DEBRE TABOR UNIVERSITY

Faculty of Social Science and the Humanities

Department of Early Childhood Care and Education

Module for the Course: Introduction to Early Childhood Education

Feb 2017
Debre Tabor, Ethiopia

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 CHAPTER ONE
History of Early Childhood Education
1.1 Introduction to Early Childhood Care and Education(ECCE)
1.1.1Definition and scope of ECCE
What is ECCE?
The term ‘early childhood care and education’ (ECCE) refers to a range of processes and mechanisms that
sustain, support and aid in the holistic development of children, from birth to 8 years
The term early childhood care and education refers to group of settings deliberately intended to affect
developmental changes in children from birth to 8 years of age. It is a program that is designed to give
professional care and education to children whose age ranges from birth to eight.
Formal definitions of ECCE vary from time to time and even from county to country.
On a holistic approach: ECCE is a program that supports children’s survival, growth, development and
learning – including health, nutrition and hygiene, and cognitive, social, physical and emotional
development.
ECCE programs encompass very diverse arrangements, from parenting programs to community-based child
care, c enter-based provision and formal pre-primary education, often in schools. Programs typically aim at
two age groups: children under 3 and those from age 3 to primary school entry (usually by age 6, always by
age 8).
1.2 Principles for early childhood education
Although different scholars have their own assumptions about preschool education and care they agree with
following principles of early childhood education. These principles should be applied in all early childhood
education, in whatever setting (state, private or voluntary sectors).
 Early childhood educators recognise that children come into school with knowledge and skills they
have been learning from birth
 quality care and education are inseparable
 every child develops at its own pace; the role of the adult is to stimulate and encourage learning
 learning is holistic and cannot be compartmentalised into separate subjects
 trust, motivation, and positive attitudes and dispositions are important—each child should feel valued
and secured
 Skilled and careful observations and documentations are crucial in fostering children‘s learning.
 no child should be excluded or disadvantaged
 what children can do rather than what they cannot do should be the starting point for the programme
 parents and teachers should work together in the best interests of the child

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  the early years curriculum should be carefully structured to provide a balance of appropriate activities
—some planned by adults, others child planned or initiated
1.3 Foundation of ECCE
1.3.1 Historical Figures and Their Influence on Early Childhood Education
Activity: Why it is important to study the history of early childhood care and education?
The definition of childhood has varied greatly throughout history. For example, in ancient times children
were considered as adults by age 7. A society’s definition of childhood influences how it educates its
children. Many of our own practices are founded on those developed in Greece and Rome. Greek education
—and virtually all classical European schooling—was provided for the boys of wealthy families, while girls
and working-class children received training for domestic work or a trade. Education began by age 6 or 7,
although Plato and Aristotle both spoke of the need to educate the younger child. Some ancient Romans felt
that education should begin at home as soon as a child began to talk, and they highlighted the use of rewards
and the ineffectiveness of corporal punishment. The education of children was fairly simple before the 15th
century; there was no educational system, and the way of life was uncomplicated. Because the common
religious belief was that people were naturally evil, children had to be directed, punished, and corrected
constantly
1.3.2Theoretical Bases of ECCE and Contributions of different philosophers in the field of
ECCE
Many scholars have contributed a lot in shaping the field of early childhood care and education. Among
those Lock, Froebel, Dewey, Montessori, Malaguzzi, Pestalozzi and Steiner are the commonly mentioned.
Their contribution is described as follow.
Contributor Time Basic belief Significant contribution
Jon Locke (1632- postulated that children are born Open the gate that children can
1704) with a tabula rasa, or clean slate, on learn
which all experiences are written

Pestalozzi (1746– Believe in sensory education and Introduce the concepts,

1827) child freedom integration of the curriculum and
group teaching
Froebel (1782- Kindergarten education as a “child’s opens the first kindergarten in
1852) garden,” with activities known as Germany in 1837
“gifts from God.” Father of kindergarten

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 John Dewey (1858– oppose to rote learning and advocate . Introduced child-centred
1952) philosophy of educating “the whole curriculum
child
Maria Montessori (1870- Children’s growth is possible Open the school of
1952) through senses and practical life Montessori(1907)
experiences trust in children’s innate
drive to learn all
Rudolf Steiner (1861- Education should awaken Open Waldorf schools (1919)
1925) imagination, inspiration and
intuition of children

Loris Malguzzi (1920– emphasizing the child’s individual Open school of Reggio
1994) creative expression Emilia(1946)

Today’s Issue

There are many critical issues of early childhood care and education today; some of them are: - access,
inclusiveness, quality, equity, better teacher training and assessment

1.4 Defining the young child

A child in the earliest years of life—from birth to age 8 is called young child. This is the period when young
children’s rates of physical, motor, and linguistic development outpace growth rates at all other stages.
Growth is rapid, episodic, and highly influenced by environmental supports: nurturing parents.

1.4.1The Whole Child

The concept of ―the whole child‖ is based on the accepted principle that all areas of human growth and
development are integrated. It is only for the purpose of studying one area or another in depth that such
categories are created. The six developmental areas labeled in the Word Pictures help us focus on certain
aspects of a child’s normal development. In reality, all areas of growth are ―intertwined and mutually
supportive‖ (Allen &Marotz, 2007).

The concept of the whole child strongly suggests the uniqueness of the person. Although they are often
discussed separately, the areas of development (social emotional, physical, language, cultural awareness,
intellectual, and creative) cannot be isolated from one another. They each make a valuable contribution to
the total child.

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1.5 How children differ:
Each child is unique in the rate of growth and the development of skills and competencies. Some children
may have a developmental delay or disability that may require program staff members to adapt expectations
for them or adapt experiences so that these children can be successful in achieving a particular
developmental outcome.
A child differs in:
 Developmental Differences
You are aware by now that children grow and develop at different rates. Each child has an inner timetable
that is unique, which means that each child is ready to learn according to his or her maturation process.
 Genetic Makeup Each child has a unique combination of genes that determine eye and hair color,
height, body shape, personality traits, and intelligence
 Environmental factors Genetics (nature) may account for some of the differences among children but
not all. The environment (nurture) has great impact throughout development.
Such that The attitudes with which children are raised, their culture, their socioeconomic status, and the
kinds of caregiving they experience, and their community combines in countless ways to affect growth.
Nutrition, safety, play space, adult relationships, neighborhood, and family stability affect individual
development.
 Gender and Race Differences Girls and boys differ in both the rate and the pattern of growth,
especially during adolescence. Ethnic variations in growth are common

 Learning Styles understanding of individual learning styles, rates of growth, readiness

factors, and wide ranges of abilities. It is a convenient, though arbitrary, system of teaching
children.
The implication for teachers, however, is clear: programs are planned to meet the needs and challenges of
the whole group. Individual differences are incorporated into the planning. Activities are selected to allow
for a variety of responses from children at different stages of development and learning styles.
1.5.2 Planning for Developmental Differences
When teachers are aware of the range of developmental differences and learning styles of the children in the
class, they can incorporate those variations into the planning process. The following are some strategies for
how to plan for these types of variations:

Plan individual and group activities according to the age level of the class, considering the
behavior patterns and learning styles that exist. Make sure the materials and activities are in a
variety of formats so that children can choose the ones that support their style of learning.

