BEGINNINGS:

FOUNDATION OF
EARLY CHILDHOOD
EDUCATION

Submitted by: Joan H. Aniñon

Submitted To: Mrs. Filomena Lantaca

CNU Vision

A leading multidisciplinary research university of education committed to build

a strong nation.

CNU Mission:

To develop high-performing professionals and intellectuals proficient in

generating new knowledge toward a progressive and peaceful pluralistic society.

The CNU Mission comprises three mutually reinforcing thrusts:

1. Transformative education that nurtures thinking individuals who are valued

members and leaders of society;

2. High impact of researches that push the boundaries of knowledge in

education and contribute to improving communities; and

3. Strong partnership that collectively and creatively addressees the

development gaps of communities.
Table of Contents
CNU Vision

CNU Mission

Introduction

Quality Programs in Early Childhood

Global Scenario

Local Scenario

Types of Childcare Programs

Family and Relative Care

Intergenerational Care

Childcare for Children with Medical Needs

Approaches in Early Childhood Care

High scope: Constructivist approach

Basic Principles and Goals

Role of a Teacher

Montessori Approach

Contemporary Practices

Features

Reggio Emelia Approach

Basic principles

Adult’s role
BEGINNINGS:
HEALTH,
SAFETY and
NUTRITION

Submitted By: Joan Aniñon

Submitted To: Mrs. Filomena Lantaca

ECE provides learning and educational activities with a holistic approach to support
children’s early cognitive, physical, social and emotional development and introduces
young children to organized instruction outside of the family context. It aims to
develop socio emotional skills necessary for participation in school and society as
well as some of the skills needed for academic readiness and to prepare children
for entry into primary education. Within the framework of ISCED 2011 it includes
early childhood educational development and pre-primary education. The former
has educational content designed for younger children (in the age range of 0 to 2
years), whilst the latter is designed for children from age 3 years to the start of
primary education.

ECE is also providing to the child with unique, interesting and stimulating forms of
schools around the world.
Family and Relative Care

If a relative cares for young children while you work, you may have an ideal child
care solution. Who offer better care than a trusted family member? Like other
parents, you may have selected relative care for one or more of the following
reasons:

>trust: parents and children often feel most secure when their children cared for
by a family member.

>flexibility: A relative may be more flexible about schedules, especially when the
parent works unusual hours.

>Affordability: while some parents pay relative the usual child care fees for their
community, many relatives charge lower rates. A few charge nothing at all.

<Easier Transitions: Whether your relatives provides care in your home or her
own, it may seem easier for you and your children to adapt to child care and share
details about family life with a family member.

Most parents and relatives begin care arrangements with high hopes and warm
feelings all around. But relative care can also be complex. It can complicate your
relationship in unexpected ways. You are no longer just a mother and daughter, or
sister –in-law but also parent and caregiver.
A constructivist approach

The high/scope educational research foundation is a nonprofit organization that

sponsors and supports the high/scope educational approach. The program is based
on Piaget’s intellectual development theory. 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 (high/scope educational research foundation, 1989).
High/scope is based on three fundamental principles:
_active participation of children of children in choosing, organizing, and evaluating
activities, which are undertaken with careful teacher observation and guidance in a
learning environment replete with a rich variety of materials located in various
classroom learning centers.
_regular daily planning by the teaching staff in accord with a developmentally based
curriculum model and careful child observations
-developmentally sequenced goals and materials for children based on the
high/scope ʺkey experiences” (high/scope educational research foundation 1989).
Table of Contents
CNU Vision

CNU Mission

Introduction

Health, Safety and Nutrition

SDG

Healthy, Lifestyle in Early Childhood

Role of the School

Role of Family

Role of Community

Children’s Growth and Development

Infant

Toddler

School Age Children

Children’s Safety

Safety Procedure

First Aid

Food Pyramid

Menu for ECE Setting

Snacks/ Main Dish

Curriculum Vitae
 The word "theory" often means an untested hunch or a guess
without supporting evidence. But for scientists, a theory has
nearly the opposite meaning. A theory is a well-substantiated
explanation of an aspect of the natural world that can
incorporate laws, hypotheses and facts.

