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Class Notes for Teaching Young Children: An Introduction, 6th Edition

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    Instructor’s Resource Manual For Teaching Young Children: An Introduction Sixth Edition Michael L. Henniger , Western Washington University Prepared by Gayle J Dilling , Olympic College, Bremerton, Washington

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    iii Contents Chapter 1 – Overview of the Profession 1 Chapter 2 – Historical Contexts 7 Chapter 3 – Early Childhood Program Models 11 Chapter 4 – Understanding How a Child Develops and Learns 16 Chapte r 5 – Play in Childhood 21 Chapter 6 – Guiding Young Children 26 Chapter 7 – Working wit h Families and Communities 31 Chapter 8 – Dive rsity and Young Children 36 Chapter 9 – Planning the Phy sical Environment: Indoors 41 Chapter 10 – Planning the Phys ical Environment: Outdoors 47 Chapter 11 – Developmenta lly Appropriate Curriculum 52 Chapter 1 2 – Health and Wellness 58 Chapter 13 – Supporting Emotional and Socia l Development 64 Chapter 14 – Mathematics, Science, and Social Studies Learning 69 Chapter 15 – Language and Literacy Learning 74 Chapter 16 – The Creative Arts 80 Chapter 17 – Technology and Young Children 86

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    1 Chapter 1 – Overview of the Profession In this chapter, students will: ➢ Identify the essentials of early care and education. ➢ Describe the many different types of programs for young children. ➢ Discuss the sources of funding for early childhood programs. ➢ List the roles, responsibilities, and skills needed for teachers of young children. ➢ Explain the training and education typical of teachers in early care and education. ➢ Name the resources for professional development available to early childhood educators. Essential content 1. Five foundational components are essential to quality early childhood programs: Understand children and their development Provide opportunities to play Guide social and emotional development Work with families and the community Understand and respect diversity 2. Program types define the scope of early care and education options. Infant/toddler programs (birth - 2) Preschools (ages 3 - 5) Child - care programs (family home child care; child - care centers; school - based child care; corporate child care; before - and after - school care) Developmentally Appropriate Programming Programs for children with special needs (integrated and early intervention programs) Kindergartens Primary education (grades 1 - 3) 3. Funding sources for early childhood programs include the public (through local, state, or federal funds) and the families of young children. For - profit programs Cooperative programs Federally funded (Head Start, Early Head Start, special needs, military child care) State and locally - funded programs Corporate child care College - and University - supported programs

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    2 4. Roles of the early childhood educator: Facilitator of learning Counselor Janitor Cook Educational specialist Parent substitute 5. Responsibilities of early care and learning professionals: Advocacy Importance of the early years Powerless children and families Low priority of early education and care Continuing education (classes, workshops, professional literature) Know and follow a code of ethical conduct - NAEYC 6. Skills needed to teach and care for young children: Interacting with children Preparing the environment Working with other adults 7. Entering the profession requires careful reflection. Consider the following options to help decide: Observe early childhood teachers at work Spend time with young children Ask for feedback from others Analyze your potential Reflect Past experiences Personal strengths Potential weaknesses 8. Teacher preparation options vary, but generally fall into three categories. Child Development Associate (CDA) credential Two - year, or Associate degree, programs Associate of Arts in Teaching Four - year college and university programs Child development/family studies Early care and education

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    3 Primary education Advanced degrees 9. Resources are available to help teachers continue their professional development. Professional organizations (NAEYC, ACEI) Journals (publications for researchers and practitioners) Reference materials (books, ERIC, web sites) Teaching strategies Each chapter in the Pearson eText provides links to specific video links and self - assessments that support the chapter’s essential content. These are available on Pearson’s eText. An access code card (which accompanies the book ISBN 9780134013718 or is sold stand - alone, as ISBN 9780134449951 ) provides information about registering for access to the Pearson eText. Students register for access. Instructors have access as well. Contact your Pearson representative with questions or go to www.pearsonhighered.com . By assigning the videos and the self - assessments, you are putting learning in student’s hands. By integrating these expectations in the course syllabus, you can flip the classroom. With better prepared students, class discussions, whether online or in person, can be more productive. ● Video links provide access to illustrations of key content. ● Digital “Check for Understanding” self assessments are provided throughout each of the chapters of the eText. These multiple choice assessments address every Learning outcome in the chapters. As students read, they take these brief quizzes to reinforce information and scaffold their learning. Students select the correct response and are provided feedback (Correct or Incorrect) and feedback on the correct answer. Reflection and discussion questions are found at the end of each chapter. In addition, you might find the following teaching and assessment strategies helpful to support this chapter’s essential content: 10. Discussion starters ✓ Ask students to identify their personal experiences in early learning and goals for this class. This information will help focus future discussions and prioritize learning activities in the following chapters. ✓ Do you think it is easier or more difficult to create learning opportunities when you begin with an understanding of children and their development? Give a rationale for your response. ✓ Early care and education professionals often must persuade parents and others of the importance of play in the classroom. Why? ✓ Being an advocate for children and families may be intimidating for someone new to the field of early learning. What might be some simple advocacy tasks that would be less stressful to begin with? ✓ Why is preparing the environment such an important skill for the early childhood

