approach structured materials strategies that allow them topics and coming to their ○ “...if children are to know something, they must construct that knowledge (stimulus) and prompts for to connect new knowledge understanding by asking themselves.” the right response. to existing knowledge. questions. “Children’s constructions of reality (that is, their interpretations of objects and events) ROLE OF THE depend on the knowledge they have available to them: the more immature the child’s LEARNER cognitive system, the more limited his or her interpretation of an event.” A. Behaviorism B. Cognitivism C. Constructivism The basic unit of understanding was a scheme A blank-state, passive An active participant An active participant, b ○ Reflective actions: sucking, looking, and grasping participation to engaged in transforming, building interpretations of stimulus-response. rehearsing, storing, and the world based on Innate processes to explain how children modify schemes retrieving information. individual experiences ○ Organization. Predisposition to group particular observations into coherent knowledge, and it occurs both within and across stages of development. Prepared By: NAVIDAD, ARABELLA  ○ Adaptation. To adapt to environmental demands, we also need to incorporate v. Tertiary circular reactions - (10-12 months), they begin to new ideas systematically experiment, now begun to walk Assimilation. Incorporating the [new] information into their vi. The beginning of thought/symbolic problem solving - (18-24 existing schemes. months), infants begin to internalize their behavioral schemes to Accommodation. Adjusting to their existing concept/idea of construct mental symbols something 1. Deferred imitation is the capacity to imitate another person’s behavior sometime after the behavior was Piaget’s Stages of Cognitive Development observed. We are, by nature, constantly motivated to be able to fully assimilate and accommodate 2. Enduring mental representations also means that children objects and situations in our environment; to reach a state of cognitive equilibrium. can mentally experiment Shifts to new levels of thinking stages: 2. Preoperational stage ○ New levels of understanding converge that we reach a major reorganization in a. 2 to 7 years the structure of our thinking. b. Characterized by an impressive increase in mental representation and ○ Invariant developmental sequence. accompanied by equally impressive limitations There are tremendous individual differences in the ages at which c. Divided into two sub-stages: children enter or emerge from any particular stage. i. Symbolic substage. (2 to 4 years old), children acquire the Cultural factors and other environmental influences may either ability to mentally represent an object that is not physically accelerate or retard a child’s rate of intellectual growth present. 1. The child uses external props with high levels of Four major periods: similarity in order to symbolize the referent 1. Sensorimotor stage 2. Over time, children can use external props that are a. Birth to 2 years dissimilar to the referent b. All that infants know is derived from information that comes in through the 3. Eventually, children can just imagine the referent senses and the motoric actions that they can perform 4. The most important limitations shown by children in c. Object permanence. The idea is that objects continue to exist when they are no the symbolic function substage are egocentrism and longer visible or detectable through the other senses. animism. d. Divided into six sub-stages: a. Egocentrism. Tendency to view the world i. Reflexive schemes substage - innate reflexes; sucking, grasping solely from one POV ii. Primary circular reactions - (1-4 months), coordination between b. Animism. The belief that inanimate objects senses and motor behavior have lifelike qualities iii. Secondary circular reactions - (4-10 months), becoming more ii. Intuitive thought substage. (4-7 years old), children begin to aware of the external world. Starting to reach and grasp objects classify, order, and quantify more systematically. iv. Coordination of secondary schemes/reactions - they begin to 1. Reasoning is largely based on perception and intuition, engage in goal-directed behaviors rather than rational thinking Prepared By: NAVIDAD, ARABELLA  2. They remain largely unaware of the underlying c. Children can operate on ideas and hypothetical concepts, including those principles and what they know. that contradict reality. 3. Children’s performance on conservation tasks is d. Children can generate hypotheses; what is possible is more important to limited them than what is real. a. Centration is the ability to focus on one i. Deductive reasoning. Reasoning from the general to the specific attribute. ii. Inductive reasoning. Reasoning from specific observations to b. Children have not developed decentration, or broad generalizations. the ability to concentrate on more than one iii. Children are not restricted to thinking about previously acquired aspect of a problem at the same time. facts c. Focusing on the end state rather than on the means to the end. Lev Vygotsky’s Sociocultural Theory d. Children have not developed reversibility, or Contrasting perspective to Piaget’s theory the ability to imagine a series of steps in both Children acquire their culture’s values, beliefs, and problem-solving strategies forward and reverse directions. through collaborative dialogues with more knowledgeable members of society. Cognitive growth occurs in sociocultural context; evolves from social interactions 3. Stage of concrete operations Child’s intellectual development is closely tied to their culture a. 7 to 11 years Lower mental functions; attention and memory (developed during the first two b. Children develop a new set of strategies called concrete operations, years) wherein their reasoning is tied to concrete situations. Language is the most important psychological tool in cognitive development i. Children appear to acquire conservation of number, liquid, ○ Piaget = Egocentric approach | Vygotsky = Private speech mass, length, weight and volume in that order Language is not only a means of communicating, but also for c. They have attained the processes of decentration, compensation, and guiding thinking and behavior reversibility and, thus, can solve conservation problems. As they gain more experience with tasks, they internalize their d. Children