Developmental attributes, tasks, and needs:
Infants:(0-12 months). A: unique temperament, activity level, reactivity, mood (“easy, difficult, slow-to-warm).
Relative helplessness, rapid change, sensory driven. T: First steps, first words. Attachments. Social interaction. Beginning of self-help. N: physical care and
beyond. Consistent relationships with adults. Feelings of love and secure. Predictable responses. Sensory stimulation. Dominion over their own bodies.
Toddlers:(12-36 months). A:intrinsically motivated. increasingly mobile. Egocentric. Emotional. verbal. T: Toileting. Talking. Self-help (wash hands,
clothing). Social interaction. N: independent exploration. Active learning. Safety. Preschoolers: (3-5 yrs.). A: social skills (friendships). Verbal skills.
Physical skills. “Master players”. T: Refining self-help skills. Refining social skills. Developing play skills. N: imaginative play with adult support. Creative
art (materials). Discovery learning. Primary-aged children: (6-8). A: friendly. Logical. Rule oriented (justice, strong urge to please). Intrinsically motivated.
T: Learning how to interact with peers. Academic competence. Wider world (many influences). N: Structure. Challenge (ZPD). Teacher as facilitator.
Components of quality in ECE programs
Respect: for children and families
. Emphasis on uniqueness of individual child and
childhood. Reflected in every decision/interaction. Child-sensitive approaches. Demands of teacher: knowledge of children and child development.
Knowledge of individual children and families. Practices: open-ended materials. Listening to understand. Authentic conversations. Partnerships with
families. Diversity in classroom materials.
Respect of self
: authentic to own values and principles. Mature sense of valuing worth of ideas. Demands of
teacher: self-awareness. Identity defining principles. Personal&professional integrity. Practices: confidence, self-worth, collaboration.
: web of
intensified interrelationships. Demands of teacher: Genuine investment. Demands of teacher: genuine investment. Practices: primary care-givers, multi-age
classrooms, adult-to-child ratios
. Reciprocity of learning
: Learning takes place in contexts of relationships. Children construct knowledge. “Reciprocal
learning environment”. Demands of teacher: plan-ful. Shared philosophy.
environment prepared for active learning
: interest centers, materials, &
experiences, attractive arrangement, “happenings”. Demands of teacher: attention to/respect for environment. Honoring active engagement
: based in theory & research. Demands of teacher: Solid growing in child development theory.
What is NOT quality:
institutionalization, failure, indifference
Various Roles of teacher:
: providing care and fulfilling the needs to promote development. Care-giving: the
physical nurturing and protection of young children (warm, individual relationships).