Conestoga College ECE1025 Foundations Week 2 PDF

Conestoga College Early Childhood Education ECE1025 Foundations of Curriculum, Play, and Pedagogy WEEK TWO  Week 2 Agenda WEEK 2: IMAGE OF CHILD AND PLAY-BASED LEARNING KEY CONCEPTS o Image of Children, Families, and Educators o...

Conestoga College Early Childhood Education ECE1025 Foundations of Curriculum, Play, and Pedagogy WEEK TWO  Week 2 Agenda WEEK 2: IMAGE OF CHILD AND PLAY-BASED LEARNING KEY CONCEPTS o Image of Children, Families, and Educators o Pedagogy/Curriculum o Introduction to the Ministry of Education: How Does Learning Happen (2014): Image of Child/Families/Educator o Introduction to ELECT (2014) Principles o Explain Activity #1 REQUIRED PREPARATION Read: Ministry of Education: How Does Learning Happen pp: 1-24 (image of child, educator, family). Bertrand (2022) Becoming and Being: pp 3-7 Exerts of ELECT (2014) pp. 1- 14 (Principles) Additional Resources posted to eConestoga Reflection What is one thing you have learned in your Discuss: first week in the ECE program? Image of Children, Families, and Educators Draw or write what your image of child / educator Reading Posted: Your Image of Child: Where Teaching Begins by Loris Malaguzzi WHO READ IT? WHAT STOOD OUT? EACH TABLE CONTRIBUTE AT LEAST ONE UNIQUE “TAKE AWAY” ON THE BOARD ABOUT THIS READING TO THE WHITE BOARD.  Ministry of Education: How Does Learning Happen (2014): Image of Child/Families/Educator Setting out and acting on a strong image of children, families, and educators has a profound impact on what happens in early years settings. In this context, what is meant by strong?  How Does Learning Happen? Children are competent, capable of complex thinking, curious, and rich in potential. They grow up in families with diverse social, cultural, and linguistic perspectives. Every child should feel that he or she belongs, is a valuable contributor to his or her surroundings, and deserves the opportunity to succeed. When we recognize children as capable and curious, we are more likely to deliver programs and services that value and build on their strengths and abilities.  How Does Learning Happen? Families are composed of individuals who are competent and capable, curious, and rich in experience. Families love their children and want the best for them. Families are experts on their children. They are the first and most powerful influence on children’s learning, development, health, and well-being. Families bring diverse social, cultural, and linguistic perspectives. Families should feel that they belong, are valuable contributors to their children’s learning, and deserve to be engaged in a meaningful way.  How Does Learning Happen? Educators are competent and capable, curious, and rich in experience. What is meant by rich in this context? They are knowledgeable, caring, reflective, and resourceful professionals. They bring diverse social,cultural, and linguistic perspectives. They collaborate with others to create engaging environments and experiences to foster children’s learning and development. Educators are lifelong learners. They take responsibility for their own learning and make decisions about ways to integrate knowledge from theory, research, their own experience, and their understanding of the individual children and families they work with. Every educator should feel he or she belongs, is a valuable contributor, and deserves the opportunity to engage in meaningful work. Bertrand (2022) Becoming and Being: pp 3-7 The vision for The image of the child is a social construct—an idea that has been created and accepted by people in a community or society. early childhood Today’s broad consensus about the image of the child has numerous and sometimes competing interpretations in the implementation of early childhood education education begins policies, programs and practices. These reflect multiple perspectives based on culture and history. But the overall consensus among early childhood education research, policy and practice agrees on this image of the with an image of child. The past three decades have radically changed what we know about babies and young children. Science confirms the child as that early experiences are the foundation for lifelong learning, behaviour and health. Science reveals that young children learn more, innovate more, care more and competent, feel more than previously thought possible (Gopnik, 2016). Children are natural and active learners. They are born curious about the world around them and have remarkable abilities to learn. curious, capable This understanding of childhood is the foundation for what is considered the role of educators. It shapes pedagogy as a way of thinking about early learning that and an active mirrors the image of the child.  