The study led by  Catherine Tamis Le Monda, had the goal to  analyse how much impact the early learning environment can have on the later academic success of a child. The study followed  more than 2000 families  enrolled in the Early Head Start Research Evaluation Project and the results that came out clearly showed the importance of starting early and starting right.  

The study also presented us with the alternatives should a child be raised in an poor learning environments.  Some of them being:

• Insufficient speech development and bad language mastery
• Behavior problems
• Decreased ability and readiness to start with school
• Aggressiveness
• Anxiety
• Depression
• Cognitive developmental disorder.  

The study further confirmed that the long-term effects of the poor early learning environment can be witnessed through:

• lower high school graduation rates
• Problems and troubles when the child becomes a parent himself
• Difficulties in finding and retaining the job,  
• Financial independence and stability.

The benefits of high quality early learning

In order to prevent the above mentioned effects, the researchers from the University of New York conducted the study involving more than 2000 families  enrolled in the Early Head Start Research Evaluation Project.  The aim of the study was to examine  early home learning environments and whether they predict 5^th grade academic skills for children of families from ethnically diverse, low-income backgrounds.

Children’s learning environments were measured through a series of home visits at 14 months, at 2 and 3 years, and at pre-kindergarten. There were three important characteristics of early learning home environment that have been identified as having the positive influence on the child’s development, and these are:

1. Parents’ participation in learning: including book reading, storytelling, playing social games.
2. Quality interaction between parents and children: if parents are sensitive, tender, open, offering rich and varied language learning (e.g. parents stimulate children by naming and describing objects and happenings in their environment), child manages to develop faster and better his own language skills.
3. Availability of different learning materials at home: including books for children, interactive toys, toys encouraging imagination (for i.e. toys as cooking sets), toys that encourage motor skills and learning about spatial environment (e.g. different sorts of puzzles, riddles, quizzes).

According to this study, it has been determined that these three characteristics are important, regardless of the fact that there are different styles of parenting. The researchers also found that early learning environments supported the emergence of pre-academic skills that persisted into early adolescence to predict children’s 5th grade academic skills. Pathways from early learning environments to later academic skill were also similar for children from White, Black, Hispanic, English-speaking, and Hispanic Spanish-speaking backgrounds.

The professor of developmental psychology at the University of New York, Catherine Tamis-LeMonda, one of the leading researches on this project pointed out:

“We often make assumptions that this is a homogeneous group,” said Tamis-LeMonda. “They’re all living in poverty, so these kids will therefore be doing horribly, that parenting will be weak. What is amazing to think about is how much the experiences of these children vary from one another.  You have children who are in poor families who are getting incredibly rich engagement. Parents are talking to them all the time, providing rich language, lots of books, lots of toys, and then at the other extreme, also within low-income families, you have children who are in much more impoverished circumstances.”    

So how much is the home learning environment important for the child’s development?

The quality home learning environment is incredibly important as it affects children’s language and cognitive development. Children’s participation in learning activities, the quality of parent-child interactions, and the availability of learning materials like books and toys are three key features of the home learning environment that support language and pre-academic skills in early childhood.

Further reading:

https://www.childandfamilyblog.com/early-childhood-development/home-learning-environment-academic-performance/

https://steinhardt.nyu.edu/faculty/Catherine_Tamis-LeMonda

https://www.tandfonline.com/doi/abs/10.1080/10888691.2017.1345634?journalCode=hads20

http://www.urbanchildinstitute.org/sites/all/files/databooks/TUCI_Data_Book_VII_2012.05_family.pdf

http://blogs.edweek.org/edweek/early_years/2017/08/positive_early_home_environment_predicts_academic_success_years_later_study_finds.html

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Dear moms and dads, teachers, grandparents, nannies,

Of course, as we entered the museum, Stefan had only one mission. The dinosaur exhibition, thank God, that was on the same floor, so he quickly saw everything he was interested in and asked to go to the souvenir shop to see if there was a toy dinosaur there too.

We tried to visit other exhibits, but the only thing that sparked his interest were stuffed birds because he recognized quite a lot of them.  He loves Larousse encyclopedia with 1,000 animals a lot so that’s why.

*********

This story was originally published in our Facebook group #Care4Kids, where we share our challenges in raising children. There are parents, grandparents, teachers, but also uncles and aunts – everyone who wishes to be the best possible support to the children in their lives. Follow THIS LINK and join the group!  

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Research is increasingly demonstrating that investments in early childhood education programs can have “spillover” effects that benefit children, families and society as a whole. Early investments can strengthen parents’ job stability and wages, and increase children’s later adult earnings. Children who attend high-quality preschool programs are less likely to need special education, to be arrested, or to require social services.

