Lynn
ECE New Text – Rethinking Early Childhood Education
Discussion Questions:
Week 1: Jan. 25-Feb 1. Introductions
Welcome to EDU 1030- Early Childhood Education. This semester, we are evolving from the traditional study of early philosophers, educations and theories of Early Childhood Education in order to study ECE from another perspective. I am excited to work with you all in this new ground breaking look at ECE!
According to the new Early Childhood Initiative put forth by the Department of Educations, the years before a child reaches kindergarten are among the most critical in his or her life to influence learning. President Obama is committed to providing the support that our youngest children need to prepare to succeed later in school. The President supports a seamless and comprehensive set of services and support for children, from birth through age 5. Because the President is committed to helping all children succeed - regardless of where they spend their day - he is urging states to impose high standards across all publicly funded early learning settings, develop new programs to improve opportunities and outcomes, engage parents in their child's early learning and development, and improve the early education workforce.
The Administration strongly believes that, to be of high quality, an early childhood program must include a developmentally appropriate educational component. According to the influential National Academy of Sciences publication, Eager to Learn: Educating Our Preschoolers, "care and education cannot be thought of as separate entities in dealing with young children." To this end, the U.S. Department of Education and the U.S. Department of Health and Human Services are working together to ensure that our children have a strong foundation in both the educational and the social-emotional domains that provide children with the preparation they need to enter kindergarten ready for success. The Presidential Early Learning Council will help to enhance the early learning and development of all of America's children. (U.S. Department of Education)
1. What are your perceptions of Early Childhood Education? Why are you taking this class? How do you propose to make a difference in children’s early learning years?
2. Discuss some of your own early childhood learning experiences. How do they compare to early childhood learning today? Differences? Similarities?
3. Explain how this Early Childhood Initiative impacts you for future educational learning and ways in which you can incorporate your philosophy into the classroom.
Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation
This forum addresses Essential Objective 1: Discuss the cultural and historical context of early childhood education.
Week 2: Feb.2-8 Reading: Pgs. xi- 16
All of you should have received a copy of VELS, the Vermont Early Learning Standards. All children in your classes should meet these standards as they are learning. As you develop your program, class or curriculum you should have a standard or two in mind that you want the children to know and be able to do. Read through the Introduction of the VELS, then use the book to determine which standard(s) you would use to address your response for number 2 below. This is a learning process and we will start easy with use of VELS. However, everyone should be very familiar with them by the time you achieve your certification or degree.
1. What are some ways you could prevent developmental deficiencies created by gender stereotyping?
2. Your text states, “…active intervention by teachers is necessary if children are to develop positive attitudes about people of different races and physical abilities. Contact with children of various backgrounds is not enough. For example, Shirley Cohen states that “in the absence of a variety of supports, direct contact can exacerbate mildly negative reactions.” Moreover, Maria Sapon-Shevin finds that “interventions not handling the direct confrontation of difference seem doomed, or do little more than bring temporary changes in the patterns of social interaction and acceptance within integrated groups.” Consequently, “mainstreaming should not be viewed as an effort to teach children to minimize or ignore difference, but as an effort to teach them positive, appropriate response to these differences (p.24)”” (p. 8). With these new concepts in mind, create an activity or lesson plan that would help students grasp these concepts. Be sure to address all of these elements in your plan:
* Children's age group:
* Number of children in the group (large group, small group, or individual activity):
* Learning center to be used (if any):
* Name of activity and brief description:
* Purpose/objectives of activity:
* Space and materials needed:
* Procedure:
* Guidance:
* Evaluation and follow-up:
* What Vermont Early Learning Standards apply to this activity – include with activity.
*Write a letter to parents explaining your activity and inviting them to participate. Give them at least two ideas for expanding this activity at home.
3. Do you have interracial children in programs or schools in your area? If not, what are some things you can do as a teacher to provide your children with a clear understanding of racial attitudes and an unbiased approach?
4. Up to this point many schools, programs and day care centers have taught children about different races, gender and abilities through stories and activities that assist the child in recognizing these differences and knowing there are differences in people. How would you teach your children how to respond to these differences? Responding to these differences is much different from understanding that there are differences.
Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation
This forum addresses Essential Objectives 1 and 6:
1. Discuss the cultural and historical context of early childhood education.
6. Develop written lesson plans which employ effective planning/teaching techniques,
based on different methods of instruction.
Week 3: Feb. 9-15. Reading: Pgs. 17- 28
In traditional text books on Early Childhood Education the works of key historical figures such as Europeans, Martin Luther, John Amos Comenius, Jean Jacques Rousseau, Johann Pestalozzi, Friedrich Froebel, Maria Montessori, Margaret McMillan, Lev Vygotsky, Sigmund Freud, and Jean Piaget. In the United States, John Dewey, Erik Erikson, Abraham Maslow, J. McVicker Hunt, Benjamin Bloom, Jerome Bruner, Arnold Gesell, Patty Smith Hill, Lucy Sprague Mitchell, and Abigail Eliot had a significant impact on early education. Discussions occur around the early foundations of education. However, in today’s world, “Teachers strive to build classroom community by helping children learn about each other’s lives and families.” (p.18) New philosophies and theories are being tested because teaching is not just academic, social skills and cultural diversity play a large role in education as well.
1. In this week’s reading, the author, Rita Tenorio discusses activities and projects that help children to discuss issues of race and social justice in a meaningful, age appropriate way. Create a lesson of your own that would help your children to see the differences and similarities in each other and be able to discuss them for a better understanding of cultural diversity. Use the lesson guidelines from week two for your lesson plan.
