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

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Instructor’s Resource ManualForTeaching Young Children: An IntroductionSixth EditionMichael L. Henniger,Western Washington UniversityPrepared byGayle J Dilling,Olympic College, Bremerton, Washington

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iiiContentsChapter 1–Overview ofthe Profession1Chapter2–Historical Contexts7Chapter 3–EarlyChildhood Program Models11Chapter 4–Understanding Howa Child Develops and Learns16Chapter 5–Play in Childhood21Chapter 6–Guiding Young Children26Chapter 7–Working with Families and Communities31Chapter 8–Diversity and Young Children36Chapter 9–Planning the Physical Environment: Indoors41Chapter 10–Planning the Physical Environment: Outdoors47Chapter 11–Developmentally Appropriate Curriculum52Chapter 12–Health and Wellness58Chapter 13–Supporting Emotional and Social Development64Chapter 14–Mathematics, Science,and Social Studies Learning69Chapter 15–Language and Literacy Learning74Chapter 16–The Creative Arts80Chapter 17–Technology and Young Children86

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1Chapter 1–Overview of the ProfessionIn 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 content1. Fivefoundational componentsare essential to quality early childhood programs:Understand children and their developmentProvide opportunities to playGuide social and emotional developmentWork with families and the communityUnderstand and respect diversity2.Program typesdefine 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 ProgrammingPrograms for children with special needs (integrated and early interventionprograms)KindergartensPrimary education (grades 1-3)3.Funding sources for early childhood programsinclude the public (through local, state, orfederal funds) and the families of young children.For-profit programsCooperative programsFederally funded (Head Start, Early Head Start, special needs, military child care)State and locally-funded programsCorporate child careCollege-and University-supported programs

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24.Rolesof the early childhood educator:Facilitator of learningCounselorJanitorCookEducational specialistParent substitute5.Responsibilitiesof early care and learning professionals:AdvocacyImportance of the early yearsPowerless children and familiesLow priority of early education and careContinuing education (classes, workshops, professional literature)Know and follow a code of ethical conduct-NAEYC6.Skillsneeded to teach and care for young children:Interacting with childrenPreparing the environmentWorking with other adults7.Entering the professionrequires careful reflection. Consider the following options to helpdecide:Observe early childhood teachers at workSpend time with young childrenAsk for feedback from othersAnalyze your potentialReflectPast experiencesPersonal strengthsPotential weaknesses8.Teacherpreparation optionsvary, but generally fall into three categories.Child Development Associate (CDA) credentialTwo-year, or Associate degree, programsAssociate of Arts in TeachingFour-year college and university programsChild development/family studiesEarly care and education

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3Primary educationAdvanced degrees9.Resourcesare available to help teachers continue their professional development.Professional organizations (NAEYC, ACEI)Journals (publications for researchers andpractitioners)Reference materials (books, ERIC, web sites)Teaching strategiesEach chapter in the Pearson eText provides links to specific video links and self-assessments thatsupport the chapter’s essential content. These are available on Pearson’s eText. An accesscode card (which accompanies the book ISBN9780134013718or is sold stand-alone, asISBN9780134449951) provides information about registering for access to the PearsoneText. Students register for access. Instructors have access as well. Contact your Pearsonrepresentative with questions or go towww.pearsonhighered.com. By assigning the videosand the self-assessments, you are putting learning in student’s hands. By integrating theseexpectations 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 linksprovide access to illustrations of key content.●Digital “Check for Understanding” self assessmentsare provided throughout each of thechapters of the eText. These multiple choice assessments address every Learning outcome inthe chapters. As students read, they take these brief quizzes to reinforce information andscaffold 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 mightfind the following teaching and assessment strategies helpful to support this chapter’sessential content:10.Discussion starters✓Ask students to identify their personal experiences in early learning and goals forthis class. This information will help focus future discussions and prioritizelearning activities in the following chapters.✓Do you think it is easier or more difficult to create learning opportunities whenyou begin with an understanding of children and their development? Give arationale for your response.✓Early care and education professionals often must persuade parents and others ofthe importance of play in the classroom. Why?✓Being an advocate for children and families may be intimidating for someone newto the field of early learning. What might be some simple advocacy tasks thatwould be less stressful to begin with?✓Why is preparing the environment such an important skill for the early childhood

