Early Childhood Education Programs from an ...

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Mac Naughton, Smith, and Lawrence (2003) ..... MacNaughton, G., Smith, K. and Lawrence, H. (2000) Hearing Young Children's Voices. Melbourne: Centre for ...
Early Childhood Education Programs from an Intercultural Perspective: Conceptual Unity and Practical Discrepancy Dasha Shalimo, PhD (Candidate), OISE, U of T ECE Faculty, Sheridan Institute of Technology & Advanced Learning Intercultural Counselling and Education in the Global World Educazione e Counselling Interculturale nel mondo globale Italy, Verona

Current Issues Many countries across the globe are in the process of establishing a strong and equal partnership between Early Childhood Education (ECE) and Compulsory School Education (CSE) Barriers ECE • Marketization of the ECE services • Undermining of ECE profession • Children & Women are vulnerable groups • Traditional views on the social role of a woman

• • • •

CSE Structured Curriculum Rigorous Assessment/ Standardized Tests Predetermined Learning Outcomes Grouping by age range

ECEC Conceptual Unity

ECE Conceptual Unity • • • •

Education + Socialization + Emotional Maturation Child/ learner – centered approach Process - oriented Emergent curriculum – Play-based – Flexible assessment

ECE faces a threat of early schoolification of children

Literature Review John Dewey’s (1859–1952) Progressive Education Hands-on/ Applied Learning

Participatory Democracy

According to Slattery (2006), Dewey believed that participatory democracy should start at early age and that educational institutions, for example, childcare centres, should engage children in discourses about democracy so they could produce new social understandings of liberalism and challenge established social structures.

Literature Review Lev Vygotsky

Howard Gardner



• Multiple Intelligences



• • •

The social exchange between teacher and student is the essence of the learning process Knowledge is a shared construct influenced by interactions, culture, and experiences Learning leads development/ ACTIVITY Theory Struggle through challenging tasks is essential Language influences and organizes thought

– – – – – – – – –

Linguistic Logical/ Mathematical Bodily/ Kinesthetic Naturalistic Visual/ Spatial Musical/ Rhythmic Interpersonal Intrapersonal Existential

Literature Review Mac Naughton, Smith, and Lawrence (2003) The principles underpinning democratic societies require that everyone – regardless of age – should be able to participate in civic life and so listening to young children is a prerequisite of a vigorous democratic society. By listening to children, adults can assist them to enact their right as citizens to participate in decisions that affect their lives, giving them a stake in those decisions. Listening to young children helps them to build the skills and knowledge they need to be active citizens and gives them experience in participating in decision-making (p.12).

Literature Review:

Paolo Freire (1924–1997) • Pedagogy of the Oppressed (1997) – Freire addressed the weaknesses of education by criticizing early schoolification of children, promotion of “banking knowledge,” and marginalization of children’s abilities to actively participate in the matters that concern them.

• Pedagogy of the Heart (2007) – Freire talked about “becoming a citizen of the world” through a lens of locality, contextuality, and belonging. – He noted, “[n]o one becomes local from a universal location. The existential road is the reverse” (Freire, 2007, p.39).

The most critical voices that are silent in our constructions of early childhood education are the children with whom we work. Our constructions of research have not fostered methods that facilitate hearing their voices (Cannella, 1998, p. 10).

[We need to treat children] as social actors in their own right in contexts where, traditionally, they have been denied those rights of participation and their voices have remained unheard (Christensen & James, 2000, p. 2).

This is part of a wider ethical project of establishing a culture where the children are seen as human beings in their own right, as worth listening to, where we do not impose our own knowledge and categorizations before children have posed their questions and made their own hypotheses (Dahlberg, Moss & Pence, 1999, p. 137).

Theoretical Framework: Positions on the Curriculum Reforming

Transforming

(Mac Naughton, 2003)

(Mac Naughton, 2003)

Pre-Primary Approach

Social Pedagogy

(Bennett, 2005)

(Bennett, 2005)

Mac Naughton’s Positions of ECE Curriculum • Reforming position rests on the position that education can and should produce a rational individual capable of independent thought and self-discipline – often referred to as the ‘self-governing’ child (mainly developmental psychology) • Transforming position rests on the belief that educators can work with children and their families to create a better world – within this position, early childhood education equips children with the knowledge they require to recognize and confront injustice and to resist oppressive ways of becoming

Bennett’s Traditions

Pre-primary Approach

Social Pedagogy

Centralized development of curriculum, with frequently detailed goals and outcomes.

A broad central guideline with local curriculum development encouraged and supported.

A focus on learning standards, especially in areas useful for school readiness. Teacher child relationships tend to be formalized through reaching for detailed curriculum goals.

