This shows information about the different programs that we can apply in teaching field. This includes the different features of each program: How they alike and differ to one another.

1. Good Day!

3. Implementing
Early Childhood
Programs: Applying
theories to Practices.

4. Focus Questions
1.Why are models of early childhood education
important?
2.Why are the basic features of early childhood
education models, and how are they alike and
different?
3.What decisions do you need to make to select a
particular early childhood program as a basis for
your practice?
4.How can you apply developmentally appropriate
practice to your practice of early childhood
education?

5. What Are Programs Of Early
Childhood Education?
When we talk about the program of the
young children, we mean the philosophy that
guides teaching and learning, the theories that
underlie what is taught and how children learn,
and the curricula that guide the activities and
experiences provided for children.

6. The Growing Demand For Quality Early
Childhood Programs
As of spring 2001, 7,700 early
childhood programs serving a half million
children were accredited by the National
Association for the Education of Young
Children (NAEYC). These programs are
only a fraction of the total number of early
childhood programs in the United States .

7. At this time, when the United States is once again
discovering the importance of the early years, the public
wants early childhood professionals to provide the
following:
 Programs that will help ensure children’s early school
success and that they will help them succeed in school
and life.
The inclusion of early literacy and reading readiness
activities and programs and curricula that will enable
children to read on grade level in grades one, two,
and three.
 Programs that will help children develop the social
and behavioural skills necessary to help them lead
civilized and nonviolent lives.

8. Child Care
Child Care is a comprehensive service to children
and families that supplements the care and education
children receive from their families.
Child care is also educational. It provides for the
children’s cognitive development and helps engage them
in the process of learning that begins at birth.
Quality child care does not ignore the educational
needs of young children but incorporates learning activities
as part of the curriculum.

9. Why is Child Care Popular?
Child care is popular for a number of reasons:
First, recent demographic changes have created
a high demand for care outside the home.
Second, child care is an important part of many
politicians’ solutions to the nation’s economic
and social problems.

10. MODELS OF EARLY
CHILDHOOD EDUCATION:
SIMILARITIES AND
DIFFERENCES
High Scope Reggio Emilia
Head Start Child Care
Montessori

11. Program Main Features Theoretical
Basis
High/Scop
e
o Plan-do-review teaching-
learning cycle
o Emergent curriculum-
curriculum is not
established in advance
o Children help determine
curriculum
o Key experiences guide
the curriculum in
promoting children’s
active learning
 Piagetian
 Constructivis
t
 Dewey

12. Program Main Features Theoretical
Basis
Reggio
Emilia
o Emergent Curriculum-curriculum
is not
established in advance
o Curriculum based on children’s
interest and experiences
o Project oriented curriculum
o Thousands Languages of
Children-symbolic
representation of work and
learning
o Active learning
o Atelierista ( Teacher trained in
the arts)
 Piagetian
 Constructivist
 Vygotskian
 Dewey

13. Program Main Features Theoretical
Basis
Head
Start
Child
Care
o Curriculum and program outcomes
determined by performance
standards
o Broad spectrum of comprehensive
services, including health,
administrative support, and parent
involvement
o Parents play a key role in program
operation
o No national curriculum-curriculum
developed at the local level
o Comprehensive services
o Program quality determined by
each program
o Each program has its own
• Whole Child
• Maturationi
st
• Interventio
n approach
to
addressing
child and
societal
problems
• Whole child
• Maturationi
st

14. Program Main Features Theoretical
Basis
Montesso
ri
o Prepared Environment support,
invites and enables learning
o Children educate themselves
self-directed learning
o Sensory materials invite and
promote learning
o Set curriculum regarding what
children should learn
Montessorians try to stay as
close as close to Montessori’s
ideas as possible
o Multi-age grouping
o Students learn by manipulative
materials and working with
others
• Respect for
children
• Educating
the whole
child
• The
absorbent
mind

16. Types of Child
Care
Purpose and Action
Family and
relative care
Family care/
Family Day care
Intergeneration
Care
Children are cared for by grandparents, aunts,
uncles, or other relatives.
Child Care by family members provides child with
the continuity and stability parents desire for their
children.
Child care is provided in a child’s own family, or in a
family like setting. An individual caregiver provides
care and education for a small group of children of
his/her home.
Intergenerational child care programs integrate
children and the elderly into an early childhood and
adult care facility. The programs bend the best of
two worlds: children and the elderly both receive
care and attention in a nurturing environment.