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4educator?✓Many educators take exception to the No Child Left Behind (NCLB) Act ongrounds that the heavy emphasis on standardized tests is not in the best interest ofmany children. Other teachers claim that because every classroom is required tohave a qualified teacher, children are receiving a quality education. What is youropinion 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 ProfessionalEarly Childhood organization?11.Small-group activitiesIn groups of three, discuss the interrelationships between the five foundationalelements of early care and education. For example, how does an understanding ofchild development influence your work with families? Can you identify one ortwo guidance strategies that would influence children’s play? After discussingthese issues, combine with another small group and share your thoughts.In groups of three or four, discuss who should pay for early care and educationprograms. Should families be responsible for the costs? Government? Business?Ask small groups to make a case for the position you assign them (familiesresponsible, government pays, business supports) and then have groups presenttheir thoughts to the class. Have the small groups discuss the problems associatedwith having families, government, or business responsible for the costs of earlycare and education.In small groups, have students identify two or three specific ways in which early careand education professionals serve as counselors or family substitutes. Share thesethoughts with the rest of the class.In small groups, have each student describe his or her favorite teacher. Following thisdiscussion, have students construct a list of characteristics of excellent teachers.Use the same procedure to construct a list of characteristics common to leastfavorite teachers. Discuss these lists as a large group.Provide copies of the NAEYC publicationYoung Childrenand askstudents to quickly read and share highlights with the group. Note whichtopics/features were of interest to the students. Explain how to find and identifyprofessional 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 earlyeducation presented in this chapter. Does the teacher feel they are all necessary for goodteaching at this level? Are there others that he or she would add? Discuss this with yourclassmates.●Do you recall your experiences as a young child? Describe the qualities of yourexperiences with your first teacher.●See if you can find examples of the different types of early learning programs within yourcommunity. Are there infant/toddler options? Preschools? Family child-care homes?

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5Child-care centers?●Spend some time thoughtfully creating two separate lists, one identifying your personalstrengths and the second listing your potential weaknesses as an early care and educationprofessional. Compare your lists with the roles and skills identified in the chapter asthose needed to be successful. What do you think? Is there a good match? Why or whynot?●What are the requirements for early childhood teachers in your state? Compare andcontrast programs available at the community college and university levels.Evaluating learning13.Test bank14.Additional assessment ideasProject-Video yourself working with young children. Make sure you have permissionto include children. Self-evaluate the recording, comparing your interactions with theroles, responsibilities, and skills needed to be an early care and educationprofessional. What does this tell you about your potential effectiveness? In whatareas do you need support?Project-Spend some quality time in an early learning setting that is new to you. Forexample, if you haven’t had experience in an infant/toddler program, volunteerseveral hours in that setting. After spending time in this new setting, write one or twopages reflecting upon the experience. What did you learn? What else would you liketo 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 businessesfunding quality early childhood programs?Journal response-What do you see as your greatest strength as a person? How will thisstrength help you as an early care and learning professional? Identify what you see asyour area of greatest weakness; write about how it might influence your work withchildren, 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 arevery stormy at home. What feelings would you probably have after this kind ofcommunication? How do you think this conversation would affect your relationshipwith that parent? How do you think you would react to future conversations with thisparent?Additional resources15.References●Coontz, S. (1995). The American family and the nostalgia trap.Phi Delta Kappan,

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

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7Chapter 2–Historical ContextsIn this chapter, students will:➢Describe European and Early American influences on earlycare and education.➢List more recent Americans who have made significant contributions to thefield.➢Discuss the historical events that have influenced directions in early education.Essential content1. Manyhistorical figureshave influenced early education.European contributors:Martin LutherJohn Amos ComeniusJean Jacques RousseauJohann PestalozziFriedrich FroebelMaria MontessoriMargaret McMillanLev VygotskySigmund FreudJean PiagetAmerican influences:John DeweyErik EriksonAbraham MaslowBenjamin BloomJerome BrunerArnold GesellPatty Smith HillLucy Sprague MitchellAbigail EliotRecent American contributors:David P. WeikartLilian KatzJoe L. FrostLouise Derman-Sparks2. A number ofhistorical eventsalso have influenced early education.

