PROGRAMME DEVELOPMENT IN EARLY CHILDHOOD EDUCATION EPB/ESEB2073

TOPIC : MODELS IN EARLY CHILDHOOD EDUCATION

 Starting 1960s and 1970s the are impressive number of early childhood program were develop. Educators and researchers were encouraged to develop alternative approaches for Head Start programs. There are models of early childhood program :

Models of early childhood program

The cognitively Oriented Curriculum

The Bank Street Approach

Montessori Programs

The BereiterEngelmann Model

The Reggio Emilia Approach

Montessori Program
Maria Montessoris program was based on some carefully considered ideas about how young children grow. Montessori devised her program to meet the needs of impoverished children and to help them learn important life skills. It is designed as a three-year sequence for children ages three to six. However, todays a wide range of Montessoris program can be found. There are five approach that Montessori program used : Environment Teachers Children Materials Curriculum

6.2.1

The Environment

6.2.2

The Children

6.2.3

The Teachers

6.2.4

The Materials

6.2.5

The Curriculum

It is aesthetically pleasing, with plants, flowers, and attractive furniture and materials. Child-sized equipment and materials are clearly organized on shelves that are easily accessible to the children and district area for unique task. Children of different ages involved in individual activities and are free to engage in any projects they choose. Younger children maybe learning by observing and imitating their older classmates. Little adult control. Teachers involvement is minimal and quiet. The teacher may be observing from a distance or demonstrating a child how to use a new material. Teacher does not reinforce or praise children for their work. Activities are self-rewarding and intrinsically motivating. The materials are didactic (instructive) each designed to teach a specific lesson. It is designed from the simple to the more complex for children to challenge progressively to more difficult concepts. It is carefully and attractive constructed. Made of natural materials such as varnished wood. set of materials and activities are sensorial; helping children develop, organize, broaden and refine sensory perceptions of sight, sound, touch, smell and taste. Montessori programs are reality based rather than promoting fantasy, where there will not be a dramatic play area, a creative art corner, or other activities that invite children to freely use their imagination.

The Bank Street Approach

This program is concerned with all aspects of childrens development, but also

that it places emphasis on interactions, both between the child and environment
and between cognitive and affective areas of the childs development.

The program does not aim to teach children a lot of new concepts, but rather to help them understand what they already know in more depth. The curriculum must remain open and flexible so each child can build on and

expend according to her or his own unique conceptual level.

The Environment

The Teachers

The classroom is arranged into conventional interest areas such as music, art, reading, science and dramatic play. Many of the materials are handmade, by both teachers and children. Teacher materials are encouraged because they are designed to meet unique and specific needs of the children in the class. Children made materials may include books as part of the reading centre. Teachers must have a keen understanding of childrens development, of each childs individuality, and of how best to structure an environment that will encourage each child to fulfil his or her potential. Teachers role is to recognize nuances in the children through their sensitivity and make changes as appropriate. Teachers match the types and variety of materials and experiences they provide to childrens changing needs.

The Cognitively Oriented Curriculum

Based on the premise that children are active learners who construct their own knowledge from meaningful experiences. It is based on the theoretical precepts of Jean Piaget.

Reggio Emilia Approach

The Reggio Emilia approach was established in Reggio Emilia, in northern Italy. As the publicly supported early childhood programs of this region. Under the guidance and vision of Lords Malaguzzi, have developed an extraordinary curriculum, based on many theoretical foundations, including Piaget and Vygotsky.

The Environment

The Curriculum

The Teachers

The physical space is used to promote an inviting, aesthetically pleasing, comfortable environment in which both human relationships and learning are central and designed to encourage communication and nurture relationships. Arrangements allow for places where children can work in small groups, a larger group, with a teacher or alone. Equipment and activities are arranged to encourage exploration, discovery, and problem solving as well as to offer many choices. A special studio is available where teachers and children have access to a wide variety of resource materials as well as to document childrens work. Projects are the central concept of the curriculum. Usually it allows small group of children to explore a concept or topic in depth. Projects can be short-term or long-term. Children are allowed to work at a leisurely pace as there are no set schedule and no time constrains in carrying their projects. Often the representations of learning in projects are expressed in artwork. Teachers works as co-teachers, which stay with a group of children for three years; from infancy to age three to from three to six. They are the resource person and learning partners to the children. Have the support of a team of pedagogical coordinators and a visual arts teacher. Programs include time for weekly staff meetings and ongoing staff development

The Bereiter-Engelmann Model

Designed primarily to help children from poverty backgrounds to gain some successful experiences. The program was founded on the assumption that because disadvantaged children were already behind their middle-class peers.

The Curriculum

The Schedule

The Teachers The Environment

Daily lesson conveyed through a direct instruction approach. Teacher presents carefully planned lessons, drills, and exercises designed to meet specific goals. Lessons are designed offered in three academic areas-language, math and reading. Precise teacher questions, which require specific verbal answers from the children, are presented in a carefully sequenced order. Daily schedule revolves around three intensive 20 minute lessons in language, math and reading. Each lesson will involve 5 children and a teacher. These small groups are interspersed with functional times for eating and toileting and a 15-20 minutes music period. Elementary teachers are more suited to teach in this model than are teachers trained to work with young children. Facilities are arranged into small classrooms, where direct teaching activities are carried out, and a large room for less structured, large-group activities. The floor plan includes three small classrooms-named Arithmetic room, the Reading room and the Language room.. Rooms are plain, to minimize distraction from the task at hand. A larger room is furnished with tables, a piano, and a chalkboard, provides a place for snack and music time. Very few materials are available for the children, mainly ones that will reinforce concepts taught in the lessons.

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