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A SPOTLIGHTLESSONS FROM NEW JERSEY
EARLY CHILDHOOD DEVELOPMENT & SERVICES PILOTS
SUMMER CURRICULUM INSTITUTE AUGUST 6,2014HUMAN SERVICES CAREER CLUSTER
EARLY CHILDHOOD DEVELOPMENT & SERVICES PATHWAY
Camden County Technical SchoolH d C t C A d
2013-2014 ECDS Pilot Schools
Hudson County Career AcademyMatawan Regional High SchoolSterling Regional High SchoolWinslow Township High School
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Using Early Childhood Pilot Curriculum Materials: A Technical Schools Experience
HSCC CTEP Early Childhood POS ModelChild Development Course
Pilot School Ca de Co t Tech ical SchoolPilot School: Camden County Technical School,Sicklerville, NJ
Teacher: Julie Laucks
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COMPREHENSIVE VS. TECHNICAL
Technical Comprehensive
Students choose career and remain for 4 years
Students gain hands on experience in full time daycare setting
42 minute periods 3
Students have choice of elective for program of study
40-45 minute periods, once a day 42 minute periods, 3
periods a day, totaling approximately 2 hours and 10 minutes of shop time per day
once a day May not have hands
on experience daily
INFANT HEALTH AND WELL BEINGPILOT CURRICULUM UNIT 2, LESSON PLAN 2
Safety and environmental concerns for infantsDiscussion list of concerns,
students choose one to researchStudents make poster describing
concerns
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21ST CENTURY SKILLS
Using technology to research why it t f f i f titems are not safe for infants
Research Google images to decide what and how to make poster
Formative assessment group discussion presentation group discussion ,presentation
of project
POSTER EXAMPLES
Sunburn
Crib safety
Poisons
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FCCLA EVENTS AND ACTIVITIES
FCCLA State and STAR events STAR= Students Taking Action with Recognition STAR= Students Taking Action with Recognition,
1st place qualifies for National Meeting Utilize planning process summary Implement project ideas by making display
boards and portfolios
FCCLA STAR EVENTEARLY CHILDHOOD EDUCATION
Use hands on knowledge to teach a lesson to the judges as if they were children of a specific age judges as if they were children of a specific age group
Portfolio completion Resource container
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STAR EVENTS FOR EARLYCHILDHOOD
Focus on Children Develop a project that
Teach and Train Choose a teacher to p p j
involves children and their development
Work with children daily to complete tasks for project
Create a display board with project’s
shadow Research teaching
licensing requirements Self assess skills and
interest in teaching as a career
Prepare and teach a lesson p jaccomplishments
Prepare and teach a lesson in chosen classroom
Prepare a portfolio
ASSESSING LEARNING VIA SLE
FCCLA State and STAR events allow students to apply knowledge learned in different levels of apply knowledge learned in different levels of early childhood
Apply skills learned in theory instruction to create a project that can be used with a specific age group of young children
FCCLA projects are a good examples of a Summative Learning Assessment for studentsSummative Learning Assessment for students
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HSCC CTEP Early Childhood POS ModelChild Development Course
Pilot School: Sterling High School, Somerdale, NJTeacher: Carrin Bachowski
Child Child Development
Theorists
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WHY IS CHILDHOOD STUDY CRUCIAL?
Research has shown that early childhood may be the most important life stage for brain p gdevelopment.
A baby’s brain is about one quarter the size of an adults’.
Scientists have found that babies’ brains develop in response to stimulation. Arouses senses such as sight, sound, touch,
d lltaste, and smell. Babies who are stimulated develop more quickly
and have a more secure self-image. Child Development Theorists provide insight
onto how children grow and learn.
What is a theory?
A theory should allow us to predict and explain human behaviorand explain human behavior
• It should be stated in such a way that it can be shown to be false
It t b t i tifi • It must be open to scientific investigation
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CHILD DEVELOPMENT THEORISTS
Although researches don’t always agree, scientific researchers have agreed upon the five scientific researchers have agreed upon the five following general rules. Development is similar for each individual Development builds upon earlier learning. Development proceeds at an individual rate. The different areas of development are interrelated. Development is a lifelong processDevelopment is a lifelong process.