17. Types of Child
Care
Purpose and Action
Center Child
Care
Employer-
sponsored child
care
Center Child care is conducted in specially
designed and constructed centers,
churches, YMCAs, and other such facilities.
The most rapidly growing segment of the
workforce is married women with children
under the age of one. To meet the needs of
working parents, employers are providing
affordable, accessible, and quality child
care.

18. Types of Child Care Purpose and Action
Proprietary child
care
Child care for
children with
medical needs
Some child care centers are being run by
corporations, businesses, or individuals proprietors
for the purpose of making a profit. Many of these
programs emphasizes their educational component
and appeal to middleclass families who can pay for
the prosed services. Providing care for the nations
children is big business.
When children get sick, parents must find someone
who will take care of them or they must stay home.
More and more programs are providing care for
children with medical needs, such as care when
they have illnesses (Both contagious and
noncontagious ), broken bones, and other health
problems that keep them from attending other
regular child care programs.

19. Types of Child
Care
Purpose and Action
Before and after
school care
Some child care centers are being run by
corporations,
In many respects, public schools are
logical places for before and after school
care. They have the administrative
organization, facilities, and staff to provide
such care. Many Taxpayers and
professionals believe that schools should
not sit empty in the afternoons, evenings,
holidays, and summers.

20. Program In Action
RATIOS – Child adult ratios reflect our biological
capabilities.
ACTIVITIES – By providing an environment with a range
of self-directed options, children are able to determine what
skills they would like to develop and work on.
SELF-CARE – The children are encouraged to ‘help
themselves’ more and more as their skills develop.
FOOD NUTRITION – An effort to ensure that the children
are receiving the best nutrients and are safe.

21.  SOCIAL-EMOTIONAL DEVELOPMENT – We feel
that the one ‘’job’’ of children of their early years is to learn
how to live in the world with others.
 INCLUSIVITY – It include children who are having
disabilities.
 THE ENVIRONMENT – Built a ‘’school’’ using natural
non toxic materials and recycled materials and an
environmentally friendly designs.
 FAIR COMPENSATION – (BFCC) is committed to
paying a living wage to the employees.
 RESOURCES – evolving and developing our program
to improve the services as well as enhances the resources.

22. High quality early care and education have influences
that last over a lifetime. Children who attend high-
quality programs:
 Had higher cognitive test scores than other children
from toddler years to age twenty-one:
 Had higher academic achievement in both reading
and math from the primary grades through young
adulthood.
 Completed more years of education and were more
likely to attend a four year college.
The Effects of Care and Education on Children

23.  Had above average scores on schools
readiness tests and are better able to express
and understand language
 Scored better in receptive language ability
 Had better language skills than children in low
quality child care
 Scored better in math ability than children in low
quality care.
 Were better in math in all ages, from the
preschool years through second grade.

24. A Constructivist Approach
High/Scope Educational Approach is
based on Piaget’s cognitive development
theory. The curriculum is geared to the
child’s current stage of development and
promotes the constructive process of
learning and broadens the child’s emerging
intellectual and social skills.

25. Basic Principles and Goals of the
High/Scope Approach
The High/Scope program strive to:
Develop in children a broad range of skills, including the
problem solving, interpersonal, and communication skills that
are essential for successful living in a rapidly changing society.
The curriculum encourages student initiative by providing
children with materials, equipment, and time to pursue
activities they choose. At the same time, it provides teacher
with a framework for guiding children’s independent activities
toward sequence learning goals.

