FOUNDATION OF EARLY CHILDHOOD EDUCATION)

• KINDERGARTEN EDUCATION AND GUIDING YOUNG CHILDREN

  Kindergarten Education and Guiding Young Children “Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a child’s soul.” ~ Friedrich FröbelDuring Unit 5, we will call our attention to the “whole child.” As teachers of young children, we must systematically and intentionally plan and implement experiences that will support ongoing, simultaneous development in and across all domains including social-emotional, physical, cognitive, and creative arts. We will study kindergarteners who are typically 5 to 6 years of age. Kindergarten is a critical year as children transition from smaller early childhood programs, family-based child care homes, or even their own homes into a larger school setting. Teaching and learning experiences must continue to include developmentally appropriate, active, hands-on play! We will continue to reflect on the CT ELDS as we examine national and state Common Core Kindergarten Standards. The topic of guiding children’s behaviors connects to the development of the whole child (i.e. all the domains). However, at the heart of guiding behavior is the critical importance of helping children to develop strong social and emotional foundations. We will examine child guidance principles, the impact of early learning environments, classroom management techniques, and the development of self-regulation skills. You will be introduced to the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) which will help you in building your own toolbox of resources and best practices for guiding young children’s positive and responsible behavior. Objectives:

  • Explain the process of guiding children’s positive behaviors.
  • Describe the characteristics of a quality environment that supports social-emotional development.
  • Compare national and state kindergarten curriculum standards.

  Activities:

  • Read, view, and engage with Readings and Resources.
  • Read eBook Chapter 5 . The Vital Source link to the eBook is at the top of the Course Information section of this course.
  • Actively participate in the Unit Discussion about guiding children’s behavior.
  • Complete and submit Journal on Friedrich Fröbel and the Kindergarten Movement.
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  UNIT 5 ACTIVITY FORUM (CREATE A THREAD.). START HERE

  Unit 5 Activity Forum (Create a thread.)

  We’ve rounded the halfway mark! How are you doing this term? Check out the numbered pictures and choose which one best reflects how you are feeling at this time. Put your number in the Discussion Board forum and feel free to share why you chose that number. You are welcome to respond to your peers to share your stories and offer encouragement! Note: If you want to expand on personal issues that are keeping you from succeeding or being at your best, please email your instructor for resources to assist you.

• UNIT 5 DB: GUIDING POSITIVE BEHAVIOR. 150 PLUS WORDS

  Unit 5 DB: Guiding Positive BehaviorIn this unit, we will discuss challenging behavior in young children and strategies that can help prevent problematic behavior and promote social and emotional skills. Begin by watching the below video produced by Eastern Connecticut State University, collaborating with the Connecticut Office of Early Childhood (OEC). The video focuses on understanding challenging behaviors in young children. Next, review the OEC’s list of Seven Key Strategies to Structure the Environment and Strengthen Relationships. According to the OEC, these strategies “… can help prevent challenging behaviors and set children up for success! “

  1. Strengthen your relationship with the child
  2. Create consistent routines
  3. Support children through transitions
  4. Set positive behavior expectations
  5. Teach social and emotional skills
  6. Promote positive peer interactions
  7. Build positive, culturally responsive relationships with families

  For your initial response:

  • Choose one of the methods shown in the video and explain in your own words why you think the method would or would not be effective.
  • Choose one of the seven strategies from the list and share an experience you may have had with using the strategy or with observing someone else using it. If you have not had experience with any of them, choose something from the video and share your thoughts.

  For your replies to others:

  • Comment on what they said and add your thoughts or share related experiences you may have had in the classroom or any other setting.

• UNIT 5 JOURNAL: FRIEDRICH FROEBEL – THE FATHER OF KINDERGARTEN. ( FOUNDATION OF EARLY CHILDHOOD EDUCATION). 150 PLUS WORDS

  Access your Journal by clicking on the above Submission Link. (The Submission Link is underlined and written in bold font.)Type your response directly in the textbox and hit submit when done. Your Journal has to be written entirely in your own words and reflect your own thoughts. It must be at least 150 words (8-10 sentences). Read the rubric for full instructions.
  CHS111 Journal Instructions and Rubric.pdf CHS111 Journal Instructions and Rubric.pdf – Alternative Formats
  When you think of “kindergarten” do you think of it as a garden of children? In 1837 German educator Friedrich Froebel developed and tested new educational methods and philosophies based on the structure, activity, and learning of young children. In 1840 he founded a Play and Activity Institute which he later named Kindergarten reflecting his belief that young children should be nurtured and nourished “Like plants in a garden”. In Froebel’s findings, he claimed that Kindergarten has 3 essential parts; 1) Creative play, which he called gifts and occupations 2) Singing and dancing for healthy activity, and 3) Observing and nurturing plants in a garden for stimulating awareness of the natural world. Frobel’s garden for children is the landmark of where the word kindergarten originated. Frobel believed that children learn best through play and felt that children should be children. The importance of play, interactive and personalized learning, the importance of all things natural, nurturing a child’s creative talents, and allowing children to take risks are all part of the rich and warming learning experience that is a Froebelian nursery. (Bruce, 2012)To prepare for this Journal, watch the two videos below. Then write a reflection based on some of these guiding questions

