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Features of Different Types of Early Years as a child Program Models

Choosing a programming model, organizing the surroundings, and creating a program plan that is attentive to the needs of children, Early on Child years Educator's, and young families is an elaborate and difficult process.

ECE's must consider many components of children's development and incorporate their understanding of child development with the most well-liked program model school of thought when planning a host for children.

It is important to know that many different program models are present and that each program model offers different features.

Class Field trip

We 're going over a field trip! Tonight we are going to visit 3 different Early Child years Programs. Each program is dependant on an alternative model or viewpoint how children learn and succeed.

Waldorf Program Mode

Montessori Program Model

First Nations Brain Start Program Model

First Stop: Waldorf Program Model

Founder - Rudolf Steiner

Waldorf Program Approach

Curriculum and experiences come from the children and this knowing children well is essential to planning a learning environment that helps children's whole development.

Suggests an arts-based curriculum helps children's complete development, therefore image, rhythm, activity, pulling, painting, poetry, and dilemma are core components.

Because of the arts-based experiences, attention to environmentally friendly aesthetics is essential.

Contrary to the thinking about many teachers, Steiner pointed out that instructors do not provide activities for students. Adults provide the conditions, like the materials, space, agenda, and options, however the children lead the program design and implementation.

Frequently asked Questions about the Waldorf Model: http://www. whywaldorfworks. org/02_W_Education/faq_about. asp

What is Waldorf Education?

Answer: Based on the work of Rudolf Steiner, the curriculum pulls on the natural character of children, with focus on children's learning through imagination and fantasy. Academics content is kept to a minimum while art and movement are the core elements of the curriculum

What is the Preschool & Kindergarten Waldorf Program Like?

Answer: The purpose of preschool and kindergarten is to develop a feeling of question in the youngster and reverence for all living things. This creates an eagerness for the academics that follow in the grades. The Waldorf Preschool; a period for imitation and play small children live in a wealthy world of play and breakthrough. They are completely available and deeply inspired by all of that surrounds them. What they see and notice they imitate; unconscious imitation is the natural method of learning for the preschool child. Everything around the child is absorbed. Appropriately, the preschool is an environment of tranquility, beauty and comfort.

Toys in the preschool are made from nature's products: real wood, sea shells, stones, pine cones, lamb's wool. The simpler the gadgets the more active the children's creativity can be.

Formal intellectual or academic schooling is excluded from the Waldorf Preschool. With an active imagination, dynamic physical development, and a true curiosity for the globe, children are best prepared for the challenges of formal schooling and later life.

(Paraphrased from the South African Federation of Waldorf Colleges)

Preschool and Kindergarten activities include:

storytelling, puppetry, creative play

singing, dancing, movement

games and finger plays

painting, attracting and beeswax modeling

baking and baking, nature walks

foreign language and group time for festival and seasonal celebrations

What about the Waldorf Program for Elementary and School-Aged Children?

Answer: Elementary and middle-school children learn through the information of a school teacher who continues with the category preferably for eight years. The curriculum includes:

english predicated on world literature, myths, and legends

history that is chronological and including the world's great civilizations

science that studies geography, astronomy, meteorology, physical and life sciences

mathematics that evolves competence in arithmetic, algebra, and geometry

foreign dialects; physical education; gardening

arts including music, painting, sculpture, episode, eurhythmics, sketching

handwork such as knitting, weaving, and woodworking

What is exclusive about Steiner Waldorf education? How is it not the same as other alternatives? (Consumer Schooling, Montessori, Head Start, etc. ) http://www. steinerireland. org/faq/#2

Answer: The aim of Waldorf schooling is to educate the complete child, "head, center and hands". The curriculum is as broad as time allows, and balances academics themes with creative and functional activities. Steiner Waldorf professors focus on creating a genuine love of learning within each young one. By openly using arts and activities in the service of coaching academics, an internal desire to learn is developed in the students, doing away with the necessity for competitive screening and grading. Some distinctive top features of Steiner Waldorf education include the following:

Academics are de-emphasized in the early many 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 little academics in first grade. Reading is not educated until second or third quality, though the letters are presented carefully in first and second.

