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Lecture 3 Refer to Chapter 5 and 10

ECE 207 Teaching and Learning Perspectives and changes that impact teaching and learning. Lecture 3 Refer to Chapter 5 and 10. Let’s recap to understand where we are now. Navigating the module. Scope of lesson. Educational philosophies Impact of government policies on ECE

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Lecture 3 Refer to Chapter 5 and 10

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  1. ECE 207Teaching and LearningPerspectives and changes that impact teaching and learning Lecture 3 Refer to Chapter 5 and 10

  2. Let’s recap to understand where we are now

  3. Navigating the module

  4. Scope of lesson • Educational philosophies • Impact of government policies on ECE • Influence of policies on EC practice • Issues and challenges of working in diverse communities

  5. Educational systems are “confronted with new challenges as a result of the growing importance of knowledge, learning, new communication technologies and social inclusion within the global knowledge economy”Dale, 2009, p. 9

  6. You are a leader in your organisationand are about to tell your staff they will be undertaking SPARKS this year. What will you encounter?

  7. Two Types of Resistance • Active resistance • Passive resistance

  8. Symptoms of active resistance • Being critical • Finding fault • Ridiculing • Appealing to fear • Using facts selectively • Blaming or accusing • Sabotaging

  9. Symptoms of active resistance • Intimidating or threatening • Manipulating • Distorting facts • Undermining • Starting rumours • Arguing

  10. Symptoms of passive resistance • Agreeing verbally but not carrying through • Failing to implement change • Procrastinating or dragging your feet • Feigning ignorance • Withholding information or suggestions • Withholding help or support • Standing by and allowing change to fail

  11. The question is why does this occur?

  12. In pairs, identify 3 reasons for such resistance. Underline the one you think is most influential.

  13. The influence of policies on practice in ECE

  14. What is philosophy? A philosophy interprets the beliefs and values that underpin practice. It is a particular system of thought guiding these underpinning principles or set of beliefs.

  15. What is a belief? To accept that something is true. In ECE or at a personal level, this would be a collection of beliefs that would form a system.

  16. What is a value? A value could be something for which one has a high regard or see as very useful to himself/herself.

  17. Three Types of Beliefs • Personal beliefs • Family beliefs • Personal early childhood education beliefs

  18. How do you know what the beliefs of your staff are? How did you find that out?

  19. As a result of this, in times of change we can expect the following :

  20. The Transition Cycle - Kubler-Ross (1969) • Denial • Anger • Bargaining • Depression • Acceptance

  21. What is your personal philosophyas an early childhood educator? What is the philosophy underlying our approach to early childhood education in Singapore?

  22. Read: Image of the Singapore Child, 2008 Early Childhood Education Journal Marjory Ebbeck SheelaWarrier

  23. Read ‘Teachers’ Beliefs and Practices in Early Childhood Education in Singapore’ Donna Berthelsen Joanne Brownlee KaruppiahNirmala

  24. Reading and discussion • Number yourselves 1- 4 • Identify key ideas in the section • Explain it to the rest in the group.

  25. Educational philosophical ideas • Progressivism • Essentialism • Perennialism • Reconstruction (Refer to text, pp. 263 – 277)

  26. Progressivism p 266 • A student-centered philosophy • John Dewey • Respect for democracy • Prepare students for their role in society. Emphasis on students solving problems actively • Role of teacher is to help identify and clarify questions. • Constructivism

  27. Essentialism p 267 • Provide sound practical and intellectual training • Focus on essential knowledge that students need to know for citizenship responsibilities and world of work • Role of student is to learn • Role of teacher is to be the authority • Critics – Not future looking

  28. Perennialism p271 • Similar to Essentialism • Focus on learning unchanging truths such as those found in classics of Western civilization. • Help children develop powers of reasoning. • Teacher is the authority in directing children’s learning. • Critics - Backward looking approach

  29. Reconstructionism p274 • Society needs to be reformed • Schools should address social justice. E.g. discrimination, poverty, unequal allocation of resources. • Students-centered approach • Similar to progressive teachers • Critics – Students lack maturity

  30. Issues and challengesof working in diverse communities

  31. What are some influences thatdiversity has on teaching strategies, environmental responses and learning?

  32. Diversity • Ethnic diversity • Language diversity • Ability diversity

  33. Benefits of Diversity • Stimulus for innovation and change • Opportunity for richer, more dynamic and exciting learning environment • New and relevant content can be learnt • Preparation for realities of globalization. (Armstrong, Henson & Savage, 2009)

  34. Establishing Culturally Appropriate Practice • Accepting learners’ experience, values, tastes • Alter instruction and select materials that meet learners’ academic needs • Encourage acceptance of students’ native speech patterns • Acknowledge cultural heritages of all ethnic groups • Develop ethnic and cultural pride(Brown, 2002)

  35. Responding to multicultural needs – Suggestions for teachers • Commit to the idea that all can learn • Modify grouping practices • Accommodating learning-style differences • Be aware of own perspectives • Rely less on standardized tests • Be conscious of favoritism (Armstrong, Henson & Savage, 2009)

  36. Read: ‘Multicultural education : The understandings of preschool teachers in Singapore’, 2011 Australasian Journal of Early Childhood Donna Berthelsen NirmalaKaruppiah

  37. The beliefs that teachers hold drive the teaching strategies they use when implementing an early childhood education curriculum.How does this apply to you?

  38. UNESCO’s 1994 Framework for action on Special Needs Education • Every child has unique characteristics, interests, abilities and learning needs. • Provision should take into account the wide diversity of these characteristics and needs. • Those with special educational needs must have access to regular schools which should accommodate them within a child-centered pedagogy capable of meeting these needs. (Wall, 2010, p. 203)

  39. Learning in an Inclusive Environment • Refer to SU2- 10

  40. Local statistics are showing that children with learning and physical disability are on the rise. • What do you need to develop an individualized education programme? • What are the challenges that you would face teaching children with special needs? • What changes can you make to your teaching practice so that you can help these children more effectively?

  41. Preparation of Individualized Education ProgramsText, page 122-123

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