14.8.11
Code of Ethics
There are two areas of the Division of Early Childhood Code of Ethics that really stood out to me. The first being 1. 6. We shall build relationships with individual children and families while individualizing the curricula and learning environments to facilitate young children's development and learning. I whole downheartedly agree that as early educators we must get to know our students on such a cognitive level that we can develop the most appropriate learning environment possible. Each student should have an individual education plan. I know most teachers would not agree with me and tell me that IEP's are not necessary for each child and it would take far too much time to conduct an IEP on each child. I'm sorry but I believe that such young students have different learning styles and modalities that need to be addressed. The next item I found interesting on the DEC's Code of Ethics was 3. 1. We shall demonstrate our respect and concern for children, families, colleagues, and others with whom we work, honoring their beliefs, values, customs, languages, and culture. During early childhood education students often realize they are different. They eat different foods at home, speak different languages, and ofter worship different gods. However, as early childhood educators we must develop as sense of trust and understanding between such young students. Teaching children about other cultures is a start but we almost patronize the culture by throwing a Cinco De Mayo party or throwing the Star of David up on the wall without explaining it during the holiday seasons. We need to rethink of cultural education. In short, those were two items I found inspirational and interesting in the DEC Code of Ethics.
2.8.11
Additional Resources
http://www.fldoe.org/earlyLearning/
http://www.floridasmart.com/education/orginfo_child.htm
http://ceep.crc.uiuc.edu/eecearchive/digests/2000/goffin00.html
http://www.floridasmart.com/education/orginfo_child.htm
http://ceep.crc.uiuc.edu/eecearchive/digests/2000/goffin00.html
Early Childhood Education Resources
• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://www.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~snapshots/snap33.pdf
• Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42–53.
Use the Academic Search Complete database, and search using the article's title.
• Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
• Websites:
o World Forum Foundation
http://www.worldforumfoundation.org/wf/about.php
This link connects you to the mission statement of this organization. Make sure to watch the video on this webpage
o World Organization for Early Childhood Education
http://www.omep-usnc.org/
Read about OMEP’s mission.
o Association for Childhood Education International
http://acei.org/about/
Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.
• National Association for the Education of Young Children
http://www.naeyc.org/
• The Division for Early Childhood
http://www.dec-sped.org/
• Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/
• WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm
• Harvard Education Letter
http://www.hepg.org/hel/topic/85
• FPG Child Development Institute
http://www.fpg.unc.edu/main/about.cfm
• Administration for Children and Families Headstart’s National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/
• HighScope
http://www.highscope.org/
• Children’s Defense Fund
http://www.childrensdefense.org/
• Center for Child Care Workforce
http://www.ccw.org/
• Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home
• Institute for Women’s Policy Research
http://www.iwpr.org/index.cfm
• National Center for Research on Early Childhood Education
http://www.ncrece.org/wordpress/
• National Child Care Association
http://www.nccanet.org/
• National Institute for Early Education Research
http://nieer.org/
• Pre[K]Now
http://www.preknow.org/
• Voices for America’s Children
http://www.voices.org/
• The Erikson Institute
http://www.erikson.edu/
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://www.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~snapshots/snap33.pdf
• Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42–53.
Use the Academic Search Complete database, and search using the article's title.
• Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
• Websites:
o World Forum Foundation
http://www.worldforumfoundation.org/wf/about.php
This link connects you to the mission statement of this organization. Make sure to watch the video on this webpage
o World Organization for Early Childhood Education
http://www.omep-usnc.org/
Read about OMEP’s mission.
o Association for Childhood Education International
http://acei.org/about/
Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.
• National Association for the Education of Young Children
http://www.naeyc.org/
• The Division for Early Childhood
http://www.dec-sped.org/
• Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/
• WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm
• Harvard Education Letter
http://www.hepg.org/hel/topic/85
• FPG Child Development Institute
http://www.fpg.unc.edu/main/about.cfm
• Administration for Children and Families Headstart’s National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/
• HighScope
http://www.highscope.org/
• Children’s Defense Fund
http://www.childrensdefense.org/
• Center for Child Care Workforce
http://www.ccw.org/
• Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home
• Institute for Women’s Policy Research
http://www.iwpr.org/index.cfm
• National Center for Research on Early Childhood Education
http://www.ncrece.org/wordpress/
• National Child Care Association
http://www.nccanet.org/
• National Institute for Early Education Research
http://nieer.org/
• Pre[K]Now
http://www.preknow.org/
• Voices for America’s Children
http://www.voices.org/
• The Erikson Institute
http://www.erikson.edu/
20.7.11
Musings of Piaget and Montessori
"It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth." - Piaget
"Logic and mathematics are nothing but specialized linguistic structures." - Piaget
"The current state of knowledge is a moment in history, changing just as rapidly as the state of knowledge in the past has ever changed and, in many instances, more rapidly." - Piaget
“The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.” - Montessori
“Children are human beings to whom respect is due, superior to us by reason of their innocence and of the greater possibilities of their future.” - Montessori
“It is true that we cannot make a genius. We can only give to teach child the chance to fulfill his potential possibilities.” - Montessori
"Logic and mathematics are nothing but specialized linguistic structures." - Piaget
"The current state of knowledge is a moment in history, changing just as rapidly as the state of knowledge in the past has ever changed and, in many instances, more rapidly." - Piaget
“The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.” - Montessori
“Children are human beings to whom respect is due, superior to us by reason of their innocence and of the greater possibilities of their future.” - Montessori
“It is true that we cannot make a genius. We can only give to teach child the chance to fulfill his potential possibilities.” - Montessori
Childhood Development Theories
I recently had the pleasure of researching two influential figures of early childhood education. I chose Maria Montessori and John Piaget. Both individuals focus on the development of young children and their learning through discovery.