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    4 educator? ✓ Many educators take exception to the No Child Left Behind (NCLB) Act on grounds that the heavy emphasis on standardized tests is not in the best interest of many children. Other teachers claim that because every classroom is required to have a qualified teacher, children are receiving a quality education. What is your opinion of NCLB? Discuss the benefits to children as a result of the NCLB Act? What are the disadvantages? ✓ Why might it be important for students to explore membership in a Professional Early Childhood organization? 11. Small - group activities In groups of three, discuss the interrelationships between the five foundational elements of early care and education. For example, how does an understanding of child development influence your work with families? Can you identify one or two guidance strategies that would influence children’s play? After discussing these issues, combine with another small group and share your thoughts. In groups of three or four, discuss who should pay for early care and education programs. Should families be responsible for the costs? Government? Business? Ask small groups to make a case for the position you assign them (families responsible, government pays, business supports) and then have groups present their thoughts to the class. Have the small groups discuss the problems associated with having families, government, or business responsible for the costs of early care and education. In small groups, have students identify two or three specific ways in which early care and education professionals serve as counselors or family substitutes. Share these thoughts with the rest of the class. In small groups, have each student describe his or her favorite teacher. Following this discussion, have students construct a list of characteristics of excellent teachers. Use the same procedure to construct a list of characteristics common to least favorite teachers. Discuss these lists as a large group. Provide copies of the NAEYC publication Young Children and ask students to quickly read and share highlights with the group. Note which topics/features were of interest to the students. Explain how to find and identify professional journal articles when accessing information online. 12. For Discussion and Action ● Talk to an early care and education professional about the five essential elements of early education presented in this chapter. Does the teacher feel they are all necessary for good teaching at this level? Are there others that he or she would add? Discuss this with your classmates. ● Do you recall your experiences as a young child? Describe the qualities of your experiences with your first teacher. ● See if you can find examples of the different types of early learning programs within your community. Are there infant/toddler options? Preschools? Family child - care homes?

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    5 Child - care centers? ● Spend some time thoughtfully creating two separate lists, one identifying your personal strengths and the second listing your potential weaknesses as an early care and education professional. Compare your lists with the roles and skills identified in the chapter as those needed to be successful. What do you think? Is there a good match? Why or why not? ● What are the requirements for early childhood teachers in your state? Compare and contrast programs available at the community college and university levels. Evaluating learning 13. Test bank 14. Additional assessment ideas Project - Video yourself working with young children. Make sure you have permission to include children. Self - evaluate the recording, comparing your interactions with the roles, responsibilities, and skills needed to be an early care and education professional. What does this tell you about your potential effectiveness? In what areas do you need support? Project - Spend some quality time in an early learning setting that is new to you. For example, if you haven’t had experience in an infant/toddler program, volunteer several hours in that setting. After spending time in this new setting, write one or two pages reflecting upon the experience. What did you learn? What else would you like to know? Project - Talk to a teacher or administrator in a corporate - sponsored child - care facility. What are this person’s thoughts about the strengths and problems of businesses funding quality early childhood programs? Journal response - What do you see as your greatest strength as a person? How will this strength help you as an early care and learning professional? Identify what you see as your area of greatest weakness; write about how it might influence your work with children, and what you might need to support your learning in this area. Journal response - A parent just told you that she is getting a divorce and that things are very stormy at home. What feelings would you probably have after this kind of communication? How do you think this conversation would affect your relationship with that parent? How do you think you would react to future conversations with this parent? Additional resources 15. References ● Coontz, S. (1995). The American family and the nostalgia trap. Phi Delta Kappan ,

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    6 76 (7), K1 - 20. ● Fuerst, J., & Petty, R. (1996). The best use of federal funds for early childhood education. Phi Delta Kappan , 77 (10), 676 - 78. ● National Association of Early Childhood Educators. (1995). Professionalism in early childhood teacher education. Journal of Early Childhood Teacher Education , 16 (3), 5 - 19. ● Wolfgang, C. (1997). Preschool teaching. First day and lasting impressions! Phi Delta Kappan , 78 (5), 409 - 10.

