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| the status within community and society based on income level, family economic stability, and social acceptance. |
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| type of program for young children that emphasized care and service to paretns but did not have strong educational components. |
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| early local, public schools established in the mid-1600s to provide basic care for children of working mothers. |
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| One of the earliest authors to produce a text outlining a modern system of education for all children (1592-1670). |
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| a doctor and philosopher; first hand experiences as a means of learning; believed children were blank pages that need to be shaped by their experiences. |
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| (1712-1778) French Philosopher; believed children were innately perfect and optimal development would unfold naturally without the corrupting influence of some elements of society. |
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| Johann Heinrich Pestalozzi |
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(1746-1827) Swiss educator; believed:
- all children are capable of learning
- learning begins at birth with parents as the first teachers
- teacher-student discourse and activities should focus on hands-on manipulation of real objects
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| (1771-1858) British educator; created one of the earliest intervention programs (like Head Start), which included infant schools targeted with comprehensive services for poor children as a means of social reform. |
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| group day-care programs providing basic care and designed as a service to working parents. |
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| (1782-1852) German; father of the kindergarten who advocated play-based learning. (Kindergarten means "child's garden") |
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| individualized instruction |
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| the process of adapting learning experiences or material selection based on the unique needs and abilities of individual children. |
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| American educator (1804-1894); opend the first English-speaking kindergarten in Boston in 1859. Started the idea of "individualized instruction"; favored teaching through hands-on objects. |
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| materials that are specifically designed to be used in one way or focused to teach a particular concept. |
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| materials which are less defined to allow for many uses. |
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| (1844-1924) First American to receive a doctorate in psychology; emphazied aligning the educational curriculum with the developmental stages; voice concern over children spending too much time in classrooms rather than outside. Also created DAPs (Developmentally Appropriate Practice) |
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| (1880-1961) placed emphasis on the developmental importance of the early childhood years and promoted the role of parents and teachers as researchers; emphasized the importance of documentation. |
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(1859-1952) Most influential contemporary American education scholars; popularized the progressive movement. He emphasized:
- Education is an active experience with authentic materials
- Education is meaningful to the individual student
- Eduation is based on problem-solving activities
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| learning experiences and plans that emerge from the children's lives and interests |
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| Margaret and Rachel McMillan |
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| (1860-1931) and (1850-1917) English ladies that created an open-air nursery school where hygiene, outdoor play, and active hands-on learning were primary goals. Emphasized the important role ECEs have on brain development of young children. |
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| (1867-1954) firmly committed to validating children's play as the most powerful force in their learning; opened the Play School. |
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| the desire, interest, and motivation that are driven by internal forces, as opposed to external rewards. |
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| Presented by Piaget, it is the cognitive state of balance, where the child feels comfortable with beliefs, ideas, and knowledge |
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| integrating new experiences, ideas, or beliefs into existing knowledge structures (schemas) |
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| children's use of language to organize their thinking, first by talking aloud, and later as silent, internal talk. |
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| zone of proximal development |
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| Vygostky's theory of learning, which posits that learning occurs when children are supported in working on challenging activities that are beyond what they can achieve on their own. |
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| a teaching technique that involves giving verbal cues, prompts, and suggestions on appropriately challenging activities. |
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| least resrtictive environment |
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| part of IDEA, the goal that children with disabilities be provided with educational programming and services in classroom enrivonments that reflect their highest functioning level, ideally in regular classrooms with supports as needed. |
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| the practice of actively diminishing and erasing diverse backgrounds and influences in an effort to promote dominant American beliefs and culture. |
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| Culturally responsive practices |
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| an approach to programming that values, supports, and embraces diverse racial, ethnic, linguistic, and cultural influences and backgrounds. |
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