James Heckman, a Nobel Prize-winning economist, the Henry Schultz Distinguished Service Professor of Economics at the University of Chicago and expert in the economics of human development  has written extensively and persuasively that investing in early childhood programs is necessary for communities to become globally competitive, improve health and education outcomes, and reduce crime and poverty.

Heckman’s cutting-edge work with a consortium of economists, psychologists, statisticians, and neuroscientists has proved that quality early childhood development heavily influences health, economic and social outcomes for individuals and society at large.

The ABC/CARE Study

New research by Professor James Heckman and his colleagues at the University of Chicago and University of Southern California suggests that comprehensive, birth-to-age-5 early childhood programs can produce higher economic returns than those previously established for preschool programs serving 3- to 4-year-olds.

The researchers analyzed the effects of two identical, random-controlled preschool studies conducted in North Carolina in the early 1970s: The Carolina Abecedarian Project and the Carolina Approach to Responsive Education. They offered comprehensive developmental resources to disadvantaged children, and both studies have long-term follow-ups through about age 35.

The findings, released in a working paper titled “The Lifecycle Benefits of an Influential Early Childhood Program” show how high-quality early childhood programs can increase economic mobility for two generations by freeing working parents to build their careers and increase wages over time (ABC/CARE provided childcare to the parents of treated children for more than nine hours a day for five years), while their children develop a broad range of foundational skills that lead to lifelong success.

The data speaks for itself.  Investing in the continuum of learning from birth to age 5 not only impacts each child, but it also strengthens our country’s workforce today and prepares future generations to be competitive in the global economy tomorrow,  said Heckman.

Heckman had previously established a 7-10% return on investment based on the analysis of  the Perry Preschool program, which served 3- and 4-year-olds. ABC/CARE was a comprehensive model from birth to age 5 which combined health, nutrition, family engagement, child care and early learning and in turn provided long-term benefits that far outweigh the costs.

The researchers calculated the return on investment through life outcomes, such as health, involvement in crime, labour income, IQ and increases in mothers’ labour income as a result of subsidized child care. They have found that high-quality birth-to-five programs for disadvantaged children can deliver a 13% per child, per year return on investment through better outcomes in education, health, social behaviours and employment  in the decades that follow.

The study relies on data collected annually from birth until the age of 8 and then at various points in adolescence and adulthood. It includes data on cognitive skills, education and family economic characteristics as well as a full medical survey at age 35 and detailed records of any criminal activity.

For those who were enrolled in the high-quality early child programs, the beneficial outcomes included improved adult health, particularly the reduction among males in metabolic syndrome, which raises the risks for heart disease, diabetes and other health problems. The researchers also found that children in the two programs saw a permanent boost in IQ. According to Heckman, “that lasting effect in cognition, combined with increased social and emotional skills that are known to drive achievement, were factors in better outcomes and returns on investment.”

No one category by itself drives the high return that we estimate; it’s the overall effect across outcomes that are measured throughout the life cycle,  said co-author Jorge Luis García, a doctoral student at the University of Chicago.

The study provides clarity on a number of issues:

• Quality, birth-to-five early childhood development programs can and should be used to prevent adult chronic disease.
• Quality early childhood development should be an integral part of health care reform.
• Quality early childhood programs start with effective perinatal care for mothers and begin at birth for children.
• Early health and nutrition should be integrated into early childhood development programs. Early health is critical for later adult health outcomes.

Making the case for investing in ECE in Serbia

Child’s first 5 years hold key to success. Every interaction a child has with his or her environment is opportunity for learning. In the first five years, daily activities “” talking, singing, reading, playing “” stimulate brain development and dramatically influence future health, learning and behaviour. Outside of that five-year window, we lose opportunities we may never get back. That’s why making the most of the first five years of a child’s life through timely interventions focused on providing quality education and care is so vital. In this respect Professor Heckman remarked that:

We cannot afford to postpone investing in children until they become adults, nor can we wait until they reach school age – a time when it may be too late to intervene.

Currently there are 180,000 children aged 3 to 5,5 years in Serbia. However, only half of them attend preschool. What’s more, there are 2,500 locations in Serbia without preschool infrastructure. Due to the fact that each year 90,000 children throughout Serbia are left behind the Novak Djokovic Foundation launched the Schools of Life program aiming to create best possible conditions for education and development of young children in economically challenged municipalities. The Foundation believes in a quality, early education for every child which will give them a chance to have a good start in life, pursue their dreams and become winners in any field.

In addition, actions have been taken at the state level to change this alarming situation for the better. According to the World Bank press release in March this year “the Serbian Ministry of Education, Science and Technological Development and the World Bank have started the implementation of the Inclusive Early Childhood Education and Care (ECEC) Project that will increase access, quality, and equity of preschool education in Serbia”.