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 Plan for all age levels with the understanding and appreciation of the variations within a one-
year age span.
Know the individual children, their strengths, and their challenges by observing their growth.
Remember that families bring further knowledge of each child and that is added into the mix when
assessing children‘s progress.
Plan around the known similarities, the developmental tasks, and age-appropriate behavior
common to that group of children, including those with special needs. The needs, interests, abilities,
and unique characteristics of all the children in the class must be considered.
Set group and activity goals based on the general characteristics of the age group, but change
the goals as needed. Small group work may help all children in reaching the goals.
Modify activities to make them more accessible or appropriate for children with special needs.
Tables can be made higher or lower for wheelchair access; or a teacher may spend extra time in the
dramatic play area to help individual children learn social skills.

Planning for the differences in children‘s skills and abilities takes time, but it is one of the most
important challenges teachers face. Thorough knowledge of each child is the foundation for
developmentally appropriate planning that meets the needs of all the children in the class.
1.6 Views of Children through the Ages
 Miniature Adults
 The Child as Sinful
 Blank Tablets
 Growing Plants
 Property
 Investments in the Future
 Children as Persons with Rights
1.1.3 Interdisciplinary Nature of ECCE
 Medicine
 Psychology
 Education

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Chapter Two: Applying Theories to Practice
2.1. Montessori Approaches
The Montessori Method of education is based on scientific observations about how children learn as they
progress from birth to adulthood. Montessori discovered that children avidly absorb information from their
surroundings, and that if these surroundings provide opportunities for learning, that children would readily
teach themselves.
2.1.1. Principles of the Montessori Method
A. Respect for the Child
The unique developmental needs and interests of each child are respected. Children are not compared based
on merit; they are valued for their individuality. Montessori education embraces multiple styles and
pathways to learning, and understands that each child’s early learning journey is different.
B. The Absorbent Mind
The first six years of life are crucial in a child’s development as they establish an understanding of
themselves and their world. The Montessori environment supports children in this task by providing them
with learning experiences that promote their sense of belonging, confidence, independence and agency.
C. Sensitive Periods
Children pass through specific stages in their development when they are most able to learn specific skills. In
Montessori education, these are called ‘sensitive periods‘. The Montessori learning environment supports
these periods by proving children with hands-on learning experiences that encourage repetition and problem
solving to maximize learning during these windows of opportunity.
D. The Prepared Environment
The Montessori classroom is a prepared environment designed to optimize learning. Characteristics include:
low open shelves, left to right display of Montessori materials in progression order, defined curriculum
areas, child-sized furniture, freedom of movement, and freedom of choice.
E. Auto-education
Auto education, or self-education, is the concept that children are capable of educating themselves. This is
one of the most important beliefs in the Montessori method. Montessori teachers provide the environment,
the inspiration, the guidance and the encouragement for children to educate themselves.
2.3 The Teacher’s Role
In Montessori education the role of the teacher is to guide children in their learning without becoming an
obstacle, and without inserting themselves too much into the natural learning process. Therefore, the
Montessori teacher is a facilitator, not a lecturer. Montessori teachers encourage children to learn by placing
the pupils, rather than the teacher.
The Montessori teacher demonstrates key behaviors to implement this child-centered approach:
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Make children the center of learning because, as Montessori said, ―The teacher‘s task is not to
talk, but to prepare and arrange a series of motives for cultural activity in a special environment
made for the child‖ (Dr. Montessori's Own Handbook).
 Encourage children to learn by providing freedom for them in the prepared environment.
 Observe children so as to prepare the best possible environment, recognizing sensitive
periods and diverting inappropriate behavior to meaningful tasks.
 Prepare the learning environment by ensuring that learning materials are provided in an
orderly format and the materials provide for appropriate experiences for all the children.
 Respect each child and model ongoing respect for all children and their work.
 Introduce learning materials, demonstrate learning materials, and support children‘s learning. The
teacher introduces learning materials after observing each child
2.4 Montessori Areas of education( Does the Montessori Method Work? )
The layout of the Montessori classroom isn‘t random or accidental. Classroom objects are deliberately
placed in different areas that correspond with the five curriculum areas that will be addressed in the
classroom. Take a look at the five areas that you‘ll find in a Montessori classroom.

1. The Language Area

In the language area of the classroom, your child will begin learning about letters, phonics sounds, and
reading. Here, you might find sandpaper letters that your child can trace with their fingertips to familiarize
themselves with the ABCs.
The language area is also where you‘ll find storybooks, the movable alphabet, paper and writing implements,
and other objects that your child will use to learn about language and develop early literacy skills.

2. The Sensorial Area

In the sensorial area of the classroom, your child will learn to notice details like color, shape,
texture, smell, sound, weight and temperature. In other words, they‘ll use their five senses to learn
important details about their world.

It‘s in the sensorial area that you might find items like knobless cylinders and smelling bottles.
There may be color tablets that your child can look at to learn to distinguish between different
colors and shades. Your child will be encouraged to manipulate the items in the sensorial area to
learn to heighten their senses.
Thermic tablets are a good example of a sensorial area activity. This is a collection of tablets that
have naturally have different temperatures, like felt, marble, wood, iron and cork. Your child will
learn how to touch each tablet with the inside of their wrist to feel the difference in temperature.

