Midterm notes for Exam (Educ1130)

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• FOUNDATIONS
• OF
• ECE
• ONE

In order to understand to early childhood education today we must first examine the history of ECE:

• In order to understand to early childhood education today we must first examine the history of ECE:
• To see what did work & didn’t work well.

Preindustrial and Medieval 5th- 15th century

• Short life expectancy
• adulthood began at 7
• childhood didn’t exist
• childhood viewed at “mini-adults”
• Toys: were made of wooden & lead. No gender. Break easily. Incouraged imagination.

Industrial Revolution:

• Child used as slave labor
• Childhood didn’t exist
• Toys: Wooden toys, little bit of color. Moving parts.

1833 Factory act:

• no child workers under 9 years
• employers must have an age certificate for their child workers
• children 9-13 to work no more than 9 hours a day
• 13-18 to work no more than 12 hours day

20th century: 1901-2000

• childhood was unique and important period
• Disney was made (greatest place in the world)
• School was made
• Toys: Colour, easy baked oven, trains/cars & board games. Made of more experience material. More steps to it.
• The Child student movement: Late 19th and early 20th century. Child- study leader (such as Jean Rousseau). Erik Erikson, Jean Maslow, Jean Piaget.
• The World War 2 years: Daycare during war time... Women headed off to work & Men to war. The kids needed someone to take of care of them. The government provided daycare for the kids. Alberta didn’t sign off on it.

Jean Rousseau:

• Challenged the idea of that children are born evil
• suggested individuals pass through the natural stages of development
• believed that education be organized according to child natural stage of development
• During this time, children were viewed as mini adults

The Child student movement:

• Late 19th and early 20th century.
• Child- study leader (such as Jean Rousseau).
• Erik Erikson, Jean Maslow, Jean Piaget.

The World War 2 years:

• Daycare during war time...
• Women headed off to work & Men to war.
• The kids needed someone to take of care of them.
• The government provided daycare for the kids.
• Alberta didn’t sign off on it.
• Women who lost their husbands in war had needed daycare & they stayed open.
• Ontario were the first to open their daycare.

Perry Preschool Project- 1962:

• Examined lives of 123 children born in poverty & at high risk of failing in school
• Started in New york.
• Children were split in groups.
• 1-4 getting instruction by teachers.
• The results: 5+ times by the 40 arrested 36% (Program Group) 55% (no program)... earned 20K at 40 60% (program) 40% (no program)... Graduated high school77% (program) 60% (no program)
• Examined lives of 123 children born in poverty & at high risk of failing in school
• Started in New york.
• Children were split in groups.
• 1-4 getting instruction by teachers.

The day nurseries act- Ontario:

• The Day Nurseries Act (DNA) is legislation that governed licences care in ontario from 1946-2015.
• The DNA set out requirements to protect the health safety & well-being of children in care.
• The importance of environment for children

UN: Rights of the Child

• Under 18 has these rights
• children has these rights

But that wasn’t enough: In Short:

• 1million of you lives have been saved, more children than child ever in school. more children are actively involved decisions

World Fit for Children: Movement

• 1.Best interest for the child
• 2.Address poverty
• 3. Care for every child.
• 4. Put the child first
• 5.Educate every child. Doesn't matter if they're a boy or girl
• 6.Protect children from harm. (Abuse, Harm & Discrimination)
• 7.Children must be protected from horrors of armed conflict. Protect children from war.
• 8. Protect from HIV & Aids.
• 9.Listen to children and ensure their participation.

21st century: a closer look

• UN A world fit children: 2002: 2004 canada joined
• ontario best start program 2004
• early learning for every child today (a framework for ontario early childhood setting (consulted fraser mustard on how to best support and positively impact children in ece)

The McGuinty government's Best plan :

• All day kindergarten
• He wanted to known as the premiere of education
• supports children prenatal through six & their families
• provides vital services that support a child's development, including infant hear programs, preschool speech & language programs & other support programs.
• includes an expansion of Ontario’s regulated system of early learning & quality.