Maria Montessori was born in Italy. Maria Montessori’s childhood “responsibilities helped… develop a sense of mastery and leadership and prepared her to make decisions later that would enable her to become a capable woman” (Povell 2007). She was a frontier in woman’s liberation in Italy. Her mother was supportive of her desire to break through the female norm. Montessori studied math and engineering at the age of 13. She then went on to graduate as the first female to obtain her medical degree in Italy. Montessori then developed a love of early childhood studies and began another degree in childhood psychology. “Montessori’s faith in the unlimited possibilities of the child never faltered” (Povell 2007). Maria opened a school in Rome then moved to the United States in 1913 to begin her Montessori Education movement.
John Piaget is an underappreciated European child psychologist from the late 1800’s. He was born in Switzerland. His father was a linguistics professor and his mother a religious fanatic. Piaget was a very bright child and received his doctorate by age 21. He then moved to Zurich to study under Carl Jung. Piaget became a director of psychology at a European university. One of the requirements of Piaget’s students was that they had to spend time observing children. Piaget himself spent a lot of his early career observing children and posing specific questions. Piaget’s developmental theory was based on the fact that children were “freer to experiment, to use play-based pedagogies in which children are thought to create knowledge actively themselves rather than learn it passively from teachers” (Beatty 2009). In the 1920’s and 30’s early childhood education and psychology were merging paths and testing new concepts. So many concepts, in fact, that Piaget’s theories were just one of the many and were brushed under the rug. Piaget developed a theory based on the evolution of children’s thought. His four stages of developmental learning were: sensorimotor, primary operations, concrete operations, and formal operations.
Both Piaget and Montessori developed a love of childhood education and learning by research. Montessori’s research was developmental and knowledge based. She did a lot of her research in medical laboratories. Piaget’s research was on the front lines of early childhood education he spent time with the children. Which is why I relate more to Piaget’s tactics, I appreciate the fact that his developmental theory was tested and measured using real young children. Having said that both Montessori and Piaget essentially came up with the same learning theories, children learn best when they are left to their own exploratory, discovery based self education. I love these theories because I think that children can teach us so much more than we can teach them. They have the luxury of being new to the sensitized world and have new experiences. Each child has the chance to discover something new, a new way of viewing an everyday object that we may not have thought of. This creativity and methodology of education is so important to a young developing child. I hope to incorporate as much of these developmental theories into my future education as possible.
Resources
Povell, P. (2007). Maria Montessori: Portrait of a Young Woman. Montessori Life: A Publication of the American Montessori Society, 19(1), 22-24. Retrieved from EBSCOhost.
Beatty, B. (2009). Transitory Connections: The Reception and Rejection of Jean Piaget's Psychology in the Nursery School Movement in the 1920s and 1930s. History of Education Quarterly, 49(4), 442-464. Retrieved from EBSCOhost.
Maria Montessori was born in Italy. Maria Montessori’s childhood “responsibilities helped… develop a sense of mastery and leadership and prepared her to make decisions later that would enable her to become a capable woman” (Povell 2007). She was a frontier in woman’s liberation in Italy. Her mother was supportive of her desire to break through the female norm. Montessori studied math and engineering at the age of 13. She then went on to graduate as the first female to obtain her medical degree in Italy. Montessori then developed a love of early childhood studies and began another degree in childhood psychology. “Montessori’s faith in the unlimited possibilities of the child never faltered” (Povell 2007). Maria opened a school in Rome then moved to the United States in 1913 to begin her Montessori Education movement.
John Piaget is an underappreciated European child psychologist from the late 1800’s. He was born in Switzerland. His father was a linguistics professor and his mother a religious fanatic. Piaget was a very bright child and received his doctorate by age 21. He then moved to Zurich to study under Carl Jung. Piaget became a director of psychology at a European university. One of the requirements of Piaget’s students was that they had to spend time observing children. Piaget himself spent a lot of his early career observing children and posing specific questions. Piaget’s developmental theory was based on the fact that children were “freer to experiment, to use play-based pedagogies in which children are thought to create knowledge actively themselves rather than learn it passively from teachers” (Beatty 2009). In the 1920’s and 30’s early childhood education and psychology were merging paths and testing new concepts. So many concepts, in fact, that Piaget’s theories were just one of the many and were brushed under the rug. Piaget developed a theory based on the evolution of children’s thought. His four stages of developmental learning were: sensorimotor, primary operations, concrete operations, and formal operations.
Both Piaget and Montessori developed a love of childhood education and learning by research. Montessori’s research was developmental and knowledge based. She did a lot of her research in medical laboratories. Piaget’s research was on the front lines of early childhood education he spent time with the children. Which is why I relate more to Piaget’s tactics, I appreciate the fact that his developmental theory was tested and measured using real young children. Having said that both Montessori and Piaget essentially came up with the same learning theories, children learn best when they are left to their own exploratory, discovery based self education. I love these theories because I think that children can teach us so much more than we can teach them. They have the luxury of being new to the sensitized world and have new experiences. Each child has the chance to discover something new, a new way of viewing an everyday object that we may not have thought of. This creativity and methodology of education is so important to a young developing child. I hope to incorporate as much of these developmental theories into my future education as possible.
Resources
Povell, P. (2007). Maria Montessori: Portrait of a Young Woman. Montessori Life: A Publication of the American Montessori Society, 19(1), 22-24. Retrieved from EBSCOhost.
Beatty, B. (2009). Transitory Connections: The Reception and Rejection of Jean Piaget's Psychology in the Nursery School Movement in the 1920s and 1930s. History of Education Quarterly, 49(4), 442-464. Retrieved from EBSCOhost.
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