Early Childhood Education

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History of Early Childhood Education

History of Early Childhood Education, The education of the young mind is an important step in readying the child for future learning experiences. The evolution of early childhood education has transformed how adults and parents view the importance of offering stimulating and exciting opportunities to the very young. Early childhood education offers toddlers learning experiences that benefit them throughout their educational career.

History of Early Childhood Education, According to Pre-K Now, the concept of early childhood education started with a European mother in the early 1800’s that educated children outside of their homes. The idea came to America during the Industrial Revolution with “infant schools” set up in churches, factories, and private homes to care for the young while parents were working. The state of Wisconsin created constitutional amendments to include committees dedicated to free education of children aged four to twenty in 1848 and then later, in 1873, started the first four year old kindergarten program.

As time progressed, other states began to follow Wisconsin’s lead in the area of early childhood education with preschools, day care centers, and nursery programs starting across the country. In 1926, the National Association for the Education of Young Children (NAEYC) was established dedicated to improving the well-being of all young children and focusing on the quality of education and developmental services offered to children from birth to the age of eight.

Head Start, founded in 1965 as a program through the United States Department of Health and Human Services, was originally founded to ready low-income children over the summer months for upcoming kindergarten. Over the years, Head Start has become a respected preschool aged program found in many communities working with children of all backgrounds and abilities.

Early Education Teaching Theories

The concept of educating young children within the family has been happening for many, many years, but the evolution of early childhood education within an outside setting has many different theories and facets. The studies conducted by Jean Piaget along with the work he did with children, paved the way for educators to create different styles of teaching to use within programs. Many of these theories of teaching are used in preschools around the country. They include:

The Montessori Method: Maria Montessori was the first woman in Italy to receive a medical degree with areas of study in psychiatry, education and anthropology. Her belief was that every child was born with potential and that children should be allowed to be free to explore and play within their environment. In the early 1900’s, Montessori visited the United States to share her unique style of teaching. The main focus is to always be attentive to the child and follow the child in the direction they chose to go when learning. The Montessori Method is practiced within many preschools around the country.

Reggio Emilia Approach: Begun in Italy after World War II in the city of Reggio Emilia, this preschool teaching style is based on children’s symbolic language and the context of project-oriented curriculum. With the Reggio Emilia approach, community is a large part of the educational process and with opportunities for educational experiences for teachers to maintain their abilities and to enhance and dedicate themselves as educators to the development of the young child. The environment of the educational setting is also considered to be an important aspect of the child’s development and often considered as the “third teacher.” Along with Piaget’s constructivist thought, the Reggio Emilia Approach, the community as well as teachers believe the child to be interested in learning and experimenting through inner motivation, promoting educated and productive future adults.

Play-Based Learning: The concept of play-based learning is exactly what it sounds like, playing to learn. Many educators have helped pave the way to understanding the wonders of allowing children to learn through their play. Bev Bos, both an educator and writer, has been sharing her ideas and concepts through books and lectures for over 40 years. Her suggestions of teaching with a hand’s off style encourages teachers to let children lead themselves through problem solving and discovery with minimal intervention, and to learn through play.

Direct Instruction: Siegried Engelmann and Wesley Becker coined this teaching concept in the 1960’s. The goal is for children to be directed through their development with teachers leading activities directed toward specific learning. Often drilling methods are used as well as rote learning. Other characteristics of direct instruction are fast-paced learning activities, active involvement between teachers and children, and positive reinforcement offered often and mistakes corrected immediately.

Early childhood education is an important step in educating children and offering stimulating opportunities for exploring and learning.

Important Early childhood education

Important Early childhood education, We may learn more in the first five years than we will during the rest of life, so the education we receive in those formative years is critical to our long-term success.

That was the message educators, public officials and business leaders promoted at an Early Childhood Business Community Forum Friday at Misericordia University.

“Early childhood is an integral, important part of the long-term education of a child,” state Rep. Phyllis Mundy said at the event. “The long-term education of a child doesn’t begin in kindergarten; it doesn’t begin in 1st grade. It begins at birth, when the parent is holding that little baby.”