Psychoanalytic Theories:
Freud’s Psychosexual Theory Personality has 3 parts Personality has 3 parts
There are 5 stages of psychosexual development
Oedipus complex allows child to identify with same-sex parent
Fixation is an unresolved conflict during a f d lstage of development
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Phallic Latency Anal Stage Genital Oral Stage
Freudian Stages
6 yrs to puberty
Birth to 1½ yrs
1½ to 3 yrs
Puberty onward
3 to 6 years
Phallic Stage
Child’s pleasure
focuses on genitals
Stage
Child represses sexual interest
and developssocial and
intellectual
Anal Stage
Child’s pleasure
focuses on anus
Ge ta Stage
A time of sexual
reawakening; source ofsexual
pleasurebecomes
Oral Stage
Infant’s pleasure
centers on mouth
Figure 2.1
skillsbeco es someone
outside of thefamily
Erikson’s Psychosocial Theory: There are 8 stages of psychosocial
development Each has a unique developmental task Each has a unique developmental task Developmental change occurs throughout life
span
Key Points of Psychoanalytic Theories: Early experiences and family relationships
are very important to developmentare very important to development Unconscious aspects of the mind are
considered Personality is best seen as a developmental
process
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Erikson’s Stages Developmental PeriodTrust vs Mistrust Infancy (first year)
A t h & I f (1 t 3 )
Erikson’s Eight Life-Span Stages
Autonomy vs shame & doubt
Infancy (1 to 3 years)
Initiative vs guilt Early childhood (3 to 5 years)
Industry vs inferiority Middle and late childhood
Identity vs identity confusion
Adolescence (10 to 20 years)
Intimacy vs isolation Early adulthood (20s, 30s)
Generativity vs stagnation
Middle adulthood (40s, 50s)
Integrity vs despair Late adulthood (60s onward)
Figure 2.2
Cognitive theories:
Piaget’s cognitive developmental theorySt i t l Stresses conscious mental processes
Cognitive processes are influenced by biological maturation
Four stages of cognitive development in children
Assimilation and accommodation underlie how children understand the world, adapt to it, and organize their experiences
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Sensorimotor Stage:The infant constructs an understanding of the world by coordinating sensory experiences with physical actions: progressing from reflexive, instinctual action at birth to the beginning of symbolic thought toward end of the stage.
Birth to 2 years of
age
Piaget’s Four Stages of Cognitive Development
Preoperational Stage:The child begins to represent the world with words and images. These words and images reflect increased symbolic thinking and go beyond the connection of sensory information and physical action.
Concrete Operational Stage:The child can now reason logically about concrete
2 to 7 years of
age
7 to 11 years of
age
Formal Operational StageThe adolescent reasons in more abstract idealistic and logical ways.
e c d ca ow easo og ca y about co c ete events and classify objects into different sets.
Figure 2.3
11–15 years of age
through adulthood
age
Vygotsky’s sociocultural cognitive theory Children actively construct their
knowledge Social interaction and culture guide
cognitive development Learning is based upon inventions of
society Knowledge is created through
interactions with other people and objects in the culture
Less skilled persons learn from the more skilledskilled
Information-processing theory Compares computers to the human mind Thinking is information processing
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Information-Processing Theory
geography
lit t
Information is taken into brain
OUTPUT
INPUT Information is
used as basis of behaviors and interactions
science
literature
Information gets processed, analyzed, and stored until use
math
history religion
Behavior
Bandura’s Social Cognitive Model
EnvironmentPerson
(cognitive)
Figure 2.4
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Bandura’s Modeling/Imitation
Childobserves someone admired
Child imitates behavior
that seems rewarded
Urie Bronfenbrenner’s ecological theory: Environmental factors influence
developmentdevelopment 5 environmental systems affect life-span
development
Eclectic theoretical orientation: Selects features from other theories
N h h ll h No one theory has all the answers Each theory can make a contribution to
understanding life-span development
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Exosystem Mesosystems
FamilySchool & classroom
School system
Political philosophy
Family classroom
Religion & groups
Peer group
Chronosystem
Macrosystem
groups
Figure 2.5Bronfenbrenner’s Ecological Theory of Development
Multiple Intelligence Theory:
Howard Gardner: Human beings have eight different kinds of
intelligences
Each person has their own unique combination
Helped teachers rethink the way they work Helped teachers rethink the way they work with children
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OTHER INFLUENCES ON DEVELOPMENT
Heredity: Blood type eye color hair color
Environment: Children also learn attitudes and beliefs from their
environmentsenvironments
WHAT KIND OF LEARNING SUITS YOUBEST?
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HSCC CTEP Early Childhood POS Model
Child Development Course
Pilot School: Winslow Township High School Winslow, NJ
FCS Teacher: Cindy Gary
INTRODUCTION
My goal is to prepare students for a career in the My goal is to prepare students for a career in the field of early childhood education. This course has focused on students understanding that children will grow and develop when provided with a positive learning environment.
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TO ACCOMPLISH THIS GOAL:
My first step is to break down and review the four My first step is to break down and review the four areas of development and understand how children grow and master new skills: Physical Emotional Social Intellectual
TYPES OF EARLY CHILDHOOD PROGRAMS
We examine the various types of learning environments yp gand services that are available for children that help them to develop. Students will begin to understand the importance of early intervention when teaching children. Head Start Private Public Schools Public Schools
Students will observe and examine the responsibilities in the early childhood field. Also, the personal characteristics of what determines a well rounded school and staff.
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OBSERVATION AND PARTICIPATION
Students begin to observe and document a child’s behavior and developmental milestones through classroom participation, assessments, anecdotal records, visual, and creating age appropriate lessons for the children.
This was accomplished by putting students into small groups and assigning them a This was accomplished by putting students into small groups and assigning them a classroom. This taught students to co-work together and recognize everyone has a different approach to learning.
Each month, students had a specific theme and lesson to follow: The four types of development: Physical Intellectual Social Emotional
Students contact their teacher to inform them of their lesson. They were to understand the various needs that some of the children required.
Students had an option to observe and participate with the specials needs classrooms.
Each student created a portfolio that consists of materials they did throughout the school. It would include: lessons, photos, job shadowing assignment, examples of projects and activities they did. These items were to showcase their best work for a job interview or employment