The early childhood educator act- 2007:

• Serving & protect the public interest
• Establishing registration requirements & coordinating the registration process
• maintaining a public registry of ece’s;
• Code of ethics & setting standards
• Investigating complaints

Childcare and early years act (CCEYA) 2015

• Replaced the outdated day nurseries act.
• New Rules governing child care in ontario

WHAT IS PLAY?

• ACTIVE
• IMAGINATION
• CREATIVE
• IT PROBLEM SOLVES
• IT SOCIALIZE THEM
• FUN
• MOTOR SKILLS
• EXPLORING
• INTERACTIVE
• LEARNING
• TEAM WORK
• NATURAL
• MAGICAL

Slide 20

• PLAY should be intrinsic for anyone & everyone, it should be because they want to not because they will receive award.

PROJECT & PROCESS:

• ACTIVITIES SHOULD BE PROCESS BASED. THE WAY THAT CHILD WOULD WANT.

TYPES OF PLAY: COGNITIVE PLAY:

• FUNCTIONAL/SENSORIMOTOR;
• SIMPLE REPETITIVE MUSCLE MOVEMENT WITH OR WITHOUT MATERIALS
• SYMBOLIC/ DRAMATIC
• PRETEND/ROLE PLAY
• OBJECTS USED IN PLAY PROPS
• GAMES WITH RULES:
• PREDETERMINED RULES & CONSEQUENCES UNDERSTOOD BEFORE PLAY BEGINS
• CONSTRUCTION PLAY:
• CREATIVITY & IMAGINATION PLAY

Social Play

• Solitary Play
• A CHILD PLAYS ALONE WITH LITTLE OR NO REFERENCE TO WHAT OTHER CHILD ARE DOING
• PARALLEL PLAY:
• THOUGH USING SAME TOYS, THERE NEXT TO EACH OTHER.
• ASSOCIATIVE PLAY:
• CHILD PLAYING TOGETHER BUT ORGANIZE THEIR PLAY TOWARD A COMMON GOAL.
• CO-OPERATIVE PLAY:
• THE BEGINNINGS OF TEAM WORK. CHILDREN PLAU TOGETEHER FOR COMMON PURPOSE.
• UNOCCUPIED BEHAVIOR:
• A CHILD IS NOT ENGAGED IN PLAY
• ONLOOKER BEHAVIOR:
• A CHILD OBSERVES OTHER CHILDREN OR ADULTS IN THEIR PLAY.

Slide 24

• SKILLS DEVELOPED THROUGH PLAY:
• COMMUNICATION
• SHARING
• WAITING
• SELF- CONTROL
• RESPECT FOR OTHERS

Influences on Curriculum:

• CCEYA
• ELECT
• HDLH?

Major influences on curriculum in Canadian early learning programs are:

• Major influences on curriculum in Canadian early learning programs are:
• Evolving theories of development & learning
• legal or legislative requirements of the province/territory
• children, families & communities

Evolving theories of development and learning:

• Evolving theories of development and learning:
• Learning from the past, building a better future
• Play based learning we use today...

Legal & legislative requirements:

• Legal & legislative requirements:
• Child care and early years act (CCEYA) replaced the day nursey act
• Together, we have been working hard to ensure child care in ontario reflects the realities of our modern world.
• our overarching goal is to build a child care.

CCYA OUTLINES:

• CCEYA Outlines:
• Ratios of employees to children & group size
• Building, equipment & playground- child care centres
• Health & Medical supervision
• Nutrition
• Program for children
• Staff qualifications
• Staff screening measures & criminal reference checks
• Emergency preparedness
• Administrative Matters

Slide 30

• Who does the act apply to?
• Unlicened people
• Who is exempt from the act?
• Nannies or babysitters
• care by relatives
• camp that cared for children 4 & up

Slide 31

• When do the ew rules come in effect
• the new rules came in august 31 2015
• However the following two rules for unlicensed will not apply until january 1 2016
• provides must count their own children under 6
• What happens if someone doesn't follow the rules?
• fines
• compliance orders
• penalty who has more than they're ratio 2,000 per child per day.
• How will parents know they're care is licensed?
• Under a new legislation, all licences child care centers, home child care agencies & home contracted with a home child care agency will receive & display decals.

