here's is discussion about playcentre,
Playcentre is an early childhood education and parenting organisation which operates parent-led early childhood education centres throughout New Zealand and delivers the Diploma in Early Childhood and Adult Education. Playcentre is indigenous to New Zealand, but is now also established in Japan.
Their mission is stated as "Whānau Tupu Ngātahi - Families growing together."
Playcentre is a family organisation where:
* Empower adults and children to, play, work, learn and grow together
* Honour Te Tiriti o Waitangi and celebrate people’s uniqueness
* Value and affirm parents as the first and best educators of their children
so that whānau are strengthened and communities enriched.
Contents:
* 1 History
* 2 Philosophy
* 3 Practice
* 4 Structure
* 5 Education programme
* 6 Notable Playcentre people
(1) History
The Playcentre movement started during the Second World War to provide a break for mothers as well as means to allow for the social development of the child within a cooperative environment. The first such Playcentre was established in 1941 in the Wellington suburb of Karori. There are currently over 450 centres around New Zealand with Playcentre being the dominant provider of early childhood education in rural areas.
Playcentre was instrumental in introducing the concept of education through play and through child-initiated activities to the early childhood setting in New Zealand. This philosophy has since been adopted throughout all New Zealand early childhood education centres through the New Zealand national curriculum for early childhood education. Playcentre remains a champion of child-led non-structured play as the best form of education in early childhood.
The Playcentre model has been copied by groups in other countries, including the Japan Playcentre Association.
(2) Philosophy
Playcentre believes that parents are the first and best educators of their children and children learn best when they initiate their leaning through play (child-initiated play). Within Playcentre children and adults learn alongside each other, in agreement with the socio-cultural model of learning which posits that a child learns best when surrounded by trusted members of his or her community.
Playcentre is a cooperative. Parents decide how their centre will run and are responsible for the education of their children. Parents also make decisions giving direction to how their association (regional body) and The New Zealand Playcentre Federation (national body) will run.
(3) Practice
* Children may attend from birth to school age, 0-6yr,
* Children attend half day sessions, 1 per day, no more than 5 per week
* Minimum of 1 adult per 5 children during sessions
* Sessions are normally mixed age
* Parents run the sessions
* Parents manage the Playcentre, they are responsible for the the building, administration and education of themselves and the children.
(4 ) Structure
Every Playcentre is part of a regional association, there are currently 33, which provides support and training and is governed by the Playcentres. In turn each association is supported by the national body, The New Zealand Playcentre Federation. The Federation is governed by the associations and provides support to met the goals of the associations.
Playcentres are chartered early childhood education providers with the New Zealand Ministry of Education. Independent research and audits by the Education Review Office confirm the quality of Playcentre's programmes.
(5 ) Education programme
Playcentre Education administers the NZQA approved Playcentre Diploma in Early Childhood and Adult Education. The course provides parents with skills to improve their parenting and to provide high quality early childhood education in a Playcentre setting. The programme also assists members with learning learn how to work in a cooperative as well as being the training ground for Playcentre adult educators. The adult education programme is delivered at no cost to the learner.
(6) Notable Playcentre people
Famous Playcentre alumni include New Zealand's first female Prime Minister, the Rt. Hon. Jenny Shipley, New Zealand's first female Governor General, Dame Catherine Tizard, the Olympic gold medallists, Caroline Evers-Swindell and Georgina Evers-Swindell, Colin Simon (designer of the Christchurch Commonwealth Games 1974 games - Christchurch, New Zealand symbol and the Playcentre Logo), Valerie Burns (Companion of the Queen's Service Order) and a host of sporting, media, business and political luminaries.
Sunday, November 29, 2009
Pre-school Education
Preschool education is the provision of education for children before the commencement of statutory education, usually between the ages of 3 and 5, dependent on the jurisdiction. Preschool is also known as nursery school, or kindergarten.