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They may wear a blindfold to see if they can distinguish between the different materials by touch
alone.
3. The Math Area
In the mathematics area, your child will learn skills that will help them master math courses later
on. Montessori materials are meant to be self-correcting, which helps your child become an
independent learner. They can see for themselves if they made a mistake, and then correct it.
The Number Rods is just one of many materials that you‘ll find in the math area, but it‘s a good
example of how mathematics learning works in a Montessori classroom.
4. The Cultural Studies Area
The cultural studies area is where your children will learn about the greater world around them.
This area contains items pertaining to geography, history, science, art and music. In many
classrooms, this is also where you‘ll find items related to botany and zoology.
That means that you‘ll see a great diversity of items in this area. There may be maps, globes and
flags. There may be instruments, art work and art supplies. You may also find classroom plants in
this area.
5. The Practical Life Area
In the Montessori philosophy, independence is valued, and it‘s important for children to practice
daily practical skills that are useful in life outside of the classroom. That‘s the focus of the practical
life skills area of the classroom.
Here you might find items that your child can use to care for their classroom, take care of
themselves, and practice manners and social graces. For example, small children will learn how
to roll and unroll mats, sharpen pencils and tie shoes. You may see child-sized brooms and feather
dusters so that children can practice cleaning up the classroom. There may be child-sized tables and
chairs and maybe even a selection of plates and cutlery. Your child will practice setting the table
and sitting down with classmates to eat. Your child‘s teacher will help guide the class in learning
about manners, like saying ―please‖ and ―thank you‖ or shaking hands.
Understanding the layout of the Montessori classroom can help you understand the philosophy
behind the Montessori teaching method and what your child will be doing in the classroom. Ask the
teacher to point out the various zones and show you what kind of activities your child will be doing
in those areas.
2.2 High/Scope: A Constructivist Approach
The program is based on Piaget‘s intellectual development theory. High/Scope provides broad, realistic
educational experiences geared to children‘s current stages of development, to promote the constructive
processes of learning necessary to broaden emerging intellectual and social skills.
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Basic Principles and Goals of the High/Scope Approach
Develop in children a broad range of skills, including the problem solving, interpersonal, and
communication skills that are essential for successful living in a rapidly changing society. The curriculum
encourages student initiative by providing children with materials, equipment, and time to pursue activities
they choose.
The Five Elements of the High/Scope Approach
There are five essential elements in High/Scope Approach. These are: active learning, classroom
arrangement, the daily schedule, assessment, and the curriculum (content).
A. Active Learning
The idea that children are the source of their own learning forms the center of the High/Scope curriculum.
Teachers support children’s active learning by providing a variety of materials, making plans and reviewing
activities with children, interacting with and carefully observing individual children, and leading small- and
large-group active learning activities.

B. Classroom Arrangement
The classroom arrangement invites children to engage in personal, meaningful, educational experiences. In
addition, the classroom contains three or more interest areas that encourage choice. The classroom
organization of materials and equipment supports the daily routine-children know where to find materials
and what materials they can use.
C. Daily Schedule
The schedule considers developmental levels of children, incorporates a sixty- to seventy-minute plan-do-
review process, provides for content areas, is as consistent throughout the day as possible, and contains a
minimum number of transitions. The plan-do-review process is an important part of the High/Scope
approach. The plan-do-review is a sequence in which children, with the help of the teacher, initiate plans for
projects or activities; work in learning centers to implement their plans; and then review what they have
done with the teacher and their fellow classmates.
D. Assessment
Teachers keep notes about significant behaviors, changes, statements, and things that help them better
understand a child’s way of thinking and learning. Teachers use two mechanisms to help them collect data:
the key experiences note form and a portfolio. The High/Scope Child Observation Record is also used to
assess children’s development.

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E. Curriculum
The High/Scope curriculum comes from two sources: children’s interests and the key experiences, which are
lists of observables learning behaviors. Basing a curriculum in part on children’s interests is very
constructivist and implements the philosophies of Dewey, Piaget, and Vygotsky.
• A Daily Routine That Supports Active Learning
The High/Scope curriculum’s daily routine is made up of a plan-do-review sequence and several additional
elements. The plan-do review sequence gives children opportunities to express intentions about their
activities while keeping the teacher intimately involved in the whole process.

2.3 Reggio Emilia

The Reggio Emilia Approach is an innovative and inspiring approach to early childhood education
which values the child as strong, capable and resilient; rich with wonder and knowledge. Every child brings
with them deep curiosity and potential and this innate curiosity drives their interest to understand their world
and their place within it. It is an approach to teaching, learning and advocacy for children. In its most basic
form, it is a way of observing what children know, are curious about and what challenges them
• Beliefs about Children and How They Learn
The central belief of High Scope is that children construct their own learning by doing and being actively
involved in working with materials, people and ideas.
• Adults’ Role
In the High/Scope curriculum the role of the teacher is to support and extend the children's learning by
observing and listening, asking appropriate question and by scaffolding learning experiences. ... They plan
their program based on the children's interests using the Key Developmental Indicators as a focus.

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 Chapter Three: Types of Programs
3.1 Types ECCE program
1. Traditional Nursery School
The traditional nursery school (often called preschool) exemplifies a developmental approach to
learning in which children actively explore materials and in which activity or learning centers are
organized to meet the developing skills and interests of the child. Most of these programs serve
children from 2½ to 5 years of age. Its methods, and its philosophy, reflecting the influence of
Comenius, Locke, Rousseau, Pestalozzi, Froebel, and Montessori.
Developmentally, a traditional nursery school focuses on social competence and emotional well-
being. The curriculum encourages self-expression through language, creativity, intellectual skill,
and physical activity.

2. Child Care Centres

By definition, a child care center is a place for children who need care for a greater portion of the day than
what the traditional nursery school offers. The school schedule is extended to fit the hours of working
parents. A longer day means that ordinary routines such as meals and naps are woven into the program.
These full-day options are also educational settings, echoing but extending the curriculum of a half-day
program.
Child care needs are met in many ways, from center based care to family settings. Child care centers can
include preschools, employer-sponsored care, Head Start, for-profit and non- profit institutions, religious
institutions, colleges, public schools, social service agencies, and family child care. Child care centers often
serve infants and toddlers, as well as 2½ - to 5-year-olds. Many offer kindergarten, before- and after-school
options, and summer programs.
3. Family Child Care
In family child care, the provider takes care of a small number of children in a family residence.
The group size can range from two to 12, but most homes keep a low adult–child ratio, enrolling
fewer than 6 children. It is reminiscent of an extended family grouping.

The developmental ranges that family child care providers must meet may range from infancy up
to 12 years, which poses a challenge to develop experiences and activities for a mixed-age group of
children. Family child care providers work and live in the same environment posing logistical
problems of storage, space definition, and activity space. Often, family child care providers care for
their own children within their programs, leading to problems with separation and autonomy of
their children and providing enough time to the child as a parent. Family child care providers are
administrators and managers, as well as teachers and caregivers, faced with budgets and fee
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collections.
4. Kindergarten
5. Primary school
6. Compensatory Education Programs, Surround Care
7. Children’s Centres
8. Early Learning Centres

3.2 The DAP Framework: Theory and Practice

What is DAP (Developmentally Appropriate Practice)?

