due in 7 hours….. child development…… please read

this assignment is due in 7 hours……. must have done in 7 hours……. 

You may use attachment for some info 

Do the following: 

The following are the three core conditions that should guide all decisions about a child’s growth and development: what is known about child development and learning, what is known about each child as an individual, and what is known about the social and cultural contexts in which children live.

Giving the information above, create a survey for parents to fill out that would tell a teacher more about a child’s individual needs, abilities, and interest and about their family culture. Why would a survey like this be useful?

BEGINNINGS AND BEYOND: FOUNDATIONS IN EARLY CHILDHOOD EDUCATION, 10TH EDITION
Ann Miles Gordon
Kathryn Williams Browne
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TYPES OF PROGRAMS
Chapter 2
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LEARNING OBJECTIVES
LO1 Examine the underlying theoretical principles of developmentally appropriate practices applied to a variety of early childhood programs.
LO2 Describe the core programs of early childhood education, program types, and their defining philosophies.
LO3 Identify the variation of program options and range of delivery systems that impact the lives of children and their families.
LO4 Assess early childhood programs utilizing indicators of quality early childhood practices that support all children, including those with diverse characteristics.
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

DEVELOPMENTALLY APPROPRIATE PRACTICE
Also known as DAP
Stresses the need for:
Activity-based learning environments
based on child development research
and what we observe of children’s individual interests, abilities, and needs

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© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

THREE CORE CONCEPTS OF DAP
Decisions based on
What is known about child development and learning
What is known about each child as an individual
What is known about the social and cultural contexts in which children live
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
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FIGURE 2-1 THERE ARE A VARIETY OF EARLY CHILDHOOD PROGRAMS TO FIT THE NEEDS OF CHILDREN AND THEIR FAMILIES.
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GUIDELINES FOR DAP
1) Creating a Caring Community of Learners
2) Teaching to Enhance Development and Learning
3) Planning Curriculum to Achieve Important Goals
4) Assessing Children’s Development and Learning
5) Establishing Reciprocal Relationships with Families
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

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DEVELOPMENTALLY AND CULTURALLY APPROPRIATE PRACTICES (DCAP)
Culturally appropriate practice: the ability to go beyond one’s own sociocultural background to ensure equal and fair teaching and learning experiences for all
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EARLY CHILDHOOD CORE PROGRAMS (SLIDE 1 OF 2)
Factors that determine types of programs:
Ages of the children
Philosophical, theoretical, or theological ideals
Goals of the program
Purpose of the program
Requirements of the sponsoring agency
Quality and training of teachers
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
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EARLY CHILDHOOD CORE PROGRAMS (SLIDE 1 OF 2)
Factors that determine types of programs continued:
Shape, size, and location of the physical environment
Cultural, ethnic, economic, and social makeup of the community
Financial stability

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

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SPECIAL PROGRAM FEATURES
Mixed-Age Groupings
Dewey, Piaget, Gardner, Vygotsky

Looping: Continuity of Care
Waldorf, Reggio Emilia, Montessori
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
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TRADITIONAL NURSERY SCHOOL/PRESCHOOL
Actively explore materials
Centers organized based on development and interests
Ages 2½ to 5
Katherine Read Baker’s The Nursery School: A Human Relationships Laboratory
Comenius
Locke
Rousseau
Pestalozzi
Froebel
Montessori
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

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FIGURE 2-2 A SAMPLE SCHEDULE FOR TRADITIONAL HALF-DAY NURSERY SCHOOLS IS THE CORE OF EARLY EDUCATION PROGRAMS.
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Half-Day Schedule
9:00 Children arrive at school
9:00–9:45 Free play (indoors)
9:45 Cleanup
10:00 Singing time (large group)
10:15–10:30 Toileting/snack time (small group)
10:30–11:30 Free play (outdoors)
11:30 Cleanup
11:45 Story time
12:00 Children leave for home

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TRADITIONAL NURSERY SCHOOL/PRESCHOOL
The Role of the Teacher
Individual attention to each student
Personal, warm relationships
Small teacher-child ratio
Observation and direct interaction
Universal Preschools
Public pre-K
English learners or low income students
Promotes school readiness
Full-Day Child Care
Caretaking activities, play, and learning
Private and public
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