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8Child Study MovementThe Great DepressionWorld War IIThe Launching of SputnikThe War on PovertyFederal mandates (No Child Left Behind Act)Teaching strategiesEach chapter in the text provides suggestions and links to specific video links thatsupport the chapter’s essential content. Videos (available on Pearson’s eTextwhich students will need to register for) along with digital “Check forUnderstanding” 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 supportthis chapter’s essential content:3.Discussion starters✓In general, how have theorists influenced the field of early care and education? Comparethe theorists’ contributions with those of early practitioners.✓Rousseau believed in ‘negative education’-the absence of formal instruction until agetwelve. Can you identify both strengths and limitations of this concept?✓Pestalozzi emphasized the importance of teacher-student relationships. Do you agreethey are important? What do you see as the benefits of strong relationships withstudents? 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 YoungChildren(1989), and its successorAnti-Bias Education for Young Children andOurselves(2010),influencing education in early settings today?✓What are the basic principles of the NCLB Act? Are these beneficial or detrimental forchildren? For teachers? For society? List pros and cons.4.Small-group tasksMartin Luther championed the idea of fostering all aspects of the child’s development. Thisconcept is considered very important in early childhood classrooms today. In small

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9groups, 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 stimulatethese 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 overallhuman 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 youare being asked to present a rationale to parents for the importance of these years tooverall development. Generate a list of examples that could be shared. Once these listsare generated, share your thoughts with another small group that was assigned a differentage range.Rousseau and Montessori both emphasized the importance of learning through sensoryexperiences. Spend some time individually thinking about a time from your past when asensory 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 classroomand in the home. Spend a few moments in a small group remembering songs or jinglesfrom TV commercials that you remember from your childhood. Does this tell youanything about the power of singing as an instructional tool? How could you use singingas 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 youmake connections with the historical or more recent theorists discussed? Explain howyour experiences might have been different without the cutting edge thinking of thesetheorists.●Read a portion of a text by one of the historical figures mentioned in this chapter. What didyou 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 didyou learn? Do you feel this event had an impact on your early learning? Share yourfindings with others.●In Head Start, compensatory education programs, and Project Follow Through, initialsuccess in improving IQ scores “washed out” by3rdgrade. Why do you think this wasthe case? Research P-3 Alignment online to learn more about reform strategies thataddress this concern.●Using the historical perspective you have gained from this chapter, research earlylearning programs in your community. Discuss the influence that theorists and/or eventsmay have had on the programs.Evaluating learning6.Test bank7.Additional assessment ideas

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10Project-Read some of Froebel’s original writing describing his kindergarten program.Compare and contrast his program with a kindergarten classroom in your area. Reflecton and write about the reasons for the differences you discovered.Project-Read Hymes’ (1978) account of the Kaiser Shipyard Child Care program duringWorld War II. Compare that description with a child care program in your area. If youare unfamiliar with current options, call or visit a program and discuss the Kaiserprogram with them. What are the similarities and differences?Project–Assign each student in your class one of the historical figures discussed in thechapter. Students then create a “Fakebook” profile of the historical figure, researchingsignificant 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 thepotential 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 yourchildhood? What did this person do or say that indicated this recognition? If you can’tremember a specific person who recognized your potential, write about how you canbegin 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 ofchildren with special needs. While we don’t use these terms today, unthinking adultsoften cause children (with special needs and/or typically developing) stress through theirwords or actions. Describe a situation from your own schooling where a teacher usedinappropriate language or actions in interacting with children and the impact it had. Ifyou don’t remember a specific situation, write about language or actions that you plan toavoid in your work with children.Journal response–Describe your learning in terms of historical perspective, includingeducational theorists and historical events. Have your thoughts about early care andeducation changed? How? Will these changes impact the choices you make as aprofessional?Additional resources8.ReferencesEliot, A. (1978). America’s first nursery schools. In J. Hymes (Ed.),Living historyinterviews. (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 historyinterviews. (Book 3). Carmel, CA: Hacienda Press.Taylor, K. (1978). Parent cooperative nursery schools. In J. Hymes (Ed.),Living historyinterviews. (Book 1). Carmel, CA: Hacienda Press.