Focus on broad developmental goals as well as learning is stressed, interactivity with educators and peers encouraged and the quality of life in the institution is given high importance.

Often prescriptive: clear outcomes are set at national level to be reached in all centres.

Broad orientations rather than prescribed outcomes. A diffusion of goals may be experienced, with diminished accountability.

Assessment often required. Goals are clearly defined. Graded assessment of each child with respect to discrete competences is an important part of the teacher‘s role.

Assessment not required. Goals are broad; outcomes for each child are set by negotiation (educator-parent-child) and informally evaluated unless screening is necessary. A growing focus on individual language and communication competences.

Favoured in the UK, Belgium, the US, France and the Netherlands.

Favoured in Scandinavian Countries (e.g., Sweden, Finland, Denmark), accepted in many countries in continental Europe, New Zealand, and Italy, lately in Australia & a number of provinces in Canada

Starting Strong Studies I, II & III 2001, 2006, 2012

Brief Global Sketch: Sweden Democracy forms the foundation of the pre-school. For this reason all pre – school activity should be carried out in accordance with fundamental democratic values… An important task of the pre –school is to establish and help children acquire the values on which our society is based. The inviolability of human life, individual freedom and integrity, the equal value of all people, equality between the genders as well as solidarity with the weak and vulnerable are all values that the school shall actively promote in its work with children. Ministry of Education & Science, Curriculum for Preschool, 1998

Brief Global Sketch: New Zealand, Te Whāriki • •



• • •

The Te Whāriki curriculum puts emphasis on urgent role of socially and culturally mediated learning Children learn through: • Collaboration with adults and peers • Guided participation and observing others • Individual reflection All children given opportunity to develop knowledge and understanding of the cultural heritages curriculum reflects this through text and structured roles This curriculum supports the cultural identity of all children Celebrates cultural differences within the country Aims to help children gain a positive awareness of their own culture

1 7

Brief Global Sketch: Reggio Emilia, Italy “In Reggio listening is understood to be complex and multi-faced concept. It is an active relationship that is dialogic and interpretive. It involves many forms of communication, invoking Malagizzi’s famous expression, ‘the hundred languages of children’” (Dahlberg & Moss, 2005, p. 99)

Invece il cento c’è Il bambino è fatto di cento. Il bambino ha cento lingue cento mani cento pensieri cento modi di pensare di giocare e di parlare cento sempre cento modi di ascoltare di stupire di amare cento allegrie per cantare e capire cento mondi da scoprire cento mondi da inventare cento mondi da sognare. Il bambino ha cento lingue (e poi cento cento cento) ma gliene rubano novantanove. La scuola e la cultura gli separano la testa dal corpo.

Gli dicono: di pensare senza mani di fare senza testa di ascoltare e di non parlare di capire senza allegrie di amare e di stupirsi solo a Pasqua e a Natale. Gli dicono: di scoprire il mondo che già c’è e di cento gliene rubano novantanove. Gli dicono: che il gioco e il lavoro la realtà e la fantasia la scienza e l’immaginazione il cielo e la terra la ragione e il sogno sono cose che non stanno insieme. Gli dicono insomma che il cento non c’è. Il bambino dice: invece il cento c’è.

Loris Malaguzzi 1920-1994

Canadian Early Learning Frameworks: Pluralism of Views Why? “the field […] no longer sees the problems of curriculum and teaching as “technical” problems that are problems of “how to”. The contemporary field regards the problems of curriculum and teaching as “why” problems” (Pinar et al, 1995, p.8).

Pre-Primary Tradition: DAP DAP (Developmentally Appropriate Practice) is a term that has come to be used within the profession (ECE) to describe the complex and rewarding work done by excellent early childhood educators (p. viii).

Developmentally Appropriate Practice, 3d Edition, 2009

DAP: Historical Sketch Coined by NAEYC more than 20 years • 1986 the statement was expanded and released in book format

 Focus: accreditation system (quality issues) & more appropriate curricula and educational methods for young children

• 1996 NAEYC revised its  position statement in response to new knowledge • 2009 another decade in the life of the position statement has passed

Major issues reflected: the teacher-educator as a decision maker; importance of goals (challenging and achievable); consideration of social & cultural context

 Establish connectivity and narrowing the gap in between public school system and early childhood education and care field, address issues of excellence and equity

DAP: Core Principles • Knowledge Must Inform Decision Making – What is known about child development and learning – What is known about each child as an individual – What is known about the social and cultural contexts in which children live

• Goals Must Be Challenging and Achievable – After the child reaches that new level of mastery in skill or understanding, the effective teacher reflects on what goals should come next; and the cycle continues, advancing the child's learning in a developmentally appropriate way.

