Models in Early Childhood Education Essay

6. 1 base The dally of kind development theorists is important to aboriginal pincerhood culture if their concepts atomic number 18 translated into practise and methods. in that location was a great number of early childhood education course of instructions developed in the 1960s and 1970s when educators and researchers were further to develop alternative approaches for Head Start programs. Most programs were have intercourseing to reckon different ways of servicinging children at later academic misery improve their school performance. However, it is availful to get a line how some specific models cook taken views of particular theorists and transformed these into program application.In this topic, we go away examine several models to illustrate how particular views of child development can be implemented in practice. After completing this topic, you should be able to discuss the models available in early childhood education. Early Childhood tuition Models * Monte ssori programmes * The chamfer Street Approach * The Cognitively Oriented course of instruction * The Reggio genus genus Emilia Approach * The Bereiter-Engelmann Model Fig. 6. 1 Topic contents 6. 2 Montessori Program Maria Montessoris program was ground on some cautiously considered ideas about how young children grow.Montessori devised her program to meet the of necessity of impoverished children and to help them learn important life skills. It is knowing as a cardinal-year chronological sequence for children ages three to six. However, todays a commodious range of Montessoris program can be found. Some adhere quite slap to the original techniques, whereas others follow an approach that has been adapted to better fit the circulating(prenominal) social context. 6. 3. 1 The surroundings * It is aesthetically pleasing, with plants, flowers, and pleasant furniture and literals. * Theres a sense of order inherent in the class inhabit.* Child-sized equipment and materials a tomic number 18 clearly organized on shelves that ar easily accessible to the children. * different aras are available in the classroom, each containing materials unique to promoting the tasks to be get the hang in that area. 6. 3. 2 The Children * Children of different ages involved in individual activities. * Children part activities and are free to engage in any projects they choose. * Children are ego-directed, functional independently or sometimes by twos. * Younger children possibly discipline by observing and imitating their older classmates.6. 3. 3 The teachers * Little self-aggrandizing control. * teachers involvement is minimal and quiet. * The teacher may be observing from a distance or demonstrating a child how to hire a new material. * Teacher does not reinforce or approval children for their work. * Activities are self-rewarding and intrinsically motivating. 6. 3. 4 The Materials * The materials are didactic (instructive) each knowing to teach a specific l esson. * It is self-correcting so the child gets immediate feedback from the material after correctly (incorrectly) completing a task.* It is designed from the simple to the more complex for children to challenge progressively to more difficult concepts. * It is carefully and attractive constructed. * Made of natural materials such as varnished wood. 6. 3. 5 The Curriculum * When children first enter a Montessori program, they are introduced to the daily living component, in which practical activities are emphasized. * The second set of materials and activities are sensorial constituent children develop, organize, broaden and refine sensory perceptions of sight, sound, touch, smell and taste.* The third aspect of the program involves conceptual or academic materials. * Montessori programs are reality based quite than promoting fantasy, where there will not be a dramatic bid area, a creative art corner, or other activities that invite children to freely use their imagination. 6. 3 The Bank Street Approach This program is bear on with all aspects of childrens development, but also that it places emphasis on interactions, both between the child and environs and between cognitive and affective areas of the childs development.The program does not aim to teach children a jalopy of new concepts, but rather to help them understand what they already know in more depth. Childrens own experiences are the base of the Bank Street program and thus, the broadcast must remain open and plastic so each child can build on and discharge according to her or his own unique conceptual level. 6. 4. 6 The Environment * The classroom is arranged into conventional interest areas such as symphony, art, tuition, apprehension and dramatic play. * Many of the materials are handmade, by both teachers and children.* Teacher materials are encouraged because they are designed to meet unique and specific needs of the children in the class. * Children made materials may implicate boo ks as part of the reading centre. 6. 4. 7 The Curriculum * The curriculum and functioning of the classroom is integrated. * To promote learning, curriculum is based on a unifying theme, which serves to help children focus on specific concepts and provides a sense of integration. * Children early experiences are designed to help them understand and master their school environment. * Later learning is extended beyond the classroom to the community. 6. 4. 8 The Teachers.* Teachers must have a keen discretion of childrens development, of each childs individuality, and of how best to structure an environment that will encourage each child to fulfil his or her potential. * Teachers role is to recognize nuances in the children through their sensitivity and arouse changes as appropriate. * Teachers match the types and variety of materials and experiences they provide to childrens changing needs. 