Features of Different Types of Early Childhood Program Models

Features of Different Types of Early Childhood course ModelsChoosing a syllabusming model, organizing the environment, and developing a program plan that is responsive to the needs of kidren, Early Childhood Educators, and families is a complicated and difficult process.ECEs must consider some(prenominal) elements of tikerens training and combine their knowledge of child development with the preferred program model philosophy when planning an environment for children.It is important to know that many different program models exist and that each program model offers different features.Class Field tripWe are going on a field trip this night we are going to visit 3 different Early Childhood designs. Each program is based on a different model or philosophy on how children peck and succeed.Waldorf Program ModeMontessori Program Model firstborn Nations tip St artistic creation Program ModelFirst Stop Waldorf Program ModelFounder Rudolf SteinerWaldorf Program ApproachCurriculum and beats come from the children and that knowing children well is essential to planning a learning environment that supports childrens whole development.Suggests that an arts-based program supports childrens whole development, and so image, rhythm, movement, drawing, painting, poetry, and drama are core components.Because of the arts-based experiences, attention to the environmental aesthetics is necessary.Contrary to the thinking of many educators, Steiner pointed out that instructors do not tender experiences for students. Adults reserve the conditions, such as the materials, space, schedule, and options, but the children lead the program design and implementation.Frequently asked Questions about the Waldorf Model http//www.whywaldorf civilises.org/02_W_Education/faq_about.aspWhat is Waldorf Education? manage Based on the sound of Rudolf Steiner, the curriculum draws on the subjective genius of children, with emphasis on childrens learning with imagination and fantasy. Academic content is held to a minimum while art and movement are the core elements of the curriculumWhat is the Pre give instruction Kindergarten Waldorf Program Like?Answer The goal of preschool and kindergarten is to develop a sense of wonder in the young child and reverence for all living things. This creates an eagerness for the academics that follow in the grades. The Waldorf Preschool a time for imitation and play young children live in a generative world of play and discovery. They are completely open and deeply influenced by all that surrounds them. What they see and hear they imitate unconscious imitation is the natural mode of learning for the preschool child. Everything around the child is absorbed. Accordingly, the preschool is a world of harmony, beauty and warmth.Toys in the preschool are made from natures gifts wood, sea shells, stones, pine cones, lambs wool. The simpler the toys the more(prenominal) active the childrens imagination lavatory be.Formal intellectua l or academic schooling is excluded from the Waldorf Preschool. With an active imagination, energetic physical development, and a true curiosity for the world, children are best prepared for the challenges of nominal schooling and later life.(Paraphrased from the South African Federation of Waldorf Schools)Preschool and Kindergarten activities includestorytelling, puppetry, creative playsinging, dancing, movementgames and finger playspainting, drawing and beeswax modelingbaking and cooking, nature walksforeign language and circle time for festival and seasonal celebrationsWhat about the Waldorf Program for Elementary and School-Aged Children?Answer Elementary and middle-school children learn done the guidance of a severalise teacher who stays with the partition ideally for eight years. The curriculum includesenglish based on world literature, myths, and legendshistory that is chronological and inclusive of the worlds extensive civilizationsscience that surveys geography, astron omy, meteorology, physical and life sciencesmathematics that develops competence in arithmetic, algebra, and geometryforeign languages physical education gardeningarts including music, painting, sculpture, drama, eurhythmics, sketchinghandwork such as knitting, weaving, and woodworkWhat is unique about Steiner Waldorf education? How is it different from otherwise alternatives? (Public Schooling, Montessori, Head jut, etc.) http//www.steinerireland.org/faq/2Answer The aim of Waldorf schooling is to educate the whole child, head, heart and hands. The curriculum is as broad as time will allow, and balances academics subjects with artistic and practical activities. Steiner Waldorf teachers are dedicated to creating a genuine love of learning within each child. By freely using arts and activities in the service of teaching academics, an internal motivation to learn is developed in the students, doing away with the need for competitive exam and grading. Some distinctive features of St einer Waldorf education include the followingAcademics are de-emphasized in the early years of schooling. There is no academic content in the Steiner Waldorf kindergarten experience (although there is a good deal of cultivation of pre-academic attainments), and minimal academics in first grade. Reading is not taught until second or third grade, though the garner are introduced premeditationfully in first and second.During the