Recommendations are made in this discussion concerning priorities for action by early childhood e... more Recommendations are made in this discussion concerning priorities for action by early childhood educators, and the history of early childhood education is selectively reviewed to identify patterns supporting these recommendations, It is argued that the experiences of educational pioneers reveal the need to work for program funding from a variety of sources and the need to assure that professional organizations provide support for family-operated child care centers. Similarities and differences betwien the kindergartens of the early 1900s and Head Start in the 1970s are pointed out. The need for vast changes in the urban job picture to encourage substantive social change and the growing professionalization of early childhood education are also briefly discussed. Concluding remarks focus on ways pioneers of early childhood education overcame their many difficulties ways, it is asserted, that might well be emulated today. (RH)
This paper presents the view that prevailing resentment against new immigrants and other ethnic m... more This paper presents the view that prevailing resentment against new immigrants and other ethnic minorities has clarified for many educators the need for teaching all students skills to resolve conflicts and reduce violence in schools. The paper advocates that peace education be integrated with multicultural education as a way for students to learn these skills, and elaborates on a multidisciplinary approach to,the integration of peace education, incllding links to psychology and political science. On the premise that a long-term approach to developing peacemakers and conflict resolvers is necessary, as less than half of short-term violence prevention programs have claimed to reduce violence, the paper presents an action plan which includes several approaches: (1) integration of human rights education into the social studies curriculum; (2) enhancement of classroom management/discipline systems that blend cultural diversity with peace education and conflict resolution; and (3) increased use of technology to prepare children and youth to live in harmony with a national and global diversity. A resource directory of 51 curriculum guides, literary resources, and classroom strategies is appended. Contains 35 references. (KDFB)
This paper reviews the history of the Child Development Associate (CDA) credential, created in 19... more This paper reviews the history of the Child Development Associate (CDA) credential, created in 1972 to meet the growing need for skilled child care workers to provide quality programs for young children in the United States. A pilot program was launched in 1974, leading to the granting of CDA credentials in 1975. Since 1976 over 60,000 CDA credentials have been awarded, and Head Start's current mandate includes one CDA per classroom. Critiques of the CDA system are reviewed, as are adaptations and variations on the original curriculum and model. Other nontraditional child care training and credential programs are also described. It is concluded that the CDA credential has created a cadre of competent, skilled educators and caregivers. Weaknesses and challenges associated with the program include confusion about the status of CDAs within the early childhood profession, self-regulation within the credentialing process, and the limited scope of the credential in non-Head Start settings. (Contains 56 references.) (PB)
This paper provides techniques and resources for integrating peace education into early childhood... more This paper provides techniques and resources for integrating peace education into early childhood education programs. After discussing the history of peace education in the United StatEs and its role in an increasingly diverse society, the paper provides curriculum ideas and best practices for use in early childhood peace education. The need to employ developmentally appropriate practices which emphasize self-awareness, awareness of others, conflict resolution, problem solving, global awareness, and an appreciation of the arts and sciences is stressed. Specific suggestions for preschool children, primary grade students, and parent involvement are included. The paper also discusses the development and implementation of an action plan to integrate peace education into the curriculum. A discussion of books, journals, electronic resources, and national organizations that can play a part in the development of a peace education curriculum is included. An appendix contains a 52-item resource directory. (Contains 97 references.) (MDM) * Reproductions supplied by EDRS are the best that can be made from the oi-iginal document. kr) kr) En U S DEPARTMENT OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER tERIC) XTA, 41141,8)8)08)1 tws boo) 412pr color NJ recover; lion, Me person or orrianqabon prqnal.ng 0 M.I101 enanges nave DeCrl rndde ,eptoddri1011 Quality P.).!, 0! 04e0, or opnions stale0 lii MIS
This paper reviews the history of the Child Development Associate (CDA) credential, created in 19... more This paper reviews the history of the Child Development Associate (CDA) credential, created in 1972 to meet the growing need for skilled child care workers to provide quality programs for young children in the United States. A pilot program was launched in 1974, leading to the granting of CDA credentials in 1975. Since 1976 over 60,000 CDA credentials have been awarded, and Head Start's current mandate includes one CDA per classroom. Critiques of the CDA system are reviewed, as are adaptations and variations on the original curriculum and model. Other nontraditional child care training and credential programs are also described. It is concluded that the CDA credential has created a cadre of competent, skilled educators and caregivers. Weaknesses and challenges associated with the program include confusion about the status of CDAs within the early childhood profession, self-regulation within the credentialing process, and the limited scope of the credential in non-Head Start settings. (Contains 56 references.) (PB)