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11Chapter 3–Early Childhood Program ModelsIn thischapter, students will:➢List the key characteristics of the Montessori program.➢Describe High/Scope Curriculum for infant/toddler, preschool, and primaryclassrooms.➢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 theUnited States.Essential content1. TheMontessori Program.Montessori’s work experiencesWork tasks vs. play experiencesCharacteristics of the Montessori classroomMaterialsClassroom organizationRole of the early childhood professionalChildren served2. The elements of theHigh/Scope curriculummodel.Theoretical basisPlan-Do-Review sequenceThe curriculumStructure of the class dayThe professional’s roleResearch on the High/Scope modelChildren served3.Waldorf education.Theoretical perspectivesRole of the Waldorf professionalSample teaching strategies

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124. TheBank Street modelfor early education.Theoretical underpinningsProgram goalsGoverning principlesCurriculum and materialsChildren Served5. TheReggio Emilia programfrom Italy and its applications in the U.S.The environmentChildren, families, and Reggio EmiliaprofessionalsCooperation, collaboration, and organizationThe atelieristaThe importance of documentationProjectsChildren servedTeaching strategiesEach chapter in the text provides suggestions and links to specific video links thatsupport the chapter’s essential content. Videos (available on Pearson’s eTextwhich students will need to register for) along with digital “Check forUnderstanding” 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 supportthis chapter’s essential content:6.Discussion starters✓Which program models were you familiar with before reading this chapter? Which arenew?✓What do you see as the differences between the work experiences of Montessori andmore traditional play options? Are there similarities? Can you give some specificexamples to highlight the points you make?✓The Plan-Do-Review sequence is an important part of the High/Scope program. Think ofsome creative ideas for how you might help children complete the planning portion of thesequence.✓The Bank Street modelfor early education emphasizes the importance of developing eachchild’s individuality. What are the strengths of this approach? What would you do toencourage individuality? Are there also potential problems associated with promotingindividuality?

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13✓The project approach is one cornerstone of the Reggio Emilia program. What do you seeas the strengths of using projects? Are there potential problems? Identify a possibleproject for preschool children. What might some options be for a group of secondgraders?✓What three new ideas or approaches would you like to try with children now that youhave read the chapter?7.Small-group tasksMontessori programs can be found for children 6 to 9 and even for students in theirmiddle and high school years. What would be the advantages of such programsfor children in the 6 to 9 age range? The middle school years? The high schoolyears? 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 learnthe concept of ‘fiveness’. Brainstorm what the children would need to know tounderstand ‘fiveness’. Then discuss how you would help them develop theseunderstandings 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 documentingtheir learnings: a study of spiders, gardening activities, cooking activities, blockbuilding.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 potentialdisadvantages of each program.8.For Discussion and Action●Read further about one of the models discussed in this chapter. Share your findings witha classmate/small group/write it up in a paper.●Choose one idea from Montessori’s approach that you like, and describe how this conceptwould influence the way in which you would care for and educate young children.●Brainstorm with your classmates three or four examples of how children constructknowledge of the world around them.●What are the strengths of integrating the curriculum across disciplines? Are anyweaknesses associated with this approach?●Find out if your community has any early care and learning programs that follow one ofthe five models presented in this chapter. If so, ask to observe in thatprogram, and shareyour insights with the class. If not, talk to an early care professional, and see whichmodels s/he is familiar with and how these models influence teaching and learning in thatclassroom, and/or invite in one of the teachers to be a guest speaker in your class. Shareresults with your class.

