Introduction, Chapter 1 and 2 I Learned

Introduction:
The one that strike me was Definitions of quality are inadequate. It talks about how they
have done all this research on why quality child care is important for the brain development,
social, emotional and cognitive maturity. I think before early childhood can really get
recognized being critical for children, it needs to be recognized in our society, as an important
tool for the future for the children, and not how its going to be the easiest way to teach the
children, or what the best way they think children should learn. They need to see where early
childhood is and what is important. When you have a quality child care the children gain so
much from the experiences they have, but being the society doesnt see it that way and some
still find early childhood teachers as glorified babysitters or they just see it has a money maker,
people arent going to see it has a important factor for childrens future.

I Learned Chapter 1:
I learned the when you as a teacher dont see yourself as a disciplinarian or mere
transmitters of information but as a researcher learning alongside children, then new
knowledge is always under construction. I learned that this book Learning Together with Young
Children is a curriculum framework intended to bridge the gap between credible educational
theories and research and the everyday practices of teachers. I learned that teachers should ask
themselves these following questions: what details stand out that I can make visible for further
considerations, what is my background and values is influencing my response to this situation
and why, how might issues of culture, family background, or popular media be influencing this
situation, where do I see examples of childrens strength and competency, how do I understand
the childrens point of view in this situation, how are teachers actions impacting this situation
and what values, philosophy, and goals do I want to influence my response.
I learned the curriculum framework comprises five critical core practices, each which
has specific principles to guide teachers in adapting that core practice for your setting: create a
nourishing classroom culture, enhance the curriculum with materials, bring yourself to the
teaching and learning process, coach children to learn about learning, and dig deeper to learn
with children. Core practice 1, create a nourishing classroom culture, once you have created an
environment that reflects your philosophy and values for children and families, and then use
those same values in creating a classroom culture, a set of expectations, routines, and ways of
being together. Creating a classroom culture involves ongoing thinking about your values, a
willingness to relationships and the environment. This is the core practice of the curriculum
framework-all other teacher actions flow from this foundation. Core practice 2, enhance the
curriculum with materials, you should see yourself as an inventor of new combinations of
materials. Draw on your philosophical foundation, your observations of what children enjoy
doing, your child development knowledge and the dispositions, relationships and learning
outcomes you have in mind for children, to create something no one else could come up with.
Core practice 3, bring yourself to the teaching and learning process, curriculum is everything
that happens in your time with children, your keen eyes and ears must tune in how to support
what is significant to them. Core practice 4, coach children to learn about learning, I learned
that once you develop a classroom culture to foster respectful relationships and an eagerness
to explore the provocative materials available, a repertoire of possible teacher actions will
heighten your ability to co-create a curriculum that goes beyond the superficial into the exciting
process of constructing knowledge. Core practice 5, dig deeper to learn with children, teachers
come to recognize that children deserve time for fuller investigations and you deserve time to
reflect on how to support their inquiry. I also learned about how to adapt the curriculum for
different settings.

Chapter 2:
I learned that every classroom has a culture- a set of expectations, language, routines,
and ways of being together that shape the groups identity. The following principals will help
you create a classroom culture that supports desirable dispositions and outcomes as well as
vibrant days of living and learning with children. Involve children in welcoming families, honor
each family uniqueness, invest in relationships with the whole family, keep children connected
to their families, gather families connected to their families, focus on relationships, not rules,
arrange your space and routines to promise community, give children ownership of routines
and schedules, use childrens ideas to pursue investigations, help children see themselves as
learners, coach children to develop negotiation and collaboration skills, develop rituals that
create memories, and celebrate real accomplishments. Principle, involve children in welcoming
families. Start with the simple things that are in easy reach to make families feel comfortable
and invited into a relationship with you, create meaningful documents that relate to fond
memories, not just required information, use photographs to help associate names to faces,
host families gatherings that go beyond presentations and help people develop a sense of
camaraderie. Principle, honor each familys uniqueness. Every family faces emotional and
logistical challenges when they put their children in someone elses care, and often financial
challenges as well. Find ways to help families see the things they have in common with others
in your program. And use concrete objects and symbols to honor each familys uniqueness.
Principle, invest in relationships with the whole family, each family have a significant transition
to make as they entrust their children into a care and educational setting outside their control.
Principle, gather families for explorations, to support the classroom culture you are trying to
develop. Providing, experiences, not just information, builds solid partnerships and reframes
the notion of parent education. There are many principles too reflect on and consider in your
curriculum and it is finding principles that work for your program.