Slide 32

• ractios:
• Infants 3 to 10
• toddlers 1 to 5
• preschool 1 to 8
• kindergarten 1 to 13
• Ratios of employees to children & group size
• Building, equipment & playground- child care centres
• Health & Medical supervision
• Nutrition
• 5. Program for children
• 6. Staff qualifications
• 7. Staff screening measures & criminal reference checks
• 8. Emergency preparedness
• 9. Administrative Matters
• In january 2013, the ontario goverment release the OEYP framwork

Waldorf

• early childhood through high school
• “all I need to know I learned in Kindergarten”
• What sort of image or gesture you want to present as an ECE?
• So important to create a secure comforting picture
• praticting childhood from (negative outside stuff)
• how the teacher treats the children , parents, colleagues
• the image of the teacher is most important
• Environment warm, nurturing
• Children imitate us- whatever you do, make sure it's what you want to be imitated.
• Soft colour on the walls, lights natural. Natural toys, glass cups
• Curriculum: lively,strong rhythms, keep routine & security in the children
• Routines; seasons...

Waldorf Cont.

• Artistic play, Stories (by voice/puppets), Drawing, Painting (do try to bring it into the work)
• Practical work: the children help & they copy what we do
• Imaginative play
• Strong imaginative play will reflect in later years- how the play freely tell you so much
• Dolls with strongly emotion faces
• Less formed toys
• Snack
• Nap Time
• Play time

Montessori

• We all work together to make schools better
• What is it?- student centered approach from toddler through high school that encourages creativity, curiosity & leads children to ask questions, explore, investigate and think themselves acquire skills
• Nurtures self directed learning & development social skills, emotional growth, physical coordinations.
• uses prepared environment that meets the developmental needs of the children.
• Many early learning environments colour activity centres
• Typical day-Practical Life: (activities related to caring for ourselves, our environment & our community) it is the link between home & school.
• Sensorial- Activities that help children explore, refine and give expression.
• Language: Saying it, seeing it & saying it.
• Building words (expressing themselves by making words
• Math: Counting (numbing rods),
• Cultural: takes to them to the bigger world, Maps,

Montessori Cont.

• Age appropriate train teachers guides, coach, facilitate each child's learning
• Each child is free to choose an activity they would like to do and repeat as many times as they wish
• Freedom of choice is central to programming
• children choose where to do their activity- sometimes alone, sometimes beside one another and sometimes with a friend.
• Children can work at their own pace
• The open schedule provides large block of time for students to problem solve, see connections and create new ideas
• classroom atmosphere encourages social interaction, cooperative learning, peer teaching.
• Children generally spend 3 years in the class.
• Only 1/3 of the group is new each year & older children can offer real help to the younger ones.
• Look for... Independence, Ability to handle external authority, Social Awarence, Academic preparenece. Global awarence, support for language, Spontaniety and joy,

Montessori Cont.

• Why choose?
• Reasons...
• Studies...

High Scope & Reggio

• High scope: Inspire educators and inspire children
• Reggio: Inspire children

To Be A Effective ECE

• Patience
• -Passion
• -Risk Taker
• -Creative
• -Authoritative
• -Pragmatic: Neutral approach
• -Respectful
• -Flexible
• -High Energy

The Official Side of ECE

• Good Communications Skills- Importance
• Team player- Importance
• Energic
• Open-minded
• Committed to serve the children probably.
• Unlimited work
• Full Kindergarten has been going out through the provinces.
• DImensions of ECE Leadership- A child care center, we serve as mentors, Actively involved in activity meeting.
• Effective Work for ECE- Registrations, Status of the Profession
• Multi of the Child & Family sources
• Provincial rules & regulations
• Municpal of planning & development
• Every level of the sector.

RECE

• Physical, Emotional, Cognitive, Language
• Elect, Full Day Kindergarten
• Designs curriculums to address the children's needs.