The project represents an important shift for Serbia, demonstrating a sustained commitment to early childhood education and care in Serbia as a foundation for inclusive growth,  said Marijana Jasarevic, one of the Project Team Leaders.

There Is No “Fadeout”, Only Lasting Benefits

Perhaps the hottest argument around early childhood education centers on whether its benefits ultimately fade out, making it a foolhardy investment.

In both the Perry Preschool and ABC project, the improvement in IQ scores of students who participated in these programs tends to shrink over time. Yet the non-cognitive gains “” “soft” skills such as persistence, self-discipline, dependability””tend to remain and often yield benefits that grow and expand over time.

Fadeout is a myth. Quality early childhood education provides persistent boosts in socio-emotional skills even if cognitive skills taper in the short-run. Gains in socio-emotional skills ultimately create better education, health and economic achievement. It’s time to focus on developing the whole child and stop declaring failure based on third-grade standardized test scores – concludes Heckman.

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Anxiety is defined as “apprehension without apparent cause.” It usually occurs when there’s no immediate threat to a person’s safety or well-being, but the threat feels real. Anxiety makes someone want to escape the situation “” fast. The heart beats quickly, the body might begin to perspire, and “butterflies” in the stomach soon follow. And kids are no exception to this phenomenon.

Typical childhood fears change with age. They include fears of strangers, heights, darkness, animals, blood, insects, and being left alone. Kids often learn to fear a specific object or situation after having an unpleasant experience, such as a dog bite or an accident. Separation anxiety is common when young children are starting school. If anxious feelings persist, they can take a toll on a child’s well-being. For example, a child with a fear of being rejected can fail to learn important social skills, causing social isolation.

Many adults are tormented by fears that stem from childhood experiences. An adult’s fear of public speaking may be the result of embarrassment in front of their peers many years prior. It’s therefore important for parents to recognize and identify the signs and symptoms of kids’ anxieties, so that fears don’t get in the way of their everyday life in the future.

Some signs that a child may be anxious about something may include:

• becoming clingy, impulsive, or distracted
• nervous movements, such as temporary twitches
• problems getting to sleep and/or staying asleep longer than usual
• sweaty hands
• accelerated heart rate and breathing
• nausea
• headaches
• stomachaches

But children who are able to experience the slight rush of anxiety that often occurs prior to a math test or a big track race often can enhance their performance. However, experiencing too much anxiety or general nervousness, at inappropriate times, can be extremely distressing and interfering. Although children have fears of specific objects, the feeling of anxiety is more general”¦children may feel constantly “keyed up” or extremely alert. When anxieties and fears persist, the cause of the anxiety looms larger and becomes more prevalent. The anxiety, then, becomes a phobia, or a fear that’s extreme, severe, and persistent.

So, how to deal with your anxious child?

• Recognize that the fear is real. Never belittle the fear. As trivial as a fear may seem, it feels real to your child and it’s causing them to feel anxious and afraid. Being able to talk about fears helps “” words often take some of the power out of the negative feeling. If you talk about it, it can become less powerful.
• Don’t cater to fears, though. If your child doesn’t like dogs, don’t cross the street deliberately to avoid one. This will just reinforce the idea that dogs should be feared and avoided. Provide support and gentle care as you approach the feared object or situation with your child.
• Teach coping strategies. Using you as “home base,” your child can venture out toward the feared object, and then return to you for safety before venturing out again. Kids also can learn some positive self-statements (such as “I can do this” and “I will be OK”) to say to themselves when feeling anxious. Relaxation techniques are helpful, including deep breathing.

But, on a more positive note, your child’s fear is a mark of an alert brain that is sensitive enough to identify the stimuli from their surroundings. It’s, hence, your child’s insurance policy since being absolutely fearless might encourage your child to jump off a cliff. Too much of anything is, of course, bad. So, inculcate a balanced behavior in your child in order to avoid abrupt and abnormal reactions to sudden events.

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Kids who haven’t yet learned to read can use the app to craft their own interactive stories and games by simply snapping together colourful graphical blocks, much like LEGO bricks or puzzle pieces, without any of the obscure punctuation and syntax of traditional programming languages. ScratchJr is available as a free app for both iPad and Android tablets.

Giving Children the Tools They Need to Create and Become Creative Thinkers

People view coding as a narrow technical activity, a valuable job skill useful for only a small subset of the population but Scratch aims to make coding accessible and appealing for everyone, says Mitchel Resnick, the LEGO Papert Professor of Learning Research at the MIT Media Lab and director of the Scratch Team.