2. Trisha Whitney wrote about using persona dolls to teach diversity. In Vermont we do not see this diversity in many of our day care programs and classrooms. However, learning about them is critical to all children. “Because behavior that involves excluding others is very likely to occur among your students, you will probably find yourself needing a [lesson or] story about exclusion at the beginning of the year.” (pg. 25) The concept of persona dolls may be new to you. What are your impressions of this part of the reading? Would you consider using persona dolls? Why or why not? What are some things that stood out for you from this reading? How would you use some of these concepts in your own classroom or day care program? Or would you?
Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation
This forum addresses Essential Objective 3: Discuss and apply the major theories of learning, growth, and development, including theories of play, to the field (through role playing, case study, observations and reports).
Week 4: Feb 16-22 Reading pgs. 29-39
1. Sudie Hoffman’s article on “miles of aisles of sexism” clearly illustrates that advertising is continuing to promote concepts of boys and girls that are no longer true. Reflect upon a toy, game or book you have bought for a young child – or if you have not done so, go to a store and choose one toy, game or book to use for this question. What prompted you to purchase the toy you chose? Was it for a girl or a boy? Discuss ways in which this reading by Hoffman has altered your perception of advertising for children.
2. Television is another advertising medium. Manufacturers often advertise their products along sex-typed strategies. For example, boys are featured on commercials or packaging for racing car sets, and girls are pictured with toy kitchen sets. Use the observation sheet below to help you examine toy-marketing strategies. Use your observations to decide whether these strategies socialize children into traditional gender roles.
Directions for Cartoon Show Commercials worksheet: Watch two children’s programs on television. Choose a time slot popular for children’s viewing rather than family viewing (Saturday morning, for example). Observe the commercials during and immediately after each program. Using the worksheet record the name of every toy advertised, the type, the key marketing terms used, and whether boys or girls are pictured in the commercial. After completing the worksheet, respond to the following questions:
1. Is stereotyping prevalent in cartoon show commercials?
2. What is the main message being sent to children in these commercials?
Cartoon Show Commercials
Name of Toy:
Toy Category*:
Key Marketing Phrase:
Children Pictured:
*Examples: construction/building set, sedentary game, make believe domestic role (e.g. kitchen set), make believe action career (e.g. soldier), educational toy/computer, sport equipment.
3. Ann Pelo’s article, “where are the game girls?” brings up another perception that can confuse young children. What, do you think are the implications of such manufactured games that target one gender over the other? How would YOU address this question in your own classroom? What are some suggestions you might use to change this outdated concept?
Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.
This forum addresses Essential Question 4: Describe current curricular, instructional, philosophical and ethical issues related to the field.
Assignment: Based on prior knowledge and what you have learned thus far, develop your own personal Philosophy of Education that reflects your understanding and perceptions of what Early Childhood Education means to you. DUE via EMAIL by the end of WEEK 6 – this will serve as your midterm assessment. Please save your document as a .rtf (rich text file) before submitting. You may attach it to the email of embed it within the email. This assignment is worth 15 points.
This assignment addresses Essential Objective 2: Demonstrate an understanding of the philosophy of early childhood education by drafting an initial educational philosophy statement.
Week 5: Feb 23- March 1 Reading pgs 41-47
Since people's mental makeup is, to a certain extent, based on what they have read and how it has been incorporated into their lives, it is not surprising that considerable attention is paid to what children read. As a consequence, children's books tend to be highly moralistic. Many realistic books today attempt to teach children how to cope with life's difficulties and how to behave in certain situations. The books portray a range of values, with kindness, caring, understanding, independence, making decisions on one's own, and exhibiting self-control treated as positive qualities, and cruelty, and dishonesty as negative qualities. Given their content, it is easy to see why many people find children's books disturbing. Groups have sprung up seeking to censor or ban certain works. However, educators or librarians familiar with the books in question have often helped those concerned understand the purpose of the books.
1. Ellen Wolpert, in her article Rethinking “The Three Little Pigs,’” has turned us again to another paradigm shift in looking at stories we read to children in the early childhood setting. What stories did you enjoy as a child? Find some of your favorite books from childhood in the library, bookstore, or online; write an annotated bibliography of two old favorites, and two books that are popular today in many classrooms and daycare programs. What are some differences between the great old classic tales and contemporary stories we find today? Have the messages changed? If so, how? Place your annotated bibliography in the forum and let’s discuss them.
2. After reading ”What if all the kids are white?” think about the following questions: How do you define “cultural diversity?” Do teachers in classrooms where there is little obvious cultural diversity have a responsibility for introducing books about a variety of cultures? What might teachers do to ensure that the books they use reflect the cultural diversity found in their classrooms, communities, and this country? How can understanding multiple intelligences help children relate to kids from other cultures? After some reflection, choose one or two of the anti-bias learning themes from this reading and create a lesson plan to achieve the goal in the theme or themes. How can you introduce these concepts to young children in ways that will stimulate learning? Follow the lesson plan outline from Week 2. Post your lesson to the forum and share your work.
Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.
This forum addresses Essential Objectives 6 and 9:
6. Develop written lesson plans, which employ effective planning/teaching techniques, based on different methods of instruction.
9. Demonstrate critical thinking skills and effective communication skills through active class discussion and in writing assignments.
Week 6 March 2-8 This week’s reading is a continuation of last week’s reading, pg. 43-47. Also read “Uwrapping the Holidays, pg 49-53.
