nagesa_1.3cureculm[1] .pptx

biostatistics for higher education of Ethiopia

1. Course Title: Early Childhood Curriculum Course code: ECCE 3033 Medhanit Adane Solomon [email protected]

2. Fundamentals in Early Childhood Curriculum Unit One

3. The word curriculum comes from a Latin term which means to run or to run in to a race of courses . This is to use the analogy that Curriculum is a course that students must finish the race. It is a course of study which contains a body of subject matter approved for teaching by the society in the school. 1.1 Definition of Curriculum

4. Curriculum refers to the contents and methods that substantiate children’s learning and development . It answers the questions “ what to teach ?” and “ how to teach it? ” OR In its broadest form, the curriculum involves a consideration of the process of learning ( how a child learns) , the learning progression (when a child learns) and the learning context (where and why a child learns). 1.1 Definition of Curriculum … con’td

5. What children should know, be able to do, be committed to (content), how it is taught (method), how it is measured (evaluation), and how the education system is organized (context or learning settings). Distinguishing broad and narrow meaning of curriculum . 1.1 Definition of Curriculum … con’td

6. The  concept  of  curriculum  is as dynamic as the changes that occur in society. In its  narrow  sense‚  curriculum  is viewed merely as a listing of subjects to be taught in school. In a broader sense‚ it refers to the total learning experiences of individuals not only in schools but in society as well. 1.1 Definition of Curriculum … con’td

7. Formal Curriculum/ Intended Curriculum : - The term ‘Formal Curriculum’ (sometimes referred to as the Intended or Official Curriculum ) describes a deliberately planned program of activities which educational institutions provide for learners for a specified period of time to attain specified objectives . 1.2 Definition of Some Curriculum Terms (types of curriculum)

8. The hidden /Informal curriculum:- A side effect of the planned curriculum which cannot be ignored during implementation and evaluation. usually remembered longer than information learned at school It is invisibly taught by the interactions of the teachers with the students . Students also experience the hidden curriculum throughout the day in all their interactions and relationships in schools . It is not written and specified with detailed procedures. the nonacademic but educationally significant component of schooling. 1.2 Definition of Some Curriculum Terms (types of curriculum)… con’td

9. Core Curriculum : designates those learning experiences that are fundamental for all learners because derived from our common , individual drives and needs and our civic and social need The core curriculum is set of school and college courses in subject considered essential to a suitable education, as in providing necessary skills or common cultural knowledge. 1.2 Definition of Some Curriculum Terms (types of curriculum)… con’td

10. For example, in Ethiopia, English Language, Civics & Ethical Education and Mathematics are aspects of the Core Curriculum. Other types of curriculum include: The Taught / Expressed curriculum, the Extra curriculum, the Null Curriculum, the Learned/ Experienced curriculum 1.2 Definition of Some Curriculum Terms (types of curriculum)… con’td

11. School curriculum refers to a particular set of courses that a school or governing body designates, but may also refer to a variety of activities designed to foster education and meet the needs of a learning community. Q. Do you think that private schools of Ethiopia have similar curriculum? 1.2 Definition of Some Curriculum Terms (types of curriculum)… con’td

12. The relationship between education and curriculum is so strong and sometimes look like synonym . Education viewed as a way of life which goes on at all times in our societies . Whether planned or unplanned, directed or not, guided or otherwise. As its formal level , education regarded as a rational activity which involves an orderly, deliberate and sustained efforts to develop knowledge, concepts, skills, attitudes or habits . 1.2 Definition of Some Curriculum Terms (types of curriculum)… con’td

13. curriculum : the set of courses that a school, university, or other educational institution offers- and, at times, requires for graduation- constitutes its curriculum; these courses may be determined at the school or district level, but more frequently they are influenced by educational legislation and policy. Education: from ECCE perspective, education can be defined as an endeavor in which developmentally appropriate learning objectives are defined and pursued for individual children and groups of children . Thus, curriculum is viewed as an instrument as a plan that guides instruction and provides criteria for evaluation in education . 1.2 Definition of Some Curriculum Terms (types of curriculum)… con’td

14. Early Childhood Education is a term that describes the education of young children from birth through age six . As early childhood educators, we believe that from the time of birth , all children are ready to learn. However, what we do or don’t do as individuals, educators, and collectively as society can impede a child’s success in learning. Early Childhood Education and Curriculum

15. The curriculum consists of the knowledge and skills to be acquired in the educational program as well as the plans for experiences through which children’s learning will take place according to DAP in Early Childhood Programs. To put it practically, the curriculum which is designed to support and enrich children’s aesthetic , affective, cognitive , language , physical , and social development and learning is EC- curriculum. Early Childhood Curriculum

16. Early Childhood Education like any other educational programs requires to be run on a well-defined framework , to be built upon a curriculum structure that will be appropriate in every respect. Thus, a developmentally appropriate early childhood curriculum should guide decisions about what to teach and when, and how to best assess that learning has taken place. Early Childhood Curriculum… con’td