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14Evaluating learning9.Test bank10.Additional assessment ideasProject–Choose your favorite early care and education model from the fivepresented and talk to a local professional about this model’s key features. S/hedoesn’t need to be using your preferred approach. Find out which of the key elementss/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 anddemonstrate how to set up the work experience for young children.Project–Design a lesson plan that would be appropriate for a Reggio Emilia primaryclassroom. Describe how the alterista and pedogista would interact with the childrenwhile conducting the lesson.Project–Try to find one of the five model programs in your community orgeneral area and spend some time observing. Discuss how the program observedcompared to the model description found in your text. If there were differences, whatwere they and why do you think they existed?Journal response–Describe several characteristics of the early learningprofessional you hope to be. Given these characteristics, which of the five modelsbest 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 thefive program models do you think best fits that child? Describe why you feel thatway.Journal response–After studying this chapter, describe new learning and yourprevious knowledge. Did this chapter affirm your beliefs about the programmodels discussed? Has your thinking changed? Will this impact your decisionsas an early care and learning professional?Additional resources11.References●Chattin-McNichols, J. (1992).The Montessoricontroversy. 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 threepreschool curriculum models through age 15.Early Childhood ResearchQuarterly,1(1), 15-45.12.Building Your Personal Library●Hendrick, J. (Ed.). (2004).Next steps toward teaching the Reggio way: Accepting thechallenge to change. Upper Saddle River, NJ: Pearson. This recent book is an excellentoverview of the Reggio Emilia approach to early education. In addition to describing thekey elements of this model, several educators discuss the implications of Reggio Emiliafor American early education.●Graves, M.The Teacher’s Idea Book: Daily Planning Around Key Experiences. HighScope 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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16Chapter 4–Understanding How a Child Develops and LearnsIn this chapter, students will:➢Describe keyperspectives on learning and development.➢List characteristics of children at different ages and stages ofdevelopment and variations on these typical patterns.➢Explain the key characteristics of the developmentally appropriateclassroom.Essential content1.Key perspectives on learning and developmentessential for early care and learningprofessionals:John Bowlby–attachmentAbraham Maslow–hierarchy of needsHoward Gardner-theory of multiple intelligencesMaria Montessori-sensitiveperiods, unity of the mental and physical, absorbent mindLev Vygotsky–verbal thought, zone of proximal developmentErik Erikson–stages of psychosocial developmentJean Piaget–schemas (assimilation; accommodation) stages of intellectual developmentUrie Bronfenbrenner–ecological model of human developmentJack Shonkoff and Deborah Phillips–early brain development research, self regulationEllen Galinsky–seven essential skills that help manage emotions2. Understandingdevelopmental similarities and differencesprovides the basis for planning andteaching young children.Children birth to age 3: infant and toddler yearsChildren age 3 through 5: preschool yearsChildren age 6 through 8: primary school yearsChildren with special needs: children with disabilities; at-risk children; gifted children

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173.Developmentally appropriate practiceis essential in early childhood classrooms.Two dimensions of DAPAge appropriateness (based on norms)Individual appropriateness (based on unique personality and experiences)Four important characteristicsLearning is viewed as an active processConsiders all aspects of the child’s developmentActive family involvement is criticalMulticultural, nonsexist materials and experiences are essentialTeaching strategiesEach chapter in the text provides suggestions and links to specific video links thatsupport the chapter’s essential content. Videos (available on Pearson’s eTextwhich students will need to register for) along with digital “Check forUnderstanding” 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 supportthis chapter’s essential content:4.Discussion starters✓What did you know about DAP before reading this chapter? Did you have anymisconceptions that were clarified?✓Developmentally appropriate practice sounds like such a reasonable approach toteaching and learning. Yet, many public school teachers at the primary level areunaware of the important characteristics or don’t use them in practice. Why do youthink this is the case? How can professionals working at the primary level combineDAP with other, potentially conflicting, but accepted practices?✓Attachment is viewed as critical for healthy social and emotional development. Whatare some implications of attachment for the early care and learning professional?How should knowing about attachment influence caregivers working with infants andtoddlers?✓After watching the video clip in the chapter on how infants and their primarycaregivers engage in social exchanges, what three techniques can you implement in aclassroom tomorrow if you worked with infants that might encourage socialdevelopment?✓Maslow’s hierarchy of needs has many implications for teachers. First, where do youthink teaching/learning fits in this hierarchy? What are the implications of