1. Derman-Sparks and Ramsey bring up some excellent points about diversity. Let’s look at young children’s books and the illustrators of those books. How do the visuals in these stories influence young children? Visit the children’s section of a bookstore or library. Identify your favorite picture book’s illustrator. Early in the week, post a message identifying the illustrator you are researching so that we might avoid duplication. Research the illustrator and post a short biography, including at least 3 books s/he has illustrated. Please post it to the thread in which you identified your pick for this assignment. Feel free to add pictures of the books you mention. What does your illustrator find important in their illustrations? What messages do they attempt to portray? Is that what you see in their illustrations? Do you think children see what the illustrator wants them to see? Why or why not?
Important Note: This assignment is more fun if you use your creativity! Add pictures of the books, and decorate your post with interesting fonts! You may not be able to create these documents in Word and copy and paste them into Blackboard without losing graphics. To avoid this, create the Word document, paste it into the dialogue box in Blackboard, then add the graphics. In the dialogue box tool bar, click on Insert Image (lower left icon) browse your saved images, and add them to the document. You can reposition them by dragging them into position.
2. In the era of frequent standardized testing, it can seem as if the goal is to pour students into a specified mold. Each student, however, is very different, with different learning styles, family life and experiences. Just as students can be defined in a sociopolitical context, so can teaching.
Since teachers are humans, they have their own personal and ideological bias created by their own learning styles and experiences. They also work within collective and institutional environments that both define and challenge their beliefs. Understanding this background can help teachers identify their own strengths and weaknesses involved with meeting the needs of their students while remaining caring and critical educators. Dale Weiss shared a story about her first year of teaching and analyzed lessons learned from this experience. Reflect upon your past learning experience. Did you have a teacher who had a particular bias that did not follow the norm? What was it? How was it handled? What are some of your own personal biases? How would you work with fellow teachers to help them support your views while at the same time supporting their views? Post your reflective response in the forum – share your thoughts on this topic and explore your classmates’ biases.
Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.
This forum addresses Essential Objectives 4 and 9:
4. Describe current curricular, instructional, philosophical and ethical issues related to the field.
9. Demonstrate critical thinking skills and effective communication skills through active class discussion and in writing assignments.
Week 7 March 9-15 Reading pg. 55-67.
1. After reading Campbell’s article “The scripted prescription,” do you think children in your community are being set up to fail? How does your preschool view play and academics? Is play considered important? Why or why not? You may have to visit your local preschool, or child care facility to get answers to these questions, but you should understand how Vermont and your community view education. What are your views on play and where does it fit within the curriculum?
2. In order to think about the topic of play, look at and complete the questions below– Then share your responses. Do you find any similarities in your memories of play? Any differences? How do your memories compare to the play of today’s children?
a. What memories do you have of early experiences with play?
b. What are your very first play memories?
c. What did you play? With what did you play? With whom did you play?
d. After discussing your responses with others, tell us how these discussions help you better understand children’s play. Or do they?
3. After completing the discussion above, think about the place of play in your own life. Respond to the following questions to find out for yourself:
a. Does play benefit adults?
b. In your daily life, do you have opportunities for play? If so, what value do you find in play? If not, how might you restore play to your life?
c. In early childhood programs you will observe three main forms of play, solitary, parallel, and cooperative. What is the value of each of these play types – for adults as well as for children?
d. Although adult play and children’s play have common elements, play serves a different role for young children then it does for adults. What are some of the similarities and differences between the play of children and that of adults? How might these similarities and differences affect your teaching practices?
Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.
This forum addresses Essential Question 5: Analyze different methods of instruction based on knowledge of various early childhood education models and developmentally appropriate practice.
Week 8 March 16-22 Reading pg. 67-83
I will be away from March 19-27th. I will attend class on a limited basis; however, you are expected to continue your discussion. I will be in the forum as much as possible but because I will be traveling with family I may not appear twice a day as usual. I will participate and will be available – just on a limited basis.
Ann Pelo’s reflections in “Playing with Gender,” illustrate that we must also look at ourselves in order to better understand the children we work with. After reading this article, respond to the following question:
1. If you are currently working in a day care program, pre-school or elementary school how do you experience the meaning and impact of gender, or race, or class, in your lives? What values and goals do you each hold for children’s learning? How do your values impact your influence on the children you work with? Is this something you need to change? Why or why not?
2. Based on your reading about “Cybertots” – do an Internet search for toddler computer games or toddlers and computers. You can also look at funbrain.com,
marketing strategies for toddler software, Parent magazine or other sources. What have you found in support of toddlers using computers? What have you found that is negative for toddlers using computers? What do your sources tell you about this relatively new phenomenon? Bring your research into the forum and discuss what you have found as well as your synopsis of your research.
Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.
This forum addresses Essential Objective 9: Demonstrate critical thinking skills and effective communication skills through active class discussion and in writing assignments
Week 9 March 23-29 Reading pg 109-118
Standardized testing is prevalent in the American Education system. Rothstein’s article, “Testing Tots,” addresses assessment in the Head Start program. “Among the standards that Head Start programs must meet to satisfy these review teams is whether each child has been individually evaluated at least three times during the year in all the domains that Head Start should cover, including knowing alphabet letters and one-digit numbers, but also other important school-readiness skills like whether the child knows how to take turns or how to handle disappointments. Head Start teachers are required to show what kind of progress children are making by keeping samples of their work, notes of conversations and observations that document students' skill in each of the academic, social, and emotional areas in which children are expected to grow. Records must indicate whether the child has had regular medical and dental checkups. The one thing the review teams do not demand of teachers is that they give children a sit-down test, inappropriate for 4-year olds, of decontextualized math and reading skills.