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    7 Chapter 2 – Historical Contexts In this chapter, students will: ➢ Describe European and Early American influences on early care and education. ➢ List more recent Americans who have made significant contributions to the field. ➢ Discuss the historical events that have influenced directions in early education. Essential content 1. Many historical figures have influenced early education. European contributors: Martin Luther John Amos Comenius Jean Jacques Rousseau Johann Pestalozzi Friedrich Froebel Maria Montessori Margaret McMillan Lev Vygotsky Sigmund Freud Jean Piaget American influences: John Dewey Erik Erikson Abraham Maslow Benjamin Bloom Jerome Bruner Arnold Gesell Patty Smith Hill Lucy Sprague Mitchell Abigail Eliot Recent American contributors: David P. Weikart Lilian Katz Joe L. Frost Louise Derman - Sparks 2. A number of historical events also have influenced early education.

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    8 Child Study Movement The Great Depression World War II The Launching of Sputnik The War on Poverty Federal mandates (No Child Left Behind Act ) Teaching strategies Each chapter in the text provides suggestions and links to specific video links that support the chapter’s essential content. Videos (available on Pearson’s eText which students will need to register for) along with digital “Check for Understanding” self assessments are provided throughout each of the chapters. Reflection and discussion questions are found at the end of each chapter. In addition, you might find the following teaching and assessment strategies helpful to support this chapter’s essential content: 3. Discussion starters ✓ In general, how have theorists influenced the field of early care and education? Compare the theorists’ contributions with those of early practitioners. ✓ Rousseau believed in ‘negative education’ - the absence of formal instruction until age twelve. Can you identify both strengths and limitations of this concept? ✓ Pestalozzi emphasized the importance of teacher - student relationships. Do you agree they are important? What do you see as the benefits of strong relationships with students? Can you identify any disadvantages or weaknesses? ✓ Froebel was the first to use circle time as an educational tool in teaching young children. Why is this grouping of children so effective as a management and teaching tool? ✓ Dewey felt that true education only occurs in social situations. Do you agree or disagree? Can you give some specific examples that either support or refute this concept? ✓ How is Louise Derman - Sparks’ Anti - Bias Curriculum: Tools for Empowering Young Children (1989), and its successor Anti - Bias Education for Young Children and Ourselves (2010), influencing education in early settings today? ✓ What are the basic principles of the NCLB Act? Are these beneficial or detrimental for children? For teachers? For society? List pros and cons. 4. Small - group tasks Martin Luther championed the idea of fostering all aspects of the child’s development. This concept is considered very important in early childhood classrooms today. In small

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    9 groups, choose an age (birth - age 8), discuss and then list examples of adult interactions, materials, or activities that you have seen or read about that are designed to stimulate these different aspects of child development (intellectual, social, emotional, language, physical). Comenius was one of the first to suggest that the first years of life are crucial to overall human development. In small groups, you will be assigned an age range to focus on (infant/toddler, preschool, kindergarten, or primary). For the level assigned, assume you are being asked to present a rationale to parents for the importance of these years to overall development. Generate a list of examples that could be shared. Once these lists are generated, share your thoughts with another small group that was assigned a different age range. Rousseau and Montessori both emphasized the importance of learning through sensory experiences. Spend some time individually thinking about a time from your past when a sensory experience led to quality learning. In small groups, share your memories. Discuss the importance of sensory learning for young children. Froebel felt that singing was an important tool for learning in the early childhood classroom and in the home. Spend a few moments in a small group remembering songs or jingles from TV commercials that you remember from your childhood. Does this tell you anything about the power of singing as an instructional tool? How could you use singing as a learning strategy in the early care and learning environment? 5. For Discussion and Action ● Think back to your own early learning experiences. What do you remember? Can you make connections with the historical or more recent theorists discussed? Explain how your experiences might have been different without the cutting edge thinking of these theorists. ● Read a portion of a text by one of the historical figures mentioned in this chapter. What did you learn about this person from this task? Share your findings with others. ● Investigate one of the historical events discussed in this chapter in more detail. What did you learn? Do you feel this event had an impact on your early learning? Share your findings with others. ● In Head Start, compensatory education programs, and Project Follow Through, initial success in improving IQ scores “washed out” by 3 rd grade. Why do you think this was the case? Research P - 3 Alignment online to learn more about reform strategies that address this concern. ● Using the historical perspective you have gained from this chapter, research early learning programs in your community. Discuss the influence that theorists and/or events may have had on the programs. Evaluating learning 6. Test bank 7. Additional assessment ideas

