Features of Different Types of Early Childhood Program Models

Features of Different Types of archaeozoic Childhood architectural plan examplesChoosing a computer classmeme model, organizing the purlieu, and leting a program plan that is responsive to the needs of pincerren, archaeozoic Childhood Educators, and families is a complicated and difficult process.ECEs must consider some(prenominal) elements of childrens growth and combine their knowledge of child development with the preferred program model philosophy when preparation an environment for children.It is important to know that numerous diametric program models exist and that apiece program model offers different features. furcate Field tripWe be going on a field trip Tonight we ar going to visit 3 different earlier Childhood Programs. Each program is based on a different model or philosophy on how children submit and succeed.Waldorf Program ModeMontessori Program ModelFirst Nations top place Program ModelFirst Stop Waldorf Program Model initiate Rudolf SteinerWald orf Program ApproachCurriculum and experiences come from the children and that knowing children well is immanent to planning a cultivation environment that supports childrens entirely development.Suggests that an humanistic discipline-based course of study supports childrens whole development, and so image, rhythm, try, drawing, painting, poetry, and drama ar core comp superstarnts.Beca pop offout of the arts-based experiences, attention to the environmental esthetics is necessary.Contrary to the thinking of many educators, Steiner pointed out that instructors do not pass on experiences for students. Adults offer the conditions, such as the materials, lieu, schedule, and options, scarce the children lead the program introduction and implementation.Frequently asked Questions around the Waldorf Model http//www.whywaldorf scats.org/02_W_ upbringing/faq_ n archaeozoic.aspWhat is Waldorf Education? dish out Based on the achievement of Rudolf Steiner, the curriculum draws on the innate nature of children, with accent on childrens hireing done imagination and fantasy. Academic content is held to a negligible while art and movement argon the core elements of the curriculumWhat is the Preschool Kindergarten Waldorf Program Like?Answer The goal of preschool and kindergarten is to develop a sense of wonder in the spring chicken 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 tinker young children live in a rich world of meet and disco rattling. They are completely bluff and deeply influenced by all that surrounds them. What they opine and visualize they imitate unconscious imitation is the natural mode of growing for the preschool child. Everything more than or less the child is absorbed. Accordingly, the preschool is a world of harmony, beauty and warmth.Toys in the preschool are make from natures gifts wood, sea shells, sto nes, pine cones, lambs wool. The simpler the toys the more active the childrens imagination can be.lump intellectual or academic schooltime is excluded from the Waldorf Preschool. With an active imagination, energetic sensual development, and a true curiosity for the world, children are best prepared for the challenges of nut schooling and tardilyr life.(Paraphrased from the South African Federation of Waldorf Schools)Preschool and Kindergarten activities involvestorytelling, puppetry, fictive playsinging, dancing, movementgames and finger playspainting, drawing and beeswax modeling bake and cooking, nature walksforeign language and circle time for festival and seasonal perisher celebrationsWhat about the Waldorf Program for Elementary and School-Aged Children?Answer Elementary and middle-school children learn through and through the guidance of a degree t distri howeverivelyer who stays with the class ideally for eight years. The curriculum includesenglish based on world li terature, myths, and legends biography that is chronological and inclusive of the worlds great civilizationsscience that surveys geography, astronomy, meteorology, physical and life sciences maths that develops competence in arithmetic, algebra, and geometryforeign languages physical command gardeningarts including music, painting, sculpture, drama, eurhythmics, sketchinghandwork such as knitting, weaving, and wood functionalWhat is unique about Steiner Waldorf facts of life? How is it different from other alternatives? (Public Schooling, Montessori, tribal chief pass away, 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 go forth allow, and balances academics subjects with aesthetical and practical activities. Steiner Waldorf teachers are dedicated to creating a genuine love of training within each child. By freely using arts and activities in the service of te aching academics, an internal motive to learn is developed in the students, doing away with the need for competitive test and grading. Some distinctive features of Steiner Waldorf education include the hobbyAcademics are de-empha size of itd in the ahead of time on 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 skills), and stripped academics in first grade. Reading is not taught until second or 3rd grade, though the letters are introduced headachefully in first and second.During the child deal school years (grades 1-8) the students have a class (or main lesson) teacher who stays with the aforementioned(prenominal) class for (ideally) the entire eight years of dewy-eyed 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 gra des), to name a few. In the jr. grades, all subjects are introduced through artistic mediums, because the children respond remediate to this medium than to dry lecturing and rote learning. All 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 aver workbooks which they fill in during the course of the year. They essentially produce their receive 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 minute evaluation of the child at the end of each school year.The use of electronic media, particularly television, by young children is strongly discouraged in Steiner Waldorf schoolsTour Waldorf Preschool http//picasaweb.google.com/lh/photo/a_rcQD5Yh7nfhAYpfBKHuQ In 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 order requires teachers to conduct naturalistic ceremonial cause and allotfully prepare environments with experiences that become more interlacing and that are self correcting.Children will interact with materials described as work tasks. Children are given the choice of material that they wish to explore, and the liberal record the steps to be carried out when using the new material. Then the children whitethorn use the materials, which focus on fooling living, sensory, academic, or cultural and artistic experiences.An example of a work task in a Montessori classroom is polishing skids. On a child-sized tray, the adult organizes the buffing cloth, the polish, and the shoes. The adult demonstrated to the children what each cloth is for, how to open th e 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 my 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 favourite throughout the world that encourages and supports the unfolding of a childs maximum potential by swear outing