have a better understanding of quantitative relations and self-directed speech relational logic. This eventually becomes their mediating tool for thinking and i. Mental seriation. The ability to mentally arrange items along a planning quantifiable dimension Vygotsky proposed that infants are born with a few elementary mental ii. Transitivity. Describes the necessary relations among elements functions—attention, sensation, perception, and memory—that are eventually in a series. transformed by the culture into new and more sophisticated higher mental functions 4. Stage of formal operations Vygotsky believed that many of the truly important “discoveries” that children a. 11 years and beyond make occur within the context of cooperative, or collaborative, dialogues between b. Formal-operational thinking is rational, systematic, and abstract. a skilful tutor—who models the activity and transmits verbal instructions, and a Prepared By: NAVIDAD, ARABELLA  novice pupil—who first seeks to understand the tutor’s instruction and eventually Symbols are conventional internalizes this information, using it to regulate his or her own performance. Zone of Proximal Development (ZPD) Pragmatic system ○ Lower level (Actual level of development) - what a learner can do The abilities that enable us to communicate in a social context unassisted Involves cognitive and social skills ○ Upper level (Potential level of development) - what they cannot do yet Conversations take place when participants take turns responding ○ Proximal development - Everything between these levels Scaffolding Turn-taking requires individuals to alternate between the roles of listener and speaker ○ Process where an instructor, responds contingently when instructing a Effective turn-taking requires recognizing when a response is necessary and novice, to increase his/her understanding to a problem appropriate ○ Scaffolding occurs not just in formal educational settings but any time a Minimizing unnecessary interruptions is an important aspect more expert person adjusts his input to guide a child to a level near the Appropriate turn-taking is an important aspect of conversation maintenance limits of her capabilities. ○ Adults contribute a great deal to the structure and maintenance of conversations with young children It first appears between mothers and infants LANGUAGE DEVELOPMENT LL Turn-taking in infancy Five Stages of Language Development in Early Childhood: Nursing involves a non-verbal type of turn-taking 1. Cooing Stage Touching and vocalizations are its two modalities 2. Babbling Stage Touch is used to: 3. One-Word Stage ○ Initiate exchanges 4. Two-Word Stage ○ Soothe each other 5. Telegraphic Stage ○ Communicate emotional states. It is also involved in the infants’ imitation of others. Human language is primarily a communication system ○ Facial imitation (3 months) It is productive since a finite number of linguistic units and a finite number of ○ Vocal imitation (12 months) rules are capable of yielding an infinite number of grammatical utterances The first attempts to initiate (non-verbal) interactions often focus on directing the “We are capable of communicating facts,, opinions and emotions, regardless of adult’s attention to the infant or an object whether they occurred in the past, are occurring in the present, or will occur in the ○ Point or reach toward an interested object (8 months) future.” ○ Through responding, infants learn to coordinate gestures, looks and vocalizations over time to communicate their intents and wants (12 to 18 Language is a symbolic system months) Words and parts of words represent meaning ○ As children acquire language, they become more verbal than gestural Units of a language refer to things other than themselves Prepared By: NAVIDAD, ARABELLA The Development of the Phonological System The development of articulation Speech Perception Children are more likely to use words that they can pronounce ○ Phonology is concerned with the perception and production of sounds in The capacity of speech articulation reflects a combination of hereditary an language environmental factors ○ Speech stream - undifferentiated series of speech sounds Maturation plays an important role in articulation development ○ Infants learn to divide or segment the speech stream into meaningful Children must hear adult sounds to determine sounds and sound distinctions that units are relevant in language Facilitated by the nature of infant-directed speech or motherese Sound production is important in that it enables children to practise and improve Higher pitch their articulatory skills More exaggerated pitch contours Larger pitch range More rhythmic The Development of the Syntactic System Infants also prefer to listen to human speech Syntax deals with how words and parts of words are related to one 7-month infants are: another to produce grammatical sentences Able to recognise familiar words in an uninterrupted Children begin to produce single word utterances (10-18 months) speech stream Most children begin to produce two words at a time (18-24 months) Capable to segment the speech stream into words ○ Children consistently use the words that convey the most meaning Able to remember the words that they have segmented Children’s knowledge of language and their use of this Young infants use a variety of cues to determine when words knowledge are limited begin and end in the speech stream Children’s use of consistent word order seems to reflect limited Strongly stressed syllables knowledge rather than general rules Children’s language environment is a factor Speech Production Rapid increase of syntactic knowledge (24-36 months) ○ Speech production lags developmentally compared with speech perception Acquisition of Word Meaning hi baby (´｡ ω ｡`) ｡◕ ‿ ◕｡ Reflects the difficulty of learning to control the vocal cords, Comprehension-based process mouth, tongue and lips ○ Children must hear it being used ○ Phases of vocal production. ○ Initially, children build their vocabulary by focusing on one-to-one Reflexive vocalizations (Birth-2 months) correspondences between words and things. Cooing and Laughing (2-4 months) ○ They learn that words are meaningful sounds that can be used to Babbling and Vocal Play (4-6 months) represent something else (Early infancy) Canonical Babbling (6-10 months) ○ Words start to represent and refer to real, possible and imaginary objects Modulated Babbling (10 months onwards) (