There are ways this accountability system could be improved. Policymakers could join the expert teams, for example, to familiarize themselves with the challenges faced by early childhood programs. The monitoring standards could be revised to require that Head Start programs, consistent with what is now known about children's development, have somewhat higher expectations for academic skills without needlessly downgrading other important goals. And the system could require a higher level of skills in instruction and assessment from Head Start teachers—an elusive goal so long as funding for Head Start is so sparse that many teachers have no more than a high school education and are paid accordingly.
Yet even with their flaws, Head Start program reviews comprise the most comprehensive and high-quality ac-accountability system in American education today. Rather than asking Head Start to ape the standardized testing regime of the No Child Left Behind law for K-12 education, we'd be better advised to ask elementary and secondary schools to submit to the kind of accountability already characteristic of the Head Start program. “ (p 111)
1. After reading “Testing Tots,” what are your perceptions of evaluating learned knowledge of children in your programs? Are there expected assessments in Vermont? What are they? Do they address specific learning that will enable the child to be successful at the next level? Why or why not? Does the Vermont Early Learning Standards provide a way of assessment? How?
2. Standardized testing often times results in inaccurate assessment of a child’s abilities as evidenced in “Testing Lang.” Many proponents of standardized testing believe that “since all students in a school are taking the same test (with respect to grade level) standardized tests provide an accurate comparison across groups. (For example, this makes it easy to see how boys are performing as compared to girls in a particular school or district.) Over the years great improvements have been made with regards to test bias, which has led to more accurate assessments and comparisons.” (Bright Hub at http://www.brighthub.com/education/k-12/articles/16137.aspx#ixzz0bAj6AeS0) Do you agree or disagree with this statement? Justify your response with cited material either from your text or other sources.
3. ThinkLink tests were developed for Discovery Education Assessment and many states use this assessment in their early childhood education programs. Discovery Education further postulates, “In addition to the increased focus for schools on setting and meeting high standards of student performance, NCLB emphasizes the importance of evidenced-based interventions. Educators can not rely on tradition, anecdotal evidence, and unsubstantiated claims from vendors for determining the effectiveness of products and programs. Discovery Education weaves the concept of research-based decision making into all aspects of product development and school support to ensure that educators have access to what works.
Each year, Discovery Education performs extensive psychometric analyses to ensure educators receive the most accurate and reliable, state specific feedback possible. We start with the creation of a matched state specific test and predict student proficiency by state. Following pilots with students using the assessment and comparing the results to these students' actual state test, we revise and refine our predictions. Even with the first year's administration, teachers can be assured that they are using a content valid and reliable instrument whose predictions get better with more student use, just as with any research-based standardized test.” (Discovery Education)
Gutowski, in her article, “Think Less Benchmarks” states “NCLB puts pressure on districts to gather more data, and testing companies get richer producing tests which guarantee large amounts of failure, thus ensuring future customers. It's a vicious, mean-spirited cycle. The way we educate our children is being driven by these test scores. We spend hours at staff meetings looking at the "data" gathered from these mass produced assessments instead of sharing ideas about meaningful learning and what really works in the classroom.
Who needs the arts? Screw recess. Let them eat tests. I'll think about this tomorrow as my 3rd graders fill in perfect little circles on their benchmark score sheets — 3rd graders, who are most definitely being left behind. “ (pg118) You may further research Discovery Education and ThinkLink at http://www.discoveryeducation.com/products/assessment/
What is your analysis of this information? Do you agree with Amy Gutowski or Discover Education? Justify your response.
Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.
This forum addresses Essential Objective 5: Analyze different methods of instruction based on knowledge of various early childhood education models and developmentally appropriate practice.
Week 10 March 30-April 5 Reading 123- 36
1. In developing a sense of community with our wee ones, teaching them about the environment in which they live is a critical component of community building. Ann Pelo discusses in her article, “ A pedagogy for ecology,” a child’s view of their environment and how we, as teachers, can create strategies to introduce the children to their “place,” their environment and their immediate world. Pelo states, “ Our challenge is to see with new eyes, to look at the familiar as though we’re seeing it for the first time. When we look closely and allow ourselves to be surprised by unexpected details and new insights, we develop an authenticity and humility in our experience of place, and wake up to its mysteries and delights.” (p.127) Pelo further provides strategies to accomplish this authentic experience. How can you bring this experience into your classroom? Creating a sense of place in the classroom is an excellent place to start this discussion. How would your classroom look? What are some ways you would decorate your classroom to enhance the children’s perspective of place? When designing your classroom take into consideration the cognitive, affective, social, and physical needs of children, as well as their sense of place.
2. Further readings by Ann Pelo and Richard Louv take into consideration an ecological understanding of community, place and environment. Visit http://www.kidsforsavingearth.org/ and read about it’s formation and what it provides our children today. Using this web site and knowledge from the readings, how would you teach your children about their immediate world? Question one looked at the classroom, this question takes you outside the classroom – what are some things you can do with your children to create an awareness of environment, ecology and preservation of our environment? Be creative but limit your response to your community – what are some things within your community that would help teach these concepts? How could you use them?