Preschool work is organized within a framework that professional educators create. The framework includes structural (administration, class size, teacher-child ratio, etc.), process (quality of classroom environments, teacher-child interactions, etc), and alignment (standards, curriculum, assessments) components that are associated with each individual unique child that has both social and academic outcomes.
Contents:
* 1 Developmental areas
* 2 Age and Importance
* 3 History of Preschool in the United States
* 4 Methods of preschool education
* 5 Funding for Preschool Programs
* 6 Special Education in Preschool
* 7 References
[1] Developmental areas
The areas of development which preschool education covers varies from country to country. However the following main themes are represented in the majority of systems.
* Personal, social and emotional development
* Communication, including talking and listening
* Knowledge and understanding of the world
* Creative and aesthetic development
* Physical development
* Mathematical awareness and development
Allowing preschool aged children to discover and explore freely within each of these areas of development is the foundation for developmental learning. While the National Association for the Education of Young Children has made tremendous strides in publicizing and promoting the idea of developmentally appropriate practice, there is still much work to be done. It is widely recognized that although many preschool educators are aware of the guidelines for developmentally appropriate practice, putting this practice to work effectively in the classroom is more challenging. The National Association for the Education of Young Children(NAEYC) published that although 80% of Kindergarten classrooms claim to be developmentally appropriate, only 20% actually are.
[2] Age and Importance
Preschool is generally considered appropriate for children between three and five years of age, between the toddler and school stages. During this stage of development, children learn and assimilate information rapidly, and express interest and fascination in each new discovery. It is well established that the most important years of learning are begun at birth. A child's brain at this age is making connections that will last the rest of their life.[citation needed] The environment of the young child influences the development of cognitive and emotional skills due to the rapid brain growth that occurs in the early years. Studies have shown that high quality preschools have a short and long term effect in improving the outcomes of a child, especially a disadvantaged child.
The Universal Preschool movement is an international effort to make access to preschool available to families in a similar way to compulsory primary education. Various jurisdictions and advocates have differing priorities for access, availability and funding sources. See kindergarten for details of pre-school education in various countries.
[3] History of Preschool in the United States
Head Start, the first preschool program, was created in 1965 by President Johnson. The federal government helped create this half-day program for low-income parents for preschool children. Head Start began as a summer pilot program that included an education component, nutrition and health screenings for children, and support services for families (CPE, 2007). In the 1960’s only ten percent of the nations three and four year olds were enrolled in a classroom setting. Due to a large amount of people interested, and a lack of funding for Head Start, during the 1980’s a handful of states started their own version of a program for students from low-income families. The positive success and effects of preschool meant many state leaders were showing interest in educational reform of these young students (CPE, 2007). By 2005 sixty-nine percent, or over 800,000, four year-old children nationwide participated in some type of state preschool program (CPE, 2007). The yearly increase in enrollment of preschool programs throughout the years is due to an increase of higher maternal employment rates, national anti-poverty initiatives, and research showing the link between early childhood experiences and the brain development of young children. These factors have caused the rate of attendance in preschool programs to grow each year (CPE, 2007).
In most states, there are multiple preschool options for young children. Parents have the choice of sending their child to a federal funded Head Start center, state-funded preschool, government-funded special education programs, and for-profit and not-for-profit providers (Levin & Schartz, 2007). Currently in the United States, Georgia, Oklahoma, West Virginia, and New York are the only states have legislation underway or have universal preschool for all students in the state (CPE, 2007).
[4] Methods of preschool education
Some preschools have adopted specialized methods of teaching, such as Montessori, Waldorf, Head Start, HighReach Learning, High Scope,[6] The Creative Curriculum[7] Reggio Emilia approach, Bank Street, Forest kindergartens, and various other pedagogies which contribute to the foundation of education.
Creative Curriculum now has an interactive website where parents and teachers can work together in evaluating preschool age children. The website is very user friendly and prints off many reports that are helpful in evaluating children and the classroom itself. The web site has a variety of activities that are targeted to each of the fifty goals on the continuum. Teachers have a wealth of resources right at their fingertips!
