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Problem Research Methodology

 When teachers are directly engaged in using research-based programs or curricula, the
effect can be direct. This is the case in some model programs. But if research knowledge
EARLY CHILDHOOD LEARNING AND PROGRAM is to be used systematically in early childhood education and care programs, preservice
and in-service education that effectively transmits that knowledge to those who staff the
EFFECTIVENESS programs will be required.
 While we have argued that the teacher is central, effective teachers work with curricula
and teaching materials. In Chapter 5 we refer to exemplary curricula that incorporate
research knowledge. Changing practice requires that teachers know about, and have
access to, a store of teaching materials.
 Quality preschool programs can be encouraged or thwarted by public policy. Regulations
and standards can incorporate research knowledge to put a floor under program quality.
Public funding and the rules that shape its availability can encourage quality above that
floor, and can ensure accessibility to those most in need. And finally, program
administrators and teachers, as well as policy makers, are ultimately accountable to
parents.

https://www.nap.edu/read/9745/chapter/11

Findings Conclusions / Recommendations


 Young children are capable of understanding and 1. Each group of children in an early childhood education and care program should
actively building knowledge, be assigned a teacher who has a bachelor’s degree with specialized education
 Development is dependent on and responsive to related to early childhood (e.g., developmental psychology, early childhood
experience, education, early childhood special education). Achieving this goal will require a
 Education and care in the early years are two sides of significant public investment in the professional development of current and new
the same coin. teachers.
 The professional development of teachers is related to 2. Education programs for teachers should provide them with a stronger and more
the quality of early childhood programs, and program quality specific foundational knowledge of the development of children’s social and
predicts developmental outcomes for children. affective behavior, thinking, and language.
 Both class size and adult-child ratios are correlated 3. Teacher education programs should require mastery of information on the
with greater program effects. pedagogy of teaching preschool-aged children.
4. A critical component of preservice preparation should be a supervised, relevant
student teaching or internship experience in which new teachers receive ongoing
guidance and feedback from a qualified supervisor.
5. All early childhood education and child care programs should have access to a
qualified supervisor of early childhood education.
Theory / Concept Application

Behaviorism assumes a learner is essentially passive, and will be shaped through positive or negative reinforcement. Learning is therefore defined as a
change in behavior. Skinner (1974) believed that behavior is a function of its consequences, i.e. learners will repeat the de sired behavior if positive
Behaviorism reinforcement is given. The behavior should not be repeated if negative feedback is given. Giving immediate feedback, whether positive or negative, should
enable your learners to behave in a certain way. Positive reinforcement or rewards can include verbal feedback such as That’s great, you’ve produced
that document without any errors or You’re certainly getting on well with that task, through to more tangible rewards such as a certificate at the end of the
programme, or a promotion or pay rise at work.

Cognitivism focuses on what happens in the mind such as thinking and problem-solving. New knowledge is built upon prior knowledge and learners need
active participation in order to learn. Changes in behavior are observed, but only as an indication of what is taking place in the learner’s mind.
Cognitivism Cognitivism uses the metaphor of the mind as a computer: information comes in, is processed, and learning takes place.

Constructivism Constructivism is about learning being an active, contextualized process of constructing knowledge rather than acquiring it. The learner brings past
experiences and cultural factors to a current situation and each person has a different interpretation and construction of th e knowledge process.

Experiential learning Experiential learning is about the learner experiencing things for themselves and learning from them. Kolb (1984) proposed a four stage model known as
the experiential learning cycle. It is a way by which people can understand their experiences and, as a result, modify their behavior. It is based on the
idea that the more often a learner reflects on a task, the more often they have the opportunity to modify and refine their ef forts. The process of learning
can begin at any stage and is continuous, i.e. there is no limit to the number of cycles which can be made in a learning situation. This theory suggests
that without reflection, people would continue to repeat their mistakes.