Recommendations are made in this discussion concerning priorities for action by early childhood e... more Recommendations are made in this discussion concerning priorities for action by early childhood educators, and the history of early childhood education is selectively reviewed to identify patterns supporting these recommendations, It is argued that the experiences of educational pioneers reveal the need to work for program funding from a variety of sources and the need to assure that professional organizations provide support for family-operated child care centers. Similarities and differences betwien the kindergartens of the early 1900s and Head Start in the 1970s are pointed out. The need for vast changes in the urban job picture to encourage substantive social change and the growing professionalization of early childhood education are also briefly discussed. Concluding remarks focus on ways pioneers of early childhood education overcame their many difficulties ways, it is asserted, that might well be emulated today. (RH)
This paper presents the view that prevailing resentment against new immigrants and other ethnic m... more This paper presents the view that prevailing resentment against new immigrants and other ethnic minorities has clarified for many educators the need for teaching all students skills to resolve conflicts and reduce violence in schools. The paper advocates that peace education be integrated with multicultural education as a way for students to learn these skills, and elaborates on a multidisciplinary approach to,the integration of peace education, incllding links to psychology and political science. On the premise that a long-term approach to developing peacemakers and conflict resolvers is necessary, as less than half of short-term violence prevention programs have claimed to reduce violence, the paper presents an action plan which includes several approaches: (1) integration of human rights education into the social studies curriculum; (2) enhancement of classroom management/discipline systems that blend cultural diversity with peace education and conflict resolution; and (3) increased use of technology to prepare children and youth to live in harmony with a national and global diversity. A resource directory of 51 curriculum guides, literary resources, and classroom strategies is appended. Contains 35 references. (KDFB)
Highlights of the historical development of structured and creative/free dance experiences for ch... more Highlights of the historical development of structured and creative/free dance experiences for children within the curriculum of early childhood education in the 20th century are sketched. Although some educators dissented with the practice, in the 1920s most dance activities for young children were structured. The following decade was characterized by a gradual shift toward freedom of movement and a recognition of individual rhythms. In the 1940s, during World War 11, there was a hiatus in developing new creative movement programs. The 1950s brought an emphasis on freedom of movement that extended to the nursery school level. Exchange of ideas between early childhood educators and dance educators began to increase during the 1960s. In the 1960s and early 1970s, dance experiences were characterized by freedom combined with a small amount of structure. Presently, early childhood and physical educators agree with the idea that movement (1) plays an integrated part in the curriculum for the young child; and (2) should be construed as a way of knowing, finding out, testing, and expressing oneself that is reciprocally and causally linked with feelings. (RH)
This 3-year research project was initiated to demonstrate gaming as a methodology for developing ... more This 3-year research project was initiated to demonstrate gaming as a methodology for developing young children's readiness skills for interacting with computers, and to investigate the feasibility of doing research in regular classroom settings. The first yeu s. was devoted to designing, making, and refining instructional materials. During the second year, one Head Start and two kindergarten classes participated as experimental and control groups. In the third year, the number of Head Start and kindergarten experimental and control groups was increased. Experimental group classes experienced an initial instructional unit in which functions of various computer parts, games, songs, and activitieu were taught. Subsequently, both experimental and control classes used computers. Data were collected on pre-tests and post-tests. Generally, results showed that the initial instructional unit helped the kindergarten experimental class children to remember the largest number of computer-related terms. The initial instructional phase also helped the Head Start children remember as many of the terms as children in the kindergarten control :lasses who were about one year older, and in some cases more. It is concluded that gaming is an effective technique for preparing children to use computers. Thirty-one referances are provided. (RR)
This bibliography addresses some of the needs of the many participants in the International Year ... more This bibliography addresses some of the needs of the many participants in the International Year of the Child (1979), and provides data regarding sources of information about young children which are available in the United States. The materials included in this bibliography have been selected from a large number of sources and provide information on topics such as bilingualism, cross cultural studies, exceptional children, child rights/child abuse, international education, miniorities, and multi-cultural/multi-ethnic materials. Author's name, the title, publisher or producer, place of publication, number of pages, and an annotation are provided for each entry. Addresses of sources of further information are included.
Integration of peace education into early childhood education programs
International Journal of Early Childhood, 1996
... Blythe F. Hinitz, Ed.D., Trenton State College, Trenton, New Jersey, USA. "''&... more ... Blythe F. Hinitz, Ed.D., Trenton State College, Trenton, New Jersey, USA. "''' Les educateurs prescolaires observeront peut etre que cette periodc hlstorique, unique est une occasion pour integrer I'education ala paix dans le programme educatif, La communication qui s ...
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