3. Jean Hannon shared an eye opening experience about food in her article, “Food is not for play.” What are your perceptions of this reading? What other materials could be used instead of rice in a sensory table? Many children of other races are adopted into families within our communities every year. Their memories are quite different from our own. How can you, as a teacher, preserve those memories while not offending them in ways you may teach?
4. “Lessons from a garden spider,” complete this section and provide us all with a closer look at our surroundings. The life of a garden spider impacts and influences our surroundings. The food web is an excellent learning tool to teach children about other animals within their world. As Lyman states, “….spiders are “naturally patient.” They know that if they construct a well-designed web and wait long enough, their efforts will pay off. Teachers have a lot to learn from spiders.” (p. 143) What would be significant components of your web of learning? Why have you chosen them?
Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.
This forum addresses Essential Objectives 7 and 9:
7. Design a classroom setting taking into account the cognitive, affective, social, and physical needs of children aged three to eight.
9. Demonstrate critical thinking skills and effective communication skills through active class discussion and in writing assignments.
Week 11 April 6-12 Reading 147- 157
1. Social and emotional development are a part of children’s learning that can be perceived differently by each child. Your readings this week discuss social justice and injustice and how two teachers, Katie Kissenger and Stephanie Walters taught their wee ones about fairness, unfairness and justice and injustice. What are some ideas you could further develop into a lesson plan that would be effective with children within your community on these topics? I am not looking for a lesson plan, but strategies your could use in developing lesson plans on this topic.
2. Death is a difficult concept for anyone to encounter. Young children experience it through the loss of a pet, grandparent or other significant animal or person in their lives. When I was a teacher at Poultney High School one year we lost five people from our school, two students and three staff. It seemed like we spent much time discussing loss and death, because the students had to process it in their own way. Each death affected the students differently and we all worked though it together as a school community, a class and as individuals. Do you have any experiences of death during your school years? How was it handled by your teacher? The administration? Do you think it was handled correctly? What would you have done differently? If you do not have any personal experiences on this topic, you can discuss the loss of a pet, parent through divorce or other similar loss.
Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.
This forum addresses Essential Question 5: Analyze different methods of instruction based on knowledge of various early childhood education models and developmentally appropriate practice.
Week 12 April 13-19 Reading 161- 186
1. Bridging cultures can be difficult in many Vermont schools because we do not have the diversity of cultures as other states. Burlington holds an International Festival every year to celebrate cultural diversity and other events throughout the state try to address cultural diversity within their communities as well. Visit http://www.first-school.ws/theme/places.htm and view some of the cultural activities that can be used in day care programs, pre-schools and kindergarten. What are the differences between the activities on the web site and your readings by Laura Linda Negri-Pool and Julie Bisson. In rethinking education can you see these differences and how they will effect the children you work or will work with? What are some strategies you can use to change your thinking on this topic?
2. Language is also an important component of social learning. Sharing different languages with children provides them with a new way of speaking and learning and many early childhood programs teach sign language, Chinese, Japanese, Spanish and other languages. I hosted several Foreign Exchange students when my daughter was in school and have stayed close to them all. One is like a second daughter and we have remained especially close. She has three children, the oldest is 11. She live sin Geneva, Switzerland with her American born husband and they both speak several languages. Their children attend an international school and have learned many languages as well. May, the oldest speaks 7 languages fluently and writes proficiently in 6 of them. Julius is 7 and speaks 8 languages because his class welcomed a Vietnam child to class and they wanted to learn Vietnamese. Victor is 4 and already speaks 4 languages fluently. What are the implications of teaching young children different languages at such a young age? How does the use of these languages foster awareness of different cultures? What do you think about a four year old learning and speaking 3 or more languages? Would this be effective in your program? How?
Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.
This forum addresses Essential Question 4 & 5:
4.Describe current curricular, instructional, philosophical and ethical issues related to the field.
5. Analyze different methods of instruction based on knowledge of various early childhood education models and developmentally appropriate practice.
Week 13 April 20-26 Reading 189- 208
1. Do you know of any children within your community who do not attend child-care facilities? If so is it because of costs? What could you do to ensure that all children within your community receive the same education as children in child-care settings? As Valerie Polakow states, “ Children’s distress, their fears, their shaken sense of trust and security that ensue when child care harms, when it does not work, when it is not there when needed – must be heeded and attention must be paid. There are seeping wounds and developmental scars that are readily produced in socially toxic landscapes. Consigning young children to overcrowded, unsafe, indifferent spaces, where opportunities for discovery, imaginative play, active learning, and the formation of stable relationships are absent, or worse, twisted into harsh regimens of compliance – is a violation of their human rights to grow and develop.
And it is always the poor children whose lives count for less.” (p. 194) Why should the poor receive less education in our country where everyone is created equal? What is equal in your community? How is equality addressed when underprivileged children do not receive the services and care they deserve?
2. Policies around early childhood care are outdated and need updating – many changes are occurring in our nation’s schools and pre-schools. However, as recent as 2004. The Bureau of Labor Statistics defined the median annual salary of a childcare worker was just under $18,000. (Bruner, p 201) As a young teacher in 1996, I fell into that category as well. On top of the small salary I had to provide my own chalk, erasers, stapler, paper and pencils for my students. Things have changed since then but salaries remain low. Reflect upon this week’s readings – what do you perceive to be the trend in your community? Are working conditions good? Are there enough teachers? How about student to teacher ratios? Bring your findings to the forum and let’s get a feel for many communities around the state!
3. Besides teaching, there are other ways one can work in education and provide learning to students. Investigate the scope and diversity or career opportunities in the field of early childhood education. Share your findings in the forum.
Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.
This forum addresses the following Essential Question 8: Identify and investigate the scope and diversity of career opportunities in the field of early childhood education.
Week 14 April 27-May 3 Reading pgs 211- 224
1. You have already looked at children’s books from your childhood and contemporary books used today in schools; this week’s reading provides you with 10 quick ways to analyze children’s books for your classroom. Go back to the books you chose to write annotated bibliographies on in week 5. Using the “10 Quick ways to Analyze Children’s Books for Racism and Sexism” look at your books and rate them.
2. We have discussed several similar topics throughout this course – gender and multiculturalism, to name a few. After reading “Music for social justice,” how can you incorporate music into your curriculum to help illustrate that music also plays an important role in learning, especially around social justice, gender and multiculturalism?
3. The authors of your text have recommended book and multimedia resources that they find useful in their work. Choose any three that you might consider using – why did you pick them and how would you use them? Do you have any other sources that you have discovered through this course that might serve you better?
Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.
This forum addresses Essential Objective 5 and 9
5. Analyze different methods of instruction based on knowledge of various early childhood education models and developmentally appropriate practice.
9. Demonstrate critical thinking skills and effective communication skills through active class discussion and in writing assignments
Week 15 May 4-10 Final Project – post it in the forum for peer review and feedback.
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Suggested Sources:
Many of the sources listed below are general early childhood education links – all of them were available December 31, 2009. If you choose a link and it does not open try a keyword search on that topic. Because the current curriculum is a paradigm shift from traditional early childhood education, the sources listed in the back of your textbook are excellent sources that support Rethinking Schools Curriculum. Use them.
Rethinking Schools Online sources
http://www.rethinkingschools.org/web_resource/index.shtml
The Lexile Framework for reading
What are Lexile Scores?
http://www.wisegeek.com/what-are-lexile-scores.htm
National Child Care Information Center
The Seven Faces of the Early Childhood Educator
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=171
For more information on No Child Left Behind:
U.S. Department of Education: http://www.ed.gov/nclb/landing.jhtml?src=pb
White House News on Educational Reform: http://www.whitehouse.gov/infocus/education/
NEA's view of NCLB: http://www.nea.org/esea/
Education World: http://www.educationworld.com/a_issues/issues273.shtml
For more information about Piaget, consult this website:
http://www.piaget.org/
For more information about Maslow, consult this website:
Maslow: http://www.ship.edu/~cgboeree/maslow.html
For more information about Bruner, consult this website:
Bruner: http://www.infed.org/thinkers/bruner.htm
For more information about laboratory nursery schools visit this website:
http://cdl.uiuc.edu/nocdls/nocdls.html
Developmentally Appropriate Practice: http://www.ed.gov/databases/ERIC_Digests/ed413106.html
Learning Through Many Kinds of Intelligences: http://www.newhorizons.org/strategies/mi/dickinson_mi.html
For more information about Erik Erikson, consult this website:
http://www.ship.edu/~cgboeree/erikson.html
Alternative Mode to Delivery: http://www.csd.uwa.edu.au/altmodes/to_delivery/discovery_learning.html
Infant/Toddler Development: http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=Child+Development&search=NNCC&search_type=browse
For more information about developmental patterns from ages 3 to 5, consult these websites:
Developmental Patterns—Ages 3 to 5: http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=child+development&search=NNCC+search_type=browse
Early Childhood Development from 2 to 6 years of Age: http://home1.gte.net/pulsar/Library_Ref/Biology/ECD/ECD%20%202-6yrs.html
Four-year-olds: http://www.exnet.iastate.edu/Publications/PM1530F.pdf
Three-year-olds: http://www.exnet.iastate.edu/Publications/PM1530E.pdf
Two-year-olds: http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Child_development_(6)_
two_to_three_years
For more information about gifted education, consult these websites:
Gifted Education: http://www.sp.uconn.edu/~nrcgt/sem/semart14.html
Eric Clearinghouse on Disabilities and Gifted Education: http://ericec.org/gifted/gt-facts.html
For more information about characteristics of play, consult this website:
Characteristics of Play: http://www.nncc.org/Curriculum/better.play.html
For more information about Froebel on play, consult this website:
Froebel on Play: http://members.tripod.com/~FroebelWeb/http://members.tripod.com/~FroebelWeb/web2002.html
For more information about social development and play, consult this website:
Social Development and Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=39
For more information about physical development and play, consult this website:
Physical Development and Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=15
For more information about creativity and play, consult this website:
Creativity and Play: http://www.nncc.org/Curriculum/create.play.grow.html
For more information about the importance of play, consult this website:
Importance of Play: http://www.ccinfoline.8k.com/importance_of_play.htm
For more information about dealing with social/emotional issues, consult this website:
Social/Emotional Issues: http://familyeducation.com/topic/front/0,1156,1-7921,00.html?relinks
For more information about relationship building, consult this website:
Relationship Building: http://www.nncc.org/SACC/sac11_build.community.html
For more information about developmentally appropriate guidance, consult this website:
Developmentally Appropriate Guidance: http://www.nncc.org/Guidance/guide.dev.apprch.html
For more information about discipline strategies, consult this website:
Discipline Strategies: http://www.nncc.org/Guidance/effect.disc.html
For more information about dealing with temper tantrums, consult this website:
Temper Tantrums: http://www.nncc.org/Guidance/tam.temp.html
For more information about building social skills, consult this website:
Teaching Problem Solving: http://www.kidsource.com/kidsource/products/I.want.my.way/I.Want.It.My.Way.html
