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Chapter 1 Early Education’s Roots and Heritage

Chapter 1 Early Education’s Roots and Heritage. Historical Perspectives. Frederick Wilhelm Froebel The Kindergarten Movement in America American Influences on Kindergarten The Federal Government and Early Education. Federal Legislation Affecting Public School Education.

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Chapter 1 Early Education’s Roots and Heritage

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  1. Chapter 1Early Education’s Roots and Heritage Warner & Sower

  2. Historical Perspectives • Frederick Wilhelm Froebel • The Kindergarten Movement in America • American Influences on Kindergarten • The Federal Government and Early Education Warner & Sower

  3. Federal Legislation Affecting Public School Education • Elementary Secondary Education Act of 1965 • Public Law 94-142 • Individuals With Disabilities Education Act • Americans With Disabilities Act Warner & Sower

  4. National Education Goals Panel 1. Children start school ready to learn 2. High school rate at least 90% 3. Students in grades 4, 8, and 12 demonstrate competency 4. Access for teachers to programs for continuous improvement 5. U.S. first in mathematics and science 6. Every adult American will be literate 7. Every school will be free of drugs and violence 8. Every school will promote partnerships and increased parental involvement Warner & Sower

  5. School Organizational Structures Department of Education State Education Agency Local School District Individual Campuses Warner & Sower

  6. Accountability in School Districts Standardized Tests Do not consider all variables Teachers may begin teaching to the test Warner & Sower

  7. Early Childhood Education Defined • NAEYC definition • Public schools’ and state education agencies’ • definitions Warner & Sower

  8. Child Development Principles • Domains of development • Relatively orderly sequence • Varying rates • Early experiences with cumulative and delayed effects • Predictable directions • Influenced by social and social context Warner & Sower

  9. Child Development Principles cont. • Children are active learners • Results from interaction of maturation and environment • Importance of play • Opportunities to practice newly acquired skills • Different modes of knowing and learning • Context of a community Warner & Sower

  10. Professional Issues in Early Education • Developmentally appropriate practice • Elementary error versus early childhood error • Brain research Warner & Sower

  11. Issues Facing State Early Education Programs • Teacher preparation and training • Charter schools • School retention • Facilities • Technology Warner & Sower

  12. Issues Facing School Districts • Half-day/Full-day kindergarten programs • After-school care • Parent involvement • Diversity • Poverty • Child abuse • School and community violence Warner & Sower

  13. The BALANCED View • Engaging children as active learners • Individualizing work • Children move at own pace • Encouraging individual choice • Children use language to express ideas • Praising children for accomplishments and • viewing errors as normal development Warner & Sower

  14. The BALANCED View cont. • Using flexible time schedules • Recognizing the value of play • Establishing learning centers • Activities vary from active to quiet, • small group to large group • Opportunities for outdoor exploration Warner & Sower

  15. Eager to Learn • Cognitive, social-emotional and motor development • Interpersonal relationships with teachers • Class size and adult-child ratios • No best approach Warner & Sower

  16. Overarching Development Themes • Wired for feelings and ready to learn • Early environments and relationships • Needs of young children • Interactions among early childhood science, • policy, and practice Warner & Sower

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