miércoles, 23 de marzo de 2011

PRECURSORES OF EARLY CHILDHOOD EDUCATION

Preschool education are pioneers of education among them we can mention: Maria Montessori, Ovid Decroly, Frederic Froebel, Johann Pestalozzi and John Rousseau and others.

               Them through different approaches and thoughts, propose methodologies for improving childhood education. Since from the eighteenth and nineteenth centuries, originated a greater interest and concern of the exponents in improving education to meet the needs of children, considering the basic principles of each of these methods proposed, in order to develop different areas in the students.

2.3.1 Maria Montessori (1870-1952)

Was an educator, psychiatrist and philosopher, an Italian national. Am interested in the education of children with mental deficiencies, which inspired her to develop their own methods which were then applied in all kinds of children.

         His method is to "education for life"and find that children develop their full potential through a prepared environment, which possesses a good infrastructure, varied materials and be led by trained professionals where they can make an individual learning process without filled with affection and respect limits.

   2. Ovid Decroly (1952-1932)

           Born in Belgium, was physician and teacher by profession specializing in nervous diseases, which serves children which generates abnormal interest and concern for education in these children. To Decroly, the child was an individual being unique. Then devised a methodology called "center of interest" whose main features were to: focus on the interests of children and their needs, understand their interests, to attract and keep their attention.



ART EDUCATION


Art education is the area of learning that is based upon the visual, tangible arts—drawing, painting, sculpture, and design in jewelry, pottery, weaving, fabrics, etc. and design applied to more practical fields such as commercial graphics and home furnishings. Contemporary topics include photography, video, film, design, computer art, etc.
Historically art was taught in Europe via the atelier Method system where artists' took on apprentices who learned their trade in much the same way as any guild such as the Masons (stonemasons or goldsmiths etc.). The first art schools were established in 400 BC Greece as mentioned by Plato. During the Renaissance formal training took place in art studios. Historically, design has had some precedence over the fine arts with schools of design being established all over Europe in the 18th century. Education in art takes place across the life-span. Children, youth, and adults learn about art in community based institutions and organizations such as museums, local arts agencies, recreation centers, places of worship, social service agencies, and prisons among many other possible venues.
Within art schools "visual arts education" encompasses all the visual and performing arts delivered in a standards-based, sequential approach by a qualified instructor as part of the core curriculum. Its core is the study of inseparable artistic and aesthetic experience and learning.

CHILDREN EDUCATIONAL TOYS



All children are natural learners; constantly absorbing new experiences in their everyday lives. Therefore each toy they play with is vital within this learning process. A toy may be fun but what benefits is that toy providing your child?

Given that babies and young children possess a natural sponge for learning, a variety of well chosen educational toys will help towards enhancing each child's individual development.
Toys with educational values are obviously of much benefit, while wooden toys are not only durable but due to their natural qualities have a 'calming' effect on young children. 

CHILDCARE


It is traditional in western society for children to be taken care of by parents or legal guardians. In families where children live with one or both of their parents, the childcare role may also be taken on by the extended family. In the absence of one or both parents and the extended family willing to care for the children, orphanages are a way of providing for children's care, housing, and schooling.

The two main types of child care options for employed parents needing childcare are centre-based care (including creches, daycare, and preschools) and home-based care (also known as nanny or family-daycare. As well as these licensed options parents may also choose to find their own caregiver or arrange childcare exchanges/swaps with another family.

In-home care typically is provided by nannies, au-pairs, or friends and family. The child is watched inside their or the child carer's home, reducing exposure to outside children and illnesses. Depending on the number of children in the home, the children utilizing in-home care enjoy the greatest amount of interaction with their caregiver, forming a close bond. There are no required licensing or background checks for in-home care, making parental vigilance essential in choosing an appropriate caregiver. Nanny and au-pair services provide certified caregivers and the cost of in-home care is the highest of childcare options per child, though a household with many children may find this the most convenient and affordable option.
At the same time, a nanny or au-pairs are not always the best methods of childcare. It confines the child into a world of their own. It keeps them from interacting with other children a lot of the time. As mentioned the caregivers do not need licenses or background checks so there is no way of telling if a person is really qualified or has a criminal background (unless you live in a country where there is an option of obtaining home-based care through a government licensed and funded agency). These things should be taken in consideration when making a choice.