17. systematic statement of principles and generalizations that provides a coherent framework for understanding of ECCE. A learning theory attempts to explain how learning takes place. Early childhood education draws from several fi elds of study. Theory of ECCE

18. Our knowledge base comes directly from psychological studies that ask questions such as: ■ How do children develop? ■ What do they learn and in what order? ■ What do children need to be ready to learn? ■ What affects learning? ■ Do all children develop in the same ways? ■ What are the similarities and differences in growth and development? To begin to answer these questions, we need theory Theory of ECCE… con’td

19. 1.3.1 Martin Luther Martin Luther (German: 1483 – 1546) was the first to recommend compulsory education for all children , independent of the society to which they belonged. Martin Luther’s perspective on the role of education in children’s lives: The primary role of education is to teach children to read . The ability to read was considered essential in acquiring knowledge of the Bible. The family ( child’s first and most important teacher) plays the most important role in educating children. Communities played a critical role in ensuring all children were educated, and therefore in providing parents with necessary supports. Theoretical Foundations of the Early Childhood Curriculum Major Contributors

20. Education should begin in early years to fulfill human’s godlike image. Children have a timetable for growth and learning, and knowledge should be presented based on readiness . The senses provide children with the means of acquiring information, and therefore, all education should be sensory. Pictures in books provide opportunities to teach children the names and concepts of objects. 1.3.2 John Amos Comenius (Czech: 1592 – 1670)

21. He contended that the natural growth of the child must be the basis for education and schooling. Comenius asserted that there should be educational opportunities for all people . According to Comenius, schools were the best agencies for educating society and the individual. According to Comenius, the content of teaching should be drawn from children’s interest in things, language, manipulation, and people. Book with pictures and sensory training are his major contributions. Also wrote ‘ the school of infancy’ 1.3.2 John Amos Comenius (Czech: 1592 – 1670) .. Con’td

22. Rousseau’s perspective of the role of education in children’s lives: Children should be encouraged to develop their own strengths , in an environment that lacks interference or restrictions (referred to as natural education). Or, opposed imposing adult-oriented habits Education should support children’s happiness , spontaneity, and inquisitiveness. Children’s development occurs over time and in accordance with the child’s own innate timetable (referred to as unfolding). 1.3.3 Jean Jacques Rousseau (French: 1712 – 1778)

23. Pestalozzi’s perspective of the role of education in children’s lives: Education should follow the child’s nature ( Felt that education must be child-centered ) , and mothers are children’s most important teachers . Formal education within a school is needed for children to integrate knowledge of home life, vocational education, and reading and writing . All education is based on sensory impressions. 1.3.4 John Heinrich Pestalozzi (Swiss: 1746 – 1827

24. Pestalozzi’s impact on education today… Contributed to idea that the family is the child’s first and most important educator. Shaped practices educating parents as well as teachers on how to best support children’s development. Contributed to idea of children’s development following a natural timetable , as well as the idea that the environment is an essential facet of the educational process. Pestalozzi … con’td

25. Formal curriculum and methodology and necessary for teaching children. Froebel was a disciple of Pestalozzi and established the first kindergarten in 1837 in Germany . He developed a curriculum for the kindergarten based on normal development patterns of child growth and conceived the idea that education should be directed to the total development of the child . He also developed methodology, and teacher training program & practices are necessary to support children’s learning. 1.3.5 Friedrich Wilhelm Froebel (1782-1852 )

26. Montessori’s perspective on the role of education in children’s lives: Viewed: - Teachers as social engineers - Education as a means to enhance children’s futures . - Children as the best sources of knowledge - The learning environment as equal in importance to the learning itself. Believed children’s senses should be educated first and then children’s intellect. 1.3.6 Maria Montessori (Italian:1870-1952 )

27. Developed the Montessori Method , which is based on observing and supporting the development of children Established the first formal practices centered on inclusion; Contributed to the idea that the best education a child can receive is one that supports a lifelong love of learning. 1.3.6 Maria Montessori (Italian:1870-1952).. Con’td

28. Sigmund Freud (1856 – 1939) theories have greatly influenced our understanding of personality development . Freud reinforced two specific ideas: a person is influenced by his early life in fundamental and dramatic ways, and early experience shape the way people live and behave as adults (Gordon & Browne, 2011). Concepts such as unconscious , conscious , infantile sexuality , psychoanalysis , etc have been explained by him. 1.3.7 Sigmund Freud (1856 – 1939)

29. Freud believed that many mental illnesses are a result of a person’s inability to accept reality . Freud emphasized the importance of early childhood experiences in shaping our personality and behavior. His greatest contribution was his attempt to formulate scientific psychology . 1.3.7 Sigmund Freud (1856 – 1939)… con’td