Developmentally Appropriate Practice: is the design and development of curriculum and pedagogy based
upon agreed stages of children’s development. It refers to a framework of principles and guidelines for
practice that promotes young children’s optimal learning and development.
DAP has three dimensions - age appropriateness, individual appropriateness and cultural appropriateness.
Age appropriateness is based on what is known about child development and learning and individual
appropriateness on what is known about the strengths, interests, and needs of each individual child and
cultural appropriateness is based on cultural contexts in which children live.
Write down the reasons why DAP is important in ECCE?
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Attention: Developmentally appropriate classrooms are thoughtfully designed to include
learning centres, movement, exploration, meaningful hands on learning experiences, and
projects that support children’s curiosity, interests, and natural eagerness to learn
Theories of child development are crucial in DAP.
 Because they serve as guides for assessing the developmental levels of any children. .
 They provide direction for program structure
 Support the importance of play as the major vehicle for learning during early childhood.
Activity: Why DAP is important for ECCE?

What are the bases of DAP

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 3.3 Principles of DAP

There are many basic principles of development that inform DAP, which include: the domains of
development, observations/documentation, seeing each child as unique, and knowing the impact of
early experiences, relationships and play have on the early years. Here are the basic principles of
DAP:
1. Domains of children’s development – physical, social, emotional and cognitive – are closely
related. Development in one domain influences and is influenced by development in other domains.
2. Development occurs in a relatively orderly sequence, with later abilities, skills and knowledge
building on those already acquired.
3. Development proceeds at varying rates from child to child as well as unevenly within different areas of
each child’s functioning.
4. Early experiences have both cumulative and delayed effects on individual children’s development;
optimal periods exist for certain types of development and learning.
5. Development proceeds in predictable directions toward greater complexity, organization and
internalization.
6. Development and learning occur in and are influenced by multiple social and cultural contexts.
7. Children are active learners, drawing on direct physical and social experience as well as culturally
transmitted knowledge to construct their own understandings of the world around them.
8. Development and learning result from interaction of biological maturation and the environment, which
includes both the physical and social worlds that children live in.
10. Development advances when children have opportunities to practice newly acquired skills as well as
when they experience a challenge just beyond the level of their present mastery.
11.Children demonstrate different modes of knowing and learning and different ways of representing what
they know
12. Children develop and learn best in the context of a community where they are safe and valued their
physical needs are met.
3.4 Incorporating DAP into Programming
• Focus on development for a specific age group to plan experiences and the environment
• Understand that each child is unique
• Allow time for teacher and child guided experiences in small and large groups
• Respect the social and cultural context of each individual child
• Support children‘s play

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 Examples of Developmentally Appropriate Practice – Setting up Your Classroom
• Provide age-appropriate and culturally appropriate materials (ex. infant, toddler or
preschool)
• Have materials and equipment at children‘s height (ex. chairs, bookshelves, activity
shelves)
• Spaces should accommodate movement of children
• Have play areas that provide manipulatives, puzzles, music and movement, books,
dramatic play, blocks, physical materials for large muscles (ex. push toys) and
sensory materials (ex. sand and water)
• Frequently change materials and equipment to reflect children‘s interests and needs
3.5 How DAP Benefits Children’s Learning
Developmentally appropriate principles benefit children in many ways including the following:
1. In constructing children‘s own understandings of concepts and benefit from
instruction by more competent peers and adults.
2. Through opportunities to see connections across disciplines through integration of
curriculum and from opportunities to engage in in-depth study.
3. With a predictable structure and routine in the learning environment and from the
teacher‘s flexibility and spontaneity in responding to their emerging ideas, needs, and
interests.
4. By making meaningful choices about what children will do.
5. From situations that challenge children to work at the edge of their capacities and from
ample opportunities to practice newly acquired skills.

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 Chapter Four: Observing and Assessing Children
What Is Observation?
During observation, children must be free to express themselves and thus reveal those needs and attitudes
that would otherwise remain hidden or repressed in an environment that does not permit them to act
spontaneously.
Purposes of Observation
What are the purposes of observation?
The purposes of observation are:
 To determine the cognitive, linguistic, social, emotional, and physical development of children.
 To identify children’s interests and learning styles.
 To plan.
 To meet the needs of individual children.
Types of Observations
List and describe the types of child observations
The following are some of the types of observations of young children
Event sampling: observing a particular behavior and only records examples of this behavior.
Narrative Records: Essay type, describes exactly what child is saying and doing.
Time sampling: Use to get a general picture of child’s activities. The child is observed in time intervals over
a period of time.
Diary Records: Used in the daily and every day running in service – can be a good way of communicating
with parents
Advantages of Intentional, Systematic Observation
There are a number of advantages to gathering data through observation:
 It enables professionals to collect information about children that they might not otherwise gather
through other sources.
 Observation is ideally suited to learning more about children in play settings.
 Observation of children’s abilities provides a basis for the assessment of what they are
developmentally able to do.
Guide lines/ Steps of observation
Step 1: Plan for Observation. Planning is an important part of the observation process. Everything you do
regarding observation should be planned in advance of the observation.
Step 2: Conduct the Observation. While conducting your observation, it is imperative that you be
objective and specific as soon as possible.
Step 3: Interpret the Data. All observations should result in some kind of interpretation.
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Step 4: Implement a Plan. The implementation means you commit to do something with the results of
your observation.
4.1 Assessment of Children

What is Assessment?
Assessment is the process of gathering information for the purpose of making decisions.
Developmental assessment in early childhood is designed to gain information about a child’s skills and
capabilities as well as of the environments that provide the contexts for learning.
Purpose of Assessment:
What is the purpose of assessment
The purpose of assessment of young children is to collect information necessary to make important decisions
about their developmental and educational needs.
Assessment enables teachers to:
 Understand children’s learning progress as well as physical and mental development;
 Identify children with special educational needs as early as possible and provide them with
appropriate guidance and care;
 Review and revise learning and teaching strategies as appropriate, to meet children’s developmental
needs
Types of Assessment
Discuss about the types of assessment

Formative assessment is a process, which includes a feedback to assist children in closing the gap between
current status and desired outcomes. It informs and supports instruction while learning is taking place, by
having children receive feedback from the instructor. Formative assessment brings the child back to the
focus of teaching. It provides teachers with the tools to notice the individual differences among their
children. It prevents teachers from blindly going through a curriculum. The formative assessment process is
a valuable tool for teachers to observe and interact with their students in order to learn about their
development every day. Formative assessment pushes teachers to be more systematic and consistent in how
they look at each child in all areas of learning and development.
Summative assessment is a kind of assessment that can be implemented in the middle or end of a semester
for the purpose of grading students’ performance. Indicate the difference between formative assessment and
summative assessment and which assessment type is more preferable to check students’ continuous
progress?