26. The Five Elements of the
High/Scope Approach
Active Learning – Teachers support children’s active
learning
These ingredients are incorporated into learning
contexts:
• Materials
• Manipulations
• Choice
• Words
• Support

27. The Five Elements of the
High/Scope Approach
Classroom Arrangement –The classroom
organization of materials and equipment supports the
daily routine.
• 3 or more defined interest areas/centers
• A range of interesting materials
• Organized system for storage; labels

28. The Five Elements of the
High/Scope Approach
Daily Schedule – Considers developmental levels of
children.
• Plan-Do-Review is incorporated in the schedule
• Inconsistent from day to day
• Balanced teacher/child initiated activities
• Children know about changes

29. The Five Elements of the
High/Scope Approach
Assessment – Teachers keep notes about
significant behaviours that help that better
understand a child’s way of thinking and learning.
• Attributes of each child are observe and recorded
• Anecdotal records (C.O.R) are part of the report card
• Portfolios are used
• Teachers evaluate and plan on a daily basis

30. The Five Elements of the
High/Scope Approach
Curriculum – High Scope Curriculum comes from
two sources: Children’s interest and the key
experience.
• Teachers are aware of the content to be learned
• Key experiences are used in math, language, the
arts, social studies, P.E etc.
• Time is spent each day focus using on content
areas

31. A Daily Routine That Supports
Active Learning
 Planning Time – It gives children a structured, consistent chance
to express their ideas to adults and to see themselves as
individuals who can act on decisions.
 Key Experiences – Teachers continually encourages and support
children’s interest and involvement in activity.
 Work Time – The part of the plan-do-review sequence is
generally the longest time period in the daily routine.
 Clean-up Time – Children return materials and equipment to
their labeled places.
 Recall Time – Final phase of the plan-do-review sequence.

33. The Montessori approach is attractive to parents and
teachers for a number of reasons.
1. Montessori education has always been identified as a
quality program for young children.
2. Parents who observe a good Montessori program like
what they see: orderliness, independent children, self-
directed learning, a calm environment, and children at
the center of the learning process.
3. Some public schools include Montessori in their magnet
programs, giving parents choices in the kind of program
their children will have at their school.

34. Respect Children
and
their learning
Make children
the centre of
learning
Encourages
children’s learning
Observe children
Prepare learning
environments
Introduce learning
materials and
demonstrates lessons
Montessori
Approach

35. The Montessori Method in Action
3 basic areas of child
involvement
1.Practical Life
2.Sensory Materials
3.Academic Materials

36. PRACTICAL LIFE
 Activities involved walking from place to place
in an orderly manner, carrying objects, learning
self-care skills, and doing other practical
activities.
 Practical life activities are taught through
four (4) different types of exercises;
• Care of the person
• Care of the environment
• Social relations
• Analysis and control of movement

37. SENSORY MATERIALS
 Materials that are designed to train and
use the senses to support learning.
 One purpose is to train children’s senses to
focus on some obvious, particular quality.
 It helps make children more aware of the
capacity of their bodies.
 It helps sharpen children’s powers of
observation and visual discrimination.
 It increase children’s ability to think,
distinguish, classify and organize.

38. Materials for Writing and Reading
Ten Geometric Forms and Colored Pencil
Sandpaper letters

39. Movable Alphabet, with Individual Letters
Command Cards

40. Materials for Mathematics
Number Rods
Sandpaper Numerals

41. Golden Beads

42. CHARACTERISTICS OF SENSORY MATERIALS
 Control of Error
 Isolation of single quality
 Active Involvement
 Attractiveness

43. ACADEMIC MATERIALS FOR READING, WRITING
AND MATHEMATICS
 Exercises using this materials are presented in
a sequence that support writing as a basis for
learning to read.
ADDITIONAL FEATURES
 Mixed-age grouping
 Self-pacing

44. Integrated
Curriculum
Active
Learning
Montessori provides an integrated
curriculum in which children are
actively involve in manipulating
concrete materials across the
curriculum- writing reading, science,
math, geography, and the arts. The
Montessori curriculum is integrated
by age and developmental level.
In Montessori classroom, children’s
are actively involved in their own
learning. Manipulative materials
provide for active and concrete
MONTESSORI INSTRUCTIONAL
PRACTICES