30. put forward a theory of personality development but he has emphasized the role of society and culture in influence on a child’s destiny. He postulated eight stages of development from birth to maturity with each stage having a major “task” of resolving favorably, the conflict arising from internal biological pressures and external socio-cultural expectations . In the preschool program, the teacher keeps in mind the different developmental “tasks” for different age groups and works towards helping children to revolve concern in positive and healthy ways 1.3.8 Erik Erikson (1902- 1994)

31. His outstanding contribution has been the development of a theory of cognitive development focusing on how children think reason and perceive the world . He has postulated four stages of development and the sequence of these is considered universal for all children. 1.3.9 Jean Piaget (Swiss: 1896 – 1980)

32. In early childhood education, we are concerned with the first two stages : the sensory-motor stage and the pre-occupational/operational stage. providing sensory stimulation for infants and toddlers is important : the actions of the baby who fingers, bangs, drops the rattle over and over again or that of a one-and-a-half year old who pokes his finger into every and any object he encounters. 1.3.9 Jean Piaget (Swiss: 1896 – 1980) … con’td

33. Three, four and five year olds in our programme are unable to perceive things from another’s perspective . They extend their thought processes by organizing their impressions into categories. They begin to use language as a means of learning and thus the asking questions in search of answers . Piaget’s theory has helped to explain the crucial connection between action and learning. 1.3.9 Jean Piaget (Swiss: 1896 – 1980) … con’td

34. 1.4.1 History of ECCE Curriculum in Ethiopia Foundations are the forces that influence the minds of curriculum developers. Curriculum developers need to make decisions about the goals of the curriculum , what content to include , how it should be organized , how it should be taught and how to determine effectiveness of the curriculum. 1.4 Movement of ECCE Curriculum development in Ethiopia

35. To decide the above issues philosophy, psychology, sociology and history plays a pivotal role. Of the above decisions four of them are questions raised by Ralph Tailor in 1949 in his book basic principles of curriculum and instruction. History is important… who we are & where to go. In Ethiopia, the notion of education has embedded in the heart of church education (Orthodox Church). The purpose of church education was to provide religious education and to promote doctrine. The church enabled the country to develop its own script that made it the only country Sub-Saharan Africa 1.4.1 History of ECCE Curriculum in Ethiopia… con’td

36. In Ethiopia, western modern education is introduced in 1908 , with the establishment of the first public school called Menelik II School. Later In 1994, the Government of Ethiopia adopted a new Education and Training Policy In all three ESDPs, pre-primary education (education for children between ages 4 to 6 ) has not got special attention except a simple statement of recognition of pre-primary education. But later due emphasis is given for ECCE. 1.4.1 History of ECCE Curriculum in Ethiopia… con’td

37. According 1994 Curriculum Framework for Ethiopian Education The goal of kindergarten education is to help children develop their emotional, cognitive, physical and social domains , thus encouraging their ability and enthusiasm to continue to learn in both informal and formal environments and develop their social and educational skills . Approaches to Kindergarten education uses a child-centered approach where children can learn through play in an informal environment at their own pace. 1.4.2 Organization and development of ECCE curriculum in Ethiopia

38. Free play encourages the child to engage in learning voluntarily, ex perimenting and making their own discoveries both independently or with other children and adults. Specific approaches: - Learning through free and facilitated play; Using mother tongue; Using hands-on activities (creativity); using materials that appeal their physical, sensory, sound and visual senses; teaching all areas of learning. 1.4.2 Organization and development of ECCE curriculum in Ethiopia … con’td

39. Relating with others :- Children need to have relationships and feel a sense of belonging. Taking care of myself:- Children need to explore themselves: i.e. their body parts, their self-concept, confidence and self-esteem and express themselves freely and independently. My environment :- Children are curious by nature. They are always eager to know more about their environment and therefore their environment should encourage this. The integrated kindergarten curriculum consists of the following learning areas

40. Developing literacy : - is ability to read and write mother tongue language and English. Developing numeracy :- Mathematics helps students to develop the concept of direction, space, quantity, size and number. Timetable: - The timetable for the KG covers 30 weeks in a year, 5 days a week, and 25 periods per week. One period will have 30 minutes duration. The integrated kindergarten curriculum consists of the following learning areas… con’td

41. Def. It is the process of putting objectives , contents, learning experiences and instructional materials in a unified and consolidated manner to form some kinds of a coherent unit/course/program. In considering the organization of curricular experiences we may examine their relationship over time and also from one area to another . These two types of relationships are referred to as horizontal relationship and vertical relationship of curriculum organization. 1.4.2 Curricular Organization

42. Horizontal Organization Issues of horizontal curriculum organization would include the meaning and value of interdisciplinary studies. Integration of subjects (e.g. Geography, history sociology, economics etc. becomes social studies. The need for requisites (e.g. a student must take a calculus course while taking physics) 1.4.2 Curricular Organization… con’td