In the United States most preschool advocates support the National Association for the Education of Young Children's Developmentally Appropriate Practices.
Family childcare can also be nationally accredited by the National Association of Family Childcare if the provider chooses to go through the process. National accreditation is only awarded to those programs who demonstrate the quality standards set forth by the NAFCC.[citation needed]
[5] Funding for Preschool Programs
The benefits and challenges of a public preschool are closely tied to the amount of funding provided. Funding for a public preschool can come in a variety of sources. According to Levin and Schwartz (2007) funding can range from federal, state, local public allocations, private sources, and parental fees (p. 4). The problem of funding a public preschool occurs not only from limited sources but from the cost per child. The average cost across the 48 states is $6,582 (Levin and Schwartz, 2007). There are four categories that determine the costs of public preschools: personnel ratios, personnel qualifications, facilities and transportation, and health and nutrition services. According to Levin and Schwartz (2007) these structural elements depend heavily on the cost and quality of services provided (p. 14). The main personnel factor related to cost is the qualifications each preschool require for a teacher. Another determinate of cost is the length of a preschool day. The longer the session, the more increase in cost. Therefore, the quality of program accounts presumably for a major component of cost (Levin and Schwartz, 2007).
Collaboration has been a solution for funding issues in several districts. Wilma Kaplan, principal, turned to collaborating with the area Head Start and other private preschool to fund a public preschool in her district. “We’re very pleased with the interaction. It’s really added a dimension to our program that’s been very positive” (Reeves, 2000). The National Head Start Bureau has been looking for more opportunities to partner with public schools. Torn Schultz of the National Head Start Bureau states, “We’re turning to partnership as much as possible, either in funds or facilities to make sure children get everything necessary to be ready for school” (Reeves, 2000, p. 6). The goal for funding is to develop a variety of sources that provide for all children to benefit from early learning within a public preschool.
[6] Special Education in Preschool
In the United States, students who may benefit from special education receive services in preschools. Since the inception of the Individuals with Disabilities Education Act (IDEA) Public Law 101-476 in 1975 and its amendments, PL 102-119 and PL 105-17 in 1997, the educational system has moved away from self-contained classrooms and progressed to inclusion. As a result, there has been a need for special education teachers to practice in various settings in order to assist children with special needs, particularly by working with regular classroom teachers when possible to strengthen the inclusion of children with special needs. As with other stages in the life of a child with special needs, the Individualized Education Plan (IEP) or an Individual Family Service Plan (IFSP) is an important way for special education teachers, regular classroom teachers, administrators and parents to set guidelines for a partnership to help the child succeed in preschool.
(7) References:
1. ^ The foundation stage: education for children aged 3 to 5
2. ^ A Curriculum Framework for Children 3 to 5
3. ^ The Early Years Framework. Scottish Government. 2008. ISBN 978-0-7559-5942-6. http://www.scotland.gov.uk/Resource/Doc/257007/0076309.pdf#page=9.
4. ^ Schaefer, Stephanie; Cohen, Julie. (2000-12). "Making Investments in Young Children: What the Research on Early Care and Education Tells Us". National Association of Child Advocates. http://www.eric.ed.gov:80/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED448863&ERICExtSearch_SearchType_0=no&accno=ED448863.
5. ^ Hanford, Emily (2009-10). "Early Lessons". American Radio Works. http://americanradioworks.publicradio.org/features/preschool/. Retrieved 2009-11-08.
6. ^ High Scope
7. ^ The Creative Curriculum
Preschool work is organized within a framework that professional educators create. The framework includes structural (administration, class size, teacher-child ratio, etc.), process (quality of classroom environments, teacher-child interactions, etc), and alignment (standards, curriculum, assessments) components that are associated with each individual unique child that has both social and academic outcomes.