A theory not only explains known facts; it also allows scientists

to make predictions of what they should observe if a theory is
true. Scientific theories are testable. New evidence should be
compatible with a theory. If it isn't, the theory is refined or
rejected. The longer the central elements of a theory hold--the
more observations it predicts, the more tests it passes, the
more facts it explains--the stronger the theory.

Sustainable Development Goals signals that early childhood development (ECD) will
be a priority focus for the twenty-first century. Explicit mention is made in SDG
Target 4.2 which states that by 2030 countries should: ‘ensure that all girls and
boys have access to quality early childhood development, care and pre-primary
education so that they are ready for primary education’. But SDG commitments to
ECD are much broader than this education-focused target. Strengthening early
childhood development is key to achieving at least seven of the SDGs, on poverty,
hunger, health (including child mortality), education, gender, water and sanitation
and inequality.

The emphasis on ‘quality’ in Target 4.2 is crucial. The strongest evidence

demonstrating the potential of ECD comes from well-planned and well-resourced
programs that:

 A ‘developmentally appropriate’ respecting children’s rights, needs,

capacities, interests and ways of learning at each stage of their early lives;
 Recognize the interdependencies between nutrition, health, care and
education, from the ‘first 1000 days’ onwards;
 Build on and support children’s key relationships, especially with their
mother, father and wider family in the specific physical, social, cultural and
language contexts that are the foundation for well-being.

Early childhood, defined as the period from birth to eight years old, is a time of
remarkable growth with brain development at its peak. During this stage, children
are highly influenced by the environment and the people that surround them.

Early childhood care and education (ECCE) is more than preparation for primary
school. It aims at the holistic development of a child’s social, emotional, cognitive
and physical needs in order to build a solid and broad foundation for lifelong
learning and wellbeing. ECCE has the possibility to nurture caring, capable and
responsible future citizens.

In this way ECCE is one of the best investments a country can make to promote
human resource development, gender equality and social cohesion, and to reduce
the costs for later remedial programs. For disadvantaged children, ECCE plays an
important role in compensating for the disadvantages in the family and combating
educational inequalities.

UNESCO’s approach is reinforced in the Education 2030 agenda and in particular in

target 4.2 of Sustainable Development Goal 4 which aims to ‘By 2030, ensure that
all girls and boys have access to quality early childhood development, care and pre-
primary education so that they are ready for primary education.’

UNESCO supports national, regional and international efforts to expand and

improve ECCE equitably in order to give every child the best start in life. It
regards ECCE as a fundamental and integral part of the education system: without
quality ECCE children begin their lives and educational careers on a shaky
foundation with the risk of learning difficulties, dropout and repetition.

UNESCO seeks to assist Member States in implementing Education 2030 and

achieving the SDG Target 4.2. Its activities in ECCE focus on influencing policies
and practices through evidence-based advocacy, knowledge generation and sharing,
partnership building, capacity building and technical assistance. These include work
in teacher development, parenting education and family literacy, and measurement
and monitoring. See Resources on ECCE.

UNESCO collaborates with governments and other key stakeholders concerned

with the care and education of young children from birth until primary school
entry. As this age bracket covers various developmental stages, it is naturally
difficult for countries to address all children within this group simultaneously and
equally. Prioritization is necessary.

In this regard, UNESCO’s ECCE activities focus on promoting holistic and quality
pre-primary education for all children over the age of 3, ensuring the use of
developmentally appropriate pedagogies and emphasizing the linkages with primary
education as well as early childhood health, nutrition and social services.

For the education sector to address the educational and care needs of as many
children as possible, including those under the age of 3, UNESCO promotes
phasing, partnership and integration of an ECCE component in sector plans and
structures as key strategies.

A phased education sector plan on how to address the needs of different age
groups can reinforce a government’s commitment to ensuring comprehensive
attention to young children. In addition to phasing in terms of age group, phasing in
terms of target population, which pays priority attention to the disadvantaged, is
important.