• Teaching Must Be Intentional to Be Effective – – – – –

Creating a Caring Community of Learners Teaching to Enhance Development and Learning Planning Curriculum to Achieve Important Goals Assessing Children's Development and Learning Establishing Reciprocal Relationships with Families

Variety of Approaches

Bank Street Approach High/Scope Research Foundation

Core Knowledge

Creative Curriculum

Tools of the Mind

Curiosity Corner (SFA)

Pre-Primary Approach: DAP Curriculum Model Example Pre-primary 1.

Centralized development of curriculum, with frequently detailed goals and outcomes.

2.

A focus on learning standards, especially in areas useful for school readiness. Teacher child relationships tend to be formalized through reaching for detailed curriculum goals. Often prescriptive: clear outcomes are set at national level to be reached in all centres.

3. 4. 5. 6. 7.

Assessment often required. Goals are clearly defined. Graded assessment of each child with respect to discrete competences is an important part of the teacher‘s role.

High/Scope Approach 1. Developed by the group of researches from the USA; based on the findings in Developmental Psychology (Piaget, Erikson, Dewey, lately Vygotsky (2010)) 2. Implicit but strong emphasis on the development of 3Rs 3. Small & Large group activities, Plan – Do – Review; 6 Steps to Conflict Resolution; Predetermined Daily Routine 4. No Child Left Behind Act (2001) & State Standards 5. COR (Child Observation Record) 6. KDIs (Key Developmental Indicators) 7. COR uses the grading scale from 1 – 5, evaluation is carried on by the ECE teacher

Unity of Approaches

main principles curriculum for preschool children language and literacy teacher manuals work with families Web sites: High/Scope: http://highscope.org/ Creative Curriculum: http://www.teachingstrategies.com/ Core Knowledge: http://coreknowledge.org/the-preschool-sequence

More Similarities High/Scope

Creative Curriculum

More Similarities High/Scope • Key Developmental Indicators

Core Knowledge • Preschool Sequence

Summary: Distinct Vocabulary (Moss, 2007)

Efficiency: School-readiness Effectiveness: curriculum as a set of predetermined activities Objectivity One universal truth Imposed standards Measurable outcomes Child in need of improvement Child as a learner (meaning scholar ???)

Canadian ELFs: Common Structural Elements • Introduction • Principles/Vision/ Values/ Goals • Understanding Children/ Children’s Development – Theoretical Foundations – Cultural Context – Image of the Child

• Practice/ Learning Principles – Play – Curriculum (Pedagogy, Activities, & Educational Intervention)

• Assessment & Evaluation

Ontario ELF & British Columbia ELF Ontario ELF The Continuum of Development

British Columbia The Areas of Early Learning

Ontario ELF & British Columbia ELF Ontario ELF The Continuum of Development

British Columbia The Areas of Early Learning

• Describes the progression of development for infants, toddlers, preschoolers, and school-age children • Domains: social, emotional, language, cognitive, and physical

• • • •

Well-being & Belonging Exploration & Creativity Languages & Literacies Social Responsibility & Diversity

Implications for ECE: Ontario • Structural – ECE is transitioning from the Ministry of Children and Youth Services to the Ministry of Education (Early Learning Division) – In 2010, Ontario launched its Full Day Early Learning Kindergarten (FDEL-K) program for 4 & 5 year olds

Implications for ECEC Offered in schools, by school boards Each Kindergarten classroom as co-teaching team; One Registered Early Childhood Educator (RECE) Kindergarten Teacher (KT)

Consultation on the Discussion Paper on Child Care Modernization Modernizing Child Care in Ontario – Sharing Conversations, Strengthening Partnerships, Working Together •

A 90-day consultation period on the Child Care Modernization discussion paper came to a close on September 24, 2012 .



The discussion paper outlined the government’s long term vision for child care and sought feedback on targeted medium-term objectives to achieve that vision over the next three years.

• Number of submissions = 375 • The majority are from child care operators, parents and individual citizens, associations and organized groups, and some municipalities. • Submissions also received from Aboriginal and Francophone partners. • 15 submissions received from RECEs.

Concluding Remark: Appreciation of multiple perspectives about child rearing and dialoguing about how these perspectives impact each other is a necessity because it will make the field of ECE egalitarian and open to change and help to create more inclusive, tolerant, and accepting society where education is radical and democratic and where the child’s rights are fundamentally rethought in light of responses to social otherness and civil, participatory significance.

What is the future of ECE?