During the elementary college years (grades 1-8) the students have a class (or "main lesson") educator who stays with the same course for (ideally) the whole eight many years of elementary college.

Certain activities which are generally considered "frills" at mainstream schools are central at Steiner Waldorf universities: art work, music, gardening, and international languages (usually two in primary grades), to mention a few. In younger grades, all themes are introduced through creative mediums, because the kids respond better to this medium than to dried lecturing and rote learning. All children learn to play recorder also to knit.

There are no "textbooks" so in the first through fifth grades. All children have "main lesson books", which can be their own workbooks that they fill in during the entire year. They essentially produce their own "textbooks" which track record their experience and what they've discovered. Upper levels use textbooks to complement their main lessons work.

Learning in a Steiner Waldorf institution is a noncompetitive activity. You will find no grades given at the primary level; the educator writes a detailed evaluation of the kid at the end of each institution year.

The use of electronic media, particularly tv, by young children is strongly discouraged in Steiner Waldorf schools

Tour: Waldorf Preschool: http://picasaweb. google. com/lh/photo/a_rcQD5Yh7nfhAYpfBKHuQ

In Course Discussion

What did you prefer about the Waldorf Program?

Is there whatever you didn't like about the Waldorf Program Model?

Second Stop: Montessori Program Model

Founder-Maria Montessori

 

Montessori Program Approach

Montessori's method requires instructors to execute naturalistic observations and carefully put together environments with experience that are more complex and this are self fixing.

Children will connect to materials described as work jobs. Children receive the decision of material that they would like to explore, and the adult illustrate the steps to be completed with all the new material. Then your children may use the materials, which concentrate on everyday living, sensory, academic, or cultural and artistic experiences.

An example of a work activity in a Montessori classroom is polishing shoes. On a child-sized tray, the adult organizes the buffing fabric, the polish, and the shoes. The adult proven to the children what each fabric is perfect for, how to start the polish, how to drop the cloth into the polish, how to use the polish, how to buff the shoe and also to reapply polish. Once the demo is complete, children my pursue the work job independently.

Frequently asked Questions about the Montessori Model

 

What is Montessori Education?

http://www. a-childs-place. com/faqs. html

Answer: Montessori is a philosophy of education popular throughout the world that encourages and facilitates the unfolding of an child's maximum potential by assisting the child to teach herself at her own pace. Its main beliefs are:

each child is a distinctive individual and has the ability to explore her own capabilities given the right environment;

children have hypersensitive periods for learning (i. e. , for vocabulary, order, movement);

very young children learn through their unconscious absorbent thoughts;

observation is vital;

appropriate developmental surroundings and expectations are essential.

The viewpoint respects the personality of the kid, her independence and choice within boundaries. The role of the adult in the surroundings is to aid the kid to meet her needs thus leading her to explore her personal information, self-reliance and realize her full probable. An environment is ready to guide the child in self directed activities with hands-on sensory activities. The concrete materials require movements and the utilization of his hands to build up his mind. The school of thought respects the natural abilities and progression of each individual child's development.

How does indeed Montessori differ from traditional education? http://www. a-childs-place. com/faqs. html

Answer: Montessori education varies from traditional education in many ways but essentially the most fundamental difference is that Montessori is child-centered whereas traditional education is teacher-centered. Please start to see the list of assessment below that is adapted from the American Montessori Society:

Montessori Education

Traditional Education

early start in school (2-3)

late begin in school (5-6)

3-year age range per class

one time per class

freedom to move about &choose work

seated at desks

community atmosphere

little socialization

individual lessons

large group lessons

self-correcting materials

teacher as way to obtain answers

natural, rational consequences

rewards and punishments

longer free work periods

frequent interruptions

enhanced curriculum

limited curriculum

progress of university student as test

peer evaluation as test

emphasis on learning

emphasis on grades

emphasis on individuality

emphasis on conformity

progress at individual rate

annual promotion

emphasis on "self"control

teacher as disciplinarian

PEACE in education

corporal punishment

strong institution/home ties

little parent or guardian involvement

observation based progress reports

graded survey cards

child centered schedule

adult centered education

Why will Montessori have merged age ranges? http://www. apsva. us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education. pdf

Answer: Mixed age groups free children to take pleasure from their own accomplishments rather than checking themselves to others. Older children provide leadership and assistance, and take advantage of the satisfaction of helping others. Younger children are encouraged by attention and help from older children. They learn through observation of teenagers. At exactly the same time, older children strengthen and clarify their knowledge by showing it with youthful ones. Children easily learn to respect others, and at exactly the same time develop respect for his or her own personality. This relationship of different time children offers many events for building community, as well as nurturing the development of self-esteem. This motivates positive social discussion and cooperative learning.