The original Scratch programming language is already used by millions of older kids, but it was too complicated for younger kids. Therefore, the Scratch team redesigned the interface, simplifying it in order to make it more accessible to younger kids and ScratchJr was launched. Platform is the product of a collaboration between the DevTech Research Group at Tufts University, the Lifelong Kindergarten Group at the MIT Media Lab, and the Playful Invention Company.

How Does ScratchJr Work?

Through moving and interacting with the library of kid-friendly characters, children will begin to understand how the commands they put together impact the activities on the screen. Users can move characters in any direction, have the character speak, record narration, and choose to hide or show the character. Users can also add customized backgrounds by importing their own photos and change the look of a character using visual editing functions. These technological tools have been inspired by the best kindergarten materials (blocks for building, crayons for drawing, dolls for role-playing, tiles for making geometric patterns), with the aim to allow children to express themselves creatively on the computer. In addition, children can share their interactive stories and games on the Web and engage with other kids in an online community that provides inspiration and feedback.

Copyright: Photo smile

Transformative Potential of Digital Technologies in Education

According to Resnick, in most places where technologies are being used in education today they are used simply to reinforce outmoded approaches to learning.  Both Scratch and Scratch Junior are projects of Resnick’s Lifelong Kindergarten research group, focused on developing new technologies and activities that, in the spirit of the blocks and finger paint of kindergarten, engage people in creative learning experiences. In this way the group hopes to realize what they consider the greatest potential of technology in the educational context.  If creative approach to learning has been so successful in kindergarten, it should be applied in other parts of the educational system as well.

He believes that digital technologies, if properly designed and supported, can play a transformational role in education and extend the kindergarten approach, so that learners of all ages can continue to learn in the kindergarten style”Š and continue to develop as creative thinkers.

What Makes for Good Learning Experiences?

Research has shown that many of our best learning experiences come when we are engaged in designing and creating things, especially things that are meaningful either to us or others around us. In addition, coding allows kids to learn a new method of communication and expression. Coding teaches problem solving and analytical skills that force children to grow intellectually and think outside of the box. As young children code with ScratchJr, they also use math and language in a meaningful and motivating context, supporting the development of early-childhood numeracy and literacy. In other words, children don’t just learn to code, they code to learn.

Creative Thinking – A Crucial 21st Century Skill

Computers are not just information delivery devices and communication enablers. They are also a medium through which people can create, express and share their creations with others. If we want to take advantage of new computational technologies we need to preserve the creative thinking mindset that is natural to kindergartners. They are quick to find smart solutions to problems that remain unnoticed by  people with a fixed mindset.

Copyright: Syda Productions

How to Get Kids Excited about Coding

One of the most distinctive features of ScratchJr is that young learners can use the app even before they know how to read. This creates the potential for children even younger than ScratchJr’s specified age range to get a jump on learning code. The action of using digital blocks, photos, and backgrounds to make meaning can serve as a new method of creative expression for young students, and can add to the choices for multimodal play in both classroom and home settings. Unlike traditional programming  where it can take days of coding just to get something to move around on screen ScratchJr lets children see pretty good results almost instantly, which then pushes them forward to develop their coding skills further.

Coding as a Way to Help Children Achieve Their Dreams in the Digital Age

The Lifelong Kindergarten Research Group’s mission is to nurture “a world full of playfully creative people who are constantly inventing new opportunities for themselves and their communities”. ScratchJr does this through early hands-on exposure to coding and computational thinking. The idea behind ScratchJr is to provide young children with opportunities to work on projects, based on their passions, in collaboration with peers, in a playful spirit. It helps them prepare for a world where creative thinking is more important than ever before as well as see computers as the valuable learning tools they are rather than merely fun playthings.

Do you think it’s important to introduce children at an early age to the world of coding? Are your kids familiar with ScratchJr? What sorts of projects have they made with this app? Share with us your stories and experience.

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In a world where academic skills are often viewed as the priority, social-emotional skill development may not always be on the forefront of most parents’ minds. However, a growing body of research indicates that  social and emotional skills children gain, or don’t gain, before they enter kindergarten have a profound effect on their lifelong journey.

When school readiness is discussed, many people think of children learning their ABCs and 123s, colors, shapes and other traditional academic skills. On the other hand, as Dr. Barbara Smith from the University of Colorado- Denver stated in the article “Linking Social Development and Behavior  to School Readiness”, the last two decades of research have made it unequivocally clear that children’s emotional and behavioural adjustment is also important for their chances of early school success. The problem is that more and more children are entering school without these critical skills.