Contents:
* 1 Developmental areas
* 2 Age and Importance
* 3 History of Preschool in the United States
* 4 Methods of preschool education
* 5 Funding for Preschool Programs
* 6 Special Education in Preschool
* 7 References
[1] Developmental areas
The areas of development which preschool education covers varies from country to country. However the following main themes are represented in the majority of systems.
* Personal, social and emotional development
* Communication, including talking and listening
* Knowledge and understanding of the world
* Creative and aesthetic development
* Physical development
* Mathematical awareness and development
Allowing preschool aged children to discover and explore freely within each of these areas of development is the foundation for developmental learning. While the National Association for the Education of Young Children has made tremendous strides in publicizing and promoting the idea of developmentally appropriate practice, there is still much work to be done. It is widely recognized that although many preschool educators are aware of the guidelines for developmentally appropriate practice, putting this practice to work effectively in the classroom is more challenging. The National Association for the Education of Young Children(NAEYC) published that although 80% of Kindergarten classrooms claim to be developmentally appropriate, only 20% actually are.
[2] Age and Importance
Preschool is generally considered appropriate for children between three and five years of age, between the toddler and school stages. During this stage of development, children learn and assimilate information rapidly, and express interest and fascination in each new discovery. It is well established that the most important years of learning are begun at birth. A child's brain at this age is making connections that will last the rest of their life.[citation needed] The environment of the young child influences the development of cognitive and emotional skills due to the rapid brain growth that occurs in the early years. Studies have shown that high quality preschools have a short and long term effect in improving the outcomes of a child, especially a disadvantaged child.
The Universal Preschool movement is an international effort to make access to preschool available to families in a similar way to compulsory primary education. Various jurisdictions and advocates have differing priorities for access, availability and funding sources. See kindergarten for details of pre-school education in various countries.
[3] History of Preschool in the United States
Head Start, the first preschool program, was created in 1965 by President Johnson. The federal government helped create this half-day program for low-income parents for preschool children. Head Start began as a summer pilot program that included an education component, nutrition and health screenings for children, and support services for families (CPE, 2007). In the 1960’s only ten percent of the nations three and four year olds were enrolled in a classroom setting. Due to a large amount of people interested, and a lack of funding for Head Start, during the 1980’s a handful of states started their own version of a program for students from low-income families. The positive success and effects of preschool meant many state leaders were showing interest in educational reform of these young students (CPE, 2007). By 2005 sixty-nine percent, or over 800,000, four year-old children nationwide participated in some type of state preschool program (CPE, 2007). The yearly increase in enrollment of preschool programs throughout the years is due to an increase of higher maternal employment rates, national anti-poverty initiatives, and research showing the link between early childhood experiences and the brain development of young children. These factors have caused the rate of attendance in preschool programs to grow each year (CPE, 2007).
In most states, there are multiple preschool options for young children. Parents have the choice of sending their child to a federal funded Head Start center, state-funded preschool, government-funded special education programs, and for-profit and not-for-profit providers (Levin & Schartz, 2007). Currently in the United States, Georgia, Oklahoma, West Virginia, and New York are the only states have legislation underway or have universal preschool for all students in the state (CPE, 2007).
[4] Methods of preschool education
Some preschools have adopted specialized methods of teaching, such as Montessori, Waldorf, Head Start, HighReach Learning, High Scope,[6] The Creative Curriculum[7] Reggio Emilia approach, Bank Street, Forest kindergartens, and various other pedagogies which contribute to the foundation of education.
Creative Curriculum now has an interactive website where parents and teachers can work together in evaluating preschool age children. The website is very user friendly and prints off many reports that are helpful in evaluating children and the classroom itself. The web site has a variety of activities that are targeted to each of the fifty goals on the continuum. Teachers have a wealth of resources right at their fingertips!
In the United States most preschool advocates support the National Association for the Education of Young Children's Developmentally Appropriate Practices.