Family child care is provided from a care giver's personal home, making the atmosphere most similar to a child's home. State licensing requirements vary, so the parent should conduct careful interviews and home inspections, as well as complete a background check on the caregiver's license. Any complaints against the caregiver will be documented and available for public record. Family care (depending upon the relative levels of state subsidy for centre-based care) is generally the most affordable childcare option, and offers often greater flexibility in hours available for care. In addition, family care generally has a small ratio of children in care, allowing for more interaction between child and provider than would be had at a commercial care center.

Commercial care centers are open for set hours, and provide a standardized and regulated system of care for children. Parents may choose from a commercial care center close to their work, and some companies offer care at their facilities. Active children may thrive in the educational activities provided by a quality commercial care center, but according to the National Center for Early Development and Learning, children from low quality centers may be significantly less advanced in terms of vocabulary and reading skills. Classes are usually largest in this type of care, ratios of children to adult caregivers will vary according to state licensing requirements.
Pre-school is often the term used to refer to child care centers that care primarily for 3 and 4 year old children. Preschool can be based in a center, family child care home or a public school. Head Start is a federally funded program for low income children ages 3 and 4 and their families. Similarly Early Head Start serves low income children birth to 3 years of age.
Regardless of type of care chosen, a quality care provider should provide children with (a) light, bright and clean areas to play as well as separate sleeping and eating areas and (b) be the kind of person you can have confidence in leaving your child with. Most western countries also have compulsory education during which the great majority of children are at school starting from five or six years of age. The school will act in loco parentis meaning "in lieu of parent supervision".

In many locales, government is responsible for monitoring the quality of care. For instance, in Scotland Her Majesty's Inspectorate of Education is responsible for improving care and education for children from birth to eighteen. This is implemented by inspections carried out by HMIE itself or by other members of inspection and review teams. Inspection reports include feedback from staff and parents as well as the inspectors, aiming to provide parents and carers information to help them decide whether a particular child care setting is providing good quality child care and meeting government standards.

In England Childcare is inspected and regulated by OFSTED (previously this was administered by Local Authority Social Services). Care for children under five is split into Childcare on Domestic Premises which is Childminding and Daycare. In the UK being a ‘Childminder’ is a protected title and can only be used by registered professionals. Registered Childminders are trained, insured and qualified in Paediatric First Aid. They comply/administer/work with The Early Years Foundation Stage EYFS and have the same responsibilities for education as nurseries and reception classes. They generally work from their own homes and are always self-employed setting their own terms and conditions. The basic numbers of children that childminders can care for is 6 children under 8 years of age; of these children, 3 maybe under 5 and of these 1 maybe under 1. These numbers include the childminders own children (although the childminder’s children will not be included be included n the childminding ‘Certificate’). Some childminders work with either childminding assistants or with co-childminders, which often increases the number of children that can be cared for and individual childminders can request a ‘variation’ which may increase the children that they care for particularly for ‘continuity of care’ or for twins. There is a professional body – The National Childminding Association NCMA which “Promotes and supports quality child-minding expertise” and provides information for Childminders and parents.

PRESCHOOL


The preschool or kindergarten is the name given to the course of study prior to compulsory primary education established in many parts of the world. In some places it is part of the formal education system and in others as a child care center or nursery.

In every country in the world educational system exists as an institution established although each is known in various forms such as nursery, kindergarten, preschool, kindergarten, nursery school, kindergarten, kindergarten, kindergarten, etc. .

The age of the children who attend are between 3 and 6 years, they learn how to communicate, play and interact with others properly. A teacher offers to manipulate various materials and activities that motivate them to learn the language and vocabulary words, math, science, foreign languages ​​and computers, as well as art, music and social behavior.


EDUCATIONAL ASSESSMENT METHODS

OBSERVATION

It has broad application in the evaluation process, providing information that enables appropriate judgments about the different facets of life in the classroom.

The data collected through observation are important for effective guidance of the process of learning, among other techniques used to assess in a scientific manner and thus to obtain feedback from the process of learning and teaching mediation (Saenz, 1988).

Not only individually, but the degree of group interaction, social characteristics, relations teacher - student and student - student. Lafourcade essential for the development of tools and application of appropriate techniques to enrich the information on aspects of behavior that escape other measurement processes, lies in the delineation of roles.


Checklists:

Are lists of words, phrases or sentences that express behaviors dichotomous (yes - not achieved - not achieved and others). Used to assess specific aspects.

