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1 A SPOTLIGHT LESSONS FROM NEW JERSEY EARLY CHILDHOOD DEVELOPMENT & SERVICES PILOTS SUMMER CURRICULUM INSTITUTE AUGUST 6,2014 HUMAN SERVICES CAREER CLUSTER EARLY CHILDHOOD DEVELOPMENT & SERVICES PATHWAY ECDS Pilot Schools Camden County Technical School Hudson County Career Academy Matawan Regional High School Sterling Regional High School Winslow Township High School 1

2 Using Early Childhood Pilot Curriculum Materials: A Technical Schools Experience HSCC CTEP Early Childhood POS Model Child Development Course Pilot School: Camden County Technical School, Sicklerville, NJ Teacher: Julie Laucks 2

3 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 periods a day, totaling approximately 2 hours and 10 minutes of shop time per day Students have choice of elective for program of study minute periods, once a day May not have hands on experience daily INFANT HEALTH AND WELL BEING PILOT CURRICULUM UNIT 2, LESSON PLAN 2 Safety and environmental concerns for infants Discussion list of concerns, students choose one to research Students make poster describing concerns 3

4 21 ST CENTURY SKILLS Using technology to research why items are not safe for infants Research Google images to decide what and how to make poster Formative assessment group discussion,presentation of project POSTER EXAMPLES Sunburn Crib safety Poisons 4

5 FCCLA EVENTS AND ACTIVITIES FCCLA State and STAR events STAR= Students Taking Action with Recognition, 1 st place qualifies for National Meeting Utilize planning process summary Implement project ideas by making display boards and portfolios FCCLA STAR EVENT EARLY CHILDHOOD EDUCATION Use hands on knowledge to teach a lesson to the judges as if they were children of a specific age group Portfolio completion Resource container 5

6 STAR EVENTS FOR EARLY CHILDHOOD Focus on Children Develop a project that involves children and their development Work with children daily to complete tasks for project Create a display board with project s accomplishments Teach and Train Choose a teacher to shadow Research teaching licensing requirements Self assess skills and interest in teaching as a career 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 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 students 6

7 HSCC CTEP Early Childhood POS Model Child Development Course Pilot School: Sterling High School, Somerdale, NJ Teacher: Carrin Bachowski Child Development Theorists 7

8 WHY IS CHILDHOOD STUDY CRUCIAL? Research has shown that early childhood may be the most important life stage for brain development. 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, taste, 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 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 8

9 CHILD DEVELOPMENT THEORISTS Although researches don t always agree, 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 process. Psychoanalytic Theories: Freud s Psychosexual Theory 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 stage of development 9

10 Freudian Stages Birth to 1½ yrs 1½ to 3 yrs 3 to 6 years 6 yrs to puberty Puberty onward Oral Stage Anal Stage Infant s pleasure centers on mouth Child s pleasure focuses on anus Phallic Stage Child s pleasure focuses on genitals Latency Stage Child represses sexual interest and develops social and intellectual skills Genital Stage A time of sexual reawakening; source of sexual pleasure becomes es someone outside of the family Figure 2.1 Erikson s Psychosocial Theory: There are 8 stages of psychosocial development 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 development Unconscious aspects of the mind are considered Personality is best seen as a developmental process 10

11 Erikson s Eight Life-Span Stages Erikson s Stages Developmental Period Trust vs Mistrust Infancy (first year) 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 theory 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 11

12 Piaget s Four Stages of Cognitive Development Birth to 2 years of age 2 to 7 years of age 7 to 11 years of age years of age through adulthood 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. 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 c events and classify objects into different sets. Formal Operational Stage The adolescent reasons in more abstract idealistic and logical ways. Figure 2.3 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 skilled Information-processing theory Compares computers to the human mind Thinking is information processing 12

13 Information-Processing Theory geography scienc e literaturt e INPU T Information is taken into brain OUTPU T Information is used as basis of behaviors and interactions history religio n Information gets processed, analyzed, and stored until use math Bandura s Social Cognitive Model Behavior Person (cognitive) Environment Figure

14 Bandura s Modeling/Imitation Child observes someone admired Child imitates behavior that seems rewarded Urie Bronfenbrenner s ecological theory: Environmental factors influence development 5 environmental systems affect life-span development Eclectic theoretical orientation: Selects features from other theories No one theory has all the answers Each theory can make a contribution to understanding life-span development 14

15 Exosystem Political philosophy School system Mesosystems Family School & classroom Chronosystem Religion & groups Peer group Macrosystem Figure 2.5 Bronfenbrenner 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 15

16 OTHER INFLUENCES ON DEVELOPMENT Heredity: Blood type eye color hair color Environment: Children also learn attitudes and beliefs from their environments WHAT KIND OF LEARNING SUITS YOU BEST? 16

17 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. 17

18 TO ACCOMPLISH THIS GOAL: 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 and 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 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. 18

19 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 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 19

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