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CENTER-BASED CHILD CARE
Scheduling
Activities and naps
Experiences outside of school
Licensing
Fulfilling legal requirements
No national standards
Staffing
Parenting side of teaching
Morning and afternoon shifts
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FAMILY CHILD CARE HOMES
Advantages
Family-style setting
Flexible hours

Challenges
Many homes are unregulated
Providers can feel isolated
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© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

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HEAD START
Comprehensive—whole child
Parent participation and involvement
Services to families
Community collaboration
Multicultural/multiracial education
Inclusion of children with special needs
Ecology of the family
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

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EARLY HEAD START
1. High quality
2. Prevention of developmental concerns/promotion of healthy development
3. Pos. relationships
4. Parent involvement
5. Inclusion
6. Culture
7. Comprehensiveness, flexibility, responsiveness, and intensity in response to needs
8. Smooth transition into HS
9. Collaboration with communities
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FIGURE 2-5 HEAD START CONTINUES TO BE A VITAL PROGRAM THAT SERVES THE NEEDS OF A DIVERSE POPULATION. THIS INFORMATION IS FOR THE FISCAL YEAR 2013 (SOURCE: U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES, THE OFFICE OF HEAD START, 2014.)
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A Picture of Head Start
Enrollment 1,130,000 children
Ages Enrolled
5-year-olds 1%
4-year-olds 47%
3-year-olds 35%
Under 3 16%
Race/Ethnic Population
Native American/Alaskan Native 4%
Hispanic/Latino 37%
Black/African American 29%
White 42%
Asian/Pacific Islander 0.6%
Biracial/Multiracial 9%
Other 13%

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EVALUATING EFFECTIVENESS
Tracked students from preschool to age 27
Significant differences
Need for high-quality preschool programs
Controversy over effectiveness
Bachelor’s degrees in 2013
High/Scope Perry Preschool Study
Head Start Today
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INFANT/TODDLER PROGRAMS
Philosophy
Routines to interact, develop trust and security, and provide educational opportunities
Magda Gerber—educaring
Unique characteristics (more listed on page 57)
Low staff turnover and low ratios
One-one-one physical care
Follow up with parents/families daily
Intentional learning
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© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

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KINDERGARTEN
Length of Day
Consider purpose of program as well as students’, teachers’, and parents’ needs.
School Entry Age
Ages can range from 4-6
Curriculum: Developmental or Academic
Froebel’s “children’s garden” vs. today’s kindergarten
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COMMON CORE STANDARDS
Skills and knowledge for K-12
Ensure success in college and/or workplace
Almost all states have adopted some version of these standards or created their own.
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EARLY ELEMENTARY/PRIMARY GRADES
Unique Characteristics
Tasks require greater persistence and effort
Become more independent
The Challenge of Academic Standards
Subject matter should be aligned with standards
School-Age Child Care
Necessary for millions of children
Challenges with quality
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HOMESCHOOLING
Why?
1) concern of school environment
2) moral instruction
3) dissatisfaction with academic instruction
4) religious instruction
Concerns from teachers
1) lack of quality control
2) lack of socialization opportunities
3) lack of sports opportunities
4) extreme time commitment of parents
5) lack of accountability
6) loss of revenue for public education
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
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ASSESSING PROGRAM QUALITY
Indicators of Quality
Teacher-child ratio
Total class size
Staff
Working conditions
Professional leadership
Salary and benefits
Issues That Affect Quality
Quality (turnover rate)
Cost
Compensation
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
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THE PROCESS OF ASSESSING PROGRAMS
Curriculum
Materials and equipment
The environment
Children’s behavior
Teacher effectiveness
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WHY PROGRAM ASSESSMENT IS IMPORTANT
To Gain an Overview

To Establish Accountability

To Make Improvements

To Acquire Accreditation
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ESSENTIAL STEPS
Set goals
Define expectations
Be inclusive
Define the objectives
Choose an evaluation instrument
Finally,
Implement the Findings
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