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18placement? 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; thoughtwithout language; linguistic thought.✓Can you think of a time in your own childhood where you were in the “zone ofproximal 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 interestedin child development?5.Small-group tasksDevelopmentally appropriate practice requires children to be active learners. Discuss insmall groups what being active means with regard to cognitive development. Apply theresults of this discussion to the following situation: you are teaching second grade andwant 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-kinestheticintelligence. How will you take advantage of this knowledge as you teach and work withthis child?Divide the class into small groups and assign each group one of Erikson’s first four stages ofpsychosocial development. For each group identify ideas for helping children positivelyresolve the psychosocial crisis for that stage. After each group has brainstormed severalideas, 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 whatyou will say to the family about their child’s giftedness. Assume the family convincesyou they are correct in their assessment. How will that influence the way in which youteach/interact with that child?In small groups, brainstorm examples of self regulation and identify strategies for helpingchildren develop this skill.Write a job description for a career that involves child development as part of that career’sjob responsibilities. What type of degree do you need for that career and what might thesalary 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 becomfortable promoting it with families? Discuss your questions, likes, and dislikesregarding 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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19met. What were the effects? How did students manage to get that need met? As futureprofessionals, how would they assure that each need was fulfilled in the lives of theirstudents? Share findings in the large group.●Choose one area of development (physical, social, emotional, and cognitive), and discusshow 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 thischild constructs knowledge from playing with people and things. Discuss your insightswith classmates.●Each of the theorists outlined in this chapter has significant implications for the ways inwhich 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 theteacher to describe for you one child with special needs included in the regularclassroom. Find out why the child has been classified as having special needs, whatbehaviors the child displays, and how the special education teacher works with the childduring the regular school days.●Make a list of ways you can advocate to promote the positive development of children inyour community. How can we make policy makers such as local politicians understandthe importance of child’s development?Evaluating learning7.Test bank8.Additionalassessment ideasProject–Observe in an early care and learning environment. Choose one activity childrenengage in and critique the developmental appropriateness of the activity based on thecharacteristics presented in your text.Project–Based on your readings in the text, create a list of questions about the attachmentprocess that you could ask a parent, family member, or primary caregiver to gain furtherinsights into this important bonding process. Then interview a parent, family member, orprimary caregiver of a preschool child using the questions you created.Journal response–Who had primary responsibility for raising you during your childhoodyears? 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 tocare 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 specificways that the reading affirmed or changed your thinking.

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20Additional resources9.References●Dunn, L., & Kontos, S. (1997). What have we learned about developmentallyappropriate practice?Young Children,52(5), 4-13.●Gardner, H. (1991).The unschooled mind: How children think and how schoolsshould 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 appropriatepractice.Child Care Information Exchange(March), pp. 73-77.10.Building Your Personal Library●Schickedanz, J., Schickedanz, D., & Forsyth, P. (2005).Understanding children andadolescents(4thed.). Upper Saddle River, NJ: Pearson. This book provides additionalinformation on child growth and development during the early childhood years, withmore detail than was possible in this chapter.●Berk, L. (2012).Infants and children: Prenatal through middle childhood(7thed.). UpperSaddle River, NJ: Pearson. Another excellent book describing child growth anddevelopment throughout the early childhood years.●Gesell, A., & Ilg, F. (1949).Child development: An introduction to the study ofhumangrowth. New York: Harper & Brothers. This classic book presents a wealth ofinformation collected on children’s developmental patterns.●Hallahan, D., Kauffman, J., & Pullen, P. (2012).Exceptional learners: An introduction tospecial education(12thed.). Upper Saddle River, NJ: Pearson. This text describes thefield of special education and what it is like to teach children with special needs.

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21Chapter 5–Play in ChildhoodIn 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 content1.Defining playis a difficult task. Fun, but frivolous? Difficult to rationalize? Early care andlearning professionals are encouraged to develop a strong rationale by defining what constitutesplay, identifying the many benefits, and clarifying misconceptions.Characteristics of playActivity level–play is activeChoice–play is child selectedMotive–pleasurable, process, not product orientedMind-set–suspension of reality (ludic set = playful mind-set)Descriptors of play:FroebelDeweyEriksonBrunerVygotskyElkind2.Theories of playhelp us understand why children engage in this important activity.Classical theories:

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22Surplus energyRelaxationPre-exerciseContemporary theories:Psychoanalytic theoryPlay as arousal seekingCognitivestructures theory3.Cognitive play typesdescribe 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 typesidentify changes in social interactions during play as childrenmature.Solitary playParallel playAssociative playCooperative playCooperative-competitive play5.Benefits of playare recognized by many national organizations.Intellectual growthMultisensoryexperiencesEffective problem solvingMastering abstract symbolismBuilding social skillsLearn social rolesDecrease egocentrismUnderstand the rules of social interaction.Language and literacy developmentPhysical development and healthEmotional developmentPlay and creativity6. The adult must do several things tofacilitate childhood play.Prepare the play environmentsCreate a climate for playPromote the importance of playAdult involvement in playModel # 1–Intervention at lowest levelpossible (5 levels)