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    10 Project - Read some of Froebel’s original writing describing his kindergarten program. Compare and contrast his program with a kindergarten classroom in your area. Reflect on and write about the reasons for the differences you discovered. Project - Read Hymes’ (1978) account of the Kaiser Shipyard Child Care program during World War II. Compare that description with a child care program in your area. If you are unfamiliar with current options, call or visit a program and discuss the Kaiser program with them. What are the similarities and differences? Project – Assign each student in your class one of the historical figures discussed in the chapter. Students then create a “Fakebook” profile of the historical figure, researching significant facts that could be included if the figure indeed had a Facebook page. Assignments can be displayed and shared on poster boards. Journal response - Pestalozzi felt that it was very important for teachers to recognize the potential in each child. While this is an admirable goal, it is often difficult to implement. Do you remember an adult who was able to recognize your potential during your childhood? What did this person do or say that indicated this recognition? If you can’t remember a specific person who recognized your potential, write about how you can begin this process of recognizing the potential in each of your future students. Journal response - In Montessori’s day, children with special needs were often labeled as ‘defective’ or as ‘idiot’ children. Words like these create cruel images of the potential of children with special needs. While we don’t use these terms today, unthinking adults often cause children (with special needs and/or typically developing) stress through their words or actions. Describe a situation from your own schooling where a teacher used inappropriate language or actions in interacting with children and the impact it had. If you don’t remember a specific situation, write about language or actions that you plan to avoid in your work with children. Journal response – Describe your learning in terms of historical perspective, including educational theorists and historical events. Have your thoughts about early care and education changed? How? Will these changes impact the choices you make as a professional? Additional resources 8. References Eliot, A. (1978). America’s first nursery schools. In J. Hymes (Ed.), Living history interviews . (Book 1). Carmel, CA: Hacienda Press. Heinig , C. (1978). The emergency nursery schools and the wartime child care centers: 1933 - 46. In J. Hymes (Ed.), Living history interviews . (Book 3). Carmel, CA: Hacienda Press. Osborn, K. (1978). The early days of Head Start. In J. Hymes (Ed.), Living history interviews . (Book 3). Carmel, CA: Hacienda Press. Taylor, K. (1978). Parent cooperative nursery schools. In J. Hymes (Ed.), Living history interviews . (Book 1). Carmel, CA: Hacienda Press.

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    11 Chapter 3 – Early Childhood Program Models In this chapter, students will: ➢ List the key characteristics of the Montessori program. ➢ Describe High/Scope Curriculum for infant/toddler, preschool, and primary classrooms. ➢ Discuss Waldorf education and its application to young children. ➢ Explain the Bank Street model for early education. ➢ Name the elements of the Reggio Emilia program and its applications in the United States. Essential content 1. The Montessori Program . Montessori’s work experiences Work tasks vs. play experiences Characteristics of the Montessori classroom Materials Classroom organization Role of the early childhood professional Children served 2. The elements of the High/Scope curriculum model. Theoretical basis Plan - Do - Review sequence The curriculum Structure of the class day The professional’s role Research on the High/Scope model Children served 3. Waldorf education . Theoretical perspectives Role of the Waldorf professional Sample teaching strategies

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    12 4. The Bank Street model for early education. Theoretical underpinnings Program goals Governing principles Curriculum and materials Children Served 5. The Reggio Emilia program from Italy and its applications in the U.S. The environment Children, families, and Reggio Emilia professionals Cooperation, collaboration, and organization The atelierista The importance of documentation Projects Children served Teaching strategies Each chapter in the text provides suggestions and links to specific video links that support the chapter’s essential content. Videos (available on Pearson’s eText which students will need to register for) along with digital “Check for Understanding” self assessments are provided throughout each of the chapters. Reflection and discussion questions are found at the end of each chapter. In addition, you might find the following teaching and assessment strategies helpful to support this chapter’s essential content: 6. Discussion starters ✓ Which program models were you familiar with before reading this chapter? Which are new? ✓ What do you see as the differences between the work experiences of Montessori and more traditional play options? Are there similarities? Can you give some specific examples to highlight the points you make? ✓ The Plan - Do - Review sequence is an important part of the High/Scope program. Think of some creative ideas for how you might help children complete the planning portion of the sequence. ✓ The Bank Street model for early education emphasizes the importance of developing each child’s individuality. What are the strengths of this approach? What would you do to encourage individuality? Are there also potential problems associated with promoting individuality?

