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35 Cards in this Set
- Front
- Back
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John Amos Comenius |
1st years are crucial to development. Movement and activity are signs of healthy learning experiences Child learns best from natural real world experiences Wanted all boys and girls to receive an education |
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John Dewey |
Began Progressive movement Education should be integrated with life, preserve social values, occur in social situations Active learning is essential Environment plays great role in learning Promote the love of learning |
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Jerome Bruner |
Believed any subject can be taught at any age Promote discovery/inquiry learning Teachers should guide students |
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Abigail Eliot |
Directed Ruggles nursery, a model for headstart Used child sized equip., included health care, varied materials, full day program, and worked with parents Worked with McMillan sisters |
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Johann Pestalozzi |
Made efforts to love and care for students Careful observations of children Recognize potential in each child Teacher child relationships Sensory Learning Worked with Orphanage and inspired by Rousseau |
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Jean Jacques Rousseau |
Negative education -no formal education until age 12 Learning from nature - forbid books during this time Education should focus on sensory experiences Child should choose their learning experience Childhood is seperate state of development Naturalist
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Patty Smith Hill |
Curriculum based on Froebel and Dewey Founded lab school at Columbia Founded National Association for Nursery Education Wrote Happy BDay |
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Erik Erikson |
Refined Freud's work Emphasis on healthy personality epigenetic principle created psychosocial stages of development (birth to old age) |
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Froebel |
Father of kindergarten Incorporate songs and musical experiences Creation of circle time Benefits of play |
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Montessori |
1st female physician in Italy worked w/ mentally retarded kids Opened Casa dei Bambini
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Maslow |
Advocate of humanistic physch. Hierarchy of needs |
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Bloom |
Popularized importance of dvlp in early years Human intelligence is influenced by environ. |
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Gesell |
discovered norms of dvlp (birth-adolescence) identified observable changes in growth and behavior |
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Lucy Mitchell |
Helped start bank st. college initiated model program train nursery school teachers |
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Weikart |
started Perry Prek project to help African Amer. Set up High Scope |
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Katz |
popularized project approach to learning |
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Frost |
proponent of outdoor play |
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Derman-Sparks |
Helped dvlp High Scope published anti-biased curriculum |
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Piaget |
child actively constructs knowledge activities should be learner centered learning is social cross disciplinary activities topics are student driven assessment is authentic |
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Luther |
promoted childs ability to read all towns should have schools both boys and girls should be taught school should foster intellectual, religious, physical, emotional, and social dvlp |
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McMillan |
founded open air nursery, model for head start outdoor play facilitate emotional dvlp parental involvement concerned with health problems
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Vgotsky |
zone of prox. dvlp relation btwn lang. and thoughts play - creates situation for child to work through - contains rules for behavior - emphasis on social interaction |
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Freud |
human personality and emotional dvlp psychoanalysis promoted gratifying experiences psychosexual stages of dvlp |
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Public Law 94-142 |
All children with special needs should be provided a free and appropriate public education |
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Role of early childhood educator |
facilitate learning, counselor, janitor/cook, educational specialist, parent substitute |
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NAEYC |
provides guidelines for responsible behavior in relations to students, families, collegues, and society |
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Head Start |
federally funded, (3-5 years) includes education - intellectual, social, and emotional health - medical, dental, mental, and nutritional social services |
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No Child Left Behind |
provides financial incentives to school that make good academic progress and measured on standardized test |
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DAP |
developmentally appropriate practice |
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Montessori Program |
teacher should have carefully prepared environment, emphasis on work tasks (highly structered) rather than play times equipment is beautiful, attention to concept development, graduated difficulty, self correction (no need for adult), sensory oriented |
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High Scope Program |
encourage child to plan task during free choice time, focus on strengthening cognitive skills through active hands on learning, help dvlp logicomathematical and spatiotemporal understanding |
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Waldorf |
spiritual/moral leader creates a sense of community and model caring and concern, encourage wonder, curiosity, belief in goodness 3 different stages of dvlp Curriculum integrates art, gardening and outdoor nature activities, incorporate music, promote active movemnt |
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Bank Street |
teacher is constructivist, enhances competence, dvlps individuality, positively influence socialization curriculum - child chooses activity, uses adult and child made materials, integrates subjects with childs interest |
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Reggio Emilia |
uses project approach, students should describe their project to others, discovery oriented document progress, teacher makes atelier founded by Malaguuzi |
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Types of EC programs |
infant/toddler, preK, child care (family home, child care centers, schoolbased, corporate, before and after school) special needs, kindergarten, Primary Edu. |