mere(a) school years (grades 1-8) the students have a classify (or main(prenominal) lesson) teacher who stays with the same class for (ideally) the entire eight years of elementary school.Certain activities which are often considered frills at mainstream schools are central at Steiner Waldorf schools art, music, gardening, and foreign languages (usually two in elementary grades), to name a few. In the younger grades, all subjects are introduced by dint of artistic mediums, because the children respond better to this medium than to dry lecturing and rote learning. every last(predicate) children learn to play recorder and to knit.There are no textbooks as such in the first through fifth grades. All children have main lesson books, which are their own workbooks which they fill in during the course of the year. They essentially produce their own textbooks which record their experiences and what theyve learned. Upper grades use textbooks to supplement their main lesson work.Learning in a Steiner Waldorf school is a noncompetitive activity. There are no grades given at the elementary level the teacher writes a detailed military rank of the child at the end of each school year.The use of electronic media, particularly television, by young children is reinforcedly discouraged in Steiner Waldorf schoolsTour Waldorf Preschool http//picasaweb.google.com/lh/photo/a_rcQD5Yh7nfhAYpfBKHuQIn Class DiscussionWhat did you like about the Waldorf Program?Is there anything you didnt like about the Waldorf Program Model?Second Stop Montessori Program ModelFounder-Maria MontessoriMontessori Program ApproachMontessoris system requires teachers to conduct naturalistic observations and carefully prepare environments with experiences that become more complex and that are self correcting.Children will act with materials described as work tasks. Children are given the choice of material that they wish to explore, and the cock-a-hoop demonstrate the steps to be carried out when using the pertly material. Then the children may use the materials, which focus on daily living, sensory, academic, or cultural and artistic experiences.An example of a work task in a Montessori classroom is polishing slips. On a child-sized tray, the with child(p) organizes the buffing cloth, the polish, and the shoes. The adult demonstrated to the children what each cloth is for, how to open the polish, how to dip the cloth into the polish, how to apply the polish, how to buff the shoe and to reapply polish. Once the demonstration is complete, children m y pursue the work task independently.Frequently asked Questions about the Montessori ModelWhat is Montessori Education?http//www.a-childs-place.com/faqs.htmlAnswer Montessori is a philosophy of education popular passim the world that encourages and supports the unfolding of a childs maximum potential by assisting the child to educate herself at her own pace. Its main beliefs areeach child is a unique individual and has the ability to explore her own capabilities given the right environmentchildren have sensitive periods for learning (i.e., for language, order, movement)very young children learn through their unconscious absorbent mindsobservation is crucialappropriate developmental environments and expectations are essential.The philosophy venerates the individuality of the child, her freedom and choice within limits. The role of the adult in the environment is to assist the child to meet her needs thus leading her to explore her identity, independence and realize her full potenti al. An environment is prepared to authorize the child in self directed activities with hands-on sensory activities. The concrete materials require movement and the use of his hands to develop his mind. The philosophy respects the natural abilities and progression of each individual childs development.How does Montessori differ from traditional education? http//www.a-childs-place.com/faqs.htmlAnswer Montessori education differs from traditional education in many ways but in all likelihood the nearly fundamental difference is that Montessori is child- touch whereas traditional education is teacher- centre of attentioned. Please see the list of comparison below that has been adapted from the American Montessori SocietyMontessori Education tralatitious Educationearly start in school (2-3)late start in school (5-6)3-year age range per classone age per classfreedom to move about choose workseated at desks companionship atmospherelittle fondizationindividual lessonslarge group lessonss elf-correcting materialsteacher as source of answersnatural, logical consequencesrewards and punishmentslonger free work periodsfrequent interruptionsenhanced curriculumlimited curriculumprogress of student as probepeer comparison as testemphasis on learningemphasis on gradesemphasis on individualityemphasis on harmonyprogress at individual rateannual promotionemphasis on selfcontrolteacher as disciplinarianPEACE in education natural punishmentstrong school/home tieslittle parent battleobservation based progress reportsgraded report cardschild centered scheduleadult centered educationWhy does Montessori have mixed age groups? http//www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdfAnswer Mixed age groups free children to enjoy their own accomplishments earlier than comparing themselves to others. Older children provide leadership and guidance, and benefit from the satisfaction of helping