Humanism Humanism is an approach that believes learning is seen as a personal act to fulfill potential. Humanists believe that it is necessary to study a person as
a whole, particularly as they grow and develop over their lifetime. Rogers (1983) and others developed the theory of facilita tive learning based on a belief
that people have a natural human eagerness to learn and that learning involves changing your own concept of yourself. This theory suggests that
learning will take place if the person delivering it acts as a facilitator. The facilitator should establish an a tmosphere in which her learners feel
comfortable, are able to discuss new ideas and learn from their mistakes, as long as they are not threatened by external fact ors.

Pedagogy and andragogy Formal teaching is known as pedagogy, where the teacher directs all the learning. Informal teaching is known as andragogy, where the learner is the
focus, for example, via group work and discussions. Pedagogy does not always allow for individual knowledge to be taken into account and often
focuses on teaching the same topic at the same time to all learners. Knowles et al. (2005) initially defined andragogy as the art and science of helping
adults learn. An andragogical approach places more emphasis on what the learner is doing. You can include your learners’ expe riences and knowledge
by involving them whenever possible, and building upon what they already know and what interests them. Learners can also lear n from their peers’
knowledge and experiences, as well as from you.

Pragmatism John Dewey (1859-1952) believed that formal schooling was falling short of its potential. He emphasized facilitating learning through promoting various
activities rather than by using a traditional teacher-focused method. He believed that learners learnt more from guided experiences than from
authoritarian instruction. He subscribed to a pragmatist theory which placed the learner as the focus rather than the teacher. Dewey argued that learning
is life, not just preparation for life. Using different delivery approaches, combined with practical activities, will help reach the different learning
preferences of the individuals you are teaching.
1. By means of graphic organizer, identify the factors that brings about diversity in the classroom.

2. Think of a slogan that celebrates diversity in the classroom. Make posters and have a student diversity day poster exhibit

Share our similarities celebrate our differences

3. Cite teaching strategies and explain how these teaching strategies consider student diversity.
 Write a question on the board or flip chart and read it aloud. Allow the students an adequate amount of time to think of an answer. Ask them not to raise their hand,
but write the answer on a piece of paper. When time has expired, ask for volunteers to answer the question.
 Write several questions on individual pieces of paper and distribute amongst the students. Each student will have their own question to answer. Provide an adequate
amount of time for processing and formulating a response. Call on individual students to read-aloud their question and answer. You can also modify this activity by
selecting specific questions for individual children based on their ability.
 Write several questions on a sheet of paper and distribute among students. Vary the difficulty of the questions. Ask the students to select one of the questions to
answer and then provide time for them to formulate a response. Ask for volunteers to read their chosen question and response.
 Ask students to come up with their own questions based on the content and topic. Have them write their top three questions on a paper and choose one of them to
answer for the Q&A session. Give them time to work and then provide an opportunity to share with their peers.
3 Key Concepts of Albert Bandura How to Apply in my teaching
1. Attention We cannot learn if we are not focused on the task. If we see something as
being novel or different in some way, we are likely to make it the focus of
their attention. Social contexts help to reinforce these perceptions
various factors increase or decrease the amount of attention paid. Includes
distinctiveness, affective valence, prevalence, complexity, functional value.
One’s characteristics (e.g. sensory capacities, arousal level, perceptual
set, past reinforcement) affect attention.
2. Retention We learn by internalizing information in our memories. We recall that
information later when we are required to respond to a situation that is
similar the situation within which we first learnt the information.
remembering what you paid attention to. Includes symbolic coding, mental
images, cognitive organization, symbolic rehearsal, motor rehearsal
3. Motivation We need to be motivated to do anything. Often that motivation originates
from our observation of someone else being rewarded or punished for
something they have done or said. This usually motivates us later to do, or
avoid doing, the same thing.
Having a good reason to imitate. Includes motives such as past (i.e.
traditional behaviorism), promised (imagined incentives) and vicarious
(seeing and recalling the reinforced model)

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