Alondra,Mae B. BEED Dr.Licup, Nora D. Draw a symbol for each of the 5 philosophies. Explain your symbol.

Book, because it symbolizes that teachers in the essentialism teach the students in a way that they rely always on the textbooks. They teach student in order to become productive and gain more knowledge from them.

Essentialism

Progressivism

Ice, because as we all know that ice changes into water, just the same to the Progressivism, everything else changes. It can be used as experimential methods, and the Student will be able to think, this is also one experience they can share,through what they had been observed or oexperience.

Perennialism
Slipper,it is because the one who has short foot are not capable to use the long size of slipper, same as the philosophy of perennialism, the teacher do not allow the students interests or experiences to substantially dictate what they do. We should accept it.!!

Existentialism

Bird,it symbolizes freedom,they are free to go wherever they want. They can choose What is the best for them. In the existentialism the students free to choose their own preferred way.

Behaviorism

Makahiya leaves, because it symbolizes the environment, when you touch it, the Leaves gave response, it will move. Because in the behaviorism, the behaviorist Teachers teach the students to respond favorably to various stimuli in the Environment.

CURRENT ISSUES IN EARLY CHILDHOOD

Together for Kids
It seems that challenging child behavioral issues arent limited to the tween and teen ages. Carole Upshur is heading up research to ensure that appropriate services reach young at-risk children. Early childhood behavioral problems appear to be increasing, with current estimates ranging from 7% to 25%. This increase in the incidence of young children exhibiting challenging behaviors has resulted in disrupted early childhood classrooms and children being expelled from programs. A recent national study confirms that more children are being expelled from preschool than for all other grades! Despite some welldeveloped and standardized programs that have been demonstrated to prevent or ameliorate early childhood behavior problems, many children and families go unserved until children are older, problems reach extremes, and evolve into longstanding and more intractable behavioral issues. Unfortunately, standardized and evidence-based practices are not widely used because of problems with availability and expense, problems with parent engagement; as well as supervision, and monitoring. Additionally, workforce issues present significant barriers including time commitment needed for training, lack of infrastructure to sustain programs when trained staff leave and in terms of serving the most behaviorally at risk children, a lack of behavioral health staff that are trained to work with very young children. Consistent with the Presidents New Freedom Commission on Mental Health, this project, funded by NIMH, is developing and testing an approach to primary prevention for early externalizing behavior problems that can be implemented in childcare settings where many children first come to the attention of the service system. The overall goal of the project is to develop a transportable real world intervention model to decrease the number of children in preschool who require intensive behavioral intervention services, and provide a sustainable mechanism for identifying and appropriately intervening with those who do.

The project builds on a 5 year successful relationship evaluating the Together for Kids mental health consultation program for Worcester area child care programs. Four economically and ethnically diverse community child care programs are participating, randomly assigned to intervention and control conditions for phased intervention implementation. These programs enroll approximately 200 preschool children. Over the next two years, program leaders will be training initial intervention teachers on a child social and emotional development curriculum and will be measuring its impact on the high rates of behavior problems child care centers have been experiencing in preschool children. After initial efficacy data have been collected, the control sites will be trained on the intervention curriculum. Centers are being supported to assist with data collection and implementation activities and parents receive gift cards for returning questionnaires. The Together for Kids Coalition that spurred the early work on preschool behavior problems consists of over 50 Worcester area agencies and has been supported by The Health Foundation of Central Massachusetts, the United Way of Central Massachusetts and the Fred Harris Daniels Foundation. Community Healthlink serves as the administrative agency, and the research sites are Rainbow child Development Center, Worcester Comprehensive Child Care Services-Great Brook Valley, the YMCA City Square Child Care Center and the YWCA Worcester Child Care Center.

EARLY CHILDHOOD
Early childhood is a time of remarkable physical, cognitive, social and emotional development. Infants enter the world with a limited range of skills and abilities. Watching a child develop new motor, cognitive, language and social skills is a source of wonder for parents and caregivers.
Early childhood education is the formal teaching and care of young children by people other than their family or in settings outside of the home. 'Early childhood' is usually defined as before

the age of normal schooling - five years in most nations, though the U.S. National Association for the Education of Young Children (NAEYC) instead defines 'early childhood' as before the age of eight.

A child's needs during early childhood are different from those of older schoolchildren, because early childhood sees the greatest growth and development, when the brain develops most rapidly, almost at its fullest. It is a period when walking, talking, self-esteem, vision of the world and moral foundations are established.The early years of life are critical to the development of intelligence, personality and social behaviour. Research on brain development attests to the importance of key mental, physical and social capabilities. If these fundamental capabilities are not well established from the start, and especially if neurological damage occurs, a child's learning potential could be adversely be affected.As such, education in early childhood must have its own specific practices and issues. For programming purposes, it has been decided to extend the concept of early childhood to about 8 years of age. This age range provides the opportunity to reinforce the view of the development as a continuum. It will facilitate the interaction between the pre and initial school years. The concept of basic education calls for the inclusion of early childhood and the key "survival" grades, that is, the first two or three grades of primary education.

Early childhood education often focuses on children learning through play, based on the research and beliefs of Jean Piaget. This belief is centered on the "power of play". It is thought that children learn more efficiently and more knowledge when given the opportunity for play based activities such as: dramatic play, art and social games. This theory plays off of children's natural curiosity and tendencies to "make believe", mixing in educational lessons. According to UNESCO ECCE (Early Childhood Care and Education) Unit, Early childhood is defined as the period from birth to 8 years old. A time of remarkable brain development, these years lay the foundation for subsequent learning. The terms preschool education and kindergarten emphasize education around the ages of 36 years. The terms "early childhood learning," "early care," and "early education" are comparable with early childhood education. The terms day care and child care do not embrace the educational aspects. Many childcare centers are now using more educational approaches. They are creating curricula and incorporating it into their daily routines to foster greater educational learning. The distinction between childcare centers being for care and kindergartens being for education, for example, has all but disappeared in countries that require staff in different early childhood facilities to have a teaching qualification. The

ChildForum early childhood education national organisation highlights that while this can uplift the overall quality of children's learning a primary purpose of all early childhood programmes is nevertheless to provide a high standard of care and nurturance due to the young age and emotional and physical needs of children. However, it is necessary to distinguish between nurturance and locomotive learning. One implies the development of vestigial implements of characterized babies, the other refers to hand-eye co-ordination. Researchers in the field and early childhood educators both view the parents as an integral part of the early childhood education process. Often educators refer to parents as the child's first and best teacher. 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 makeuphow 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 (see a review of research on the role of parents and families in early education) 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 to develop in a healthy manner. While in developed nations today such scenarios are fortunately rare there is a danger of a false belief that more hours of formal education for the very young child = greater benefits for the young child than a balance between formal education and time spent with family. A systematic review of the international evidence suggests that the benefits of early childhood education come from the experience itself of participation and that more than 2.5 hours a day does not greatly add to child development outcomes especially if this means the young child is missing out on other experiences and family contact.

Developmental Domains There are five different developmental domains of children which all relate to each other. They are easily referred to as the SPICE of life:
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Social - Refers mostly to the ability to form attachments, play with others, cooperation 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 creates noteworthy talents. Music, art, writing, reading, and singing are some ways for creative development to take place. Emotional - Development of self-awareness, self-confidence, and coping with feelings as well as understanding them.

Psychosocial Developments
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Cognitive Development - According to Jean Piaget, there are four major stages of cognitive development : o 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 infants knowledge of the world is primarily based on physical interactions and experiences. o Preoperational Stage. The second stage occurs between the ages of 2 7 years.