DNE: Lecture 12***

• Relationship between ERS and quality of early childhood education


  Children need protection of their health and safety, chances to build relationships with other children and adults, and opportunities for stimulation and experiential learning

  
• Characteristics of high quality programs

  • Variety of hands-on activities appropriate for group and individual needs, many open-ended materials, ample time for activities, language related to activities, concepts brought out to play
• Space and Furnishings


  • Children need sufficient space that is with adequate lighting and has a comfortable temperature for learning and playing. Indoor space that is well maintained and in good repair sends a message to young children that the school is welcoming and inviting.
• Furniture for Routine Care, Play, & Learning


  • Children need appropriate furnishings to meet the demands of their daily schedules. Basic furniture such as cots, tables and chairs should be sturdy and appropriate to the size of the children in the group, so that children will feel comfortable.
• Furniture for Relaxation and Comfort

  • Children need space and opportunity to relax and rest. Soft furnishings and toys allow children opportunities for relaxation and comfort. Cozy areas provide a space for quiet activities to occur and should be protected from active play so children can snuggle, daydream and lounge.

  
• Room Arrangement for Play

  • Creative room arrangement promotes a child's positive self-image and encourages a wide variety of age appropriate activities. Well-defined interest corners where materials are accessible help children to understand about the concept of organization and returning materials to proper place accordingly.
• Spaces for Privacy


  • Some children experience unacceptably high levels of stress when exposed to constant activity and interaction. Places where children can escape from the pressures of group care promote positive self-esteem. Providing a child with opportunities, space, and time to be alone can contribute to positive classroom behavior.
• Child-Related Display


  • Every child needs to know that others value his/her play or work. Artwork or other individual work that is created by the children should be displayed in the classroom at the child's eye-level. This promotes feelings of positive self-esteem and sends the message to the child that his/her work is valued and appreciated.
• Spaces for Gross Motor Play


  • Children need daily opportunities to exercise large muscles, run in open spaces, and practice gross motor skills (Safety is always a number one priority). Space to develop children's large muscles through a variety of play experiences should be made safe by providing adequate cushioning for fall zones.
• Gross Motor Equipment


  • Children need age appropriate stationary and portable equipment to promote a wide variety of skills that exercise large muscles while developing confidence and abilities. Equipment should be sound, sturdy, safe and accessible to children daily.
• Personal Care Routines


  • Parents and children need a warm, welcoming, and pleasant atmosphere to make the daily greeting and departing routine a happy one. Positive greetings help to promote the children's self-esteem and create a welcoming environment for parents.
• Meals/Snacks


  • Meals and snacks that follow USDA guidelines contribute to the health of children and provide a model for good nutritional habits for life-long practice. Proper hand washing along with careful food preparation teach children proper hygiene and promotes sanitary conditions.
• Nap/Rest


  • Nap and/or rest time should be appropriately scheduled and supervised for the children in the group. Adequate separation of cots helps to prevent the spread of germs. Soft music or a soothing story helps to facilitate a peaceful rest time that is important in helping children to balance the day and renew their energy.
• Toileting/Diapering


  • Young children need appropriate supervision of the toileting process in order to care for basic needs and to teach the importance of good health habits. Diapering should always be managed in a manner that promotes safety and good health practices.
• Health Practices


  • Practicing preventive measures, such as washing hands after handling pets or wiping noses, help to educate children to achieve life-long health practices. Taking appropriate action when children are sick will minimize the spread of germs.
• Safety Practices


  • Protecting children is critical in providing quality care, whether through adequate supervision or minimizing hazards both inside and outside. Adults should anticipate potential safety problems and demonstrate, model, and teach children safe practices.
• Language-Reasoning


  • The use of books and pictures is an important means of learning for children as they make sense of the world around them. Activities and materials that promote language development should be available for use throughout the classroom and the daily schedule. Logical relationships and concepts should be presented in appropriate ways. Language is a way for children to expand understanding.
• Activities

  • A variety of activities should be available to children including fine motor, art, music/movement, blocks, sand/water, dramatic play, nature/science, and math/number. Activities should promote acceptance of diversity.
• Interaction

  • Adults should use gross motor activities as learning opportunities, provide general supervision of children, use appropriate discipline, have positive staff-child interactions, and facilitate positive interactions among children.
• Language-Reasoning

  • Books and Pictures
  • Encouraging children to communicate
  • Using language to develop Reasoning Skills
  • Informal use of language
• Language


  A way for children to expand understanding
• Adults should engage children in give and take conversations for enjoyment and learning. They should support child-to-child conversations as well.

  
• Activities


  • Fine Motor
  • Art
  • Music/ Movement
  • Blocks
  • Sand/ Water
  • Dramatic Play
  • Nature/ Science
  • Math/ Number
  • Use of TV, Video, and/ or computers
  • Promoting Acceptance of Diversity
• Adults should use gross motor activities as learning opportunities to promote positive social interactions and to encourage the development of skills and new experiences.
• Diligent supervision of gross motor activities, whether indoors or outdoors, is critical to preventing accidents and insuring safe, active play.
• A classroom and curriculum geared toward developmentally appropriate practice will lead to generally good behavior that is the product of self-motivation rather than the result of punishment and control.
• Adults, who are nurturing and responsive, promote the development of mutual respect between children and adults. Children, who trust adults to provide for their physical, psychological, and emotional needs, develop their own sense of self-worth and self-esteem.
• Because self-regulation, proper emotional expression, and positive social relationships are such essential skills for later schooling and life, teachers must encourage children to develop acceptable behaviors by providing a setting that encourages real opportunities for initiative taking and competence building.
• Providing opportunities for children to work and play together, to solve conflicts in productive ways, and to participate in group activities are ways teachers promote positive social relationships.
• Program Structure


  • Schedule
  • Free Play
  • Group Time
  • Provisions for children with disabilities

  
• Meeting the needs of children with disabilities requires knowledge of routine care needs, developmental levels, individual assessments, and the integration of the children in ongoing classroom activities. It also requires the involvement and establishment of a partnership between the parents and staff in setting attainable goals that will assist the child in reaching his/her full potential.