6. 4 The Cognitively Oriented Curriculum The Cognitively-Oriented model is based on the premi ss that children are active learners who construct their own knowledge from meaningful experiences.It is based on the theoretical precepts of Jean Piaget. 6. 5. 9 The Environment * Is designed to be stimulating but orderly. * Children can independently choose from a gigantic variety of interesting materials. * Classroom is divided into work areas, each with a specific set of materials. * Accessible, uncluttered storage spaces in each work are clearly labelled. * It facilitates clean-up and promoting a sense of order. 6. 5. 10 The Schedule * Children throw a gradual understanding of time. * Based on the plan-do-review cycle. * The day begins with a planning time, where children decide what activities they would like to participate.* Then, children will engage in self selected activities, supported by teachers during work time. * Then, children review their work-time activities during recall time. * Small crowd time typically includes teacher-planned activities that reinforce cogn itive concepts. * Large group or whole group activities are also conducted as appropriate to the length of the program day. 6. 5. 11 The Curriculum * Teachers focus on extending the key experiences, which include a set of octet concepts based on the characteristics and learning capabilities of the preoperational children.* The eight concepts include active learning, using language, representing experiences and ideas, classification, Seriation, number concepts, spatial relationships and time. 6. 5 Reggio Emilia Approach The Reggio Emilia approach was established in Reggio Emilia, in northerly Italy. The publicly supported early childhood programs of this region, under the guidance and quite a little of Lords Malaguzzi, have developed an extraordinary curriculum, based on many theoretical foundations, including Piaget and Vygotsky.6. 6. 12 The Environment * The physical space is utilise to promote an inviting, aesthetically pleasing, comfortable environment in which both human rel ationships and learning are central. * Space is designed to encourage communication and breeding relationships. * Arrangements allow for places where children can work in tenuous(a) groups, a large group, with a teacher or alone. * Equipment and activities are arranged to encourage exploration, discoin truth, and problem solving as well as to offer many choices.* A special studio is available where teachers and children have access to a wide variety of resource materials as well as to document childrens work. 6. 6. 13 The Curriculum * Projects are the central concept of the curriculum. * Usually it allows small group of children to explore a concept or topic in depth. * Projects can be short-term or long-term. * Children are b allowed to work at a leisurely pace as there are no set schedule and no time constrains in carrying their projects. * oft the representations of learning in projects are expressed in artwork. 6. 6. 14 The Teachers* Teachers plant life as co-teachers, w hich stay with a group of children for three years from babyhood to age three to from three to six. * They are the resource person and learning partners to the children. * Have the support of a team of pedagogical coordinators and a optic arts teacher. * Programs include time for weekly mental faculty meetings and ongoing staff development. 6. 6 The Bereiter-Engelmann Model The Bereiter-Engelmann model was designed primarily to help children from proverty backgrounds to construct some successful experiences that would diminish the likelihood of failure once they started unsubdivided school.The program was founded on the assumption that because disadvantaged children were already behind their upper-middle-class peers, they needed not just enrichment activities but a program that would zip their rate of learning. Howeever, such a program could not be designed to meet all of the needs of preschool-aged children. Thus, this program was designed to meet very specific, teacher-deter mined learning foals rather than to meet the needs of the whole child. 6. 7. 15 The Curriculum * insouciant lesson conveyed through a direct instruction approach.* Teacher presents carefully planned lessons, drills, and exercises designed to meet specific goals. * Lessons are designed offered in three academic areas-language, math and reading. * Precise teacher questions, which have a bun in the oven specific verbal answers from the children, are presented in a carefully sequenced order. 6. 7. 16 The Environment * Facilities are arranged into small classrooms, where direct teaching activities are carried out, and a large room for less structured, large-group activities.* The floor plan includes three small classrooms-named Arithmetic room, the practice session room and the Language room. * Each room is furnished with five small chairs facing a chalkboard and the teacher. * retinue are plain, to minimize distraction from the task at hand. * A larger room is furnished with tables, a piano, and a chalkboard, provides a place for sharpness and music time. * Very few materials are available for the children, mainly ones that will reinforce concepts taught in the lessons.Chalkboard XArithmetic room Chalkboard X Reading room Chalkboard X Language room b oHomeroom X a r Piano d 6. 7. 17 The Schedule * Daily schedule revolves around three intensive 20 minute lessons in language, math and reading. * Each lesson will involve 5 children and a teacher. * These small groups are interspersed with functional times for eating and toileting and a 15-20 minutes music period. 6. 7. 18 The Teachers * Elementary teachers are more suited to teach in this model than are teachers trained to work with young children.