People & Program

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Sesame Street: Perennialism

Sesame Street The makers of Sesame Street was imagined as more than just a show for children. They wanted Sesame Street to be an educational tool for change; it would teach children about the world around them and get them ready for school. When asked the goal of the show, the creator answered, “Our original goal was simple: to create a successful television program that would make a difference in the lives of children, in particular, poor inner-city children, and help prepare them for school…” The series premiered November 10, 1969. Before this show no other children’s program was researched and or based on curriculum based values. The show was not always successful as it competed against other children shows, faced criticism, and struggled to maintain ratings. Sesame Street was originally broadcasted in the U.S. but as the show developed a stronger curriculum it was suggested to take it further. By 2006 the show was creatively renamed to fit the cultural aspects of 20 countries. Short after in 2009 that number went up to 140 countries. In their mission statement Sesame Street explained their philosophy of education, “all children deserve a chance to learn and grow; to be prepared for school; to better understand the world and each other; to think, dream and discover; to reach their highest potential.” Sesame Street wants to prepare kids for their futures by educating them on how to be healthy, teaching them things they will need to know in school, and by introducing them to different cultures. Sesame Street focuses to educate children about social and emotional well-being that it falls in the category of Perennialism as a philosophy. Values and ethics are represented throughout the show to promote hope for a better society. There is also focus on preparing children for their futures. The show teaches viewers about different cultures and backgrounds. Cose, E. (2009, November 12). What We Can Learn From 'Sesame Street' Newsweek. Stirling, N. (2011, December 10). The Educational Philosophy of Education. Retrieved November 9, 2014, from http://www.nicholasostirling.com/sesamestreet/pdftext-version/ Kauchak, Donald P.,Eggen, Paul D.. (©2011) Introduction to teaching :becoming a professional Upper Saddle River, N.J. : Pearson, What we do. Retrieved from http://www.sesameworkshop.org/about-us/workshop-at-a-glance/

Head Start: Essentialism

The name of my assigned program is called Head Start. The main purpose for Head Start being created was to assist children who come from backgrounds where funds, parenting, and health are lacking. Head Start approaches the needs of the whole child and the family by providing health, education, social services, and parent-community involvement in one program. The Head Start program originated as part of a comprehensive effort to combat poverty in America by providing children ages three to five years old with a range of services. Some of the changes of the program over time were: • In January of 1964, President Lyndon B. Johnson declared The War on Poverty in his State of the Union speech. • In the summers of 1965 and 1966, the Office of Economic Opportunity launched an eight-week Project Head Start. • In 1969, under the Nixon administration, Head Start was transferred from the Office of Economic Opportunity to the Office of Child Development in the U.S. Department of Health, Education, and Welfare. • In 1977, under the Carter administration, Head Start began bilingual and bicultural programs in about 21 states. • October 1984 under the Reagan administration, Head Start’s grant budget exceeded $1 billion. • In September of 1995, under the Clinton administration, the first Early Head Start grants were given and in October of 1998, Head Start was reauthorized to expand to full-day and full-year services. • Head Start was most recently reauthorized again in 2007, under the George W. Bush administration, with several provisions to strengthen Head Start quality. • In 2009, under the Obama administration, the American Reinvestment and Recovery Act added more than 64,000 slots for Early Head Start and Head Start programs. The statement of the philosophy of education represented by this program is, “Head Start enables children and their families to realize the opportunities for developing their full potential.” Head Start focuses on preparing children for school readiness. Children's school readiness is measured by the skills set out in the five domains of the Head Start Child Development and Early Learning Framework: Language and Literacy, Cognition and General Knowledge, Approaches to Learning, Physical Development and Health, and Social and Emotional Development. Head Start relates to the Essentialism philosophy as they believe essential knowledge and skills exist that all people should possess. This goes along with their goal for school readiness. Kauchak, Donald P.,Eggen, Paul D.. (©2011) Introduction to teaching :becoming a professional Upper Saddle River, N.J. : Pearson. http://www.naeyc.org/policy/federal/headstart http://www.acf.hhs.gov/programs/ohs/about/history-of-head-start http://www.nhsa.org/about_nhsa/nhsa_history