With mixed age ranges and individualized instructing just how do Montessori teachers keep track of all the kids?http://www. apsva. us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education. pdf

 

Answer: The Montessori method is based on scientific observation. An integral aspect of a Montessori teacher's training is learning how to systematically observe whenever a child reveals an especially strong interest towards a piece of knowledge or skill. Teachers monitor for children's freedom, self-reliance, self-discipline, love of work, amount and focus. In addition they monitor for the spirits of the class - an overview of the spirits of the complete class as well as the mood of specific children.

In addition to keeping observation notes, teachers keep data of lessons offered to specific children and record children's progress in working toward mastery of skills.

Is there too much individual work in Montessori? Do children learn the way to get along with others?http://www. apsva. us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education. pdf

Answer: Montessori children are absolve to work alone or in a group. Although younger children do often choose to work only as they excel at challenges, there are many areas of Montessori schools that help children learn to get along well with others. They learn to share. They figure out how to value each other's work space. They figure out how to look after materials so other children can learn from them. They learn to work silently so others can focus. And they figure out how to interact with others to care for the classroom. Because they grow older, most children choose to work in small groupings.

Tour: Montessori Preschool

How are Waldorf and Montessori Models Different?

Please take some time to read the following article entitled Waldorf vs Montessori. How are the programs the same? How will be the two different?

http://www. jnorth. net/mindmaps/personal/parenting/parenting%20research/Waldorfvs. Montesorri. html

Dear Class:

If you are considering learning more about the Montessori Method please take sometime and revel in the information provided below: The Video recording is a youtube video tutorial so some of your computers might not exactly start it up.

Montessori Training video: http://www. youtube. com/watch?v=OM1Gu9KXVkk

The Montessori Method-The School room: http://www. circleofinclusion. org/english/approaches/montessori. html

Head Start Procedure: http://www. hc-sc. gc. ca/fniah-spnia/famil/develop/ahsor-papa_intro-eng. php

The Aboriginal Head START Reserve initiative was created to put together young First Countries children for his or her college years, by interacting with their emotional, interpersonal, health, dietary and internal needs.

This initiative encourages the introduction of tasks that are made up of the following program components: culture and vocabulary, education, health advertising, nutrition, social support and parental involvement.

The program stimulates the introduction of locally controlled tasks in First Nation communities that strive to instill a feeling of delight and a wish to learn; provide parenting skills and improve family associations; foster emotional and public development and increase self-confidence. It is also made to assist parents enhance their skills which donate to their child's healthy development.

Frequently Asked Questions about the Aboriginal Head Start Model

First Nations Mind Start Standard Guide

What is the objective of Aboriginal Brain Start?

Answer: To provide First Country children with the chance to develop their physical, emotional and sociable needs in a culturally relevant environment. The goal of Head Start is to provide all children with a safe, nurturing and pleasant learning environment that helps their development with the skills and knowledge necessary to flourish in their present environment, in university and in life.

Does the top Start model see Father or mother(s)/Guardian(s) as important to a child's learning?

 

Answer: Mind Start provides First Nations mother or father(s)/legal guardians/extended family with assistance and support in acquiring good parenting and life skills through activities such as workshops and information classes. Father or mother(s)/legal guardian(s)/extended family are important partners in the process of planning and implementing a curriculum, and are necessary in reviewing the effectiveness of it.

What does indeed a Brain Start Curriculum Include?

Answer: It is strongly recommended that First Nations Head Start assignments set up a curriculum that displays the developmental needs of the kids of the program as well as the six program components: nutrition, education, family engagement, social aids, health promotion and culture and terminology. Development of a curriculum may also include source from an early on youth education specialist, parent(s), Elders, cultural advisor and/or other appropriate tool person(s).