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 Chapter Five
Curriculum of ECCE, creating a Context for Learning and Play
What is Curriculum?
Curriculum may mean ‘the way educational content is organized and presented in classroom. Curriculum is
no longer merely a product of a particular body of knowledge’ but ‘a dynamic process of actual learning
acquisition and inquiry of the unknown through teacher-learner interaction and cooperation.
5.1 Early childhood curriculum

 Developmentally Appropriate curriculum

What is Developmentally Appropriate Curriculum?

Developmentally appropriate curriculum scaffolds successful achievement of the preschool standards. Such
practice is based on knowledge about how children learn and develop, how children vary in their
development, and how best to support children’s learning and development.

 Culturally Appropriate curriculum

What is Culturally Appropriate curriculum?

Culturally appropriate curriculum promotes sensitivity to and support for diversity in culture, ethnicity,
language and learning. It is essential for teachers to understand cultural variations and practices and to create
a child-centered classroom that celebrates the diversity of all the children in the classroom. Describe the
difference between Developmentally Appropriate Curriculum and Culturally Appropriate curriculum

 Inclusive curriculum

Describe inclusive curriculum

An inclusive curriculum addresses the child’s cognitive, emotional, social and creative development. It is
based on the four pillars of education for the twenty-first century – learning to know, to do, to be and to live
together. It has an Instrumental role to play in fostering tolerance and promoting human rights, and is a
powerful tool for transcending Cultural, religious, gender and other differences. It involves breaking
negative stereotypes not only in textbooks but also in teacher’s attitudes and expectations.
5.2Effective curriculum:
 Effective curricular frameworks establish the value base and program standards on which early
childhood services are to be founded. The aim is to encourage a shared sense of purpose between
parents and early childhood centers; to promote social and cultural values, to ensure a certain unity of

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 standards; and to inform and facilitate communication between staff, parents and children. The
curriculum extends to home and family.
 Play-based curriculum: The foundation for learning
The vast knowledge of human development and behavior comes from researchers who spent countless hours
observing and recording children playing. As noted by many, from Froebel to Vygotsky to Gardner, children
need meaningful materials and activities in order to learn. They need to be physically as well as mentally and
emotionally involved in what and how they learn, and they need to play. Through the use of activity centers,
a variety of play opportunities are available throughout the school day.
Types of curricula

1. Montessori Method (curriculum)

How do we explain Montessori Method (curriculum)?

The Montessori Method was developed by Maria Montessori, a physician working with poor children in
Italy. This method aims to develop children’s senses, academic skills, practical life skills, and character.
Montessori teachers carefully prepare program settings, filling them with Montessori materials, which are
designed to encourage children to learn on their own. There is a precise way for children to use each set of
materials to learn a particular concept or skill. Montessori teachers show children how to use the materials,
then let the children select which ones they will use, expecting them to return the materials to assigned
places when they are finished.

2. The High/Scope Curriculum

What is the concern of High/Scope Curriculum?

The High/Scope Curriculum was developed in the 1960’s and 1970’s by the High/Scope Educational
Research Foundation staff. This curriculum is based on Piaget’s constructivist theory of child development.
The High/Scope Curriculum advocates active learning and classrooms that are arranged with discrete, well-
equipped interest areas. Each day, children engage in a consistent routine that consists of time for children to
plan, carry out, and reflect on their own learning as well as time to engage in small-and-large group
activities. Teachers support children’s active learning by organizing the environment and establishing
consistent daily routines. They encourage children’s intentional activities, problem solving and verbal
reflections.

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 3. Direct Instruction Model

Describe direct instruction model

The model began with the preschool program devoted to behavioral learning principles. The Direct
Instruction focuses on academics, specifically the content of intelligence and achievement tests. Using the
Direct Instruction Model, teachers lead small groups of children in precisely planned question-and-answer
lessons in language, mathematics, and reading. The classroom is kept free of distracting materials. The
model seeks to perfect the teacher’s teacher-centered approach rather than to convert the educator to learner-
centered education.

4. Planning Curriculum

When do we start planning curriculum?

Planning preschool curriculum begins with teachers discovering, through careful listening and observation of
each child’s development reflection. Teachers find evidence of individual children’s meaning making. It
may be evidence that pertains to individual children’s emotional, social, cognitive, or physical development.
Teachers have to ensure that they plan thoroughly what they will be teaching, how it will be taught and when
it will be taught – this is known as curriculum planning.

4.1 Planning for Creative Development

What is planning for Creative Development?

The Creative Curriculum is a play-based center approach which offers teachers the guidance, support and
freedom to be creative and responsive to children.

4.2 Planning for physical development

Describe Planning for physical development

Games and gymnastic activities enable children to make progress in their ability to improve coordination and
have increasing control over their bodies. When children undertake different activities they become more
competent in hand–eye coordination, artistic and writing skills as well as in their ability to handle materials.
They understand how their bodies move, bend and stretch. They roll their bodies; move safely with
increasing control and coordination. They understand the differences between crawling and creeping,
running, walking, skipping, hopping and jumping in a variety of ways.

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4.3 planning for cognitive development

What is planning for cognitive development?

Cognitive development is the development of the mind. It focuses on children’s thinking and understanding,
imagination and creativity including problem-solving reasoning, concentration and memory. Games and
gymnastics activities that require children to move, work with others to solve problems, apply rules and
think creatively will enable them to make progress in their ability.

4.4 Planning for language development

Language Skills: enhance verbal expressions as projects are described, increase vocabulary through exposure
to different materials. So, the curriculum should be planned in a way which encourages the children’s verbal
expression and communication skills.

Children’s language development is promoted when:

 They are able to talk about their activities.

 Adults model good use of language..
 Drawing/writing materials are available for the children in several activity areas.
 The adult responds appropriately to the children’s interest in writing.

4.5 Planning for psycho-social development

What is planning for psych for social development?

Social development focuses on children’s social interactions and relationships with their peers, practitioners
and adults. So, the curriculum should incorporate the children’s psychological as well as social development.