For more information about family involvement in education, consult this website:
Family Involvement in Education:
http://www.education-world.com/a_admin/admin039.shtml
For more information about family-friendly schools, consult this website:
Family-Friendly Schools: http://www.canr.uconn.edu/ces/child/newsarticles/FCC832.html
For more information about communicating with parents, consult these websites: Communicating with Parents: http://www.ed.gov/pubs/ReachFam/oncom.html
Including Parents: http://www.circleofinclusion.org/english/guidelines/moduletwo/h.html
For more information about families of children with special needs, consult these websites:
Success Stories: http://www.specialchild.com/success.html
Horror Stories: http://www.specialchild.com/horror.html
For more information about teachers working with families with gay/lesbian parents, consult these websites:
http://www.personal.psu.edu/faculty/d/w/dwm3/gay.html
http://www.tolerance.org/teach/printar.jsp?p=0&ar=297π=current
http://www.tolerance.org/teach/current/event.jsp?cid=305
http://www.ericfacility.net/databases/ERIC_Digests/ed434188.html
For more information about involving the school in the community, consult this website:
Service Learning: http://www.servicelearning.org/article/archive/35/
For more information about attitudes about gender, consult these websites:
Children's Advertising and Gender Roles: http://www.mediafamily.org/facts/facts_childgen.shtml
Gender Roles and Stereotyping in Children's Literature: http://reading.indiana.edu/ieo/bibs/childgen.html
For more information about books on diversity topics, consult this website:
Books on Diversity: http://www.lib.msu.edu/corby/education/multicultural.htm
For more information about inclusion, consult these websites:
Inclusion: http://www.nncc.org/Diversity/dc24_case.integrat.html
http://www.ed.gov/pubs/parents/Including/
For more information about changing attitudes toward diversity, consult these websites:
Hidden Bias: http://www.tolerance.org/hidden_bias/tutorials/04.html
Valuing Diversity: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=21
For more information about I.D.E.A., consult these websites:
http://www.ideapractices.org/law/index.php
http://www.ed.gov/offices/OSERS/Policy/IDEA/article1.html
For more information about furnishing the learning environment, consult these websites:
Furnishing the Learning Environment:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=201
http://teacher.scholastic.com/professional/classmgmt/classdesign.htm
For more information about the book/quiet center, consult this website:
Book/Quiet Center: http://teacher.scholastic.com/professional/classmgmt/creatingroom.htm
For more information about music in the curriculum, consult this website:
Music in the Curriculum: http://www.menc.org/publication/books/otl.html
For more information about sand play, consult this website:
Sand Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=68
For more information about the computer center, consult this website:
Computer Center: http://teacher.scholastic.com/professional/childdev/social_software.htm
For more information about selecting toys, consult these websites:
Selecting Toys: http://www.ext.colostate.edu/pubs/columncc/cc031209.html
http://www.eparent.com/toys/selectingtoys.htm
For more information about spaces for children with special needs, consult this website:
Spaces for Children with Special Needs: http://teacher.scholastic.com/professional/specialneeds/blockplay.htm
For more information about health and safety concerns, consult these websites:
Safety with Art Materials: http://www.nncc.org/Health/dc24_art.materials.html
Climbing Gym Safety: http://www.exnet.iastate.edu/Publications/SP23A.pdf
Teaching Children about Health and Safety: http://www.nncc.org/Series/good.time.health.html
For more information about the importance of outdoor play, consult these websites:
Importance of Outdoor Play:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=58
http://www.ipausa.org/declare.htm
http://www.ipausa.org/recess.htm
For more information about Adventure Playgrounds, consult this website:
Adventure Playgrounds: http://www.ci.berkeley.ca.us/marina/marinaexp/adventplgd.html
For more information about sand and water play, consult this website:
Sand and Water Play:
http://www.head-start.lane.or.us/education/curriculum/creative-curriculum/sand.html
For more information about designing playgrounds for young children, consult this website:
Designing Playgrounds for Young Children: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=65
For more information about parachute play, consult these websites:
Parachute Play:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=56
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=71
For more information about playground safety, consult this website:
Playground Safety: http://www.cpsc.gov/cpscpub/pubs/playpubs.html
For more information about health considerations, consult this website:
Health Considerations:
http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=Health+and+Safety&search=NNCC&search_type=browse
For more information about developmentally appropriate practice, consult this website:
Developmentally Appropriate Practice:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=18
For more information about developmental abilities of primary children, consult this website:
Developmental Abilities of Primary Children:
http://www.nncc.org/Child.Dev/ages.stages.6y.8y.html
For more information about planning for preschoolers, consult this website:
Planning for Preschoolers: http://www.nncc.org/Curriculum/planguide.html
For more information about an integrated curriculum, consult this website:
Integrated Curriculum:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=9
For more information about the values of integrated learning, consult this website:
Values of Integrated Learning:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=112
For more information about the project approach, consult this website:
Project Approach: http://www.project-approach.com/definition.htm
For examples of projects, consult this website:
Examples of Projects: http://www.project-approach.com/examples/projects.htm#1-3
For more information about standardized tests, consult this website:
The Limits of Standardized Testing: http://www.fairtest.org/facts/Limits%20of%20Tests.htm
Appropriate Use of Standardized Tests: http://www.apa.org/pubinfo/testing.html
Why We Should Oppose High Stakes Testing: http://www.alfiekohn.org/standards/standards.htm
For more information about portfolio assessment, consult these websites:
Portfolio Assessment:
http://www.kidsource.com/kidsource/content3/portfolio.young.pre.3.html
http://www.doe.state.la.us/lde/uploads/4037.pdf
For more information about developing children's social skills, consult these websites:
Developing Children's Social Skills:
http://www.nncc.org/Guidance/dc26_wo.friends1.html
http://www.nncc.org/Guidance/dc31_wo.friends2.html
http://www.nncc.org/Guidance/dc32_wo.friends3.html
For more information about self-concept, consult this website:
Self-Concept: http://www.exnet.iastate.edu/Publications/PM1529H.pdf
For more information about peer interactions, consult these websites:
Peer Interactions
http://www.nncc.org/Guidance/cc21_learn.kindness.html
http://www.nncc.org/Guidance/dc11_sharing.html
For more information about expressing feelings, consult this website:
Expressing Feelings:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=61
For more information about helping children play together, consult these websites:
Helping Children Play Together:
http://teacher.scholastic.com/professional/bruceperry/pleasure.htm
http://www.hec.ohio-state.edu/famlife/divorce/pguides/sp6.htm
For more information about understanding childhood fears, consult this website:
Understanding Childhood Fears: http://www.exnet.iastate.edu/Publications/PM1529D.pdf"
For more information about infant/toddler learning, consult this website:
Infant/Toddler Learning: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=76
For more information about language development, consult this website:
Language Development: http://www.exnet.iastate.edu/Publications/PM1529F.pdf
For more information about facilitating language learning through storytelling, consult these websites:
Facilitating Language Learning Through Storytelling:
http://www.nncc.org/Literacy/better.storytell.html
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=200&CFID=244697&CFTOKEN=93587547
For more information about good books to read aloud, consult this website:
Good Books to Read Aloud: http://www.nncc.org/Literacy/better.read.list.html
For more information about dramatic play props, consult this website:
Dramatic Play Props: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li1lk28.htm
For more information about emergent literacy, consult this website:
Emergent Literacy: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li1lk1.htm
For more information about supporting emergent literacy, consult this website:
Supporting Emergent Literacy:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=212
For more information about children's books, consult this website:
Children's Books: http://www.acs.ucalgary.ca/~dkbrown/index.html
For more information about supporting children's writing, consult these websites:
Supporting Children's Writing: http://www.ed.gov/databases/ERIC_Digests/ed327312.html
http://teacher.scholastic.com/professional/teachstrat/writing.htm
For more information about formal reading instruction, consult this website:
Formal Reading Instruction: http://teacher.scholastic.com/professional/teachstrat/balanced.htm
For more information about developing literacy skills for children whose first language is not English, consult this website:
http://www.mhsqic.org/init/seclang/LitBook.pdf
For more information about creativity, consult these websites:
Creativity: http://www.stenhouse.com/pdfs/0007ch01.pdf
http://www.womenfolk.com/creativity/kids.htm
For more information about creativity and play, consult this website:
Creativity and Play: http://www.nncc.org/Curriculum/create.play.grow.html
For more information about the benefits of the arts, consult these websites:
Benefits of the Arts: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=257
For more information about early childhood art, consult this website:
Early Childhood Art: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=113&CFID=244697&CFTOKEN=93587547
For more information about the importance of music in early childhood, consult this website:
Importance of Music in Early Childhood: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=69&CFID=244697&CFTOKEN=93587547
For more information about play and music, consult this website:
Play and Music: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=361
For more information about the differences between arts and crafts, consult this website:
Differences Between Arts and Crafts: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=80
For more information about multicultural songs, consult this website:
Multicultural Songs: http://curry.edschool.virginia.edu/go/multicultural/arts/songs.html
For more information about art and Reggio Emilia, consult these websites:
http://ecrp.uiuc.edu/v3n1/hertzog.html
http://www.designshare.com/Research/Tarr/Aesthetic_Codes_1.htm
For more information about problems associated with TV viewing, consult these websites:
"What About TV and My Child's Brain? Part 1": http://www.nwrel.org/pirc/hot11.html
"What About TV and My Child's Brain? Part 2": http://www.nwrel.org/pirc/hot12.html
"What About TV and My Child's Brain? Part 3": http://www.nwrel.org/pirc/hot13.html
For more information about television violence, consult this website:
Television Violence: Content, Context, and Consequences:
http://www.hi-ho.ne.jp/taku77/refer/tvvio.htm
For more information about children's video games, consult this website:
Children's Video Games: http://www.ed.gov/databases/ERIC_Digests/ed365477.html
For more information about developmentally appropriate computer use, consult this website:
Developmentally Appropriate Computer Use: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=23&CFID=244697&CFTOKEN=93587547
Using Computers Age by Age: http://teacher.scholastic.com/professional/childdev/using_computer.htm
For more information about computers and social interactions, consult these websites:
Computers and Social Interactions: http://teacher.scholastic.com/professional/childdev/social_software.htm
Software and Social-Emotional Growth: http://teacher.scholastic.com/professional/childdev/computer_emotional.htm
For more information about selecting children's software, consult these websites:
Selecting Children's Software: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=199&CFID=244697&CFTOKEN=93587547
Choosing Children's Software: http://www.childrenssoftware.com/choosing
For more information about Children's Software Review, consult this website:
Children's Software Review: http://www.childrenssoftware.com/
For more information about a computer center, consult this website:
Computer Center: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=183
