WEEK 11

ECE 103 Week 11

2022-2023 Second Semester
ECE 103 Foundations of Early Childhood Education
Thursday, April 13, 2023
 WEEK ELEVEN: TO DO
1. Attendance: 1. BATTALONES, Madielyn; 2. BOLANIO, Katlyn
Lykca; 3. CALLEJA, Moju; 4. CLAMOR, Bianca Nicole; 5. NACION,

ECE 103 Week 11

Vheb; 6. FABELLO, Althea; 7. SALAZAR, Missy
2. Song: The More We Get Together
3. Project: Essay on Educational Philosophy
4. Lecture: Behaviorist Theories
5. Midterm Exam Feedback
6. Goodbye Song #3
 SONG #6 THE MORE WE GET TOGETHER!
The more we get together, together,
together.
The more we get together,
The happier, are we!
For your friends, are my friends,
And my friends are your friends.
The more we get together, the happier
are we!
Masaya kung sama-sama,
Sama-sama, sama-sama.
ECE 103 Week 11
Masaya kung sama-sama,
At may tawanan!
Kay hirap ng buhay,
Kung wala kang kaibigan.
Masaya kung sama-sama,
At may tawanan!
 PROJECT:
MY EDUCATIONAL PHILOSOPHY

ECE 103 Week 11

BEHAVIORIST THEORIES (1960’S-1970’S)
 Theories of learning from the works of Thorndike (1911),
Pavlov (1927), Skinner (1957) and Engelmann (1964) .
 Stimulus-response and classical and operant conditioning
were used to explain the learning process through the use of
rewards and sanctions – or trial and error.
 The learner is rewarded for small steps of learning and
achievement with consistent positive reinforcement.

ECE 103 Week 11

 V. THE MEASUREMENT MOVEMENT
12. SIEGFRIED ENGELMANN (1931-2019)

 Born in Chicago, Illinois, USA

 Wrote books on the three components of
cognitive learning: behavior,
communication, and knowledge systems.
 In the summer of 1964, Engelmann and
Carl Bereiter opened a program for
"culturally disadvantaged" preschoolers,
which became known as the Bereiter-
Engelmann Preschool.

ECE 103 Week 11

 CULTURAL TRANSMISSION:
EXAMPLE: DIRECT INSTRUCTION MODEL
A program designed by Siegfried Engelmann for
Kindergarten to Grade Three pupils and emphasizes
frequent teacher-student interactions guided by
carefully sequenced, daily lessons in reading,
arithmetic, and language. It was first implemented
in 1968.

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 ASSUMPTIONS OF THE DIRECT INSTRUCTION
MODEL
1. All children can be taught.
2. Learning basic skills is important to intelligent
behavior.
3. Teach more in less time.
4. Control the details of what happens (teachers read
a script).

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COMPONENTS OF THE DIRECT INSTRUCTION
MODEL
a. Carefully-designed curriculum;
b. Increased teaching time;
c. Efficient teaching techniques;
d. Thorough implementation;
e. Increased teacher expectations.

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 SAMPLE ARITHMETIC CURRICULUM

 Level 1: learn basic addition and subtraction

operations and related story-problems.
 Children memorize number facts to speed up process.
 Level 2: introduce multiplication and measurement
concepts pertaining to time, money, length, and
weight. More story problems.
 Level 3: continued practice in addition, subtraction,
and multiplication, the introduction of division, and
added emphasis on problem solving.
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 SCRIPTED PRESENTATION
 Printed instructions indicate exactly what the
teacher will say and do during class.
 It has directions, examples, sequences of subskills
and wordings.
 Teachers use scripts to improve the quality of their
instruction.

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 REINFORCEMENT
 The training procedures include specifications for
the systematic use of positive consequences to
strengthen children's motivation for learning.
 Knowledge of results, behavior-specific praise,
enjoyable games, and point systems leading to
special consequences are a few of the
recommended techniques.

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 TRAINING OF TEACHERS
 Trainingis necessary to properly implement the
model and is usually accomplished through a
workshop just before school begins, continuing
in-service sessions, and classroom supervision.

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 THE MAJOR LONG-TERM GOAL
 ofthe Direct Instruction Model is to teach students
from low-income families those basic academic
skills that will equip them to compete with their
more advantaged peers for higher education and
the opportunities available to society.

ECE 103 Week 11

HTTPS://WWW.YOUTUBE.COM/WATCH?V
=3CWODCQ9BNU

ECE 103 Week 11

DIRECT INSTRUCTION
 VI. THE PROGRESSIVE ERA
13. JOHN DEWEY (1859-1952)

 Born in Vermont, USA.

 American philosopher and educator
who was a co-founder of the
philosophical movement known as
pragmatism and a leader of the
progressive movement in education
in the United States.

ECE 103 Week 11

 IMPORTANT INFORMATION
 Education was truly child-centered; teachers were trained to
observe children's interests and help them follow through on
those interests.
 Throughout the entire process, teachers and children were
"learners together."
 Dewey developed a philosophy of education that would meet
the needs of a changing democratic society.

ECE 103 Week 11

 THE CURRICULUM
 Dewey designed a curriculum that was based on the
teachings of early European educators such as Johann
Heinrich Pestalozzi, who emphasized that children
learn by doing, and Friedrich Froebel, who recognized
the value of play in children's development.
 Important skills such as problem solving, language, and
math concepts were developed as children were allowed
to move freely in and out of the classroom and explore
their surroundings.
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 ECE 103 Week 11
JOHN DEWEY'S THEORIES ON EDUCATION AND LEARNING:
AN INTRODUCTION TO HIS LIFE AND WORK
HTTPS://WWW.YOUTUBE.COM/WATCH?V=UT7Z-IX6ABM
&T=43S
 ECE 103 Week 11
JOHN DEWEY THEORY ON PROGRESSIVE
EDUCATION
HTTPS://WWW.YOUTUBE.COM/WATCH?V=Y
3FM6WNZK70
SPROUTS
https://www.youtube.com/watch?v=UT7z-ix6abM&t=43s
ECE 103 WEEK 11
ECE 103 WEEK 11