Partnerships that involve working with health, nutrition and social sectors as well
as civil society and private sector actors can help widen the reach to children and
improve quality and relevance.
Integrating an ECCE component in existing sector plans helps ensure the creation
of a solid foundation for, and continuity of, learning. Integrating ECCE in sector
structures - such as developing family literacy initiatives through adult literacy
structures or providing parenting education through community learning centers -
is a cost-effective way to expand ECCE.

School communities are increasingly becoming places where healthy habits can
flourish. The responsibility for teaching children healthy habits does not fall only
on teachers though.
A healthy school community involves all partners and sends children the same
message in the home, school, and community. Children who attend a healthy school
can make informed, healthy decisions that affect their own lives and the lives of
their families.
It doesn’t take a lot to create a healthier school. Some changes could include:

 Incorporating healthy eating and physical activity across the curriculum in

fun and creative ways

 Creating partnerships with the broader community, for example local food
growers, sporting clubs, library etc.

 Providing professional development opportunities for teachers and other

support staff to teach and promote healthy eating and being active.
Healthy eating

Schools can encourage good nutritional habits by:

 Developing a whole school food policy

 Involving pupils and parents in guiding food policy and practice within the
school, and enabling them to contribute to healthy eating, and acting on their
feedback

 Offering healthy foods in school canteens

 Providing clean, cool-water fountains

 Assessing the food provided at the school canteen and vending machines

 Providing parents with information on healthy food choices and active living

 Developing a school vegetable garden

 Offering regular snack breaks for students to eat fruit and vegetables

 Allowing students to bring their water bottles into the classroom with them

 Providing a welcoming eating environment that encourages positive social

interaction.
Physical activity

Way in which schools can help students to become more active, include:
 Developing a whole school physical activity policy, which encourages all staff
and students to be physically active, then implement, monitor and evaluate it
for impact

 Providing a school environment that encourages being active, for example

adequate playground facilities, access to equipment, walking paths etc.

 Providing secure bike racks or storage to encourage students and staff to

ride to work

 Scheduling more physical education and physical activity

 Involving students in decisions about the school environment

 Including students when deciding the type of physical activity to be

undertaken, making them more committed to participation

 Providing parents/care with the opportunity to be involved in the planning

and delivery of physical activity opportunities

 Ensuring that adequate time is spent on developing fundamental motor skills.

Be a role model

Positive modeling by school staff is important to support healthy eating and

physical activity policies and actions. It helps to show leadership and commitment
that others, such as students and parents, can be inspired by.

Teachers are in a good position to act as positive role models for students, parents
and the community. As a teacher, you know that students watch what you say and
do very carefully. Any difference between your words and your actions is picked up
quickly. This can be frustrating, but keep in mind that students learn by watching
and copying the behavior of others.

A teacher who makes healthy choices – including healthy eating and regular
physical activity – can have a good influence on the health of students, others and
most importantly, yourself.

Schools and teachers can model healthy eating and being active at school by:

 Packing a healthy lunch and taking the time to eat it

 Providing healthy snacks at school and staff functions (staff meetings,

parent-teacher interviews, etc.)

 Using non-food rewards (pencils, skipping ropes) instead of lollies and sweats
 Walking rapidly during yard duty

 Joining in the activities during physical education classes, recess or

lunchtime

 Using public transport for school excursions – it is often cheaper and you
can get in your physical activity for the day

 Taking activity breaks during classes

 Supporting physical activity opportunities during and after school

 Sharing your physical activity interests with students.

THE ROLE OF THE FAMILY

The family is the most important social group in society. It’s also the most
important influence in a child’s life. The family plays an essential role in a child’s
education, in providing physical and emotional needs, and in giving moral guidance.