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 Chapter Six: The environment of ECCE
6.1 What is Environment?
Explain physical Environment
The environment is the sum total of the physical and human qualities that
combine to create a space in which children and adults work and play together.
Environment is the content teachers arrange; it is an atmosphere they create; it is a
feeling they communicate. Environment is the total picture—from the traffic flow to
the daily schedule, from the numbers of chairs at a table to the placement of the
guinea pig cage. It is a means to an end. The choices teachers make concerning the
physical environment (the equipment and materials, the room arrangement, the
playground and the facilities available), the temporal environment (timing for
transitions, routines, activities), and the interpersonal environment (number and
nature of teachers, ages and numbers of children, types and style of interactions
among them) combine to support the program goals
6.2 Characteristics of the Environment
All settings for the care and education of young children have similar basic
environmental components and goals—meeting the needs of children—despite the
fact that programs vary widely in the size of the group, age of children, length of
day, program focus, and number of staff. Although physical environments vary on
the surface, all high quality environments:

 Convey a welcoming feeling

 Give clear cues about what can be done in each area

 Provide varied spaces that let children concentrate, as well as letting

them experience lively group interactions and vigorous physical
activity
Physical environment
When educators are mindful of the aesthetics, organization, and function of each area in the
space, challenging behavior is likely to decrease while constructive, cooperative behavior.
Play materials and other materials are carefully selected to reflect children’s emerging
interests. In this environment, adult–child interactions can expand children’s questions and
comments.

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Effects of physical environment

 The layout of the physical environment such as interior finishes, outdoor spaces,
equipment and room arrangement have a profound impact on children's learning
and behavior.
 An effective environment supports children's interaction with space, materials
and people. Quality child care environments have:

• An age-appropriate, child centered curriculum;

• A variety of inviting equipment and play materials accessible to children;

• Many colorful photographs and pictures including the children’s own art work
displayed at their eye level; and

• Windows that provide natural light.

Indoor and Outdoor Environments

Young children now spend most of their walking hours indoors .The indoor environment
receives the most attention from educators, children and other adults. The indoor environment
communicates the values and beliefs that underpin the living and learning that take place in
that space.

Indoor and outdoor features of space design and material and equipment arrangement
include

List down the indoor and outdoor features of space design and material and equipment
arrangement

o Welcoming spaces for children, families and educators

o Transition spaces for moving indoors and outdoors
o Inclusion of children’s perspectives in design
o Areas for display of children’s projects and creations
o Places that encourage interaction and relationship building
o Private, quiet spaces for talking, thinking and planning
o Wet and dry areas

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Outdoor learning

What is outdoor learning?

There is a strong emphasis on outdoor learning in the Foundation Phase. The outdoor
learning environment should be an extension of the indoor learning environment. Structured
experiential activities should be planned for throughout the day, and children should as far as
possible (taking account of health and safety issues) be able to move freely between the
indoors and outdoors. Indoor and outdoor environment, enclosed or open space can be used
to organize different kinds of activities. A spacious area is suitable for play requiring
vigorous movement, whereas a limited space is appropriate for quiet play with little
movement

Adapting the Environment for children with Disabilities

6.3 Principles for developing appropriate Learning Environments

Supportive preschool learning environment promotes the development of children’s critical
thinking skills; and supports enthusiasm and engagement as the cornerstones of approaches to
learning. The environment must nurture children’s capacity to engage deeply in individual
and group activities. Such an environment is created through interactions with indoor and
outdoor environments that offer opportunities for children to set goals through purposeful
play. Carefully planned instruction, materials, and daily routines must be complemented by
an extensive range of interpersonal relationships. In this setting, each child’s optimal
development across every domain (language, social, physical, cognitive, and social-
emotional) will be supported, sustained and enhanced.
The following are elements of developmentally appropriate learning environments:
• Create high-activity, low-stress, and brain- compatible environments.
• Build culturally responsive environments.
• Consider children‘s developmental levels
• Give families ways to identify their children‘s space.
• Provide access to enough toys and materials.
• Give opportunities for making choices
• Involve children in planning and setting up the environment.
• Provide children with enough time

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Self-Help Environment
A self-help environment has as one of its fundamental goals the development of
children‘s own skills—fostering their mastery of basic abilities that will allow them
to become responsible for their own personal care, their own learning, their own
emotional controls, their own problem solving, and their own choices and decisions.
A self-help environment gives children the feeling that they are capable, competent,
and successful. It allows children to do for them, to meet the challenge of growing
up. A self-help environment reflects the belief that autonomy and independence are
the birthright of every child.
Developmentally Appropriate Equipment &materials:
When examining the programs equipment and materials we have to check to see if they are:
 Age-appropriate;
 Safe and free of small choke able parts
 Colorful and attractive;
 Durable and free of breakable parts;
 Useful for teaching more than one skill or concept;
 Stimulating to the senses;
 Easily stored;
 Related to other equipment in use;
 Suited to existing or planned interest centers• Building motor skills;
 Self-correcting or requiring a minimum of adult supervision;
 Facilitating the development of children’s skills;
 Non-competitive and fostering cooperation;
 Extending play rather than limiting it;
 Able to promote active, not passive, involvement, and encourage imagination, not
adult control.

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Chapter Seven: Guiding Children
6.1 What is child Guidance?

1. What do you know about Guidance before?

2. Why we guide children’s Behavior?
3. What is behavior and why we guide behavior?
 Guiding children’s behavior is a process of helping children build positive behaviors
4. What do we mean when we say “discipline” or “guiding children’s behavior”?
 Guidance is positive discipline.
 The word “discipline” comes from the Latin root discipulus, meaning pupil
 Guidance is not, however, letting a child “go free.”
 The adults that never set limits are the ones that are not taken seriously.
 Guiding children’s behavior is intended to help children become self-disciplined as
they learn appropriate and acceptable behavior patterns.
 Discipline or guiding children’s behavior is done while appropriate behavior is
occurring, as well as before, during, and after socially unacceptable behavior is
displayed.
 While there are a wide variety of theories and approaches related to guiding children’s
behavior, the goal remains constant – to assist children in developing respect, self-
control, self-confidence and sensitivity in their interactions with others.
 “Self-discipline requires an understanding of oneself and an awareness of the ways in
which one can cope with difficulties, frustrations, and disappointments. Self-
discipline affords a person the inclination to concentrate on a task as long as is
necessary to learn, perfect, or complete
6.2. The Benefits of Guidance

Do you think Guidance of child behavior is so important?

Most children want to please adults. Therefore, consistency diminishes power struggles,
increases the child’s independence, and fosters the following six qualities:
 Safety. Too much freedom is like too much water for a plant – the roots can rot!
Children need to know that adults are watching out for them and ensuring their
safety.