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    13 ✓ The project approach is one cornerstone of the Reggio Emilia program. What do you see as the strengths of using projects? Are there potential problems? Identify a possible project for preschool children. What might some options be for a group of second graders? ✓ What three new ideas or approaches would you like to try with children now that you have read the chapter? 7. Small - group tasks Montessori programs can be found for children 6 to 9 and even for students in their middle and high school years. What would be the advantages of such programs for children in the 6 to 9 age range? The middle school years? The high school years? Identify advantages in Montessori classrooms common to pre - school, primary, intermediate, middle school and high school. Assume you are working with a group of four - year - olds and want to help them learn the concept of ‘fiveness’. Brainstorm what the children would need to know to understand ‘fiveness’. Then discuss how you would help them develop these understandings using a play - oriented approach. Your group of first grade students has shown an interest in learning about birds. Discuss how you would integrate mathematics, social studies, reading, writing, science, art, and music experiences into a study of birds. For each of the following activities, discuss several options for students documenting their learnings: a study of spiders, gardening activities, cooking activities, block building. Assign one of the five models discussed in the chapter to small groups of students. Ask them to describe, and then highlight the advantages and potential disadvantages of each program. 8. For Discussion and Action ● Read further about one of the models discussed in this chapter. Share your findings with a classmate/small group/write it up in a paper. ● Choose one idea from Montessori’s approach that you like, and describe how this concept would influence the way in which you would care for and educate young children. ● Brainstorm with your classmates three or four examples of how children construct knowledge of the world around them. ● What are the strengths of integrating the curriculum across disciplines? Are any weaknesses associated with this approach? ● Find out if your community has any early care and learning programs that follow one of the five models presented in this chapter. If so, ask to observe in that program, and share your insights with the class. If not, talk to an early care professional, and see which models s/he is familiar with and how these models influence teaching and learning in that classroom, and/or invite in one of the teachers to be a guest speaker in your class. Share results with your class.

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    14 Evaluating learning 9. Test bank 10. Additional assessment ideas Project – Choose your favorite early care and education model from the five presented and talk to a local professional about this model’s key features. S/he doesn’t need to be using your preferred approach. Find out which of the key elements s/he likes and dislikes. Does s/he implement any components of the approach? Describe. Project – Make a teaching material that could be found in a Montessori program and demonstrate how to set up the work experience for young children. Project – Design a lesson plan that would be appropriate for a Reggio Emilia primary classroom. Describe how the alterista and pedogista would interact with the children while conducting the lesson. Project – Try to find one of the five model programs in your community or general area and spend some time observing. Discuss how the program observed compared to the model description found in your text. If there were differences, what were they and why do you think they existed? Journal response – Describe several characteristics of the early learning professional you hope to be. Given these characteristics, which of the five models best fits your beliefs? Journal response – Identify a child in the early years that you personally know (own child, niece, nephew, neighbor, etc.). For that particular child, which of the five program models do you think best fits that child? Describe why you feel that way. Journal response – After studying this chapter, describe new learning and your previous knowledge. Did this chapter affirm your beliefs about the program models discussed? Has your thinking changed? Will this impact your decisions as an early care and learning professional? Additional resources 11. References ● Chattin - McNichols, J. (1992). The Montessori controversy . Albany, N.Y.: Delmar. ● Elliott. M. (1998). Great moments of learning in project work. Young Children , 53 (4), 55 - 59. ● Helm, J., Beneke, S., & Steinheimer, K. (1998). Windows on learning: Documenting young children’s work . N.Y.: Teachers College Press.

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    15 ● Schweinhart, L., Weikart, D., & Larner, B. (1986). Consequences of three preschool curriculum models through age 15. Early Childhood Research Quarterly , 1 (1), 15 - 45. 12. Building Your Personal Library ● Hendrick, J. (Ed.). (2004). Next steps toward teaching the Reggio way: Accepting the challenge to change . Upper Saddle River, NJ: Pearson. This recent book is an excellent overview of the Reggio Emilia approach to early education. In addition to describing the key elements of this model, several educators discuss the implications of Reggio Emilia for American early education. ● Graves, M. The Teacher’s Idea Book: Daily Planning Around Key Experiences . High Scope Press. ● Petrash, J. (2002). Understanding Waldorf Education: Teaching from the Inside Out . Gryphon House. ● Montessori, M. (1995). The Absorbent Mind . Holt Paperbacks, reprint.

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    16 Chapter 4 – Understanding How a Child Develops and Learns In this chapter, students will: ➢ Describe key perspectives on learning and development. ➢ List characteristics of children at different ages and stages of development and variations on these typical patterns. ➢ Explain the key characteristics of the developmentally appropriate classroom. Essential content 1. Key perspectives on learning and development essential for early care and learning professionals: John Bowlby – attachment Abraham Maslow – hierarchy of needs Howard Gardner - theory of multiple intelligences Maria Montessori - sensitive periods, unity of the mental and physical, absorbent mind Lev Vygotsky – verbal thought, zone of proximal development Erik Erikson – stages of psychosocial development Jean Piaget – schemas (assimilation; accommodation) stages of intellectual development Urie Bronfenbrenner – ecological model of human development Jack Shonkoff and Deborah Phillips – early brain development research, self regulation Ellen Galinsky – seven essential skills that help manage emotions 2. Understanding developmental similarities and differences provides the basis for planning and teaching young children. Children birth to age 3: infant and toddler years Children age 3 through 5: preschool years Children age 6 through 8: primary school years Children with special needs: children with disabilities; at - risk children; gifted children