43. Vertical Organization Vertical relationship of content and learning experience refers to the relationship of ideas and contents over time. Vertical organization, which centers the concepts of sequence and continuity, is concerned with the longitudinal placement of curriculum elements. Placing the "family” in first grade and the "community" in the second grade social studies is an example of vertical organization. 1.4.2 Curricular Organization… con’td

44. There five main criteria to be followed in organizing curricular experiences are: Continuity, Sequences, Scope, Integration and Balance. Maintaining Continuity: it is a criterion for vertical organization and it refers to the uninterrupted action of major curriculum elements (Tyler, 1949: 84). Criteria for Curriculum organization

45. Maintaining Sequence: Refers to the successive nature of the contents and learning experiences and it answers the questions “What will follows what and why?” . There are two types of sequencing: Logical sequencing (based on the nature of the subject matter) and Psychological Sequencing (based on the maturity levels of the learners. Criteria for Curriculum organization

46. Maintaining Sequence: Refers to the successive nature of the contents and learning experiences and it answers the questions “What will follows what and why?” . There are two types of sequencing: Logical sequencing (based on the nature of the subject matter) and Psychological Sequencing (based on the maturity levels of the learners Criteria for Curriculum organization … con’td

47. Establishing Scope: The term scope encompasses the magnitude of content and objectives within a curriculum. Establishing Integration: implies coherence, unity, inter-relatedness, and connectedness. Curr org Criteria for Curriculum organization … con’td

48. Curriculum development is long-term process involving many parties (politicians, gov.t authorities, textbook writers, supervisors, school administrators, and teachers), includes designing, planning and developing the curriculum and setting the mechanisms of implementation and evaluation. In USA context curr . Devt . Can be developed at National level; Regional level; District level; School level; Classroom level (Marsh & Wills, 2003) and Individual level. The concept of curriculum development

49. Curriculum design: is the process of structuring or devising the procedures and steps to be followed in the development and planning activities. A design is an organic arrangement or structure of elements, parts, or details. It is the process of setting the architectural work (blue print). The concept of curriculum development… con’td

50. Identifying the target audiences/learners Targeting the current gaps as well as knowledge and skills needed within five or ten years time Aligning gaps-objectives-contents and learning activities-assessment approach Progressively moving from simple to complex Principles of curriculum development

51. 5. Increasing frequency of core contents and skills (the curriculum should include increasingly and repeated opportunities to practice core items in a variety of forms and contexts) 6. Providing opportunity for practice 7. Providing opportunity for independent and autonomous learning 8. Giving emphasis for authentic contents and learning activities Principles of curriculum development… con’td

52. 9. Valuing developmental learning and assessment activities 10. Recognizing and making use of prior knowledge 11.Taking care of interferences- making sure that items being taught in a course complement and don’t interfere with each other 12.The curriculum should inspire learners for learning: make it interesting; make it relevant to them; give them control over the content; make it achievable; use baby steps; make them independent learners, give rewards, give challenges. Principles of curriculum development… con’td

53. Curriculum planning is the translation of the educational aims in to specific curricular activities/materials. It involves writing educational objectives/competencies, selecting curricular experiences (contents and learning exp.), organizing the curricular experiences and setting the evaluation mechanisms to make educational decision. ECCE Curriculum planning, implementation and Evaluation

54. Philosophy Aims Goals General Objectives Specific Objectives Stages of curriculum planning

55. Stages of curriculum planning

56. Stated at national level and serve as visionary statement They are of long term and open statements that serve as a slogan Very broad statements that show purposes of education Equated with ends, functions, and purposes. Example: Bring up citizens that can solve their own and societal problems . Educational Aims

57. Stated at institutional level and derived from aims Generally defined as general pragmatic expectations that show the destination of educational activities Goals are long-medium rang terms Can be broken down in to several objectives There are several types of goals that include immediate, proximate, intermediate and ultimate. Example: Students identify all important figures in Ethiopian history Educational Goals are:

58. Stated at instructional level Are of short terms; Specific ones Stated in terms of learner behaviors Objectives are more detailed Audience, behavior, conditions, degree In cognitive, affective, and psychomotor domains Assessments should be written from objectives Example: At the end of the course/topic/unit/, you will be able to State the difference between educational aims, goals and objectives Educational objectives

59. Early childhood curriculum implementation is putting into practice the officially prescribed courses of study, syllabus and subjects . The process involves helping the learner acquire knowledge or experience. It is important to note that curriculum implementation cannot take place without the learner . The learner is therefore the central figure in the curriculum implementation process. Curriculum Implementation

60. Whatever methods the teacher utilizes to implement the curriculum, there will be some guide for the selection and use. Among these are Teaching methods are means to achieve ends . They are used to translate the objectives into action . There is no single best teaching method Teaching method should stimulate the learner’s desire to develop the cognitive, psychomotor, social and spiritual domain of the individual In the choice of the teaching methods, learning styles of the students should be considered. Curriculum Implementation