A new study from researchers at Johns Hopkins University, in collaboration with the Baltimore Education Research Consortium,  provides further evidence of the high costs of entering kindergarten without social and emotional skills. In the study, social and emotional skills of incoming kindergarten students were measured against the Personal and Social Development domain of the Maryland Model for School Readiness (MMSR). The study found that of over 9,000 children entering kindergarten in the Baltimore Public Schools more than half didn’t meet benchmarks for social-behavior readiness. These include social and emotional skills children need to follow directions, comply with rules, manage emotions, solve problems, organize and complete tasks, and get along with others. Social and emotional skills develop early, before children enter school, and they are essential for learning in a classroom setting.

It’s even more interesting what the researchers found when they tracked these students through the fourth grade. It turns out that, by the fourth grade, students who entered kindergarten behind in social and emotional skills were:

• up to 80 percent more likely to have been retained in grade
• up to 80 percent more likely to have received special education services and
• up to seven times more likely to have been suspended or expelled at least once over the previous five years

Yet, another  recent study published  in the American Journal of Public Health revealed a direct link between children’s social and emotional skills and their success across a wide range of health, social, and economic measures. Using a cluster of indicators  such as “resolves peer problems,” “listens to others,” “shares materials,” “cooperates” and “is helpful” researchers rated social and emotional skills of 750 kindergartners on a five-point scale, and then tracked them to their twenties to investigate whether “social competence” in kindergarten could predict how the same kids would fare as young adults. They found that for every one-point increase in a child’s social competence score, he or she was:

• twice as likely to attain a college degree
• 54 percent more likely to earn a high school diploma
• 46 percent more likely to have a full-time job in early adulthood

Conversely, a one-point decrease in social competence was linked with  67 percent higher chance of being arrested by early adulthood and  82 percent higher chance of spending time in juvenile detention. In other words, the greater the disparity in social skills, the wider the gap in adult outcomes. Kids who scored “well” on social competence were four times more likely to obtain a college degree than kids at the bottom end of the spectrum.

Primary school teachers report that it is hard to teach children who are not interested in learning, lack confidence in their own abilities, and have trouble cooperating and controlling themselves. Intellectual skills are less of a problem because they are more easily solved. To succeed in school, children need a sense of personal well-being that is created from stable, caring relationships at home and in child care in the early years. High-quality pre-K programs can make a difference and get children off to the right start.

Social and emotional skills enable children to enter kindergarten ready to learn and socialize. They enhance children’s ability to remain academically engaged throughout their schooling. As a result, kids are more likely to graduate from high school and become productive members of their community.

Children learn and practice these important skills when they have to solve problems that arise in play with others. With the guidance and support of their child care providers and parents, children can face these problems and learn the skills needed to be successful both in school and in life.

How do you view your child’s “school readiness”? Do pre-K programs provide enough opportunities for young children to learn and practice social and emotional skills? Share with us your thoughts and experience.

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The picture that welcomed us at the opening ceremony of the 11th School of Life in the village of Deronje, the municipality of Odzaci, was quite contrary to the melancholic site we encountered during our first visit to “Carolija”. The kindergarten was now reconstructed and transformed into a dream place for 50 boys and girls 3-5 years old, within the preschool institution “Poletarac”.

New and colourful preschool classrooms were full of children, who were laughing, playing, and enjoying with their friends. Accompanied by our partners from the Center for Interactive Pedagogy we were glad to be reminded once again why the things we do for children in Serbia are so rewarding. One should see their happy faces when they are completely absorbed in play, trying to find the last, missing part of a giant puzzle. A smile may take just a moment, but the memory of that smile can last forever. And we secretly hope they will never lose their innocence and goodness, nor their charming curiosity. We are doing our best to ensure they have a proper start in life, help them reach their full potential and pursue their dreams. Because we know they can achieve them one day.

TEACHER TRAINING

Give me a child, and I’ll shape him into anything  –  B.F. Skinner

Unfortunately, people who play a key role in education and development of children during their early years are rarely acknowledged. Therefore, one of the goals of our projects is to change the way we see early educators and provide them with necessary support.

The “Schools of Life – Together for Childhood” project aims not just to refurbish old preschool facilities, but also to offer specialized training courses for professional development of teachers, as well as to organize various educational, interactive and interesting workshops for children and their parents.

In late November, our partners from CIP – Center for Interactive Pedagogy hosted the seminar “Neither black, nor white – a program for working with children / young people against prejudice, for tolerance and intercultural relations” for preschool staff at kindergarten “Carolija”.

The event encouraged the participants to exchange their previous teaching experience, share new ideas, and discuss about possibilities of incorporating some innovative teaching methods and techniques into day-to-day activities and work with children and their parents…

Together we learn, grow and become more successful in our mission.

LOCAL COMMUNITY

One of the important aspects of our projects is sustainability, reflected through empowering the local communities. In addition, it’s great to see that our efforts to do significant things for children are recognized and supported by the local citizens. Their positive initiatives often follow our project implementation.

