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Abstract On Early Childhood Education
Abstract On Early Childhood Education
Abstract On Early Childhood Education
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Recommended: Abstract On Early Childhood Education
According to the standard promoting Development and Learning, in the class of ECE 232-80 Early Childhood Practicum, we explored principles of early childhood education and hands-on classroom experience under the direct supervision of a qualified supervising teacher. I reflect on experiences in their practicum placement and discuss various strategies for planning, observation, guidance, and assessment. I also explored the concept of early childhood education as a profession while reviewing professional organizations and literature. In this course, I learned to use a program to get certificates to put in my portfolio. Gateway was the program to obtain the certificates, on this occasion I obtained the Certificate of Orientation of ExceleRate Illinois
Portsmouth Infants and Toddlers endured a significant budget cut during SY18. Consequently, funding had to be reallocated to elimination or decrease needed direct services and system operations line items. Specifically, $11,725 dollars was reallocated from Occupational and Physical Therapy to Speech Therapy. The demand for speech has increased dramatically; however, OT and PT are still needed in Portsmouth.
Being able to understand the development of a child is vital in aiding that child during that process. Parents play a vital role in this regard by offering the necessary support. On the other hand, once the child has been enrolled in a kindergarten or a preschool, most of the responsibilities of shaping the child are transferred to the teachers. This makes it vital for teachers to be able to help the child during their developmental stage. In this field report, the learner visits one kindergarten and one preschool to assess the learning environment. A comparison is made between these two schools as well as comparison with those proposed in Meier in her book The Power of Their Ideas: Lessons for America from a Small School in Harlem. The fieldwork also includes interviewing of two teachers and one Principal of one of the kindergarten schools.
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
Early childhood education, although constantly evolving, was actually established and practiced as early on as the times of Ancient Greece and Rome. The foundation that early childhood education is based upon is to instill in children the skills needed to succeed later on in life, while making sure young children enjoy their time in schooling. Throughout chapter 3 in the textbook Who Am I in the Lives of Children, the reader is capable of evaluating just how greatly the methods for teaching today’s youth have evolved and changed for the better.
The initiation of this education system for young children took place in (2010-2011) follow with a new parameter curricular, based on the evidence that shows the importance in children’s social and emotional development. This program focused on the incorporation and collaboration of group educators of early childhood and kindergarten. This last two educators worked together in the classroom to facilitate and provide the adequate atmosphere and proficient learning for young children. This collaboration and integration between educators requires a professional experience to optimize an effective early childhood development. After the system was implemented, the College of Early Childhood (ECE) released it of standards and regulation, which are based through the model of Ontario College of
While walking through the front gates of County elementary school, you see children of all ages playing while they wait for the school bell to ring. Walking to the classroom that I will be observing you see students with their parent’s line up waiting to get signed in. The students are to be signed in by a parent or guardian for safety precautions, and shows that the child was signed into school. As a visitor, I am to sign myself in, this shows I was in the classroom, at what time was I there, and reason for visiting the classroom.
Drawing from the readings in the Morrison course text and from Video Program 1, describe how societal changes and changes in early childhood education have influenced both care and education in early childhood programs today. Explain how the evolution of early childhood programs offers evidence of the essential need for early childhood professionals to engage in lifelong
National Association for the Education of Young Children. (2002). NAEYC Standards for early childhood professional preparation. Retrieved from
Morrison, G. S. (1976). Chapter 6: Early Childhood Programs APPLYING THEORIES TO PRACTICE. In Early childhood education today (10th ed., pp. 5-31). Columbus, Ohio: Merrill.
Throughout this course, I have realized that early childhood educators and caregivers use a lot of energy, social-emotionally and physically. Meeting every child's individual needs can be exhausting. There are millions of reasons why being a preschool teacher is fruitful, but it can sometimes be very challenging. An educators goal is to make a change in the youth's lives. Teaching one child, let alone a whole schoolroom of blossoming students is no smooth job. Being an early childhood education teacher requires studying education from a school that specializes in training teachers. Only a preschool education focused degree program can give you all the skills you need to be a great educator.Teachers and caregivers have particular importance and dedication for helping young kids and watching them learn and accomplish things. For teachers and caregivers who truly love working with
Before learning about early childhood in this class I never realized all the way children at such a young age are developing. From the second part of this course I learned how much children are developing at the early childhood stage. I never realized children learn how about their emotions, having empathy, and self-concept at such a young age. I thought children had it easy. They play with friends, start school, and just be kids. One important thing that stood out to me in this chapter is that children’s self-esteem starts at this stage. According to Berk (2012), “self-esteem is the judgments we make about our own worth and the feelings associated with those judgments (p. 366)”. Self-esteem is very important for a child to have and it can
Isenberg, J. P., & Jalongo, M. R. (2000). Exploring your role: A practitioner’s introduction to early childhood education. Upper Saddle River, New Jersey: Prentice-Hall.
Entering my kindergarten teaching experience in the last quarter of school year I had to quickly become familiar with kindergarten content standards and the school’s curriculum. To do this I observed my mentor teachers instructional time with the children and gained as much information as I could about the children’s educational standing by developing a professional relationship with the my mentor teacher and the children. I learned that the majority of my kindergarten children had not previously attended preschool and that this was their first year of school. I found that interacting with the children in social activities provided me with great insight to their literacy, math, science, and social studies development. In reviewing the children’s class projects, school displays, and an array of their work sample along with my mentor teachers year-long assessments I was able to recognize challenging, emerging and advanced content areas of the children’s core curriculum. These emerging and challenging content areas is what I centered my curriculum planning around. “Information about each child’s learning and development is used to evaluate teaching effectiveness. This may lead to changes in schedule, curriculum and teaching strategies, room set up, resources, and so on.” (Bredekamp and Copple, p. 249)
Early childhood education plays a key role in a child’s academic development because he or she learns soft skills, job skills, and develop positive traits. Preschool is not like kindergarten, but instead a stepping-stone that prepares young students for the years of schooling they will have later in life. As more schools began to open families wanted to be able to verify that programs would benefit and protect their children. In response, the National Association for the Education of Young Children was made to help families find the best care for their children, by providing the early childhood educators with training and ensuring the quality of children’s daily experiences. (“NAEYC”5).
There are many documented theories about early childhood development, contemporary research still concurs with some of these theories. It suggests, however, that we should be thinking more holistically, taking into consideration; respect for diversity, the wider community and equity, play based curriculums, intentional teaching and ongoing reflective practices when planning for optimal educational experiences for children (Department of Education, Employment and Workplace Relations, 2009). I acknowledge that ongoing professional learning and reflective practices are a key element of the Early Years Learning Framework (DEEWR, 2009). I accredit working and collaborating with other teachers, families and local communities collectively contribute