45. Individual
Instruction
Independen
ce
Curriculum are activities should
be individualize for children.
Individualization occurs through
children’s interactions with the
materials as they proceed as
their own rates of mastery.
The Montessori environment
emphasizes respect for children
and promotes success, both of
which encourage children to be
MONTESSORI INSTRUCTIONAL
PRACTICES

46. Appropriate
Assessment
Developmentall
y appropriate
practices
Observation is the primary means of
assessing children’s progress,
achievement, and behavior in Montessori
classroom. Well trained Montessori
teachers are skilled observers of children
and adapt at translating their observation
into appropriate ways for guiding,
directing, facilitating, and channelling
children’s learning.
What is specified in developmentally
appropriate practices is included in
Montessori practice. It is more likely that
quality Montessori practitioners
understand, as Maria Montessori did, that
children are much more capable than some
MONTESSORI INSTRUCTIONAL
PRACTICES

48. REGGIO EMILIA
A City in Northern Italy
Loris Malaguzzi (1920-1994)

49. BELIEFS ABOUT CHILDREN AND
HOW THEY LEARN
• RELATIONSHIPS – Education focuses on each
child and is conducted in relation with the family,
other children, the teachers, the environment of the
school, the community, and the wider society.
• TIME – Reggio Emilia teachers believe that time is
not set by a clock and that learning continuity should
not be interrupted by the calendar

50. • ADULTS’ ROLES – Adults play a powerful role
in children’s lives.
 The Teacher – teachers observe and listen closely
to children to know how to plan or proceed with their
work.
 The Atelierista – a teacher trained in the visual
arts.
 Parents – are an essential component of Reggio
and they are included in the advisory committee that
runs each school.

51. • THE ENVIRONMENT – the infant-toddler centers
and school programs are the most visible aspect
of the work done by teachers and parents in
Reggio Emilia.
 The Physical Space – the arrangement of
structures, objects and activities encourages
children’s choices, supports problem solving and
promotes discoveries in the process of learning.
 The Atelier – is a special workshop or studio, set
aside and used by all the children and teachers in the
school.

52. • PROGRAM PRACTICES – cooperation is the
powerful mode of working that makes possible the
achievement of the goals Reggio educators set for
themselves.
 Documentation – transcriptions of children’s
remarks and discussions, photographs of the
activity, and representations of their thinking and
learning.
 Curriculum and Practices – Reggio is a
process approach, not a set curriculum to be
implemented.

53. • CONSIDERATIONS
1. Its theoretical base rest within constructivism and
shares ideas with those of Piaget, Vygotsky, Dewey,
Gardner and Diamond and the concept or process of
learning by doing.
2. There is no set curriculum.
3. Reggio Emilia approach is suited to a particular
culture and society.

55. HEAD START
BASIC PRINCIPLES AND GOALS
The overall goal is to bring about a
greater degree of social and academic
competence.
The philosophy is that children can
benefit most from a comprehensive,
interdisciplinary program that fosters
children’s development.

56. Head Start goals provide for:
• The improvement of children’s health and
physical abilities
• The encouragement of self-confidence,
spontaneity, curiosity and self-discipline.
• The enhancement of children’s mental
processes and skills, with particular
attention to conceptual and verbal skills.

57. • The establishment of patterns and
expectations of success for children.
• An increase in the ability of children in
their families to relate to each other and
to others in a loving and supporting manner.
• The enhancement of the sense of dignity
and self-worth within children and their
families.

58. Head Start Services
o Child Education and Development - Performance standards
for education and development for all children
o Services to children with disabilities - At least 10 percent of
Head Start enrolment must consist of children with disabilities.
o Parent Involvement/Family Partnership – Head Start has
been dedicated to the philosophy that to improve children's
lives, corresponding changes must be made in parents lives as
well
o Health Services – Head Start assumes an active role in
children's health
o Nutrition - Teach children how to care for their health.

59. Providing Head Start Services
Head Start services are provided to
children and families through a
comprehensive child development
program

60. Thank you!)