61. Evaluation mechanisms at this level are those strategies that are helpful in understanding the success and failures of the planning process. It is the process of checking the quality/standards of the materials produced and evaluating the effectiveness of the planning process. Curriculum Evaluation

62. Regarding the curricula of preschools in the country, there is a huge variability among different preschools. Most private preschools use curriculum borrowed from other countries such as India, England and America and none of the elements of the curriculum reflects Ethiopian culture and tradition. Some of these were even not appropriate to the age of children. Practices and Challenges of ECCE curriculum in Ethiopia

63. English and other foreign languages such as French, Arabic, etc. as medium of communication and instruction are also highly favored by most parents and preschool owners. Though important to learn English as one subject, using English as a medium of instruction and children communication tool as a school rule in the Ethiopian soil neither benefits the kids nor the nation at all Practices and Challenges of ECCE curriculum in Ethiopia …. Con’td

64. Active participatory Learning: the way Children Construct Knowledge Chapter Two

65. Human development is a multifaceted process and involves different aspects: The size and complexity of the human body change dramatically between conception and maturity. The other is cognitive or intellectual abilities and processes. What children know, learn and can remember changes greatly as they grow with the time. A third aspect involves social behavior and relationships also developed or matured. 2.1 Human Development as a frame work for Education

66. Child development is the scientific study of how and why children change over time. Development refers to change through time but not all changes are developmental. Developmental changes are systematic rather than haphazard and successive rather than independent of earlier conditions. For example, most children sit before they stand, stand before they walk, and walk before they run. 2.1 Human Development as a frame work for Education… cont’d

67. Knowledge of the pattern of human development helps to know 1. what to expect from children, 2. at (approximately) what ages to expect different patterns of behavior to appear and 3 . when these patterns will normally be replaced by more mature patterns. This understanding is important so that we can expect from a child accordingly , in relation to the norms of her/his age group. 2.1 Human Development as a frame work for Education… cont’d

68. If we expect too much the child may develop a feeling of inadequacy or if we expect little then they are deprived of incentives to develop their potentials. The pattern of development for all typically developed children is approximately the same, so it is easy to evaluate each child in relation to the norms of her/his age group. 2.1 Human Development as a frame work for Education… cont’d

69. Learning is relatively a permanent change of behavior that occurs as a result of environmental experience such as teaching, modeling, tutoring. Learning is a change in knowledge or behavior : meaning changes does not include changes due to illness , fatigue, intoxication , hunger, maturation and so on. Theory of learning consists of a systematic framework of principles of learning that can be used to understand and manage behavior. 2.1.1 Learning as developmental Changes

70. Learning exists in major three forms Behavioral learning: learning occurs when an organism interacts with the environment. Through experience, behavior is modified or changed. Social learning reflect changes in an individual’s relationships with other people, emotions, and personality. , and Cognitive of learning are those changes in one’s thought, intelligence, and language 2.1.1 Learning as developmental Changes … con’td

71. Active learning means giving children space and time to explore these materials by themselves, with their peers and with adults. Children learn through having sensory motor experiences and through being active learners. Educators defined active learning as learning in which the child learn by acting on objects and interacting with people, ideas and events, construct new understanding. Based on the thinking of Piaget, Vygotsky , and Dewey, constructivism emphasizes the active role of children in developing their understanding and learning. 2.1.2 Active Participatory Learning –A complex Process

72. Children construct their own knowledge based on what they already know Children are active agents who are problem solver and think for themselves Children’s experiences with people, places, and things provide a framework for their construction of knowledge. 2.1.2 Active Participatory Learning –A complex Process … con’td

73. Children learn best through experiences and activities they initiate and find interesting Teaching and learning is child centered. Children learn best through active experiences. Education should be targeted toward the child’s readiness to acquire new knowledge. 2.1.2 Active Participatory Learning –A complex Process … con’td

74. Children actively construct knowledge based on their experiences, relationships , and social contexts. When learning experiences invite students to be active participants , they gain skills in producing and working with knowledge to create something useful. The model of teachers spoon-feeding information to students is outdated. 2.1.3 Adults as supporters of active learning

75. Curriculum designs and instructional strategies can optimize learning by building on each student’s prior knowledge and experiences, connecting those experiences to the big ideas or schema of a discipline, and designing tasks that are engaging and relevant so that they spark each student’s interests and build on what they already know. 2.1.3 Adults as supporters of active learning… con’td

76. Providing opportunities for students to set goals and to assess their own work and that of their peers can encourage them to become increasingly self-aware, confident, and independent learners. Taken together, such strategies can challenge and support students to perform at the edge of their current abilities; help them transfer knowledge and skills to new content areas; and, ultimately, improve achievement. 2.1.3 Adults as supporters of active learning… con’td