others. Younger children are e ncouraged by attention and help from older children. They learn through observation of older children. At the same time, older children reinforce and clarify their knowledge by sharing it with younger ones. Children easily learn to respect others, and at the same time develop respect for their own individuality. This interaction of different age children offers many occasions for building familiarity, as well as nurturing the development of self-esteem. This encourages positive social interaction and cooperative learning.With mixed age groups and individualized teaching how do Montessori teachers keep track of all the children?http//www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdfAnswer The Montessori method is based on scientific observation. A key aspect of a Montessori teachers training is learning how to systematically observe when a child reveals an especially strong interest towards a piece of knowledge or skill. Teachers observe for childrens independence, self-reliance, self-discipline, love of work, concentration and focus. They also observe for the mood of the class an overview of the mood of the whole class as well as the mood of individual children.In addition to keeping observation notes, teachers keep records of lessons presented to individual children and record childrens progress in working(a) toward mastery of skills.Is there too much individual work in Montessori? Do children learn how to get along with others?http//www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdfAnswer Montessori children are free to work alone or in a group. Although younger children do often choose to work alone as they master challenges, there are many aspects of Montessori schools that help children learn to get along well with others. They learn to share. They learn to respect each others work space. They learn to turn back care of material s so other children can learn from them. They learn to work quietly so others can concentrate. And they learn to work together with others to take care of the classroom. As they get older, most children choose to work in small groups.Tour Montessori PreschoolHow are Waldorf and Montessori Models Different?Please take some time to read the following article entitle Waldorf vs Montessori. How are the programs the same? How are the two different?http//www.jnorth.net/mindmaps/personal/parenting/parenting%20research/Waldorfvs.Montesorri.htmlDear ClassIf you are interested in learning more about the Montessori system please take sometime and enjoy the information provided below The idiot box is a youtube video so some of your computers may not open it up.Montessori Video http//www.youtube.com/watch?v=OM1Gu9KXVkkThe Montessori Method-The Classroom http//www.circleofinclusion.org/english/approaches/montessori.htmlHead Start Approach http//www.hc-sc.gc.ca/fniah-spnia/famil/develop/ahsor-p apa_intro-eng.phpThe Aboriginal Head Start On Reserve initiative is intentional to prepare young First Nations children for their school years, by meeting their emotional, social, health, nutritional and psychological needs.This initiative encourages the development of projects that are comprised of the following program components culture and language, education, health promotion, nutrition, social support and parental involvement.The program encourages the development of locally controlled projects in First Nation communities that strive to instill a sense of pride and a desire to learn provide parenting skills and improve family relationships foster emotional and social development and increase confidence. It is also designed to assist parents enhance their skills which contribute to their childs reasoning(a) development.Frequently Asked Questions about the Aboriginal Head Start ModelFirst Nations Head Start Standard GuideWhat is the objective of Aboriginal Head Start?Answer T o provide First Nation children with the opportunity to develop their physical, emotional and social needs in a culturally relevant environment. The goal of Head Start is to provide all children with a safety, nurturing and enjoyable learning environment that supports their development with the skills and knowledge necessary to succeed in their present environment, in school and in life.Does the Head Start model see Parent(s)/Guardian(s) as important to a childs learning?Answer Head Start will provide First Nations parent(s)/legal guardians/extended family with assistance and support in acquiring good parenting and life skills through activities such as workshops and information sessions. Parent(s)/legal guardian(s)/extended family are important partners in the process of planning and implementing a curriculum, and are crucial in reviewing the effectiveness of it.What does a Head Start Curriculum Include?Answer It is recommended that First Nations Head Start projects establish a cu rriculum that reflects the developmental needs of the children of the program as well as the six program components nutrition, education, family involvement, social supports, health promotion and culture and language. Development of a curriculum may also include input from an early childhood education specialist, parent(s), Elders, cultural adviser and/or other appropriate resource person(s).A curriculum may include, but not limited to the following componentsprovide opportunity to learn through playprovide a balance of structured learning environments