Family childcare can also be nationally accredited by the National Association of Family Childcare if the provider chooses to go through the process. National accreditation is only awarded to those programs who demonstrate the quality standards set forth by the NAFCC.[citation needed]
[5] Funding for Preschool Programs
The benefits and challenges of a public preschool are closely tied to the amount of funding provided. Funding for a public preschool can come in a variety of sources. According to Levin and Schwartz (2007) funding can range from federal, state, local public allocations, private sources, and parental fees (p. 4). The problem of funding a public preschool occurs not only from limited sources but from the cost per child. The average cost across the 48 states is $6,582 (Levin and Schwartz, 2007). There are four categories that determine the costs of public preschools: personnel ratios, personnel qualifications, facilities and transportation, and health and nutrition services. According to Levin and Schwartz (2007) these structural elements depend heavily on the cost and quality of services provided (p. 14). The main personnel factor related to cost is the qualifications each preschool require for a teacher. Another determinate of cost is the length of a preschool day. The longer the session, the more increase in cost. Therefore, the quality of program accounts presumably for a major component of cost (Levin and Schwartz, 2007).
Collaboration has been a solution for funding issues in several districts. Wilma Kaplan, principal, turned to collaborating with the area Head Start and other private preschool to fund a public preschool in her district. “We’re very pleased with the interaction. It’s really added a dimension to our program that’s been very positive” (Reeves, 2000). The National Head Start Bureau has been looking for more opportunities to partner with public schools. Torn Schultz of the National Head Start Bureau states, “We’re turning to partnership as much as possible, either in funds or facilities to make sure children get everything necessary to be ready for school” (Reeves, 2000, p. 6). The goal for funding is to develop a variety of sources that provide for all children to benefit from early learning within a public preschool.
[6] Special Education in Preschool
In the United States, students who may benefit from special education receive services in preschools. Since the inception of the Individuals with Disabilities Education Act (IDEA) Public Law 101-476 in 1975 and its amendments, PL 102-119 and PL 105-17 in 1997, the educational system has moved away from self-contained classrooms and progressed to inclusion. As a result, there has been a need for special education teachers to practice in various settings in order to assist children with special needs, particularly by working with regular classroom teachers when possible to strengthen the inclusion of children with special needs. As with other stages in the life of a child with special needs, the Individualized Education Plan (IEP) or an Individual Family Service Plan (IFSP) is an important way for special education teachers, regular classroom teachers, administrators and parents to set guidelines for a partnership to help the child succeed in preschool.
(7) References:
1. ^ The foundation stage: education for children aged 3 to 5
2. ^ A Curriculum Framework for Children 3 to 5
3. ^ The Early Years Framework. Scottish Government. 2008. ISBN 978-0-7559-5942-6. http://www.scotland.gov.uk/Resource/Doc/257007/0076309.pdf#page=9.
4. ^ Schaefer, Stephanie; Cohen, Julie. (2000-12). "Making Investments in Young Children: What the Research on Early Care and Education Tells Us". National Association of Child Advocates. http://www.eric.ed.gov:80/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED448863&ERICExtSearch_SearchType_0=no&accno=ED448863.
5. ^ Hanford, Emily (2009-10). "Early Lessons". American Radio Works. http://americanradioworks.publicradio.org/features/preschool/. Retrieved 2009-11-08.
6. ^ High Scope
7. ^ The Creative Curriculum
Early Childhood Education
Here's is my throughts about children education,
Early childhood education regards education in early childhood, one of the most vulnerable stages in life. According to the NAEYC (National Association for the Education of Young Children), it spans the human life from birth to age eight.
Contents for discussion:
* 1 Similar terms
* 2 Developmental domains
* 3 Benefits of Early Childhood Education
* 4 See also
* 5 References
* 6 External links
1- Similar terms
Early childhood education often focuses on children learning through play.
The terms preschool education and kindergarten emphasise education around the ages of 3-6 years. The terms "early childhood learning," "early care," and "early education" are comparable with early childhood education. The terms Day care and Childcare do not embrace the educational aspects.