  • Looking at today’s kindergarten classroom, do you see any similarities to the days of Froebel’s kindergarten? What might a difference be?
  • Do you think if Froebel, the “Father of Kindergarten”, were alive, he would be disappointed or happy about how children learn today?
  • How was your own personal experience with play and learning when you were young? Did you go to kindergarten? And what are your thoughts on the play as a way of growth and development?

(CHILD DEVELOPMENT)

• Santrock, J.W., Deater-Deckard, K., & Lansford, J. E. (2014). Child development (15th ed.). McGraw-Hill Education.
  • Chapter 10: Emotional Development
  • Chapter 11: The Self and Identity

  ARTICLES, WEBSITES, AND VIDEOS:

  Harlow’s landmark research on mother-infant attachment. After viewing the video, do you think Harlow’s research changed the way psychologists viewed the basis of the mother-infant bond? Why or why not?

  Ainsworth’s strange situation: Describes Mary Ainsworth’s pioneering research on infant-mother attachment. Ainsworth created a research paradigm called the “Strange Situation” for studying the phenomenon known as “separation anxiety”. Results of this study led Ainsworth to propose classifications of infant-mother attachment types.

  SUPPLEMENTAL RESOURCES:

  Mary Ainsworth describes her theory and research on mother-infant attachment.

  • Ainsworth, M. D. S., And Others, & Johns Hopkins Univ., B., MD. (1969). Individual differences in strange-situational behaviour of one-year-olds.

  This is a brief overview of Erik Erikson’s theory of psychosocial development. Stages are outlined and examples are provided.
  Publisher PowerPoints: santrockchild15_ppt_ch10_Accessible.pptx santrockchild15_ppt_ch10_Accessible.pptx – Alternative Formats santrockchild15_ppt_ch11_Accessible.pptx santrockchild15_ppt_ch11_Accessible.pptx – Alternative Formats

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  UNIT 5 DB: ATTACHMENT

  Unit 5 DB: AttachmentWe have learned that attachment occurs due to safety needs, but what if these needs were not met? In this discussion, you will consider attachment styles and potential outcomes when conditions are not ideal for attachment, as well as the interaction between attachment styles and temperament.Please read the following case study:Kandi is an 11-year-old girl who has lived in Centervale with a foster family, the Jacksons, for one month. She has been in foster care most of her life, having been removed from her biological parents’ care at the age of 10 months. Kandi’s parents were addicted to drugs and alcohol and Kandi spent most of her infancy in her crib or playpen, alone in her room. It is likely that Kandi was exposed to drugs and alcohol in utero. It is unknown whether, in addition to neglect, she was abused sexually or physically. These are possibilities given her parents’ addictions and presence of multiple adults in her house at any given time. Since Kandi’s arrival, her foster parents have noted several behaviors that seem odd. Despite her sweet personality, Kandi loses her temper easily. She hugs people indiscriminately while at the same time pushing others away. At times, Kandi avoids her foster mother or seems unconcerned with her not being in the room. At other times, she becomes very distraught and cries frantically when her foster mother goes to the laundry room. She has a difficult time interacting socially with the other children at Centervale Elementary and has only a few friends. At the same time, she clings to her teacher, constantly hugging her, and even trying to kiss her. Although she has been provided with toys, books, and games, Kandi collects odd things such as used staples or the rubber pieces left over from pencils.Based on your analysis of the case study provided, respond to the following in your main post:

  • Describe how Kandi’s behavior could be reflective of disruptions in her progressing through the attachment phases proposed by Bowlby.
  • Classify Kandi’s attachment style, according to Ainsworth’s attachment theory. Explain why you chose this attachment style.
  • Given her early isolation and multiple caregivers, what are some important social development stages or aspects that Kandi may have missed? Discuss concepts such as imitation, social reciprocity, and exploration.
  • How might Kandi’s experience affect her development according to Erikson’s theory of psychosocial development?
  • Based on theory and research, you will make recommendations to new parents/caregivers to maximize social and emotional health.