The teacher’s observations of the child, allow
her to plan a curriculum that introduces developmentally appropriate concepts
and skills. Activities and experiences are planned
according to a calendar of themes and units which are relevant and often
initiated by the children. The teacher serves as a facilitator in this
meaningful and successful learning.
According to Swiss psychologist Jean Piaget, who has exercised the greatest influence on early childhood education, children's
learning occurs as a result of tactile experiences with objects in their
environment. By manipulating objects and exploring on their own, they
obtain information. As they relate new ideas to information they already
know, more learning takes place. Children move beyond rote memory recall
when adults provide them with concrete materials and guide them through their
own first-hand discoveries. Sensory interaction is essential if children
are to handle symbols well later on.
Erik Erikson explains the development of personality by the ways in which children interact with the environment and how they solve
problems. The direction of growth is affected by the way that the
environment supports the child and the way the child fulfills the standards of
significant persons. A child feels a sense of accomplishment and belonging
through successful child-initiated activity as well as adult-child interactions.
For over sixty years, the Gesell Institute for Human Development has studied the motor and social behavior of children through their
language and adaptive skills. While the rate of growth is different for
each child, it is highly patterned, predictable and cannot be rushed. Age
norms are not to be used as standards or expectations, but as averages to assist
in assessment of growth. Appropriate manipulative and symbolic play
activities will support the stage the child has attained.
The whole child goes to school, not just the brain. A child's intelligence needs to be supported by the rest of development,
using the child's potential for school success. Rather than being pushed
from one stage to another, children need to be prepared by experience for each
major change. The children are exposed to a variety of materials and activities
allowing for success in a variety of learning styles. Academic worksheets are
available for those who may be ready. Those who are not may go at a slower pace.
When they are ready, familiarity will help in their success.
Encouragement of social,
emotional, cognitive, physical, creative expression and aesthetic development,
along with independence and self help skills build self esteem and confidence.
Success in preschool and kindergarten is the result.
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HELPFUL LEARNING TIPS |
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Roots and Wings |
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"There are only two lasting bequests we can hope to give our children. One is
roots; the other, wings." - Hodding Carter |
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Curriculum |
"People rarely succeed unless they have fun in what they are doing."
- Dale Carnegie |
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