Transcript The High/Scope Approach for Infants and Toddlers in Group Care

Day 1
• Identify the components of the HighScope
Infant and Toddler “Wheel of Learning.”
• Characterize sensory-motor learners.
• Identify the Ingredients of Active Learning
and discuss why it works.
• Distinguish the Key Developmental
Indicators (KDIs) as outcomes of active
learning.
• Discuss Brain 101.
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Listen to this story by Jamie Lee Curtis called “When I was
Little”
•
Think back when you were little and with the materials on the
table, create your own birth announcement (name, date,
weight, length, etc.)
•
Consider these questions:
• When you were under the age of 2, what did your parents
or other adults say about you? What words have people
used to describe you as an infant/toddler?
• As an infant/toddler, what were your favorite things to
do? Who were your favorite people? What were your
favorite play things? Your first words?
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• Get “in touch” with when we were
Infants ad Toddlers.
• Babies are real human beings.
• Totally dependent on us.
• Needing love and security.
• We are privileged.
• We have real intimate relationships
with them.
• We have the most important job!
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HighScope’s Infant and Toddler
“Wheel of Learning”
Observation
Adult-Child
Interactions
Active
Learning
Schedules and
Routines
Learning
Environment
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HighScope’s Infant and Toddler “Wheel of Learning”
When we use a
comprehensive
curriculum, we
become intentional
teachers and our
plans and
interactions are
more purposeful!
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Caregiving routines should not be the
driving force of our work with infants and
toddlers.
Caregiving routines are perfect
opportunities for establishing strong
relationships.
We can choose to provide only custodial
care or provide high-quality experiences
throughout the day.
• What elements contribute to
a high-quality infant and
toddler program?
• Or what is it that we need to
do to provide the best highquality experiences for
infants and toddlers?
• Record your answers on
page 9 in TB.
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1.
A child development curriculum
2.
Low enrollment limits
3.
Staff trained
4.
Supervisory support and inservice training
5.
Parent Involvement
6.
Developmentally appropriate evaluation
procedures (child and program)
7.
Sensitivity to non-educational needs of
children
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Interactions are most important:
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Child development curriculum grounded in
child initiated activities.
•
Small group sizes means, lower staff child
ratio and limited number of children per
classroom.
•
Thoughtful and purposeful planning for
infants and toddlers.
Need warm friendly and respectful relationships
between child and caregivers and parents. This
contributes to healthy social-emotional
development.
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•
In the infant seat
•
What
In the play
pen
•
Out and about
did you
learn from this
experience?
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Learning occurs when children can
manipulate and choose materials and can
Active learners need
freely use their
bodies
(all senses).
directwhole
physical
actions:
stretching, reaching,
This is different for non-mobile and mobile
grasping, mouthing,
infants and toddlers.
banging, rolling,
sitting, crawling,
Non-mobile infants
learn just as much as
pulling, walking,
mobile infants
if theycarrying…
are not confined in a
climbing,
seat or play pen and interesting materials
are within reach.
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Take a look at page 3 of your TB.
These are HighScope’s curriculum content
areas for infant and toddler development.
They are statements of what young children
do when they are actively engaged.
Which KDIs were evident as “children” in each
of the three experiences?
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• Describe the kinds of discoveries young
children make as they strive through their
own actions and interests to make sense of
their world.
• Framework for interpreting child development
based on child observations, developmental
theory and research.
• A series of statements describing all areas of
ITs’ development– essential to their
construction of knowledge.
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• Provides us with a child development “filter”
for observing and choosing appropriate
interactions and activities.
• Helps us interpret what infants and toddlers
say and do.
• Helps us maintain reasonable expectations.
• Legitimizes children’s play.
• Allows us to daily plan more purposefully.
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Cortex
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Cerebrum
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Brains are built over time
Limbic System
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ReptilianEarly
Brain
experiences determine
and from the bottom up.
whether the brain circuits are
strong or weak for all learning,
health and behavior that follow.
The Science of Early Childhood Development
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The brain grows in
the way it is nurtured.
The brain is two and
half times more active
from birth to three
than it will ever be
again in a lifetime.
Pam Schiller, Ph.D.
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We are born with over
100 billion brain cells,
but have relatively few
connections.
Neurons form and reform connections at a
rapid rate in response
to experiences
Neurons
1.
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Brain Cells, “Building
Blocks” of the Brain
Dendrites
2.
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Receives Incoming
Electric Signals
Axon
3.
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Sends Out Electric
Signals
Synapses
Brain Cell
Brain Cell
Brain Cell
Brain Cell
Brain Cell
Brain Cell
Brain Cell
Brain Cell
Brain Cell
Brain Cell
Brain Cell
Brain Cell
Brain Cell
Brain Cell
Brain Cell
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We have some sort of stimulus:
Something new
 Make new neural pathways
Something we already knew
 Neural pathways become more and
more efficient – mylenation
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The synapses that are not used die out
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The synapses that are used repeatedly
“Emotional well-being and
are strengthened
social competence provide
a strong
foundation
for
• Prolonged
stress
can destroy
emerging cognitive
synapses
abilities”
•
neuron
Being cared for in a loving & consistent
relationship can reverse the effects of
stress
The Science of Early Childhood Development
• Sequential development
• Use-dependent development
(Use it or lose it)
• Windows of opportunity
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Carla Hanaford, PhD
“Smart Moves”
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The HighScope Approach
for Under Threes—
Choosing and Doing
Why is choice such a part of doing
for infants and toddlers in this
setting or in general?
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With your group, discuss words
and phrases that describe
infants and toddlers.
Discuss as a whole group.
Infants and Toddlers
are Sensory-Motor
Learners!
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Infants and toddlers need to have real
experiences with real objects.
•
We need to keep these characteristics in
mind when we plan for infants and toddlers:
• Environments
• Daily schedules and routines
• Developmental levels
•
We don’t want to push preschool down on
infants and toddlers.
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Structure our goals around the
developmental needs of this age.
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1)
Infants and Toddlers are sensory-motor
learners.
2)
Learning develops over time.
3)
Key developmental indicators describe what
infants and toddlers learn.
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1. Materials
2. Manipulation
3. Choice
4. Child Communication Language,
and Thought
5. Adult Scaffolding
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Choice is not typically offered to infants
and toddlers – as “good caregivers” we
tend to make most of the choices for them.
In doing so, we set ourselves up for power
struggles with toddlers who are
establishing autonomy.
Choice helps to reduce many frustrations
and “discipline” problems we experience
with nonverbal children, (with any age).
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1.
2.
3.
With a partner, look through
Tender Care.
Choose 2 pictures that
represent the ingredients of
active learning.
Share 1 picture with the whole
group:
Describe what is happening and
give what ingredients of active
learning are represented.
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What is something that you
as an adult have done
recently that you enjoyed,
learned from, and will
continue to do?
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What is something
that you as an adult
have to do but don’t
enjoy doing?
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Which activity is an example of…
Intrinsic Motivation
Drive comes from within
Extrinsic Motivation
Drive comes from outside
What are some ways adults typically
motivate young children to do something?
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Bribes
Rewards
Stickers
Verbal manipulation
There are 5 factors of Intrinsic Motivation:
1.
2.
3.
4.
5.
Interest
Enjoyment
Sense of control
Probability of success
Feelings of competence
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Play
Enjoy
Repeat Play
Risk taking
All is well
Mastery
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• Part of active learning is to recall and think about
what you are learning.
• Individually, turn to page 17.
• Reflect on today discussions on Active Learning
• Record what you have learned and want to remember
about our discussions.
• Remember to use Parking Lot
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