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Chapter 1

Early Education’s Roots and Heritage

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Historical Perspectives

• Frederick Wilhelm Froebel

• The Kindergarten Movement in America

• American Influences on Kindergarten

• The Federal Government and Early Education

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Federal Legislation Affecting Public School Education

• Elementary Secondary Education Act of 1965

• Public Law 94-142

• Individuals With Disabilities Education Act

• Americans With Disabilities Act

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National Education Goals Panel

1. Children start school ready to learn2. High school rate at least 90%3. Students in grades 4, 8, and 12 demonstrate competency4. Access for teachers to programs for continuous improvement 5. U.S. first in mathematics and science6. Every adult American will be literate7. Every school will be free of drugs and violence8. Every school will promote partnerships and increased

parental involvement

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School Organizational Structures

Department of Education

State Education Agency

Local School District

Individual Campuses

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Accountability in School Districts

Standardized Tests

Do not considerall variables

Teachers may beginteaching to the test

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Early Childhood Education Defined

• NAEYC definition

• Public schools’ and state education agencies’definitions

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Child Development Principles

• Domains of development• Relatively orderly sequence• Varying rates• Early experiences with cumulative and delayed effects• Predictable directions• Influenced by social and social context

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Child Development Principles cont.

• Children are active learners• Results from interaction of maturation and environment• Importance of play• Opportunities to practice newly acquired skills• Different modes of knowing and learning• Context of a community

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Professional Issues in Early Education

• Developmentally appropriate practice

• Elementary error versus early childhood error

• Brain research

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Issues Facing State Early Education Programs

• Teacher preparation and training• Charter schools• School retention• Facilities• Technology

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Issues Facing School Districts

• Half-day/Full-day kindergarten programs• After-school care• Parent involvement• Diversity• Poverty• Child abuse• School and community violence

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The BALANCED View

• Engaging children as active learners• Individualizing work• Children move at own pace• Encouraging individual choice• Children use language to express ideas• Praising children for accomplishments and

viewing errors as normal development

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The BALANCED View cont.

• Using flexible time schedules• Recognizing the value of play• Establishing learning centers• Activities vary from active to quiet,

small group to large group• Opportunities for outdoor exploration

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Eager to Learn

• Cognitive, social-emotional and motor development

• Interpersonal relationships with teachers

• Class size and adult-child ratios

• No best approach

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Overarching Development Themes

• Wired for feelings and ready to learn

• Early environments and relationships

• Needs of young children

• Interactions among early childhood science,policy, and practice