77. Social interaction provides the medium for mental, language, and social development. More experienced members of society guide children’s knowledge acquisition. Children learn best through experiences that are targeted within, or just above, their range of capabilities (referred to as zone of proximal development). Teaching should focus on assisting children in the completion of tasks they cannot complete on their own (referred to as scaffolding). 2.1.3 Adults as supporters of active learning… con’td

78. Zone of Proximal Development (ZPD) t he range of tasks that are too difficult to master alone but can be learned with guidance and assistance is called ZPD. Or ZPD refers exclusively to the discrepancy between what the child can do independently and what he can do with appropriate help from adults or more knowledgeable peers Scaffolding The gradual process of providing various types of support, guidance, or direction during the course of an activity in order to help children complete tasks that they would not have been able to complete independently 2.1.3 Adults as supporters of active learning… con’td

79. Scaffolding builds on children’s strengths, enabling them to grow cognitively and become independent learners . Social environment is essential in children’s learning. Provided rationale for placing children in environments that emphasize collaboration. 2.1.3 Adults as supporters of active learning… con’td

80. Developed the role of the teacher is one of a guide, assisting children in acquiring knowledge just outside their present capabilities through scaffolding. Developed rationale for mixed-age groupings to support knowledge acquisition. 2.1.3 Adults as supporters of active learning… con’td

81. Adult –Child Interaction: Establishing Supporting Climate Chapter Three

82. Interaction between children and adults provide opportunities for children to build trust, to develop an understanding of self and others, and to encourage respect for others feeling and rights of others . All interactions between children and adults will be respectful and supportive of each child’s gender, culture, language, ethnicity and family composition. With the security of trusting relationships, infants and toddlers develop curiosity, initiative, a sense of self, and a desire to explore their world. 3.1 Understanding supporting Climate

83. Adults can foster this development by responding to the young children in their programs with care and respect. In this chapter You will learn how to create a climate of trust for infants and toddlers, form partnership with children, and support children’s interaction. Because trusting in themselves, their peers, and their teachers, is a part of learning about social relationships . Teachers enhance children’s social knowledge as they gradually improve their sense of trust 3.1 Understanding supporting Climate … con’td

84. Relationships are at the very heart of early learning and development . Through their early interactions babies learn to feel secure, to communicate, and sense of self; Development to enjoy being with people . As they grow and develop, toddlers and young children love to play, to chat, to watch, and to be with others. Good adult/child interactions are respectful , playful , enjoyable , enabling , and rewarding. 3.1 Understanding supporting Climate … con’td

85. Human relationships are the essential ingredient that catalyzes healthy development and learning . In other words children and adults achieve their full potential in the context of relationships that are based on trust and respect. Supportive, responsive relationships with caring adults from birth into adulthood provide the foundation for healthy development and learning. Secure relationships have biological as well as affective significance. 3.1.2 Building Blocks of human relationships

86. Six building blocks of relationships that directly correlate to a child’s stages of attachment toward autonomy also pertain to adult relationships as well. Proximity:  With children, proximity is really about survival in the beginning. Throughout the early childhood years, being close to mom or dad is high on the priority list. This is the foundation of the bond we’re building. 3.1.2 Building Blocks of human relationships … con’td

87. 2. Sameness What a revelation to realize all the things we have in common! As adults form bonds, we do the same thing, pointing out that we both like the same things. Connecting the dots with similarities is an important step in building a bond in a relationship. 3. Belonging:  Children need to know that their parent has their back. As they mature, this parental loyalty shows up as a support when things go wrong (“I’m right here; I understand what you’re going through.”) or by setting the stage for activities that you both enjoy. 3.1.2 Building Blocks of human relationships … con’td

88. 4. Significance:  when your child leaves the home for stretches at a time, i.e. when they go to school at around age 5 or 6, they must feel that even though they are not around, they are still important to you . 5. Genuine Love:  The feeling of being genuinely loved is part and parcel to growing up strong within a family’s guidance and foundation. 3.1.2 Building Blocks of human relationships … con’td

89. 6. Being Known:  When parents begin to recognize the gifts and achievements of their children from a distance, the bond is a bi-product of the culmination of the attachments levels. Being known by another person allows one to feel secure in their attachment to their partner, and able to go out in the world knowing that someone (their partner) intrinsically knows who they are. Freedom, comfort, and autonomy are the gifts of real, mature love. 3.1.2 Building Blocks of human relationships … con’td

90. A positive school climate is the product of  a school's attention to fostering safety ; promoting a supportive academic, disciplinary, and physical environment; and encouraging and maintaining respectful, trusting, and caring relationships throughout the school community no matter the setting—from Pre-K/Elementary School. 3.1.3 Climates for Children