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

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24Teaching strategiesEach chapter in the text provides suggestions and links to specific video links thatsupport the chapter’s essential content. Videos (available on Pearson’s eTextwhich students will need to register for) along with digital “Check forUnderstanding” self assessments are provided throughout each of the chapters.Reflection and discussion questions are found at the end of each chapter. Inaddition,you might find the following teaching and assessment strategies helpful to supportthis chapter’s essential content:7.Discussion starters✓What did you discover about learning through play? Have your concepts of playchanged?✓Why is play such a difficult concept to define? Is it important to do so? Does it matter toyou as an early care and learning professional or to children themselves?✓The surplus energy theory is being used when families suggest that children go outsideand play to ‘get rid of all that extra energy’. It makes sense as a rationale for whychildren 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 lesscreatively) than they did even a few short years ago. Describe why this, in fact, may behappening. 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? Describeexamples of when this concept might be appropriate.8.Small-group tasksIn small groups, review all the definitions presented in your text for play. Spend sometime creating your own definition for the concept of play. Share your thinking withthe large group.In pairs, identify three or four specific examples of benefits that primary children can getfrom 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 thenbrainstorm as many new “marble games” as possible. Share your ideas with thewhole 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 personthe 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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25younger. Describe the way in which the child played. Does this tell you anything aboutgames with rules and young children?●A family member wants to know why you are encouraging play in your early learningenvironment. What strategies will you use to help them understand the benefits of play?●Talk to a teacher whoincludes play in an early childhood classroom. What does thisteacher do to facilitate quality play?●You’ve recently been hired to teach Kindergarten and the principal has asked you todescribe how you will incorporate play into your daily schedule. What will you say andhow will you structure your daily routine?Evaluating learning10.Test bank11.Additional assessment ideasProject-Interview a family with a child in the early childhood years about play. Find outwhat the child likes to doin play, how much time each day is spent in play, and anyconcerns/comments the family has about play.Project-Spend some time observing in a learning environment that encourages childrento play. Specifically focus on the kinds of learning that is taking place as childrenplay. If you have difficulty identifying the learning opportunities, take time todiscuss this with the early care and learning professional.Project-Plan a play environment within a preschool environment that would bedevelopmentally appropriate. Include furniture, supplies and all materials.Journal response-How do you feel about using play as a major strategy for learning inthe early learning classroom? Do you have any doubts or questions about the role ofplay or how to “fit it in”?Journal response-Assume you are teaching first grade and including play as part of yourcurriculum. A family confronts you after class, asking you why you are lettingchildren spend valuable school time ‘just playing’. How would you respond?Journal response–Describe your thinking about play after studying this chapter. Did theinformation change or affirm your beliefs about play and learning for both childrenand adults?Additional resources12.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 thematicsociodramatic center.Young Children,52(3), 15-20.●Kemple, K. (1996). Teachers’ beliefs and reported practices concerningsociodramatic 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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2672-77.13.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 practicalsuggestions for implementing play. It also does a nice job of helping teachers makeconnections between play and the primary classroom.●Owocki, G. (2001).Make way for literacy!Portsmouth, NH: Heinemann. Based on therole of play in the development of literacy, this book provides effective guidelines forcreating a classroom community that supports children’s developing literacies.●Van Hoorn, J., Nourot, P., Scales, B., & Alward, K. (2011).Play at the center ofthecurriculum(5thed.). Upper Saddle River, NJ: Pearson. The authors have a nice blend oftheory and practical suggestions about how to make play the focus of the early childhoodcurriculum. Separate chapters on play and the electronic media and play as a tool forassessment are particularly helpful.●Wasserman, S. (2000).Serious players in the primary classroom. (2nded.). New York:Teachers College Press. This is one of only a few books examining the importance ofplay in the primary classroom. Wasserman makes a strong case for encouraging play atthis level and provides many good ideas on how this can be accomplished.

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