The list provides information that indicates whether a given feature is present or not. Its greatest value is to be easy to construct and implement, and objective for use in areas that can be divided into specific steps.

Its use is suitable for self-assessment, peer assessment and evaluation unidirectional.

Steps for processing:
Select the goal of educational planning.
Select indicators to be included or noted.
Explain how to use it.
Place specific steps in sequential order.
display the kind of distinction you want (yes - no good - bad, missing - this ...)


RATING SCALES:

Is a set of characteristics or behaviors to be evaluated, gradually. The teacher must specify in advance for your attention to the features previously mentioned.

Can be used to evaluate procedures, final products and personal development.

The scales have several advantages over checklists for conduct or behavior can observe a gradual about the development achieved by the student in a particular aspect.

The teacher uses the scale to indicate the quality, quantity or level of the observed.

A rating scale serves several important functions:
1. observation leads to specific and clearly defined.
2. provides a common frame of reference for comparison to all students according to the same set of features.
3. offers a convenient way to record information.

Steps for processing:

Determine the purpose of the instrument
Select indicators that will be observed.
Write instructions.
List the important features of each aspect.
Define the type of scale.
Sort scale values.
enunciate each indicator in consecutive order.

Types of scales:

Numerical scale:

This is a list of key numbers: both remain constant from one to the other. One of the simplest types of scale. The teachers mark the boxes for the number indicating the degree to which it has the characteristic or trait that is offered as an indicator, generally assigned values ​​of 1 to 5, using a common key 5 excellent to 1 poor.


NTERVIEW:
It is an observational technique that through formal or informal conversation the teacher interacts with the student, allowing depth on relevant aspects such as preferences, opinions, attitudes, interests, and others. Its use is rare in teachers, but its use reveals direct information to check the extent of the proposed objectives.
The interview can be structured or not. recommended a flexible guide to guide the conversation.
The informal, ie conversations during recess or extra class activities are essential because they provide important information, without losing respect for the informant and the confidentiality of information.

 
The flexibility of the technique, provides data unattainable by other techniques because, regardless of what the student refuses or states, it can be seen as affirmed or denied (accent, gestures, inhibitions, fears) .

CORROBORATING LISTS
The list of corroboration is similar in form and function to the rating scale. The basic difference between them is the type of trial is ordered.
For a list of corroboration for the evaluation of procedures to be taken into account the following aspects.a. identify and describe each of the specific acts to be evaluated.b. add to list those acts which represent common mistakes that can be clearly identified.c. sort of behavior that want to evaluate and likely errors in the approximate order in which they are expected to occur.d. provide a simple procedure for numbering the behaviors in sequence or to cross out each behavior as is happening.
Apart from being used in the evaluation of procedures can also be used to corroborate the list to evaluate products. For this there should be a list of features that must have a particular product. To evaluate the product, the teacher checks whether each of the features is present or not.

PERFORMANCE RECORD:
Used in formative evaluation in order to observe how you run the skill or learning a skill so they can replenish the process. To assess the activities developed and the results of them, eg driving a device or a computer. To develop a performance record is the following steps:
 establish important aspects to be observed establish the sequence of these steps record relevant observations obtain the total score.

CHILD READINESS


The readiness is a process of preparation for any activity that you want to start, is permanent throughout the life of human beings. In the preschool child's life is a preparation process that should have to face at school. It is a work which places special emphasis on the stimulation of basic skills for school learning, and literacy, pre-writing and pre math.

Called readiness to plan development of the basic functions to help ensure that children achieve the maturity necessary for learning reading, writing and arithmetic. To achieve this state of general maturity, allows the child to learn to read, write and compute without difficulty.

Visual discrimination, is of utmost importance to develop at this stage, to differentiate one stimulus from another and is intended to become a series of thought processes that lead to subject to critical judgmental about reading model.

In the development of basic functions is important to develop:

       "Language as reception, comprehension and oral expression.

       "Perception and discrimination figure - ground and perceptual constancy.

       Spatial and Temporal Guidance.

       - in her bodily functions including laterality and directionality.

       Literacy

The reading should be shared to be fully realized. Read the reader opens the windows of access to different worlds, both real and imagined.
Reading together is a great time for a child to learn what print is. The approach of the child referred to the literary work will enable him not only an accurate knowledge of the world around them through real situations, but also allow you to adapt to the society in which we live.