the child to educate herself at her ingest pace. Its main beliefs areeach child is a unique unmarried 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 important book developmental environments and expectations are essential.The philosophy respects the individuality of the child, her license 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 potential. An environment is prepared to guide 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 improvement 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 plausibly the most fundamental difference is that Montessori is child- revolve around whereas traditional education is teacher- nitty-grittyed. Please see the list of comparison below that has been adapted from the American Montessori SocietyMontessori EducationTraditional Education primeval 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 deskscommunity atmospherelittle societalizationindividual lessonslarge group lessonsself-correcting materialsteacher as source of answersnatural, logical consequencesrewards and penalisations longitudinal free work periods condescend interruptionsenhanced curriculumlimited curriculumprogress of student as testpeer comparison as testemphasis on learningemphasis on gradesemphasis on individualityemphasis on conformityprogress at individual rateannual progressionemphasis on selfcontrolteacher as disciplinarianPEACE in educationcorporal punishmentstrong school/home tieslittle foster involvementobservation based progress reportsgraded report cardschild centered scheduleadult centered educationWhy does Montessori have heterogeneous age groups? http//www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdfAnswer Mixed age groups free children to enjoy the ir own accomplishments rather than comparing themselves to others. Older children provide leadership and guidance, and benefit from the blessedness of helping others. Younger children are encouraged 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 community, as well as nurturing the development of self-esteem. This encourages positive cordial 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 o bservation. A key aspect of a Montessori teachers training is learning how to systematically observe when a child reveals an especially strong raise towards a piece of knowledge or skill. Teachers observe for childrens independence, self-reliance, self-discipline, love of work, niggardliness and focus. They as well as 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 extension to keeping observation notes, teachers keep records of lessons presented to individual children and record childrens progress in working toward passkeyy 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 man y 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 squeeze care of materials so other children can learn from them. They learn to work quietly so others can concentrate. And they learn to work unitedly 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 titled 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 method acting please take sometime and enjoy the information provided below The ikon is a youtube video so some of your computers may not open it up.Montessori Video http//www.youtube.com/wa tch?v=OM1Gu9KXVkkThe Montessori Method-The Classroom http//www.circleofinclusion.org/english/approaches/montessori.htmlHead vex Approach http//www.hc-sc.gc.ca/fniah-spnia/famil/develop/ahsor-papa_intro-eng.phpThe Aboriginal Head send-off On let initiative is designed to prepare young First Nations children for their school years, by meeting their emotional, social, wellness, 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 give instruction 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 healthy development.Frequently Asked Questions about the Aboriginal Head Start ModelFirst Nations Head Start Standard GuideWhat is the objective of Aboriginal Head Start?Answer To 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 safe, 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/ex leaned 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 impleme nting 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 curriculum 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 advisor 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 fine and gross motor developmentuses lots of teaching materials including, but not limited to age and culturally appropriate books, videos, computer programs, toys, thickening speakersprovides learning experiences through food preparation and through sampling a variety of nutritious foods including traditional foodsencourages 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 still develop socialization skillsprovides learning opportunities to develop child awareness of asylum in the home, at school and in the communityallows for creative appearance through art, music, dancing, singing and storytellingprovides opportunity for sensory learning including touch, taste, smell. sight and tryoutprovide both indoor and outdoor activities and learning experiencesComponents of caliber 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 quality center, one 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 continuous learning that supports their ares of interest, specialization, or identified needs.They wise man new ECE entering the fieldEarly learning and child care environmentsEarly learning and child care programs respond to childrens needs by offering continuou s 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 place 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 mean 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 basisSafetyECEs examine indoor and outdoor play space and programming strategies to ensure that safety practices are being followed, while allow ing and load-bearing(a) children to take safe risks.PartnershipEarly learning an child care stave form partnerships among parents, colleagues, all levels of government, training institutions, and provincial, territorial, and national organizations related to early learning and child care.Respect 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 intended 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 groupt he staffs professional educationTypes of QualityStructural Qualityadult/child ratiosmaximum group sizeeducational training of the staffProcess Qualityrelationshipsdevelopmentally appropriate activitiescaregiver consistencyparent involvementwarm, sensitive nurturing care givingCaregiver CharacteristicsEducation buzz off 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 persistence is important for infants toddlers because they are in the process of forming attachment relationshipsECEs that are quelled with their new jobs are more likely to provide encouragement and guidance.contextual Factorsinfrastructuredirectors/coordinators administrative style and the organizational climatewagesworking conditions such as paid preparation time, opportunities for professiona l development and appropriate adult child ratiosgovernment regulations and fundingcommunity relationshipsfamily involvement utilisation Exploration Application Connection Topcreated 12-Oct-2009modified 04-Nov-2010glossary procure