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  Trust. Children learn to trust limits and consequences because, when there are no
surprises, they know what to expect.
 Self-Regulation. When limits are random children doubt they can influence their
future (Curwin& Medler, 1988); when limits are consistent children learn to self-
regulate.
 Competence. As children become more independent they feel a wonderful sense of
competence.
 Reflection. Guidance helps children make wise choices (Fields & Boesser, 1998),
but making wise choices does not mean the child does whatever she wants. Rather,
the child needs to be reflective about responsibilities.
 Respect. Rather than feeling resentment toward the person setting limits, children
learn to respect the person guiding them.
Routines:-
•Activities and procedures that occur •Cleanup time
regularly •Departure
Preschool routines typically include:- •Nap time
•Arrival time •Snack time
•Bathroom time •Story time
Arrival and departure times
How arrival and departure times are described?
Parents are responsible for transporting their child to and from the childcare. If a child uses
public transportation a release form must be signed in advance, that states the center is not
responsible for the child until their arrival at the center.
Upon arrival at the center, please sign in your child; you are responsible for your child until
they are signed into the classroom. Check with your center educators as to the specific
location of the sign-in sheet. Children must be brought into the center by an adult and given
to an attending teacher. If you are going to be later in arriving than normally scheduled,
please call the center so that the educator can adjust the activities to include your child when
you arrive. If your child will not be attending, be sure to notify the center as soon as possible
in the morning. Please let us know if your child is absent due to sickness. Upon arrival to the
center we ask that all parents and children wash their hands.
The organization of arrival and departure times will vary depending on how many children
arrive or leave at one time. In part-time programs, children may arrive and leave within a

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very short period of time. In full time programs, this may happen over a longer period of
time.
It is important that every child and accompanying adult be greeted by a staff member. The
accompanying adult should be given the opportunity to share any information regarding the
child that may affect the children’s day such as the amount of sleep (or lack of sleep) during
the previous night or if a parent or family member is leaving or returning from a trip.
Whenever possible, a staff member should be remain with the child and adult while they are
removing outdoor clothing as this can help the child make a smoother transition from home
to childcare. This is especially important for younger children and those new to the child care
setting.
The New Child at School
1. Each Child is a Unique Individual
By nature, children differ in terms of their activity level, distractibility, and sensitivity.
Parents and caregivers who accept and understand these differences in children’s styles will
be in a better position to offer effective and appropriate guidance for them.
2. Children’s Behavior Reflects Their Level of Development
When adults recognize that growth entails both experimenting and making mistakes, and that
difficulties are a normal, expected part of children’s development, they tend to be more
accepting and patient with socially unacceptable behavior.
3. Children’s Experience in Their Family and Culture Influences Their Behavior
Patterns
Expectations for behavior vary greatly from family to family, and from culture to culture.
Some may place a higher value on compliance, dependence, and respect for elders, while
others may give priority to risk-taking assertiveness, and independence. Knowledge about a
child’s background and respect for different value systems will help caregivers respond
sensitively to varying child-rearing approaches.
Meals and Eating Behavior
In addition to receiving nutritious food and learning about hygiene, nutrition and appropriate
behavior at the table, mealtimes provide more opportunities for adults and children to develop
their relationships with each other. All of these are most easily done in an atmosphere that is
relaxing and enjoyable. Children should be called to the table when the food is ready.
Children find it very difficult to wait, especially when they are hungry. The possibility that
children may have come to the center without eating breakfast also needs to be considered.

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Discussion with parents is required and arrangements can be made to provide breakfast for
those children who do not eat breakfast prior to coming to the centre.
Diapering and Toileting

• Each child's diaper shall be changed when wet or soiled.

• Each child shall be washed and dried with individual washing materials during each
diaper change. After changing, the child's hands shall be washed with liquid soap and
running/fresh water.
• Hands shall be dried with individual or disposable towels
• Plastic containers for cloth diapers shall be labeled with the child's name and returned
to the parents at the end of the day.
• Diaper pails must be emptied, washed and sanitized at least daily.
• Educators shall use disposable (thrown away after use) gloves when diapering a child.
• After diapering a child, educators shall wash their hands with liquid soap and water
• Their hands shall be dried with individual or disposable towels.

Sleep and rest times

At what time do children sleep?
Many young children require a nap in the early afternoon. The decision should be made in
consultation with the children’s parents, keeping in mind the best interests of the child. For
those children who do nap, their naps should take place in a quiet, darkened area that is
comfortable and soothing. Quiet music often helps to promote sleep as does rubbing backs
and talking or singing quietly to the children.

Children must be supervised at all times and this includes when they are asleep. As they
waken, they should have quiet play activities available to them to ease the transition from
sleep to play before moving into the next part of the schedule. Suddenly waking children who
are in a deep sleep by switching on bright lights or being very loud can be bewildering or
frightening to the children. They need to be wakened gently.

All the children in a homeroom can be encouraged to nap, however, if a child is still not
sleepy after ten to fifteen minutes he or she should not be required to stay on the mat or cot.
Instead, quiet activities can be provided to the non-napers so that they have some restful time
during their day. This quiet time allows children to relax after their mornings play and

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prepare for the remainder of their day. It also demonstrates consideration for the children who
are asleep.

6.3 Guiding Children’s Social Behavior

 What behaviors do we expect of young children

 Some techniques of Guidance

Would you describe some techniques of guiding children’ please?

Good guidance techniques focus on building relationships and anticipating whatever may
cause children to behave inappropriately, rather than waiting until inappropriate behavior is
displayed and then trying to fix it. Children’s physical, social and emotional environment has
a significant effect on their behavior. Children who feel secure, who are self-confident, who
have a stimulating daily program, who are well nourished, who have consistency in their
routine, and who have meaningful, responsive interactions with others are most likely to
exhibit appropriate behavior and will be able to fully participate in the program. Some child
guidance practices should include the following:
 Having a sound understanding about the principles of child growth and
development;
 Preparing a stimulating and educational environment with a varied curriculum and
plenty of age appropriate play materials;
 Creating consistent routines and planning ways to have smooth transitions,
enabling children’s waiting times to be productive;
 Modeling appropriate behaviors and positive attitudes;
 Learning about the child and family history;
 Understanding how individual children respond to different cues, and
understanding that no single technique will work for all situations;
 Being clear about rules and being consistent in applying them;

 Providing opportunities for children to learn guidelines for acceptable behavior;

 Resolving problems as they occur and reminding children of the rules when a
problem erupts, (when appropriate children should play a role in resolving their
problems);
 Recognizing children’s feelings when discussing their unacceptable behavior with
them, (separation of one’s disapproval of the behavior from the care and respect for
the child);

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  Reducing opportunities for problem behaviors before they begin by focusing
children away from potential problems and expending efforts towards redirection;
 Helping children learn about natural consequences because appropriate natural
consequences appeal to their sense of logic, “When I do this; this is what
happens”;
 Teaching children coping mechanisms such as, “Taking a break,” and, “Picking
another activity”;
 Helping children “brainstorm” to solve problems and make choices because it
helps promote self-esteem and teaches problem solving skills;
 Knowing when to respond to inappropriate behavior and noticing
 Knowing when to respond to inappropriate behavior and noticing appropriate
behavior; and,
 Creating an individual action plan for a child that identifies the child’s .