The program was the third in a series of four events hosted by the United Way focusing on early childhood education in conjunction with the National Association for the Education of Young Children’s annual Week of the Young Child, which begins Sunday and runs through April 28.

Misericordia President Michael A. MacDowell said the topic of Friday’s conference was the effect of the economy on the child, but as an economics professor he liked to think of it the other way round.

“The young child has a tremendous impact on the economy,” MacDowell said. “Especially if you treat them well. The investment is relatively small at the outset and the return is relatively high.”

Statistically, the college-educated earn more and thereby pay more in taxes than their high school-educated peers, who in turn earn more than high school dropouts, and the education a child receives early in life increases his or her likelihood of graduating from college, MacDowell said.

William Grant, owner of preschool chain Hildebrandt Learning Centers, said educators need to inform two important groups about the importance of early childhood education; families, who need to recognize quality early childhood education when they see it, and political and business leaders who can provide funding.

“Early childhood funding is put on the back burner by most politicians at this point due to the fact that young children don’t vote and don’t give money to politicians,” he said.

Statistically, each dollar invested in early childhood education saves up to $16 in remediation and corrections costs later in life, said Lauren Allen, vice president of PNC Bank’s PNC Foundation.

Carl Noto, executive director of Ecumenical Enterprises, Inc., talked about the success his company had in starting a day care at the Meadows Nursing Center. Little Meadows, a Hildebrandt Learning Center, was begun in response to problems with retaining employees who did not have access to affordable or reliable day care for their children. The operation has been so successful the center now welcomes non-employee children as well.

“We know that it cuts down on the absenteeism, it improves our employee morale and it helps improve our bottom line,” Noto said.

Preschool Program

The Early Childhood Council believes all children deserve to arrive at school ready to learn.

A minority, however, arrive having never held a book, not knowing their numbers and letters, unable to hold a pencil, unable to sit still on the mat, and about as ready for school as the average 3-year-old. Most of these children are poor, Maori, Pasifika, and/or the children of beneficiaries.

These "at-risk" children tend to be difficult for early childhood centres to reach. They are often transient, and can be overlooked by support services. Their parents tend to not vote, and their needs are easily overlooked at election time.

If children from such backgrounds miss out on early childhood education, they are at elevated risk, however, of never catching up at school. Of leaving school without qualifications. Of being unemployed. Of being poor. Of living on benefits when adults. Of going to jail. And of producing yet another generation of children who fail to access early childhood education.

Government after government has failed to reach these children. And we have therefore a system in which the more likely a child to really need early childhood education, the less likely they are to get it.

That is why the Early Childhood Council supports Government intentions to vigorously encourage the parents of beneficiaries to enrol their children in early childhood centres. The incentive to ensure children attend childcare has the potential to rescue thousands from educational underachievement, and the nightmare that can follow from this.

It is our understanding that this policy has not been tried anywhere before. And no-one can be sure of its unintended consequences. But we think it's worth a go. We simply cannot bring ourselves to oppose a policy with the potential to expose our most needy children to a fair go at a good education.

It is our view that elements of the news reporting have failed to convey fully how the policy is likely to work in practice. Some have suggested that early childhood education will be "compulsory" from the age of 3 for the children of beneficiaries.

This is not what we're expecting.

We expect beneficiaries will be required to do their best to enrol their children. We expect encouragement and assistance for those who have difficulties. And we expect the new demand for early childhood education to result in the construction of new centres. In other words, more early childhood education in the lowest-income areas where there are shortages and centres are needed most.

We do not expect sanctions if beneficiaries find access blocked by geographic distance or unaffordability. And we do not expect sanctions for more than a tiny hardcore minority.

The Early Childhood Council is sensitive, however, to arguments that childcare compulsion undermines family in theory. But we think it possible the opposite will happen in practice.

It is our hope that many beneficiary families will be strengthened by finding support in "community hubs". These hubs provide both education and care for children, and practical support for families such as health care advice and parenting classes. We know there is a shortage of such services. We hope the new childcare requirements on beneficiaries will increase the pressure on Government to provide centres of this sort. And to do so in the lowest-income areas where they are really needed.

Some critics of the policy have focused on the idea that it will remove government support from needy children. We think the opposite will happen. We think the net impact will be increased support for exactly those children who need it most.