LEARNING AND EDUCATION HAPPEN IN A FAMILY

One of the family’s primary roles within society is to promote an environment
where kids can learn positive values, attitudes, behaviors, and lifelong skills.
Parents need to teach their children to be accountable for their choices and need
to be involved in their children’s education, teaching necessary life lessons and
taking part in their children’s schooling. The values taught and practiced within a
family can influence the choices family members make both inside and outside of
their family for decades to come.

FAMILIES PROVIDE PROTECTION AND MATERIAL SUPPORT

As humans, we all have basic needs, such as shelter, food, and safety. When
children are born and as they are growing up, they are heavily dependent on their
parents and other family members to take care of them. God, who is the Heavenly
Father of us all, has given us families to protect and provide for us.

FAMILIES NURTURE, LOVE, AND GIVE EMOTIONAL SUPPORT

We need food, clothing and shelter to survive, but people also have emotional
needs. We long to be loved, understood, and supported. Ideally, a family includes
people who love you unconditionally and support you, no matter what you do or what
happens to you. Whether you’re a young child learning to ride a bike, a teenager
trying to make it through your first breakup, or a young married adult with kids
who’s just been laid off, you can find comfort from the love and emotional
encouragement of your family.

A FAMILY PROVIDES SPIRITUAL GUIDANCE

God holds parents accountable to not only physically but to also spiritually provide
for their children. Parents are expected to raise their children in both love and
righteousness; these elements are central to the gospel of Jesus. Modern prophets
and apostles have taught, “Happiness in family life is most likely to be achieved
when founded upon the teachings of the Lord Jesus Christ” (“The Family: A
Proclamation to the World”).
The world we live in isn’t getting any better or easier. Parents need to spiritually
guide their children to provide them with a moral compass so they know right from
wrong, and they need to teach them about having faith and hope.

THE FAMILY IS CRUCIAL IN SOCIETY

The role of the family is essential in raising and educating children and in giving
them the skills they need to build worthwhile relationships within and make
meaningful contributions to society.
Community involvement is beneficial in all areas of life. We see the impact it has in
the work force and company culture, in schools, towns, and small businesses around
the world. Perhaps, one of the greatest examples of the profound and inspiring
ways that it impacts our society, is when we look at the benefits of community
involvement in early childhood.

Children grow emotionally, intellectually, and physically through both their

relationships and through their community. They might find this community in
school or at home, on the playground, or in the backyard.

For children, community involvement and engagement produces long-term benefits

in their lives. It gives them a sense of belonging and is crucial to the building of
their identity.

The National Education Association states that the popular proverb, it takes a
village to raise a child, produces a clear message and that is, “the whole community
has an essential role to play in the growth and development of its young people.”
It’s noted that parents and family members play a vital role in the life of the
child and so, too, does the entire community as a whole.

To experience the benefits of community involvement, we must first look at

creating the community. From there, the relationships are built and the self-
esteem and happiness of the child is given a foundation to flourish and succeed.

Community involvement sends a powerful message to children. It’s one that says
you are important. You are loved. You belong. And it’s a message that, with it, holds
the strength to empower every child in the world.

Creating a Community
Community is defined as “a feeling of fellowship with others, as a result of sharing
common attitudes, interests, and goals.” For children, a sense of community brings
connection both to their surroundings and the individuals in those surroundings —
further connecting them to their own unique place in the world.

Let’s think about one of the most simple, yet simultaneously complex, community
builders: sound.

Babies enter the world born as natural listeners. They’re accustomed to the loud
noises occurring around them in the womb. They can hear everything from the
beating of their mother’s heart to the soothing nature of her voice. According to
parenting.com, babies in utero are getting their first lessons in native language and
are beginning to “[pick] up on the rhythm and melody of the speech.”

As they grow, children are introduced to a wide assortment of other sounds: the
honking of cars, the noises of their siblings, the drip of the bathtub or the sink,
the lullabies of their family members. Many young children, collectively, take
interest in another profound sound: music.

Soundscape and music, at its core, can be one of the most universal ways to create
community among young children. Playthings.com discusses that although early
childhood teachers are intentional in creating children’s physical environments, we
often overlook the soundscape. “First,” they state, “we need to envision sound as a
learning domain.” Like touch and smell, sound is just as pivotal to a young child’s
development and their place in the community.