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    17 3. Developmentally appropriate practice is essential in early childhood classrooms. Two dimensions of DAP Age appropriateness (based on norms) Individual appropriateness (based on unique personality and experiences) Four important characteristics Learning is viewed as an active process Considers all aspects of the child’s development Active family involvement is critical Multicultural, nonsexist materials and experiences are essential Teaching strategies Each chapter in the text provides suggestions and links to specific video links that support the chapter’s essential content. Videos (available on Pearson’s eText which students will need to register for) along with digital “Check for Understanding” self assessments are provided throughout each of the chapters. Reflection and discussion questions are found at the end of each chapter. In addition, you might find the following teaching and assessment strategies helpful to support this chapter’s essential content: 4. Discussion starters ✓ What did you know about DAP before reading this chapter? Did you have any misconceptions that were clarified? ✓ Developmentally appropriate practice sounds like such a reasonable approach to teaching and learning. Yet, many public school teachers at the primary level are unaware of the important characteristics or don’t use them in practice. Why do you think this is the case? How can professionals working at the primary level combine DAP with other, potentially conflicting, but accepted practices? ✓ Attachment is viewed as critical for healthy social and emotional development. What are some implications of attachment for the early care and learning professional? How should knowing about attachment influence caregivers working with infants and toddlers? ✓ After watching the video clip in the chapter on how infants and their primary caregivers engage in social exchanges, what three techniques can you implement in a classroom tomorrow if you worked with infants that might encourage social development? ✓ Maslow’s hierarchy of needs has many implications for teachers. First, where do you think teaching/learning fits in this hierarchy? What are the implications of

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    18 placement? What role should/do professionals play in meeting student needs? Implications? ✓ Vygotsky describes some interesting relationships between language and thought. Give specific examples of the following situations: language without thought; thought without language; linguistic thought. ✓ Can you think of a time in your own childhood where you were in the “zone of proximal development” to learn a specific skill? ✓ Many fields of study might be interested in studying how children learn and grow. Other than teachers, what are some careers you can think of that would be interested in child development? 5. Small - group tasks Developmentally appropriate practice requires children to be active learners. Discuss in small groups what being active means with regard to cognitive development. Apply the results of this discussion to the following situation: you are teaching second grade and want to include active learning your mathematics, social studies, and science curricula. List examples of ways in which you could do this for each area. Assume you have a kindergarten child who you determine to have bodily - kinesthetic intelligence. How will you take advantage of this knowledge as you teach and work with this child? Divide the class into small groups and assign each group one of Erikson’s first four stages of psychosocial development. For each group identify ideas for helping children positively resolve the psychosocial crisis for that stage. After each group has brainstormed several ideas, pair up small groups and have a time of sharing ideas. You have a four - year - old in your class that is bright and considered gifted by her family. The family is coming in for a conference this afternoon. Discuss in small groups what you will say to the family about their child’s giftedness. Assume the family convinces you they are correct in their assessment. How will that influence the way in which you teach/interact with that child? In small groups, brainstorm examples of self regulation and identify strategies for helping children develop this skill. Write a job description for a career that involves child development as part of that career’s job responsibilities. What type of degree do you need for that career and what might the salary be for the career? What are the prospect for that career in your community? 6. For Discussion and Action ● Does the concept of developmentally appropriate practice make sense? Would you be comfortable promoting it with families? Discuss your questions, likes, and dislikes regarding developmentally appropriate practice with your peers. ● Divide the class and assign each group one of the needs identified by Maslow: physiological, safety and security, belongingness and affection, self - respect, and self - actualization. Ask students to identify a time in their own lives when that need was not