Questions & Answers

References: Bennett, J. (2005). Curriculum Issues in National Policy-Making. European Early Childhood Education Research Journal. Vol. 13. No. 2. pp. 5-23. doi: 10.1080/13502930585209641 Bredekamp, S. (1986). Developmentally appropriate practice. Washington, D.C.: NAEYC. Bredekamp, S. (Ed.) (1987). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Washington, DC: NAEYC. Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practices in early childhood programs (2nd ed.). Washington, DC: NAEYC. Canella, G. S. (1997). Deconstructing Early Childhood Education: Social justice and revolution. New York: Peter Lang Publishing. Copple, C. & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. (3rd ed.). Washington, DC: NAEYC. Core Knowledge (2012). About the curriculum. Retrieved from http://www.coreknowledge.org/about-the-curriculum Dahlberg, G. & Moss, P. (2005). Ethics and politics in early childhood education. London and New York: RoutledgeFalmer. Dahlberg, G. & Moss, P. (2012). Contesting early childhood and opening for change. London and New York: RoutledgeFalmer. Dahlberg, G., Moss, P. & Pence, A. (1997). Beyond quality in early childhood education and care: language of evaluation. London & New York: Routledge Taylor & Francis Group. Dahlberg, G., Moss, P. & Pence, A. (2007). (2nd ed.). Beyond quality in early childhood education and care: language of evaluation. London & New York: Routledge Taylor & Francis Group. Fielding, M. & Moss, P. (2011). Radical education and the common school: A democratic alternative. New York: Routledge. Follari, L. M. (2007). Foundations and Best practices in early Childhood Education: History, Theories, and Approaches to Learning. New Jersey: Pearson Education, Inc. Freire, P. (1997). Pedagogy for the oppressed. New York: The Continuum Publishing Group Inc. Freire, P. (2007). Pedagogy of the heart.New York, London: The Continuum Publishing Group Inc. Goffin, S.G. (2000). The role of curriculum models in early childhood education. Retrieved from http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue _0=ED443597&ERICExtSearch_SearchType_0=no&accno=ED443597

High/Scope Research Foundation (2012). Curriculum. Retrieved from http://www.highscope.org/Content.asp?ContentId=282 Malaguzzi, L. 1993, History, ideas, and basic philosophy. In C. Edwards, L. Gandini, & G. Forman (Eds.), The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood, (pp. 41-90). Norwood, NJ:, Ablex. Mac Naugton, G. (2003). Shaping Early Childhood: Learners, Curriculum and Contexts. McGraw Hill: Open University Press. MacNaughton, G., Smith, K. and Lawrence, H. (2000) Hearing Young Children’s Voices. Melbourne: Centre for Equity and innovation in Early Childhood. Ministry of Education, Early Learning Division (2012). Child care modernization. Ontario: Heads of Community Service Meeting Ministry of Children and Youth Services; Best Start Expert Panel on Early Learning. (2007). Early learning for every child today. Retrieved from http://www.children.gov.on.ca/htdocs/English/documents/topics/earlychildhood/early_learning_for_every_child_today.pdf Ministry of Education, British Columbia. (2007). Early Learning Framework. Retrieved from http://www.bced.gov.bc.ca/early_learning/early_learning_framework.htm Moss, P. (2007). Meeting across the paradigmatic divide. Educational Philosophy and Theory. 39:3, 229-245. doi: 10.1111/j.14695812.2007.00325.x Moss, P. (2013). (Ed.). Early childhood and compulsory education: reconceptualising the relationship. London & New York: Routledge National Association for the Education of Young Children (NAEYC). (2009a). Developmentally appropriate practice in early childhood programs serving children from birth through Age 8: Position statement. Washington; NAEYC. National Association for the Education of Young Children (NAEYC). (2009b). Key messages of the position statement. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/KeyMessages.pdf OECD (2001). Starting Strong I: Early Childhood Education and Care. OECD Publishing. doi: 10.1787/9789264192829-en OECD (2006). Starting Strong II: Early Childhood Education and Care. OECD Publishing. doi: 10.1787/9789264035461-en Pinar, W., F. (1999). (Ed.). Curriculum contemporary discourses: Twenty years of JCT. New York: Peter Lang, Inc. Slattery, P. (2006). Curriculum Development in the Postmodern Era. (2nd ed.) New York, London: Routledge Tylor & Francis Group, LLC. Teaching Strategies (2002-2012). Creative Curriculum. Retrieved from http://www.teachingstrategies.com/page/ccs_overview.cfm UNICEF. (1989). The Convention of the Rights of the Child. Participation rights: Having an active voice. Retrieved from http://www.unicef.org/crc/files/Participation.pdf