“Second,” they say, “we must build confidence to present sound and music so we can
support the learning.” The article further discusses the importance of the adult
community as facilitators to help children make their discoveries.

Whether in music or otherwise (reading, painting, nature walks, eating new foods)
inspiring the thirst of discovery among children and bringing them together as a
community for a common experience allows them to bond and solidifies their sense
of belonging and identity.

Children grow in the context of their community. As they develop within their
smaller community environments (a music circle, an art class, a reading corner) they
begin to understand the wider society as a whole — what actions work and do not
work, what values, sensitivities, and longings we share. The creation of a local
community in early childhood becomes the supportive, positive, uplifting foundation
of a child’s life. It helps them to learn about themselves. It helps them learn how
to tackle challenges, build knowledge, and thrive.
Physical growth refers to an increase in body size (length or height and weight)
and in the size of organs. From birth to about age 1 or 2 years, children grow
rapidly. After this time, growth slows. As growth slows, children need fewer
calories and parents may notice a decrease in appetite. Two-year-old children can
have very erratic eating habits that sometimes make parents anxious. Some
children may seem to eat virtually nothing yet continue to grow and thrive.
Actually, they usually eat little one day and then make up for it by eating more
the next day.

During the preschool and school years, growth in height and weight is steady.
Children tend to grow a similar amount each year until the next major growth
spurt occurs in early adolescence.

Different organs grow at different rates. For example, the reproductive system
has a brief growth spurt just after birth, then changes very little until just
before sexual maturation (puberty). In contrast, the brain grows almost
exclusively during the early years of life. The kidneys function at the adult level
by the end of the first year.
Children who are beginning to walk have an endearing physique, with the belly
sticking forward and the back curved. They may also appear to be quite bow-
legged. By 3 years of age, muscle tone increases and the proportion of body fat
decreases, so the body begins to look leaner and more muscular. Most children
are physically able to control their bowels and bladder at this time.

Length and Height

Length in children who are too young to stand is measured while children lie on
their back on a suitable device, such as a measuring table (called a stadiometer).
Height in children who can stand is measured using a vertical measuring scale. In
general, length in normal-term infants increases about 30% by age 5 months and
more than 50% by age 12 months. Infants typically grow about 10 inches (25
centimeters) during the first year, and height at 5 years is about double the
birth length. In boys, half the adult height is attained by about age 2. In girls,
height at 19 months is about half the adult height.

Weight

Normal-term newborns typically lose 5 to 8% of their birth weight during the

first few days of life. They regain this weight by the end of the first 2 weeks.
After this period of time, newborns typically gain about 1 ounce per day during
the first 2 months, and 1 pound per month after that. This weight gain typically
results in a doubling of birth weight by age 5 months and a tripling by 1 year. In
recent years, more children have developed obesity. Some children become obese
at an early age.
Head Circumference

Head circumference is measurement around the largest area of a child's head.

Doctors place the tape measure above the eyebrows and ears and around the
back of the head. This measurement is important because the size of the head
reflects the size of the brain, and this measurement lets doctors know whether
the child's brain is growing at a normal rate. Head circumference is routinely
measured until children are 3 years old.

At birth, the brain is 25% of its future adult size, and head circumference is
about 14 inches (about 35 centimeters). By 1 year of age, the brain is 75% of its
adult size. By 3 years of age, the brain is 80% of its adult size. By 7 years of age,
the brain is 90% of its adult size.