91. A whole child approach to education is one that recognizes the interrelationships among all areas of development and designs school policies and practices to support them. These include access to nutritious food, health care, and social supports; secure relationships; educative and restorative disciplinary practices; and learning opportunities that are designed to challenge and engage students while supporting their motivation and self-confidence to persevere and succeed. All aspects of children’s well-being are supported to ensure that learning happens in deep, meaningful, and lasting ways. Whole child Ecosystem 3.1.3 Climates for Children … con’td

92. There are many contexts that matter for child, schools play a central role, both directly and indirectly. The context of learning affects what children know . They create a developmental context that can be either supportive or non-supportive for children, and they can influence how parents and peers engage with children as well. The primary goal of k–12 education should be to empower individual students to reach their full potential . 3.1.4 The effects of supportive climate

93. Environments that are relationship-rich and attuned to students’ learning and developmental needs can buffer students’ stress, foster engagement, and support learning. Clearly, schools and educators, especially those in high-poverty communities, need the resources and training to address the many challenges to school attachment and engagement by creating responsive, supportive, and inclusive learning environments consistent with what we know from the science of learning and development. 3.1.4 The effects of supportive climate … con’td

94. The environment is the sum total of the physical and human qualities that combine to create a space in which children and adults work and play together. Environment is the content teachers arrange; it is an atmosphere they create; it is a feeling they communicate. Environment is the total picture—from the traffic flow to the daily schedule, from the numbers of chairs at a table to the placement of the guinea pig cage What is environment?

95. It is a means to an end. The choices teachers make concerning the physical environment (the equipment and materials, the room arrangement, the playground and the facilities available), the temporal environment (timing for transitions, routines, activities), and the interpersonal environment (number and nature of teachers, ages and numbers of children, types and style of interactions among them) combine to support the program goals. What is environment? … cont’d

96. A caring, culturally responsive community where students are well-known and appreciated, and can learn in physical and emotional safety; Positive school conditions and climate, featuring relational trust and respect between and among staff, students, and parents ; Continuity in relationships, consistency in practices, and predictability in routines that reduce cognitive load and anxiety and support engaged learning; An environment include:-

97. Educative and restorative disciplinary practices that support students’ development of personal and social responsibility; meaningful and challenging work for students that engages them in active learning experiences that are both individualized and social, as needed; Opportunities to exercise choice and develop intrinsic motivation for learning; An environment include:-

98. Clear expectations for achievement for students and teachers that convey ideas of worth and potential, and information about how to meet standards; Instruction that strategically uses a range of teaching strategies, tools, and technologies to engage students and meet their individual needs; School wide practices and instruction that systematically develop students’ social, emotional, and academic skills, habits, and mindsets; An environment include:-

99. During early childhood it is important that children have opportunities to lead learning through self-initiated and self-directed learning , and to be involved in decisions about what they do. The Six Key Elements are presented alphabetically. 1. Building Relationships: Children learn by being with others. This strategy includes methods which the adult uses to build relationships and to create an environment in which children feel secure and confident enough to take risks , to explore, to take part in challenging experiences, and to direct and co-direct their own learning. 3.2 Strategies for Creating Supportive Climate: Six Key Elements

100. 2. Facilitating: Children learn by being involved in making choices and decisions , and by feeling in control . This strategy includes methods which the adult uses to encourage children to take the lead with adults. Teachers facilitate children’s involvement with materials and equipment by providing directions or labels , asking questions , pointing out opportunities for new discoveries , noting possible play options , and guiding children’s observations . The Six Key Elements are presented alphabetically… cont’d

101. 3. Organizing: Children learn through planned and guided activities which build on their interests and experiences. This strategy includes methods which the adult uses to focus on children’s learning and to develop particular dispositions, values and attitudes, skills, knowledge, and understanding . 4. Directing: Children learn through planned and guided activities which build on their interests and experiences. This strategy includes methods which the adult uses to focus on children’s learning and to develop particular dispositions, values and attitudes, skills, knowledge, and understanding. The Six Key Elements are presented alphabetically… cont’d

102. 5. Provide opportunities for movement and exercise: This helps stimulate brain growth and development and helps a young child’s mental health. 6. Recognize and document and student achievement : It is highly important to recognize and celebrate children’s achievements as this develops their self esteem Children are continuously learning and developing , therefore adults have an important role to ensure they provide a rich enabling environment that enables children to do this. The Six Key Elements are presented alphabetically… cont’d

103. 3.2.1 Sharing of control between adults and children view on learning in the current time, the child learns to do the task independently , using the regulative strategies that the adult has taught in the past. The adult is the architect of the collaboration ; the child only carries out the adult's instructions. We regard children as actively involved in task situations in which they need assistance from an adult. They do not necessarily have a subordinate position, and they negotiate with the adult about how to proceed. The process of doing a task is not dominated by an adult , but jointly regulated by adult and child. Other strategies for creating supportive climate