These good examples included the visit of the Women’s Association members to kindergarten in Deronja. They held workshops and spend a lovely time with children, showing them how to make wool Christmas decorations. Our guests were amazed by their open-mindedness and readiness to master new skills.

Kids were so proud of their abilities and creations. The next thing they were introduced to was the art of making a tapestry. Some of the parents reported that children insisted on teaching them how to spin yarn using a spinning wheel, convinced that they understand the whole process better than adults. “It seems we have to start our own sheep farm”, parents wittily responded.

This and many other similar Schools of Life stories show that if we work together we can really make a big difference in children’s lives. They also encourage us and our partners from the Center for Interactive Pedagogy to keep on doing the right things for the right reasons.

We truly believe in children and their dreams. Join us and let’s make great things together. For children. For our future.

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Early childhood education is an important step in educating young minds and offering stimulating opportunities for exploring and learning. Those who contributed to the discipline of early childhood education came from occupations and professions outside the academic domain. What they had in common was an understanding of children. And that is what makes early childhood education unique; it starts with the child and not with the subject matter.

Historical Foundations of Early Childhood Education

Early childhood education has roots that reach far back into history. For over 2,000 years  the issues of “why” and “how” to teach young children have engaged philosophers, psychologists and educators seeking to discover universal laws of child development.

• Plato (428-348 BC), a leading Greek philosopher, believed all children were born with a defined amount of knowledge, and that education served to ‘remind’ them of this inherent understanding of the world, and help them use it in their everyday lives.  Plato viewed play as a form of anticipatory socialization. If children were to become builders, he suggested, they should play at building houses. The teacher’s role was to try to direct children’s inclinations and pleasures through play towards their final aim in life.
• Quintilian (AD 35-95), educator in the new Roman empire, was also an advocate for play, and encouraged parents to choose their children’s tutors and nurses with great care, emphasizing learning through imitation rather than intimidation.
• Martin Luther (1483-1546) was a keen advocate of universal education, and believed both boys and girls should be educated to read independently so that they could have access to the Bible, instead of relying on verbal retelling. He believed the school’s role was to educate the intellectual, religious, physical, emotional, and social aspects of children.
• John Amos Comenius (1592-1670)  published what many consider to be the first picture book dedicated to the education of young children. Comenius believed all children to age 6 should be taught in their native languages. He was also the first to introduce the concept of “grades”, or different levels of education determined by each individual child’s age and developmental stage.
• John Locke (1632-1704) developed the theory (known as “Tabula Rasa”, or “Blank Slate”) that children come into the world with an empty mind, and that knowledge and learning is received through experience and converted to understanding through reasoning. Locke strongly believed in “nurture” over “nature.” This belief led him to emphasize the idea of early education and changes in parental care, such as allowing young children to explore their world physically without restraint and the use of gentle forms of discipline. He emphasized respectful, loving relationships as the best way for adults to inspire the child to replicate their behaviours, and that learning should be fun, not a task to be imposed.
• Jean Jacques Rousseau (1712-1778) was a French writer, philosopher, and social theorist. His belief in the innate goodness of children led him to propose early schooling that enabled children to direct their own activities, free from the constraints imposed by “society”. He also believed education should begin at birth and continue well into adulthood, emphasizing the differences between the minds of children and adults, and adjusting educational methods accordingly. According to Rousseau, children learned best by experiencing and exploring their environments. This idea is still incorporated into ECE programs today. Such child-centred education, emphasizing activity and the use of senses, was thought to foster the development of each child’s moral and intellectual potential.

• Most of us probably think of kindergarten when we consider early childhood education. We can thank Friedrich Froebel (1782 – 1852), a German educator who created kindergarten in Germany in 1837, for that. Froebel’s idea was born out of the desire to socialize young children and to expose them to an education in science, music, and language outside the home. Following Rousseau’s philosophy, Froebel advocated respect for young children’s needs and the importance of sensory training. He promoted the importance of play as the educational “medium” through which children could reach their intellectual and emotional potentials. Suggesting that children progress through different age-related “phases”, he proposed that certain materials, or “gifts”, be incorporated into the kindergarten curriculum to correspond with these phases, hence enhancing development. This notion of appropriate “match” has been the cornerstone of many contemporary early education programs.
• Maria Montessori  (1870-1952), Italy’s first woman physician, continued the Froebelian tradition within a different context. Concerned with the welfare of young, poor urban children in Italy, she established her “children’s houses” in Rome in 1907. Like Froebel, Montessori implemented an early education curriculum that was founded on a developmental theory, employed play as the instructional method, and introduced developmentally appropriate materials designed to facilitate sensory and cognitive skills. Her method, which like kindergarten also spread throughout the world, was child-centered and child-directed, meaning that individual students learn based on what they are interested in at the time.