Teeth

The timing of tooth eruption varies, mainly for hereditary reasons. However,
tooth eruption may also be delayed by disorders such
as rickets, hypopituitarism, hypothyroidism, or Down syndrome.
Lower front teeth usually begin to appear by the age of 5 to 9 months. Upper
front teeth usually begin to appear by 8 to 12 months. On average, infants have 6
teeth by age 12 months, 12 teeth by 18 months, 16 teeth by 2 years, and all 20 of
their baby (deciduous) teeth by 2½ years. Baby teeth are replaced by permanent
(adult) teeth between the ages of 5 years and 13 years. Permanent teeth tend to
appear earlier in girls.
Child Growth and Development – Understand how children develop physically,
cognitively, socially, emotionally, and culturally; understand how children acquire
language and creative expression; understand the links between development and
learning; understand the roles and responsibilities of parents, educators, and
caregivers; understand the environmental, biological, social and cultural influences
on growth and development.

During the early childhood years, children are establishing foundations for later
learning. Concern and actions for all aspect of a child’s growth and development
needs to be emphasized. Social, cultural, emotional, physical, and language
development is inseparable from cognitive growth. Teachers of young children must
understand the nature of growth and development and the adult’s role in supporting
a child’s development and learning.

CGD-1 Demonstrates a developing awareness of the ages and stages of child

growth and development for newborn, infant, toddler, preschool and school age
children by providing activities that are age-appropriate for each child.

CGD-2 Demonstrates a developing awareness of the physical development of

children by providing activities that promotes both large and small motor
development.

CGD-3 Demonstrates a developing awareness of the cognitive and language

development of children by providing age appropriate activities that promote
language and cognitive growth and development.

CGD-4 Demonstrates a developing awareness of the emotional development of

children by interacting with children in positive, nurturing and courteous ways.

CGD-5 Demonstrates a developing awareness of the social behavior of children by

facilitating age-appropriate social interactions between children and among adults
and children.
Growth and Development of School Age Children

Growth and development is how your school age child grows physically, mentally,
emotionally, and socially. A school age child is 5 to 12 years old.

Physical changes happen

 Your child may be 43 inches tall and weigh about 43 pounds at the start
of the school age years. As puberty starts, your child's height and weight
will increase quickly. Your child may reach 59 inches and weigh about 90
pounds by age 12.
 Your child's bones, muscles, and fat continue to grow during this
time. These changes may happen faster as your child approaches puberty.
Puberty may start as early as 7 years of age in girls and 9 years of age in
boys.
 Your child's strength, balance, and coordination improves. Your child may
start to participate in sports.

Emotional and social changes happen

 Acceptance becomes important to your child. Your child may start to be

influenced more by friends than family. He may feel like he needs to keep up
with other kids and belong to a group. Friends can be a source of support
during these years.
 Your child may be eager to learn new things on his own at school. He
learns to get along with more people and understand social customs.

Mental changes happen

 Your child may develop fears of the unknown. He may be afraid of the
dark. He may start to understand more about the world and may fear
robbers, injuries, or death.
 Your child will begin to think logically. He will be able to make sense of
what is happening around him. His ability to understand ideas and his memory
improve. He is able to follow complex directions and rules and to solve
problems.
 Your child can name numbers and letters easily. He will start to read. His
vocabulary and ability to pronounce words improves significantly.

How can I help my school age child?

 Help your child get enough sleep. He needs 10 to 11 hours each day. Set up
a routine at bedtime. Make sure his room is cool and dark. Do not give him
caffeine late in the day.
 Give your child a variety of healthy foods each day. This includes fruit,
vegetables, and protein, such as chicken, fish, and beans. Limit foods that
are high in fat and sugar. Make sure he eats breakfast to give him energy
for the day. Have your child sit with the family at mealtime, even if he does
not want to eat.
 Get involved in your child's activities. Stay in contact with his teachers.
Get to know his friends. Spend time with him and be there for him.
 Encourage at least 1 hour of exercise every day. Exercises improve his
strength and helps maintain a healthy weight.
 Set clear rules and be consistent. Set limits for your child. Praise and
reward him when he does something positive. Do not criticize or show
disapproval when your child has done something wrong. Instead, explain what
you would like him to do and tell him why.
 Encourage your child to try different creative activities. These may
include working on a hobby or art project, or playing a musical instrument. Do
not force a particular hobby on him. Let him discover his interest at his own
pace. All activities should be appropriate for your child's age.