Overview of
Foundations
of Early Childhood Education
What We Know About
Young Children
•includes
linguistic
•includes
moral
Physical
Cognitive
Social
Affective
•includes
creative
Cognitive
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Need for concreteness
Short attention span
Learns by doing; must construct own learning
Is pre-logical
Needs opportunities for thinking and imagination
Linguistic
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Needs foundations of literacy, not literacy itself
Needs opportunities for self-expression
Needs listening skills
Needs print and communication rich environment
Affective
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Vague beginning understanding of feelings
Needs to learn to accept, express, release, control them
Needs senses of self-esteem and individuality
Needs self-motivation and independence
Needs opportunities for creativity
Needs help with patience
Social
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Needs help being introduced to social skills
Basically egocentric
Is pre-moral
Needs to belong as part of a model community
Needs healthy set of values
Appreciation of diversity
Benefits from small groups
Physical
• Difficulty sitting for long periods
• Fine motor skills/eye-hand coordination just developing
• Needs multi-sensory learning
How Young Children Learn
• This is based on brain
research, the theories of
Piaget and Gardner,
Developmentally
Appropriate Practice, et al
How Young Children Learn
How Young Children Do Not Learn
Children construct their own learning,
through exploring, testing, discovering,
inventing, creating and interacting.
Learning is given to children, to be copied,
memorized and performed.
“Play is a child’s work.” Teachers observe and
facilitate play.
Play is treated as a break, reward or amusement.
Teachers ignore play or play with children.
The most effective learning is child-initiated,
self-motivated and meaningful.
Learning has to be directed by the teacher,
motivated by rewards and driven by the
“curriculum.”
Projects and integrated themes, with child input,
are the best ways for learning to take place.
Children must first practice isolated skills and
facts, like letters, or study whole class, preplanned units they’re supposed to learn.
Learning should be relaxed, personal and
enjoyable.
There is a lot that has to be learned, so rushing
and no fooling around are needed.
Active, hands-on learning is best.
Children learn when they are quiet and “good
listeners.”
How Young Children Learn
(continued)
How Young Children Do Not Learn
(continued)
Most learning takes place during free play time.
Most learning takes place at “learning time.”
Children are observed and assessed as whole
individuals, using “home-grown” measures.
Children are subjected to standardized tests.
Children learn differently and at their own
paces.
Children must conform and learn the same way
and at the same pace to be ready for next year
and for tests.
Children self-group or are grouped naturally, as
appropriate
Children are ability grouped or taught as a
whole class
Projects, activities, games, songs, stories, charts,
experiences and child-initiated explorations
guide the curriculum.
Early academics, dittos, homework, copying and
recitation guide the curriculum.
Subliminal message: Power Points are fun and exciting
Subliminal message: Power Points are fun and exciting
Subliminal message: Power Points are fun and exciting
Developmentally
Appropriate Practice
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Age Appropriate
Stage Appropriate
Individually Appropriate
Culturally Appropriate
Priorities for Curriculum Development
Cognitive
Thinking Skills
Imagination
Attention Span
Language Development
Social
Social Skills (sharing, cooperation, communication,
group membership, conflict resolution)
Values (respect, responsibility, non-violence, caring,
acceptance)
Appreciation of Diversity
Affective
Self-Esteem
Self-Awareness/Individuality
Self-Control/Patience
Self-Expression
Emotional Health
Creativity
Physical
Fine Motor/Eye-Hand Development
Sensory Perception Development
Health
One Appropriate Daily Schedule
9:00
9:10
10:10
10:20
10:40
11:00
11:05
11:55
12:00
12:25
12:30
2:20
2:30
2:45
2:55
Greeting Time
Free Play Time
Clean-Up Time
Snack Time
Group Time
Transition to Outside Time
Outside Time
Preparation for Lunch
Lunch Time
Transition to Nap Time
Nap Time
Transition Out of Nap Time
Snack Time
Closure
Pick Up Begins