These are our best guesses at how the new policy will pan out. But the most important questions are empirical. And it is time and good data that will tell us whether it is we, or the critics of the policy who are right.

In the meantime, our position is this. All children deserve to arrive at school ready to learn. Too many children of beneficiaries do not. Given the known benefits of early childhood education for at-risk children, we think the policy is worth a go. And we look forward to working closely with government to ensure it is implemented with minimal risk to vulnerable families.

* Peter Reynolds is CEO of the Early Childhood Council which represents more than 1100 early childhood centres, about 30 per cent of which are community-owned and about 70 per cent of which are commercially owned.

Jane Silloway Smith: No. Better parenting helps kids' lives, not preschool

The Government's announcement last week that all beneficiary parents will be required to send their children to early childhood education (ECE) for at least 15 hours a week from age three was signalled as a way to ensure children of beneficiaries "get the best possible start in life". Despite good intentions, making preschool compulsory could ultimately do more harm than good by undermining instead of strengthening children's most critical relationships.

The case for compulsory preschooling seems, on the surface, to be a compelling one. Evidence from many reputable sources indicates that attendance at high-quality ECE can enable children from disadvantaged backgrounds to narrow the achievement gaps with their more advantaged peers in terms of school readiness. So, children of beneficiaries go to ECE; they get better prepared for school; their life chances improve; and the Government avoids the social and financial costs of future negative outcomes for these children. A win-win for all, right?

Not quite. ECE has been shown to benefit children from disadvantaged backgrounds because these children often lack what their more advantaged peers have: a nurturing home environment. Educational researchers regularly report that a nurturing home environment will have a more profound impact on a child's educational achievement than preschool programmes - a reason often stated for why more advantaged children are not often found to gain much, if anything, educationally from ECE.

So making preschooling compulsory for the children of beneficiaries actually dodges the most critical factor for a child's future - their home environment. Most child development experts will tell you children need a good home in which they are able to form an attachment to their parents for proper development. For that to occur, parents need to be nurturing and interacting with their children: talking to them, cuddling them, and generally taking an interest in their lives.

Many parents on a benefit are doing a good job with all that, despite the financial and employment obstacles they may be facing. It would be a mistake, then, to force them to put their children in ECE when other options may be more suitable.

Though good parents abound, we must face the reality that some are not properly nurturing and interacting with their children. Yet taking decision-making away from parents in dysfunctional situations, as compulsory preschooling would do, absolves them of their responsibility for their children and does nothing to correct the most pressing problem: poor parenting. No amount of high-quality ECE will ever make up for this lack.

In these cases it would be better to bring support alongside parents to enable them to make decisions in the best interests of their children. Frontline service providers, like Plunket, could be equipped to identify those families that need help to learn how to parent. Once identified, these families could then be referred to parent training programmes, whether in the public sector - like Triple P or the Incredible Years Programme - or in the community.

Such services target the most troubled families helping them learn new habits and ways of relating, holding the potential for long-term benefits for children not just educationally, but socially and emotionally.

There's no need for this parenting support to be compulsory. The risk of losing half of one's benefit creates perverse incentives and has strong potential for harm to children when their parents' benefit is cut. If a household is already near breaking point, applying more stress via a benefit cut will only harm children further.

Instead, parenting support should be incentivised for those who most need it, perhaps by the offer of a separate stream of supplementary benefit that is open only to those families who learn to nurture their children well. Those identified as in need of support but refuse it would be denied this additional stream, but their existing benefit would not be cut. The difference between a sanction and an incentive is subtle, but it does send a different message. It encourages parents when they take initiative on behalf of their children.

In the end, what's best for children is to grow up in a stable family with parents who are nurturing and interested in their development. Compulsory preschool won't ensure this; indeed, it may undermine it.

* Dr Jane Silloway Smith is research manager for the Maxim Institute, an independent research and public policy think tank, incorporated as a charitable trust. For more details, source: www.maxim.org.nz

Music Appreciation Kids

Children enjoy both listening to music and making their own. Whether it's a group sing-along, marching in a percussion band, playing a triangle, or making up new lyrics to old favorite tunes, music is the universal language. Creative movement, learning to move your body through space, in time to the music or while pretending to be a falling leaf, is a creative way to tap into a child's imagination and artistic side.