Researchers in the field and early childhood educators both view the parents as an integral part of the early childhood education process. Early childhood education takes many forms depending on the beliefs of the educator or parent.
Much of the first two years of life are spent in the creation of a child's first "sense of self" or the building of a first identity.This is a crucial part of children's makeup—how they first see themselves, how they think they should function, how they expect others to function in relation to them. For this reason, early care must ensure that in addition to employing carefully selected and trained caretakers, program policy must emphasize links with family, home culture, and home language, meaning caregivers must uniquely care for each child using Developmentally Appropriate Practice, Individually Appropriate Practice and Culturally Appropriate Practice. Care should support families rather than be a substitute for them.
If a young child doesn't receive sufficient nurturing, nutrition, parental/caregiver interaction, and stimulus during this crucial period, the child may be left with a developmental deficit that hampers his or her success in preschool, kindergarten, and beyond.
Worst-case scenarios such as those found in Russian and Romanian orphanages demonstrate how the lack of proper social interaction and development of attachment affect the developing child.Children must receive attention and affection from their caregivers to develop in a healthy manner.
2- Developmental domains
Further information: Child Development
There are five different developmental domains of children which all relate to each other. They are easily referred to as the SPICE of life:
* Social - Refers mostly to the ability to form attachments, play with others, co-operation and sharing, and being able to create lasting relationships with others.
* Physical - Development of Fine (small) and Gross (large) Motor Skills.
* Intellectual - The process of making sense of the world around them.
* Creative - The development of special abilities creating talents. Music, Art, Writing, Reading, and Singing are all ways for creative development to take place.
* Emotional - Development of self-awareness, self-confidence, and coping with feelings as well as understanding them.
Psychosocial According to Jean Piaget, there are four major stages of cognitive development:
1. Sensorimotor Stage. This stage occurs between the ages of birth and two years of age.Sensorimotor (infancy): During this stage, which includes six distinct substages, intelligence is demonstrated through motor activity with limited use of symbols, including language; the infant’s knowledge of the world is primarily based on physical interactions and experiences.
2. Preoperational Stage. The second stage occurs between the ages of two to seven years of age.During this stage,intelligence is increasingly demonstrated through the use of symbols; memory and imagination are developed as language use matures; thinking is nonlogical, nonreversible, and egocentric.
3. Concrete Operations Stage. Occurring between ages 7 and about 12 years. During this stage—characterized by conservation of number, length, liquid,mass, weight, area, volume—intelligence is increasingly demonstrated through logical and systematic manipulation of symbols relating to concrete objects; thinking is operational, reversible, and less egocentric.
4. Formal Operations Stage. The final stage of cognitive development (from age 12 and beyond)During this final stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts; thinking is abstract, hypothetical, and early on, quite egocentric; it is commonly held that the majority of people never complete this stage.
* Emotional Development - Concerning children's increasing awareness and control of their feelings and how they react to these feelings in a given situation.
* Social Development - Concerning the children's identity, their relationships with others, and understanding their place within a social environment
3- Benefits of Early Childhood Education
Chicago’s publicly-funded Child-Parent Centers have served almost 100,000 3- and 4-year-olds since 1967. Researchers tracked 989 of those children and 550 similar children not in the program for 14 years. The children who did not participate were 70 percent more likely to be arrested for a violent crime by age 18. This program also cut child abuse and neglect. In Ypsilanti, Michigan, 3- and 4-year-olds from low-income families who were randomly assigned to a group that did not receive preschool who were five times more likely to have become chronic lawbreakers by age 27 than those who were assigned to the High/Scope Educational Research Foundation’s Perry Preschool program.
Early childhood education regards education in early childhood, one of the most vulnerable stages in life. According to the NAEYC (National Association for the Education of Young Children), it spans the human life from birth to age eight.
Contents for discussion:
* 1 Similar terms
* 2 Developmental domains
* 3 Benefits of Early Childhood Education
* 4 See also
* 5 References
* 6 External links
1- Similar terms
Early childhood education often focuses on children learning through play.
