Psych of EC chapter 1
Psych of EC chapter 1 psyc3250
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This 2 page Class Notes was uploaded by Caoimhe Notetaker on Saturday January 16, 2016. The Class Notes belongs to psyc3250 at Tulane University taught by Dr. Jung in Spring 2016. Since its upload, it has received 39 views. For similar materials see psychology of early childhood in Psychlogy at Tulane University.
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Date Created: 01/16/16
Psychology of early childhood 01/12/2016 ▯ Chapter 1: The scope of and need for Early childhood education ▯ ▯ Developmentally appropriate practice (DAP) Developed collaboratively by NAEYC Based on a commitment to act on behalf of children ▯ The growth of Early Childhood Education Child in family life has led to an increase in the need for childcare outside of the home o Increased numbers of single parent households Decreased income… need to work o Increased teen mothers o Increased mobility; demands of work cause people to move from hometown and away from extended family Early intervention can help combat poverty and improve opportunities for at risk kids o Head start Early intervention is of substantial economic benefit to a society Based on current trends achievement gaps and income gaps with widen in the future o And the number of children in poverty with increase What’s included in early childhood education Goals o 1- provide safe/ nurturing care in developmentally appropriate settings o 2- enrichment- allow for experiences they may not be receiving at home o 3- compensation- make up for a lack in child’s background setting o family- care homes – tend to serve at most 6 infants or toddlers tend to be lower quality than center-based o center- based enrollment has greatly increased in last few years age (birth- 8) o infant/toddler- faster growing o preschool= 2-3 yrs o K/primary- less than 8 o Before and after school- rec based ▯ Sources of support For- profit (Majority) Not for profit: all excess money is put back into program o Often church sponsored or YMCA Employer supported child care University/ college affiliated Publically supported- gov o Head start o Universal Pre-k ▯ Defining Quality in Early Childhood programs Small child-adult ratios o 3-1 : infants; 6-1: toddler; 8-1: 3 year olds; 10-1 4 year olds; (15-18)-1 5 and over small group size qualified/ trained staf research- based, developmentally appropriate curriculum positive and numerous child-adult interactions staf consistency- linked to interaction staf that receives appropriate pay and benefits the physical environment of the program o child oriented; safe place to adventure open to communication between school and family ▯ Future of Early Childhood Education Increased employment opportunities shifting Point of view could mean decreased funding for intervention programs increased need to bilingual teachers increase employer-sponsored programs increased need for wrap- up services (after school care) increase integration of special needs students into regular classes ▯ ▯
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