and natural environmentsprovide opportunity to enhance school readiness skills and cognitive developmentsupports exquisitely and gross motor developmentuses lots of teaching materials including, but not limited to age and culturally appropriate books, videos, computer programs, toys, guest speakersprovides learning experiences through food preparation and through sampling a variety of nutritious foods including traditional foodsenco urages role playing and dramatic playencourages conversation and language skill developmentprovides the opportunity for the children to express their feelings, concerns, ideas and fearsprovides learning experiences that are age and developmentally appropriate and respective of the individual childprovide learning experiences that are culturally appropriateprovides opportunity to further develop socialization skillsprovides learning opportunities to develop child awareness of safety in the home, at school and in the communityallows for creative expression through art, music, dancing, singing and storytellingprovides opportunity for sensory learning including touch, taste, smell. sight and hearingprovide both indoor and outdoor activities and learning experiencesComponents of select ProgramsIn Class ActivityYour friend is returning to work after having been a stay-at-home parent. You have been asked to visit a child care center for this friend to determine if it is a feel center, on e that you would recommend for her child. What indicators or aspects of quality will you be looking for?Quality IndicatorsQuality Indicators are predetermined outcome measures used to determine the level of quality to be achieved or that has been achieved.Indicators of QualityPersonal suitability and educational preparation of early childhood educatorsThe Canadian Child Care Federation indicates the need for early childhood educators to have experience and formal post-secondary studies in early childhood education.ECE participate in endless learning that supports their ares of interest, specialization, or identified needs.They mentor new ECE entering the fieldEarly learning and child care environmentsEarly learning and child care programs respond to childrens needs by offering continuous opportunities for learning and nurturance.The goals of the service or determined by the needs of the children and the shared philosophies of parents and care providers.All practices that take plac e are based on sound child development theories and practices.Group size and ratiosSmall group sizes support the quality of interaction among children, peers and adults, and they provide more opportunities for each child to have a one-on-one conversations with ECEs.Adult interactionsThe early childhood educator develops and nurtures an open, friendly and informative relationship with each childs family and encourages their involvement.ECEs cerebrate in mutual respect, trust, and co-operation among colleagues, peers, families, and community partners.Health and nutritionEffective health and nutrition principles and practices are role modeled on a daily seatSafetyECEs examine indoor and outdoor play space and programming strategies to ensure that safety practices are being followed, while allowing and encouraging children to take safe risks.PartnershipEarly learning an child care staff form partnerships among parents, colleagues, all levels of government, training institutions, and p rovincial, territorial, and national organizations related to early learning and child care. complaisance for cultural values and diversityEarly learning and child care settings incorporate family and community cultural attributes into the program.Assessment and evaluationEarly learning and child care programs establish a process for evaluating and assessing all aspects of their program delivery. Action plans are developed, implemented, and evaluated at frequent intervals as a way to monitor the mean change in practice.Family supportEarly childhood educators respect and support the needs and attributes of familiesElements of Quality EnvironmentsTraditionally three critical elements were used to identify quality Early Childhood Programsthe adult/child ratiothe number of children in a groupthe staffs professional educationTypes of QualityStructural Qualityadult/child ratiosmaximum group sizeeducational training of the staffProcess Qualityrelationshipsdevelopmentally appropriate activ itiescaregiver consistencyparent involvementwarm, sensitive nurturing care givingCaregiver CharacteristicsEducation Experience includes ongoing professional developmentECEs who have post-secondary education in ELCC tend to be more responsive to the children, provide children with stimulating activities that are developmentally appropriate support the parentsStability Job Satisfactioncaregiver continuity is important for infants toddlers because they are in the process of forming attachment relationshipsECEs that are satisfied with their new jobs are more likely to provide encouragement and guidance.Contextual Factorsinfrastructuredirectors/coordinators administrative style and the organisational climatewagesworking conditions such as paid preparation time, opportunities for professional development and appropriate adult child ratiosgovernment regulations and fundingcommunity relationshipsfamily involvementEngagement Exploration Application Connection Topcreated 12-Oct-2009 modified 04-Nov-2010glossarycopyright