The terms preschool education and kindergarten emphasise education around the ages of 3-6 years. The terms "early childhood learning," "early care," and "early education" are comparable with early childhood education. The terms Day care and Childcare do not embrace the educational aspects.
Researchers in the field and early childhood educators both view the parents as an integral part of the early childhood education process. Early childhood education takes many forms depending on the beliefs of the educator or parent.
Much of the first two years of life are spent in the creation of a child's first "sense of self" or the building of a first identity.This is a crucial part of children's makeup—how they first see themselves, how they think they should function, how they expect others to function in relation to them. For this reason, early care must ensure that in addition to employing carefully selected and trained caretakers, program policy must emphasize links with family, home culture, and home language, meaning caregivers must uniquely care for each child using Developmentally Appropriate Practice, Individually Appropriate Practice and Culturally Appropriate Practice. Care should support families rather than be a substitute for them.
If a young child doesn't receive sufficient nurturing, nutrition, parental/caregiver interaction, and stimulus during this crucial period, the child may be left with a developmental deficit that hampers his or her success in preschool, kindergarten, and beyond.
Worst-case scenarios such as those found in Russian and Romanian orphanages demonstrate how the lack of proper social interaction and development of attachment affect the developing child.Children must receive attention and affection from their caregivers to develop in a healthy manner.
2- Developmental domains
Further information: Child Development
There are five different developmental domains of children which all relate to each other. They are easily referred to as the SPICE of life:
* Social - Refers mostly to the ability to form attachments, play with others, co-operation and sharing, and being able to create lasting relationships with others.
* Physical - Development of Fine (small) and Gross (large) Motor Skills.
* Intellectual - The process of making sense of the world around them.
* Creative - The development of special abilities creating talents. Music, Art, Writing, Reading, and Singing are all ways for creative development to take place.
* Emotional - Development of self-awareness, self-confidence, and coping with feelings as well as understanding them.
Psychosocial According to Jean Piaget, there are four major stages of cognitive development:
1. Sensorimotor Stage. This stage occurs between the ages of birth and two years of age.Sensorimotor (infancy): During this stage, which includes six distinct substages, intelligence is demonstrated through motor activity with limited use of symbols, including language; the infant’s knowledge of the world is primarily based on physical interactions and experiences.
2. Preoperational Stage. The second stage occurs between the ages of two to seven years of age.During this stage,intelligence is increasingly demonstrated through the use of symbols; memory and imagination are developed as language use matures; thinking is nonlogical, nonreversible, and egocentric.
3. Concrete Operations Stage. Occurring between ages 7 and about 12 years. During this stage—characterized by conservation of number, length, liquid,mass, weight, area, volume—intelligence is increasingly demonstrated through logical and systematic manipulation of symbols relating to concrete objects; thinking is operational, reversible, and less egocentric.
4. Formal Operations Stage. The final stage of cognitive development (from age 12 and beyond)During this final stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts; thinking is abstract, hypothetical, and early on, quite egocentric; it is commonly held that the majority of people never complete this stage.
* Emotional Development - Concerning children's increasing awareness and control of their feelings and how they react to these feelings in a given situation.
* Social Development - Concerning the children's identity, their relationships with others, and understanding their place within a social environment
3- Benefits of Early Childhood Education
Chicago’s publicly-funded Child-Parent Centers have served almost 100,000 3- and 4-year-olds since 1967. Researchers tracked 989 of those children and 550 similar children not in the program for 14 years. The children who did not participate were 70 percent more likely to be arrested for a violent crime by age 18. This program also cut child abuse and neglect. In Ypsilanti, Michigan, 3- and 4-year-olds from low-income families who were randomly assigned to a group that did not receive preschool who were five times more likely to have become chronic lawbreakers by age 27 than those who were assigned to the High/Scope Educational Research Foundation’s Perry Preschool program.
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