Approaches and Teaching Methods in ECE Today

The Montessori Method – Self-Directed Learning

In a Montessori classroom, the main interaction is between the child and the materials, not between the teacher and the child. Initially, the teacher demonstrates the proper use of each set of materials, after which children may work on them individually or in small groups. The teacher’s role in a Montessori school is to observe in order to connect the child with the suitable materials. Children learn through experience, by observing and doing. They practice life skills like buttoning, zipping, cutting, and gardening, enabling children to care for themselves as well as their environment. Learning in the Montessori classroom is cumulative, constantly building on what was learned prior. Activities are primarily individual, and children move around the classroom freely, choosing their own activities. The emphasis is on self-directed learning; children pursue their own interests at the pace that best suits them, rather than moving through teacher-led lessons as a group. Children develop respect for each other and their classroom, placing items back on shelves before reaching for new ones. Their work is taken seriously, and not regarded as play.

The High/Scope Program – Plan-Do-Review Process

High/Scope was founded in 1970 and emerged from the work Dave Weikart and Connie Kamii did on the Perry Preschool Project. High/Scope provides broad, realistic educational experiences geared to children’s current stages of development, to promote the constructive processes of learning necessary to broaden emerging intellectual and social skills. In a High/Scope classroom, students are engaged in learning ‘centers’, including building, dramatic play, math, reading, music, writing, art, science, and motor development. A typical day would demonstrate a three-part process: “Plan-Do-Review.” Beginning with planning, the class and teacher discuss and create plans for a certain play period. Children go about their various activities, (Do) while teachers observe and offer support. The “review” process takes place after the play period, where students and teachers gather to discuss what they have found. This helps children understand their own actions, and enables connections between action and language. Children’s work is proudly displayed on the walls of the classroom.

Waldorf Schools – Hands-On Exploration

Developed by Rudolf Steiner (1861-1925) in 1919, Waldorf programs aim to educate the whole child “” “head, heart, and hands.” Children in Waldorf schools are allowed to remain ‘childlike’, under the belief that there is a time for every aspect of development, and that children ought not to receive formal education until after the age of 7. Learning is hands-on, achieved through cooking, art projects, storytelling, singing, puppet shows, dress-up, and play. The teacher stays with the same group of children from preschool through eighth grade. The focus in the Waldorf classroom is on sensory exploration and self-discovery rather than formal instruction and merit, helping children develop  a sense of compassion and responsibility. The use of electronic media, especially TV, by young children is discouraged in Waldorf schools.

Reggio Emilia Schools – Classroom as the “Third Teacher”

Loris Malaguzzi (1920-1994) founded the Reggio Emilia approach at the Italian city of the same name. The Reggio approach fosters intellectual development through a focus on symbolic representation. The primary curriculum is in-depth project work based on the interests of the children. Children are encouraged to express themselves through ‘natural languages’, including drawing, painting, working in clay, sculpting, constructing, conversing, and dramatic play. In a Reggio Emilia school, educators pay close attention to the look and feel of the classroom, which is often referred to as the “third teacher.” The goal is to create a room that is beautiful, joyful, inviting, and stimulating. Teachers document the children’s discussions, remarks, and activities through notes, videos, and photographs. This makes learning visible and helps parents to understand what their children are learning; teachers get to know the children better; and children see that their work is valued.

Bank Street Approach – Learning by Doing

John Dewey (1859-1952) and his theory of “˜learning by doing’ influenced this developmental approach. The focus of Bank Street preschools is on a child’s mental, social, emotional, and physical growth. In these programs, the child is an active learner and gains knowledge about the world through experience. Students set the learning pace, and the teacher serves as a guide. Bank Street approach teaches lessons through hands-on activities, such as building blocks, puzzles, clay, and dramatic play.

Which Educational Philosophy Is Best?

As the preschool options seem endless, many parents wonder if they will ever be able to choose a program that is a good match for their child. Here are some guidelines to help them in the process:

• Carefully consider your child’s personality and learning style before investigating the options. After all, you know your child best.
• Research the various types of programs available, and make the selection of those that best fit your child’s needs.
• Visit each type of school and then try to determine the program that feels right for your child and family.

What type of ECE program do your kids attend? How did you choose your child’s preschool? Share with us your thoughts and experience.

The post The Journey of Early Childhood Education Through Time appeared first on Novak Djokovic Foundation.

Children are usually not shy about telling us when they are hungry or full. They will signal they have had enough by pushing away a spoon or turning their head away from the food being offered. In the same fashion, they will ask for more if they still feel hungry. Sometimes, however, it would be helpful to see inside their small stomachs to know if what they are saying is really true.