A curriculum can include, but not limited by the next components:

provide opportunity to learn through play

provide an equilibrium of organized learning environments and natural environments

provide opportunity to enhance school readiness skills and cognitive development

supports fine and gross motor unit development

uses lots of coaching materials including, but not limited to age group and culturally appropriate literature, videos, computer programs, toys, guest speakers

provides learning experience through preparing food and through sampling a variety of nourishing foods including traditional foods

encourages role learning and dramatic play

encourages dialog and words skill development

provides the chance for the children expressing their feelings, concerns, ideas and fears

provides learning activities that are time and developmentally appropriate and respective of the average person child

provide learning activities that are culturally appropriate

provides opportunity to further develop socialization skills

provides learning opportunities to build up child awareness of safety in the home, at university and in the community

allows for creative manifestation through art work, music, dancing, singing and storytelling

provides chance for sensory learning including touch, preference, smell. sight and hearing

provide both inside and outdoor activities and learning experiences

 

Components of Quality Programs

In School Activity

Your good friend is returning to work after having been a stay-at-home mother or father. You may have been asked to visit a child attention center because of this friend to find out if it's a quality middle, one that you'll recommend on her behalf child. What indicators or areas of quality will you be looking for?

Quality Indicators

Quality Signals are predetermined result measures used to determine the quality level to be performed or that is achieved.

Indicators of Quality

Personal suitability and educational preparation of early youth educators

The Canadian Child Attention Federation indicates the need for early childhood educators to acquire experience and formal post-secondary studies in early childhood education.

ECE take part in continuous learning that helps their ares appealing, specialization, or discovered needs.

They coach new ECE stepping into the field

Early learning and child treatment environments

Early learning and child care programs "respond to children's needs by offering continuous opportunities for learning and nurturance.

The goals of the service or dependant on the needs of the kids and the distributed philosophies of parents and care providers.

All routines that take place derive from reasonable child development theories and routines.

Group size and ratios

Small group sizes support the grade of conversation among children, peers and people, and they provide more opportunities for each child to truly have a one-on-one conversations with ECE's.

Adult interactions

The early youth educator evolves and nurtures an "open, friendly and informative romantic relationship with each child's family and motivates their engagement.

ECE's have confidence in mutual esteem, trust, and co-operation among acquaintances, peers, individuals, and community companions.

Health and nutrition

Effective health and nutrition ideas and techniques are role modeled on the daily basis

Safety

ECE's examine indoor and outdoor play space and development strategies to ensure that safety practices are being used, while allowing and stimulating children to take safe risks.

Partnership

Early learning an child care staff form partnerships among parents, co-workers, all degrees of government, training companies, and provincial, territorial, and countrywide organizations related to early on learning and child care and attention.

Respect for cultural prices and diversity

Early learning and child good care settings incorporate family and community ethnical attributes into the program.

Assessment and evaluation

Early learning and child good care programs establish a process for assessing and evaluating all aspects of their program delivery. Action programs are developed, executed, and assessed at frequent intervals in an effort to monitor the expected change in practice.

Family support

Early childhood educators esteem and support the needs and capabilities of families

Elements of Quality Environments

Traditionally three critical elements were used to recognize quality Early Years as a child Programs:

the adult/child ratio

the variety of children in a group

the staff's professional education

Types of Quality

Structural Quality

adult/child ratio's

maximum group size

educational training of the staff

Process Quality

relationships

developmentally appropriate activities

caregiver consistency

parent involvement

warm, delicate & nurturing good care giving

Caregiver Characteristics

Education & Experience - includes ongoing professional development

ECE's who have post-secondary education in ELCC tend to be responsive to the children, provide children with stimulating activities that are developmentally appropriate & support the parents

Stability & Job Satisfaction

caregiver continuity is important for infants & small children because they're along the way of forming connection relationships

ECE's that are content with their new careers are more likely to provide encouragement and direction.

Contextual Factors

infrastructure

directors/coordinators administrative style and the organizational climate

wages

working conditions such as paid preparation time, opportunities for professional development and appropriate adult child ratios

government restrictions and funding

community relationships

family involvement

Engagement | Exploration | Program | Connection | Top

created 12-Oct-2009

modified 04-Nov-2010

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