Early Learning standards of the NAEYC are guidelines for developmentally appropriate practices and related early childhood standard are used to shape teaching practices and promote excellence in early childhood education. These guidelines emphasize the need to provide environments that support all domains of learning and development. These program standards support educators in designing effective programs for young children.
HAEYC just had its annual conference at the Hawaii Convention Center. Many classes were offered and many were based around our standards. I was able to take a class by Dr. Charles Meisgier “Type, Temperament, & Teacher perception of ideal and problem students. Since I had been in a “Castles Colluege” I had the opportunity to take the MBTI personality testing before. During this class we began to apply the principles to children in our schools. It was very good and applicable. The more knowledge we receive the better teachers and directors we’ll become. After learning Dr. Meisgier’s ideas on personality and the concept that each child comes with unique DNA, kind of like a personality thumb print. It can be applied to “developmentally appropriate practices”. The standards of create learning environments for each individual child. The more we understand the individuality of each child the better we can plan for suitable environments.
Chapter 9 of Planning and Administering Early Childhood Programs looks at Program Planning. Vision and planning is very important to any program, it’s what keeps the school going in the same direction.
Te Whāriki is the Ministry of Education's early childhood curriculum policy statement in New Zealand. Their early childhood education has a set of strands. There are five strands:
Well-being – Mana Atua
Belonging – Mana Whenua
Contribution – Mana Tangata
Communication – Mana Reo
Exploration – Mana Aotūroa
The strands are defined in terms of the goals and learning outcomes needed to achieve them, of each strand’s relationship to the principles, and of adult responsibilities associated with each strand. This would take a lot of planning and foresight. I don’t think I can compare strands to standards, but I could compare the desire to create the best environment for the child or early childhood age.
The Te Whāriki believes that learning begins at home, and early childhood programmes outside the child’s own home play a significant role in extending early learning and in laying the foundations for successful future learning.
This curriculum emphasises the critical role of socially and culturally mediated learning and of reciprocal and responsive relationships for children with people, places, and things. Children learn through collaboration with adults and peers, through guided participation and observation of others, as well as through individual exploration and reflection (Ministry of Education of New Zealand website).
I think it would be wonderful to be able to go to New Zealand and work in a program there. Being in the environment would be the best learning style for me.
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Hi Judith,
ReplyDeleteYour experiences at HAEYC and readings this week seem to collaborate with each other. As we consider the uniqueness of each, as shared through the thumbprint metaphor, do you think our current system in education based in standards reflects these thumbprints?
As you read the early childhood curriculum from New Zealand, what might we learn as teachers and administrators about reflecting the thumbprints of our children -- culturally, socially, and cognitively? What is our current system missing (if anything)? How might administrators ensure the children's needs are addressed?
Jeanne
Hi Judie:
ReplyDeleteI'm in the same boat as you, being in such an environment is basically the only way to learn, and I myself would love to visit schools in New Zeland!
You discussed how the Te Whāriki believes that learning begins at home, and early childhood programmes outside the child’s own home play a significant role in extending early learning and in laying the foundations for successful future learning. I believe this is so true. Parents need to understand that learning continues from home to school and vice versa. It's a collaborate way for children to have the best learning experiences. We try and educate our parents about this, it's difficult being they believe the child should be learning everything in school. And, they are baby sat by the television at home! So sad, but true when I talk to the parents. I understand they are busy, I myself am a parent of two young children and work full time. However, I do put a lot of time on the side to "play" and work with my children. How are we supposed to get the message across so parents understand how vital their role is at home as well? Difficult for some families but some families really try to take the recommendations into account and follow through. I only wish our system could be as great as the New Zeland schools. I just love how they try new things a lot!
Jan :)
hey judy,
ReplyDeleteI like the point that The Te Whāriki makes about how learning begins at home and early childhood programmes outside the child’s own home play a significant role in extending early learning and in laying the foundations for successful future learning. It is true that learning beings at home. A lot of times families believe that all the knowledge children will learn will be through preschool. How do we educate families on the importance of early learning starting at home?
I like your comment about meeting up and collaborating with our school since we are both from wahiawa. That's a great idea!
sarah