Factors that affect children’s behavior

Below are some of the factors that Might Influence a Child’s Behavior
•Temperament • Being a victim of abuse (sexual, physical,
• Illness or emotional)
• Fatigue • Neglect
• Hunger • Activities that demand too little or too
• Physical disabilities much
• Speech and language difficulties • Inconsistent expectations
An environment that is over stimulating • Loss of a loved one
• Expectations that is too high or too low • Addition of a sibling
• Feeling crowded • Arguments with a caregiver or between
parents

Dealing with Specific behavior problems

There are four groups of specific strategies that teachers can use to guide Specific behavior
problems. These include: - creating a constructive classroom environment, defining
expectations for student behavior at the outset, decreasing anonymity by forming personal
relationships with students and seeking feedback from students and encouraging active
learning.

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6.4 Helping children cope with Stress

Define stress?

Defining Stress and Coping

Stress is a complex psychobiological process with biological, emotional, mental, and
behavioral consequences, all of which influence one another. It begins, of course, with the
perception of threat or danger in the environment. Some threats are experienced in common
by everyone (for example, the approach of stranger) and others are based more on individual
experience (for example, the approach of a familiar person whom one fears). Stress refers to
“a process of behavioral, emotional, mental, and physical reactions caused by prolonged,
increasing, or new pressures which are significantly greater than coping resources. Children’s
early social experiences shape their developing neurological and biological systems for good
or for ill, writes Ross Thompson, and the kinds of stressful experiences that are endemic to
families living in poverty can alter children’s neurobiology in ways that undermine their
health, their social competence, and their ability to succeed in school and in life. For
example, when children are born into a world where resources are scarce and violence is a
constant possibility, neurobiological changes may make them wary and vigilant, and they are
likely to have a hard time controlling their emotions, focusing on tasks, and forming healthy
relationships. Unfortunately, these adaptive responses to chronic stress serve them poorly in
situations, such as school and work, where they must concentrate and cooperate to do well.
Stress is our natural way of responding to the demands of our ever-changing world. Although
we all experience change and demands regularly, the way that we interpret these internal and
external changes directly affects the degree to which we feel stress. As a result, not all
individuals interpret the same events as stressful; what may seem stressful to you may not be
the same for your best friend, and vice versa.
Sources of Stress in Children’s Lives

What are the sources of stress?

Some of the sources of stress are the following

 Death of a loved one  Change in sleeping habits

 Major personal injury or illness  Divorce of parents
 disabilities  New school/job
 Change in living conditions  Marriage
 Change in social life  difficulty/increased responsibility

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  Change in health of family member

Symptoms of Stress

Anxiety • Acting impulsively • Tight muscles

• Irritability • Increase or decrease in • Sweaty hands
appetite • Sleep disturbances
• Fear
• Self-criticism • Stomach distress
• Moodiness • Forgetfulness or mental • Fatigue

• Crying disorganization •Rapid breathing,

• Fear of failure pounding heart

Techniques to help children cope with stress

Relaxation is a key: -Consider taking a walk, playing a video game, or taking a bath
(remember to be realistic about how much time you can afford to spend on these activities)
Stay physically healthy!
• Good nutrition will improve your ability to deal with stress
• Aerobic exercise reduces anxiety by 50%
• Sleep is necessary for productivity: a regular sleep schedule is necessary
Mentalhealth
 Identify your goals
 Time management and scheduling will help you complete your tasks
 Work at one task at a time
 Do not ignore stress – deal with it!

 Exercise
 Down time for self-care
(Use relaxation time/period)
 Balancing work and play
• Time management
• Meditation

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Developmentally Appropriate Guidance

What is Developmentally Appropriate Guidance?

Discipline should not be punishing. Instead, it should provide children with learning experiences that nurture
an understanding of social consciousness. Some of developmentally appropriate guidance practices include
participating in generating class rules, receiving positive reinforcement for pro-social behavior, experiencing
the natural and logical consequences of their behavior, and observing adults in pro-social, person-to-person
interactions.
Involve children in creating classroom rules
An important initial step in ensuring a developmentally appropriate pro-social environment is to create a set
of classroom rules in cooperation with all the children in your room on the first day of the school year.
Use positive reinforcement
Make a commitment to verbally reinforcing the socially competent behavior you expect in young children.
Use Positive feedback to reinforce pro-social, productive behavior, and to minimize disruptive behavior
Use natural and logical consequences, not punishment
Natural and logical consequences can effectively motivate self-control without inflicting the cognitive,
social, and emotional damage caused by punishment. When appropriate, allow natural and logical
consequences to redirect inappropriate or disruptive behavior. This will encourage self-direction and
intrinsic motivation
Model clear, supportive communication
Supporting a child’s cognitive, emotional, and social development requires well-honed communication
skills. When talking to young children about behavior, differentiate between the child and the behavior. It’s
the behavior that’s“good” or “bad,” not the child.
Be consistent
A critical factor for successfully implementing developmentally appropriate child guidance is consistency.
You need to enforce rules consistently, even when it may be easier to look the other way. Children need to
know what is expected of them.
Culturally Appropriate Guidance
Define Culturally Appropriate Guidance
Culturally Responsive Classroom guidance is an approach to running classrooms with all children, not
simply for racial/ethnic minority children in a culturally responsive way. More than a set of strategies or
practices, culturally appropriate guidance is a pedagogical approach that guides the management decisions
that teachers make. It is a natural extension of culturally responsive teaching which uses students’
backgrounds, rendering of social experiences, prior knowledge, and learning styles in daily lessons.
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Teachers, as culturally responsive classroom managers, recognize their biases and values and reflect on how
these influence their expectations for behavior and their interactions with students as well as what learning
looks like. They recognize that the goal of classroom management is not to achieve compliance or control
but to provide all students with equitable opportunities for learning.

References

Gordon, A. M. & Browne, K. W. (2011). Beginnings and Beyond: Foundations in

Early Childhood Education. USA, Wadsworth, Cengage Learning.

Morrison, G.S. (2004). Early Childhood education Today. (9th Ed.) New Jersey, Pearson

Education, Inc., Upper Saddle River.

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