Image and practice What do you notice that demonstrates Let's take a look evidence of what at some photos. the educators believes about children? Curriculum? Pedagogy? Curriculum is “our plan for children’s learning”, sum total of all, relationships, experiences, activities and events (“what we do, what we provide”) Pedagogy is the art or science of teaching, the instructional methods we use; understanding how learning happens and the philosophies and practices that support learning (“how we do it”) ~How Does Learning Happen, pg. 15-16  Some people have an image of child that an educator could have Some of you have curriculum decisions that were formed around a certain image Let’s Play of child. a Find your match and sit together. Matching Game Example: Image: This educator thinks children are messy Curriculum Decision: The art table is always closed in the classroom. Introduction to ELECT (2014) Principles 6 principles that guide curriculum and pedagogy What is “ELECT” “Early Learning for Every Child Today is a guide to support curriculum and pedagogy in Ontario’s early childhood settings, including child care centres, kindergarten classrooms, home child care, nursery schools, Ontario EarlyON Centres and other family support programs and early intervention services. (Ministry of Children and Youth Services,2007, page 3) ELECT came before How Does Learning Happen. It has the continuum of development. Many pedagogical leaders today do not like how development- focused ELECT is.  ELECT (2014) Principles 1.Early child development sets the foundation for lifelong learning, behaviour and health. 2. Partnerships with families and communities strengthen the ability of early childhood settings to meet the needs of young children. 3. Respect for diversity, equity and inclusion are prerequisites for honouring children’s rights, optimal development and learning. 4. A planned curriculum supports early learning. 5. Play is a means to early learning that capitalizes on children’s natural curiosity and exuberance. 6. Knowledgeable, responsive early childhood professionals are essential. (MCYS, 2007, page 07, page 5) Playing and Learning in Early Childhood Education Third Canadian Edition Chapter 1 Exploring the Foundations of Play Copyright © 2024 Pearson Canada Inc. 1 - 19 Truth and Reconciliation We have a responsibility to: – Establish and maintain a mutually respectful relationship between Indigenous Peoples and non- Indigenous Peoples – Learn the truth of what transpired in Canada with our Indigenous Peoples – Recognize the benefits of bringing Elders and Knowledge Keepers together with Educators – Expand our views of play through learning about the Indigenous perspective of children’s play Copyright © 2024 Pearson Canada Inc. 1 - 20 Common Theoretical Themes Play can be framed as: – The natural way that a child learns – Requiring adults to provide opportunities for children to explore and discover – Children requiring a combination of spontaneous and guided experiences Copyright © 2024 Pearson Canada Inc. 1 - 21  There are many forms of play in childhood Exploratory play, object play, sensory play Construction play Physical play (sensorimotor play, rough-and-tumble play) Dramatic play (solitary pretense) Socio-dramatic play Games with rules (fixed predetermined rules) Games with invented rules (rules that are modifiable by the players) Jane Hewes  Let’s Play Rubin, Fein, and Vandenburg define play as: Intrinsically motivated Controlled by the players Concerned with process rather than product Non literal Free of externally imposed rules Characterized by the active engagement of the players Not a Box - Literacy Your Turn Make your own NOT A BOX. Get in touch with your inner child There are no rules other then be safe and have FUN.  Explain Activity #1 Image of the Child and Educator See evaluation on eConestoga  Looking Ahead Week 3 WEEK 3: MATERIALS AND MOTIVATIONS FOR PLAY KEY CONCEPTS o Constructivism: Motivation Active Engagement Process over Product Loose Parts and Open-Ended Materials- Play session/ tinkering Barriers and supports for the development of children's learning: Consumerism Characteristics of Play REQUIRED PREPARATION o Read: Loose Parts Chapters 1 Loose Parts 2 pages 5-10 Dietze & Kashin (2024) Playing and Learning: Ch.2: Subheadings: Components of Play and Unique Features of Play and Characteristics of Play; Ch.6 (excluding Schemas) Consumerism –last week's reading Dietze and Kashin (2024) Ch.1 EVALUATION Photo Visit happens today: Activity #1 is due by the beginning of next week's class.  References Daly, L., Beloglovsky, M. (2015). Loose parts, inspiring play in young children. Red Leaf Press. MN, USA. Dietze, B & Kashin, D. (2024) Playing and learning in early childhood education (3rd Edition). Pearson Canada, North York. ON. Hewes, Jane (n.d). Let the Children Play, Nature’s Answer to Early Learning Malaguzzi, L. (1993). Your image of the child; where teaching begins. Retrieved from: https://www.reggioalliance.org/downloads/malaguzzi:ccie:1994.pdf Ministry of Children and Youth Services. Early learning for every child today (ELECT): A framework for Ontario Early Childhood Settings. (2007). Toronto, ON. Ministry of Education. (2014). How does learning happen? Ontario's Pedagogy for the Early Years. Toronto, ON.