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    19 met. What were the effects? How did students manage to get that need met? As future professionals, how would they assure that each need was fulfilled in the lives of their students? Share findings in the large group. ● Choose one area of development (physical, social, emotional, and cognitive), and discuss how to encourage growth and development for infant/toddlers, preschool, and primary - age children. ● Spend time observing a child in the early learning years. Look for evidence of how this child constructs knowledge from playing with people and things. Discuss your insights with classmates. ● Each of the theorists outlined in this chapter has significant implications for the ways in which you might teach in an early care and learning environment. Choose one theory, and discuss specific ways in which it would affect your planning and teaching. ● Interview a special education teacher in your community. Without using names, ask the teacher to describe for you one child with special needs included in the regular classroom. Find out why the child has been classified as having special needs, what behaviors the child displays, and how the special education teacher works with the child during the regular school days. ● Make a list of ways you can advocate to promote the positive development of children in your community. How can we make policy makers such as local politicians understand the importance of child’s development? Evaluating learning 7. Test bank 8. Additional assessment ideas Project – Observe in an early care and learning environment. Choose one activity children engage in and critique the developmental appropriateness of the activity based on the characteristics presented in your text. Project – Based on your readings in the text, create a list of questions about the attachment process that you could ask a parent, family member, or primary caregiver to gain further insights into this important bonding process. Then interview a parent, family member, or primary caregiver of a preschool child using the questions you created. Journal response – Who had primary responsibility for raising you during your childhood years? Describe the relationship you had and now have with that person or persons. What does this tell you about the attachment relationship? Journal response – You are preparing to be a new parent and are expecting to have a baby to care for in three months. You just found out today that your child has special needs. Describe the feelings you experience. Journal response – Outline concepts you have learned from this chapter. Include specific ways that the reading affirmed or changed your thinking.

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    20 Additional resources 9. References ● Dunn, L., & Kontos , S. (1997). What have we learned about developmentally appropriate practice? Young Children , 52 (5), 4 - 13. ● Gardner, H. (1991). The unschooled mind: How children think and how schools should teach . New York: Basic Books. ● Katz, L. (1993). Child - sensitive curriculum and teachers. Young Children , 48 (6), 2. ● Kostelnik, M. (1993). Recognizing the essentials of developmentally appropriate practice. Child Care Information Exchange (March), pp. 73 - 77. 10 . Building Your Personal Library ● Schickedanz, J., Schickedanz, D., & Forsyth, P. (2005). Understanding children and adolescents (4 th ed.). Upper Saddle River, NJ: Pearson. This book provides additional information on child growth and development during the early childhood years, with more detail than was possible in this chapter. ● Berk, L. (2012). Infants and children: Prenatal through middle childhood (7 th ed.). Upper Saddle River, NJ: Pearson. Another excellent book describing child growth and development throughout the early childhood years. ● Gesell, A., & Ilg, F. (1949). Child development: An introduction to the study of human growth . New York: Harper & Brothers. This classic book presents a wealth of information collected on children’s developmental patterns. ● Hallahan, D., Kauffman, J., & Pullen, P. (2012). Exceptional learners: An introduction to special education (12 th ed.). Upper Saddle River, NJ: Pearson. This text describes the field of special education and what it is like to teach children with special needs.

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    21 Chapter 5 – Play in Childhood I n this chapter, students will: ➢ Identify definitions of childhood play. ➢ Describe theories explaining why children play. ➢ Define cognitive and social play types. ➢ List the benefits of play to the child’s development. ➢ Explain the adult’s role in facilitating childhood play. Essential content 1. Defining play is a difficult task. Fun, but frivolous? Difficult to rationalize? Early care and learning professionals are encouraged to develop a strong rationale by defining what constitutes play, identifying the many benefits, and clarifying misconceptions. Characteristics of play Activity level – play is active Choice – play is child selected Motive – pleasurable, process, not product oriented Mind - set – suspension of reality (ludic set = playful mind - set) Descriptors of play: Froebel Dewey Erikson Bruner Vygotsky Elkind 2. Theories of play help us understand why children engage in this important activity. Classical theories:

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    22 Surplus energy Relaxation Pre - exercise Contemporary theories: Psychoanalytic theory Play as arousal seeking Cognitive structures theory 3. Cognitive play types describe intellectual functioning of children during play. Functional play (birth - 2 yrs) Construction play (2 - 3 yrs) Dramatic play (3 - 7 yrs) Games with rules (7+) 4. Social play types identify changes in social interactions during play as children mature. Solitary play Parallel play Associative play Cooperative play Cooperative - competitive play 5. Benefits of play are recognized by many national organizations. Intellectual growth Multisensory experiences Effective problem solving Mastering abstract symbolism Building social skills Learn social roles Decrease egocentrism Understand the rules of social interaction. Language and literacy development Physical development and health Emotional development Play and creativity 6. The adult must do several things to facilitate childhood play . Prepare the play environments Create a climate for play Promote the importance of play Adult involvement in play Model # 1 – Intervention at lowest level possible (5 levels)

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    23 Model # 2 – Involvement – Parallel play, co - playing, play tutoring