Parents know how hard it is to figure out how much their kids need to eat. A study published in the Journal of Paediatric Psychology states that when parents pressure children to eat more food than they want, kids learn to ignore their internal cues of hunger and fullness. Thus their normal eating behaviour is disrupted, making children vulnerable to unhealthy weight gain. A leading  family nutrition expert, registered dietitian and the founding editor of Raise Healthy Eaters, a popular blog about family nutrition, Maryann Jacobsen, further affirms this by criticizing the age-old feeding strategy of asking children to clean their plate or forcing them to eat “just two more bites”. In doing so, parents are negatively affecting children’s food regulation skills as they age.

Pushing food is not always about getting children to eat more “” it’s also about the quest to get them to eat healthy. Caregivers may insist children eat fruits and veggies before other items, or reward children with dessert for eating more healthy food  – Maryann wrote in a blog for the New York Times.

Unfortunately, this strategy makes children less likely to intrinsically prefer healthy foods while making sweets even more desirable. And with all the negotiations at the table, children lose sight of their internal signals of hunger and fullness. As they grow and get accustomed to this, they don’t quite understand or know what being full actually means. Over time they internalise how they should be eating, and continue eating in that manner.

Children must follow their bodies’ hunger and fullness cues to eat enough, but not too much

Therefore, parents should make teaching children to recognize their internal hunger and fullness cues a priority even if it means their kids will eat fewer vegetables in the meantime. According to Jacobsen, a good start to do so is asking children the question: What Does Your Tummy Say? especially at mealtimes or anytime they ask for more food or want to leave the table. Let them eat as much or as little as they want during scheduled meals and snacks. The key is to help children match how much they eat with their internal feelings of hunger and fullness in order to regulate their food intake. Parents can support this process  by structuring meals, providing variety, setting clear limits, and allowing hunger and fullness to guide eating.

What Does Your Tummy Say? Challenges for parents

While stressing the importance of this question Jacobsen also identifies three obstacles that can get in the way of teaching kids to become intuitive eaters for life:

• The child’s physical appearance – If parents consider their child as being too small or too big for his/her age, they are less likely to accept his/her appetite when they aren’t comfortable with their child’s size. However, pressuring “little ones” to eat  more or trying to get “big ones” to eat less has the opposite effect. The right strategy in this case is to help children become aware of how they feel, rather than trying to get them to eat a certain way that may not match their appetite or needs.
• The nature of kids eating – Kids who go through growth spurts can be non-stop eating machines as their bodies drive them to seek out food to support the rapid growth. On the other hand, when they are not growing as much, their appetite wanes. Therefore, it’s not realistic or in line with child development to expect them to always eat the same amount of food. Instead, helping them notice the difference between real hunger and something else is crucial.
• A food-centric environment – We live in a food-centric environment in which the next meal, snack and eating opportunity is certain and bigger than ever. There are more opportunities to eat mindlessly, making it difficult for parents to do their job of feeding. There are also more packaged and processed options that children easily accept which is another great temptation for parents.

Resources and activities that can help kids tune into feelings of hunger and fullness

Being aware that many children’s books talk about what kids should eat, but few talk about how Jacobsen came up with the idea for a story to help school-age kids understand this important aspect of eating. The story is about 7-year-old Emily who has grown up listening to her tummy. Her mom challenges her to find others who don’t because Emily assumes everyone does. She first finds Larry the Lunch Monitor, who pushes kindergartner Sam to eat so he doesn’t ask for an early snack. Next is Grandpa Jerry, who cleans his plate because he grew up poor and hates to waste food. The last is Emily’s Aunt Jane, who is always trying to control how much she eats by going on diets. Her mom helps her teach each of these people why listening to their tummy is a better option.

In addition to reading this and similar books and discussing with kids why it’s important to listen to their tummy, parents can try out the following exercise:

• Make some small “stomachs” by filling a few stockings with varying degrees of salt.
• Strap these “stomachs” onto some dolls, at tummy level.
• Ask your children questions like, “Which doll’s tummy is hungry?” “Which doll is a little full?” “Which doll is really full?”
• Next, have your children place their hands on their own tummies and tell you whether they are hungry, a little full, or very full.
• Go back to the dolls and ask your children to choose the doll whose stomach best matches their own.
• Finally, practice this exercise at varying times throughout the day to “catch” your kids at different stages of hunger.

Teaching your kids to stay in touch with their hunger and fullness is one of the best gifts you can ever give them. If children are allowed to guide their eating through intuition they will grow into adults with lower rates of disordered eating and diet less. Because when they reach for something to eat they’ll ask themselves that same question they heard many years ago: What does my tummy say?

Are you a member of  the “Just Two More Bites” club or do you teach your children self regulation skills at the dining room table? Share with us your stories, tips and experience.

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