104. Kids have many different kinds of strengths . Sometimes these strengths are obvious, like when a child is really good at drawing or playing sports. But some strength can be harder to notice  — like being a good listener or working well in groups. Recognizing and talking about these strengths can help kids thrive. There are different indicators that help identify a child’s strengths: 3.2.2 Focusing on Children‘s strengths

105. Shares, takes turns, and can compromise Puts effort into making friends and keeping them Is a good listener Accepts differences in others Asks for help when needed Accepts personal responsibility for actions (good and bad) Tells the truth and  can apologize  when needed Has a good sense of humor To identify Social strengths

106. Uses words to express needs, wants, and ideas Participates in discussions at home, at school, and with friends Can  change tone of voice  when telling a story or asking a question. Tells stories that have a clear beginning, middle, and end Uses lots of words and likes  learning new words Can answer “who,” “what,” “when,” “where,” “why,” and “how” questions in conversation (or about a story) Understands jokes, puns, and sarcasm To identify Language strengths

107. Understands the structure of sounds  ; can do tasks like rhyme Can  sound out unfamiliar words Easily recognizes  sight words Can remember details and retell stories after reading them Can make predictions based on what’s happened so far in a story Reads with expression, like the way an actor talks on TV shows Makes connections between reading material and personal experiences To identify Literacy strengths

108. Has strong  number sense  , like knowing which is larger and which is smaller Sees and understands patterns in nature and in numbers Remembers math facts (like 5 + 4 = 9) Can do  mental math  (“in your head”) Uses math concepts in the real world (like doubling a recipe) Understands math terms used in word problems Solves puzzles or word problems To identify Math and logic strengths

109. 1. Connect with children Be authentic and genuine through actions like smiling, making eye contact, and having social conversations with students. Allow time for children to talk to you and vice versa. 3.2.3 Forming authentic relations with children

110. 2. Play games, sing songs, team build Kids that enjoy learning become lifelong learners . Make school fun! Nurture  creative  thinkers instead of cookie-cutter thinkers. Implement lessons that focus on higher-order thinking skills. Ask questions that begin with “why” or “how” to encourage students to form creative and thoughtful answers. Fostering an environment where your students feel safe to take risks, as well as having a fun learning experience, will promote  creative  thinking 3.2.3 Forming authentic relations with children… cont’d

111. 3. Help children feel like they share ownership of the room   Classrooms where the décor is inspired by interest boards are lovely and fun, but are they effective learning environments? Leave a large chunk of your classroom open so the children can decide how the space should be used. Sharing ownership of the classroom shows that students that this is  our  class not  my  class. 3.2.3 Forming authentic relations with children… cont’d

112. 4. Develop classroom expectations together Gathering ideas and views about appropriate classroom expectations helps children feel more responsible for how the classroom should run. While you and/or the school may have some concrete rules in place, make sure you still ask the students as a group what they think are valuable and reasonable classroom expectations. Students are more likely to follow and adhere to classroom expectations when they have had some form of autonomy with setting the rules. 3.2.3 Forming authentic relations with children… cont’d

113. Maria Montessori said that ‘’play is children’s work” So, where do you fit into their work? Are you the boss, leader, couch, co- worker? Quality play experiences are created and nurtured when adults are involved in the process. 3.2.4 Making a commitment to supporting children‘s play

114. Leading vs supporting it’s important to make a note that supporting and leading or controlling are two different roles that adults can play when it comes to their child’s play and only one of them is beneficial of the child. When adults control, lead or takeover a child’s play, they are violating the basic principles of play being self- chosen and self-directed by the child . When children lose the freedom to explore openly, the experience loses its meaning. 3.2.4 Making a commitment to supporting children‘s play … cont’d

115. Talking about play Adults can extend and support a child’s play simply by engaging with children during play. Adults can talk to children about their play. By being involved, children learn that adults are invested in them and respect their play decisions. Validating their efforts Participating in play with your child is fun for them and shows them you value what they are doing. Your presence and proximity to children can communicate a lot to them. 3.2.4 Making a commitment to supporting children‘s play … cont’d

116. Preventing problems By being actively involved in the process of play, adults are in a good position to intervene if a situation arises when a child might need help, whether it is an interpersonal conflict, a problem or a safety concern. It’s important to remember children need opportunities to practice problem solving and conflict resolution independently as well. 3.2.4 Making a commitment to supporting children‘s play … cont’d

117. Many child care providers try to help children feel confident by praising them. But encouragement is actually more effective than praise in building children’s confidence. But overusing praise can actually lower children’s self-esteem and make them more competitive and less cooperative. 3.2.5 Using encouragement instead of praise

118. Conflict resolution and problem solving are two of the most important skills we can teach our children. Think about it … Being able to work out a problem with a peer and come to a reasonable resolution is something that helps us in work and personal relationships throughout our lives. 3.2.6 Adopting a problem solving approach to social conflicts