Booker T. Washington: Social Reconstructivism

Born April 5, 1856 Hale’s Ford, VA and died November 14, 1915 Tuskegee, AL he died from congestive heart failure Booker T. Washington was a Civil Rights Activist who founded the Tuskegee Normal and Industrial Institute in Alabama (Tuskegee University now). This University was to help African Americans focus and train in agricultural pursuits. This happened in 1881. Booker T. Washington was born into slavery so therefore he wasn’t able to learn how to read and write like other kids. He had a passion for learning. After the Civil War, he and his mom moved to West Virginia to have a better life. His mom married a freedman, Washington Ferguson, and all together, their family was poor. Booker worked so hard at such a young age and didn’t go to school, so he already had good work ethics. His mom got him a book when he was 9 because she could tell he was interested in learning. He learned the alphabet and certain words from that book. Booker would wake up at the crack of dawn to practice writing and study before he had to work. In 1866, Booker worked as a houseboy for Viola Ruffner. In 1868, Viola saw how intelligent Booker was and she could see how important education was for Booker as well. Viola allowed him to go to school for an hour a day during the winter months. 1872, Booker walked 500 miles to an Agriculture Institute and asked to work as a janitor to help pay for the school. The headmaster saw Booker’s hard work ethics and offered him a scholarship. The headmaster, General Samuel C. Armstrong was a white man in the Civil War, but he was all about helping out new freed slaves get an education. Armstrong recommended Booker to run that agriculture institute in 1879, after he graduated. Tuskegee Normal and Industrial Institute became a leading school in the country because Booker T. Washington was so good at running the school. Booker T. Washington’s contribution was important because he showed African Americans to not give up. Striving for your dream will take time, but it is completely possible to accomplish what you want. In 1895, Booker also put his philosophy on race relations in a speech and that is known as the “Atlanta Compromise.” Philosophy: Social Reconstructionism Booker Taliaferro Washington. (2014). The Biography.com website. Retrieved 04:11, Nov 13, 2014, from http://www.biography.com/people/booker-t-washington-9524663.

Lev Vygotsky: Progressivism

• DOB- o November 17, 1896- June 11, 1934 o Orsha, Russia (present day Belarus) • Important contributions- o Social Development theory  “The social situation of development represents the initial moment for all dynamic changes that occur in development during the given period. It determines wholly and completely the forms and the path along which the child will acquire ever newer personality characteristics, drawing them from the social reality as from the basic source of development, the path along which the social becomes the individual”  Community is an essential role in the process called “making meaning”  *social learning precedes development* o More Knowledgeable Other (MKO)  Refers to someone who has a better understanding or a higher ability level than the learner. o Zone of Proximal Development  It refers to the range of functions
which the child is able to master without help,
and functions which the
child can perform individually.  This theory was not fully developed because it was developed near the end of his life.  Believed that when a student is at the ZPD for a particular task, providing the appropriate assistance (scaffolding) will give the student enough of a "boost" to achieve the task. • Why contributions are important- o His contributions are important because his theories are still used and studied today. Traditionally, schools have used a lecture type model when teaching students, but today, schools are using Vygotsky’s learning theory to create a more reciprocal experience between the student and teacher. • Statement of Vygotsky’s philosophy of Education- o Social learning precedes development o Social interaction is a fundamental process of cognitive development • People that influenced him- o Bandura  His theory aligns with Bandura’s theory on social learning. o Piaget  His theories differ from Piaget’s because his places more emphasis on the social factors and a reciprocal experience between teachers and learners. • Quotes- o "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals." References http://www.simplypsychology.org/vygotsky.html http://www.instructionaldesign.org/theories/social-development.html http://www.ethicalpolitics.org/wits/vygotsky-development.pdf http://epltt.coe.uga.edu/index.php?title=Vygotsky's_constructivism

People & Program Philosophy PLT 4

Teacher Centered

Main topic

Student Centered