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    24 Teaching strategies Each chapter in the text provides suggestions and links to specific video links that support the chapter’s essential content. Videos (available on Pearson’s eText which students will need to register for) along with digital “Check for Understanding” self assessments are provided throughout each of the chapters. Reflection and discussion questions are found at the end of each chapter. In addition, you might find the following teaching and assessment strategies helpful to support this chapter’s essential content: 7. Discussion starters ✓ What did you discover about learning through play? Have your concepts of play changed? ✓ Why is play such a difficult concept to define? Is it important to do so? Does it matter to you as an early care and learning professional or to children themselves? ✓ The surplus energy theory is being used when families suggest that children go outside and play to ‘get rid of all that extra energy’. It makes sense as a rationale for why children play. Describe what you see to be the strengths and limitations of this theory. ✓ Many families and early learning professionals say that children today play less (and less creatively) than they did even a few short years ago. Describe why this, in fact, may be happening. Why are many children playing less today? ✓ Why would some adults argue that children aren’t learning during play? ✓ Is there a time in children’s play when adults do not need to be involved? Describe examples of when this concept might be appropriate. 8. Small - group tasks In small groups, review all the definitions presented in your text for play. Spend some time creating your own definition for the concept of play. Share your thinking with the large group. In pairs, identify three or four specific examples of benefits that primary children can get from play experiences in the classroom. Share your thinking with another pair. In groups of 5 or 6, list as many games using marbles as you can think of, and then brainstorm as many new “marble games” as possible. Share your ideas with the whole class. Display the expanded list in a prominent place in the classroom. In small groups, equipped with enough play dough for each member, assign one person the role of teacher and role - play parallel playing, co - playing, and play tutoring. Discuss the strengths and limitations of each strategy. 9. For Discussion and Action ● Choose a theory of play that is most helpful to you in explaining why children play. Make a case to your classmates for the values of this theory. ● Play a game designed for young children (like Candy Land®) with a child five or

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    25 younger. Describe the way in which the child played. Does this tell you anything about games with rules and young children? ● A family member wants to know why you are encouraging play in your early learning environment. What strategies will you use to help them understand the benefits of play? ● Talk to a teacher who includes play in an early childhood classroom. What does this teacher do to facilitate quality play? ● You’ve recently been hired to teach Kindergarten and the principal has asked you to describe how you will incorporate play into your daily schedule. What will you say and how will you structure your daily routine? Evaluating learning 10. Test bank 11. Additional assessment ideas Project - Interview a family with a child in the early childhood years about play. Find out what the child likes to do in play, how much time each day is spent in play, and any concerns/comments the family has about play. Project - Spend some time observing in a learning environment that encourages children to play. Specifically focus on the kinds of learning that is taking place as children play. If you have difficulty identifying the learning opportunities, take time to discuss this with the early care and learning professional. Project - Plan a play environment within a preschool environment that would be developmentally appropriate. Include furniture, supplies and all materials. Journal response - How do you feel about using play as a major strategy for learning in the early learning classroom? Do you have any doubts or questions about the role of play or how to “fit it in”? Journal response - Assume you are teaching first grade and including play as part of your curriculum. A family confronts you after class, asking you why you are letting children spend valuable school time ‘just playing’. How would you respond? Journal response – Describe your thinking about play after studying this chapter. Did the information change or affirm your beliefs about play and learning for both children and adults? Additional resources 12. References ● Brewer, J., & Kieff, J. (1997). Fostering mutual respect for play at home and school. Childhood Education , 73 (2), 92 - 96. ● Fayden, T. (1997). Children’s choice: Planting the seeds for creating a thematic sociodramatic center. Young Children , 52 (3), 15 - 20. ● Kemple, K. (1996). Teachers’ beliefs and reported practices concerning sociodramatic play. Journal of Early Childhood Teacher Education , 17 (2), 19 - 31. ● Zeavin, C. (1997). Toddlers at play: Environments at work. Young Children , 52 (3),

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    26 72 - 77. 13. Building Your Personal Library ● Kieff , J., & Casbergue, R. (2000). Playful learning and teaching . Upper Saddle River, NJ: Pearson. This book is a good combination of theoretical perspectives and practical suggestions for implementing play. It also does a nice job of helping teachers make connections between play and the primary classroom. ● Owocki, G. (2001). Make way for literacy! Portsmouth, NH: Heinemann. Based on the role of play in the development of literacy, this book provides effective guidelines for creating a classroom community that supports children’s developing literacies. ● Van Hoorn, J., Nourot, P., Scales, B., & Alward, K. (2011). Play at the center of the curriculum (5 th ed.). Upper Saddle River, NJ: Pearson. The authors have a nice blend of theory and practical suggestions about how to make play the focus of the early childhood curriculum. Separate chapters on play and the electronic media and play as a tool for assessment are particularly helpful. ● Wasserman, S. (2000). Serious players in the primary classroom . (2 nd ed.). New York: Teachers College Press. This is one of only a few books examining the importance of play in the primary classroom. Wasserman makes a strong case for encouraging play at this level and provides many good ideas on how this can be accomplished.

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