What's Learned Music helps children connect the outer world of movement and sound with the inner world of feelings and observations. Playing games or moving to music is a powerful first experience in the artistic process. Children learn music the same way they learn language--by listening and imitating.

Finger play promotes language development, fine-motor skills, and coordination, as well as self-esteem. Young children are proud when they sing a song and can do the accompanying finger movements.

Listening to music also teaches important prereading skills. As youngsters use small drums or other percussion instruments (homemade or store-bought), they can play the rhythmic pattern of words. They can learn to hear the differences between fast and slow, loud and soft, one at a time and together, etc. When they try new instruments, they notice how each variation changes the music.

Creative movement expands a child's imagination. It's also a fun method of physical fitness-an important goal of child development.

Technology in Early Childhood Educators

Remember the old Jetson cartoons where George would call home and his image would appear on the “telephone” screen? And Elroy had a computerized homework helper? We may not be living in apartments in outer space and we certainly aren't flying around in space cars (yet), but some of that Jetson technology has become closer to realty than science fiction. These days most people and many businesses are Skyping, Tweeting, Blogging, Instant Messaging, and connecting through Facebook; these words didn’t even exist a few short years ago!

For a variety of reasons, the early childhood community has been slower to catch when it comes to technology. A recent survey of early childhood professionals by Child Care Information Exchange revealed that among child care centers, most that use technology only do so for administrative purposes such as accounting or record-keeping; and classroom use is often limited to educational software. But technology has the potential to positively impact three areas of our profession: 1) classroom practices and curriculum; and 2) communication and marketing; and 3) networking and professional development.

Not only can teachers use the web to find endless lesson plan ideas, recipes, and classroom themes, but technology can also be used in the classroom even by preschool students! We must first get away from the concept that “educational software” is the only way to use technology with our youngest students. Frankly, some of this "educational" software is nothing more than electronic dittos. Some educators use the term "edutainment" to describe things that are promoted as educational, but really are more entertainment than educational. When using educational software, we must choose carefully!

We also have to open our eyes to the fact that there are many other ways of using technology in our classrooms. Children can use photographs that they (or a teacher) have taken and create slideshows or stories. Websites such as Slideshare and Voicethread can be used to enhance literacy in the early childhood classroom. There are e-pal sites where classrooms can communicate with other classrooms across the state, across the country, or even across the world! Teachers can also scan student artwork or work samples and create electronic portfolios. Word-processing and desktop publishing software can be used with students to creates student books, classroom labels, signs, and much more! My kindergartners were able to type "Do not touch" signs, print them out, and label their block creations. They could also type and print "Wet paint" signs to put near their art projects. While traditional methods should not be abandoned, technology can be used to enhance teaching strategies that we already know are effective.

Technology also provides early childhood teachers with unique opportunities to communicate with parents. Imagine a new parent has just dropped their screaming three year old off at your child care center. Now, imagine how relieved that parent will feel if she is at work and gets an email photo with a digital picture of her smiling child playing with blocks! Sending digital pictures is a great way for child care owners and directors to connect with their families! Creating newsletters, emailing parents, publishing information online (such a menus, calendar of events, etc) are other ways technology can enhance your early childhood program! Having a good website can also help market your program. Providing information about your philosophy, themes, classroom schedules, and photographs can go a long way with potential families.

Social networking sites are new and exciting territories for early childhood educators. Networking is a part of our industry where we often thrive! I’ve been to conferences where I walk in not knowing a soul but you connect with others over your common interests in children and families. Now, you don’t have to leave those conferences with a stack of business cards that you’ve exchanged but may never really use. Instead, you can connect with these same professionals on social networking sites such as Facebook, Twitter, Yahoo Groups, Ning, and other discussion groups, advocacy organizations, and professional societies.

In addition to networking with professionals, technology can help us improve our professional development. Many colleges, universities, and training agencies offer classes and/or workshop hours online. In our profession, where the last child may not leave your Center until 6:00 p.m., it is sometimes difficult to take a workshop or continue our college education. Technology can help us overcome that roadblock.