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Effective Communication in Early Childhood
Effective Communication in Early Childhood
Effective Communication in Early Childhood
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Kindergarten is an important milestone for young children. When children enter kindergarten, there are a variety of children that are from different backgrounds homes and preschools that need a wide range of support in kindergarten readiness. In either scenario parents would like their children ready for kindergarten. Kindergarten Readiness are specific skills and requirements for children who will be entering kindergarten. According to (Graue 1993), kindergarten readiness is a complex idea linked to meanings and factors, chronological age, development stage, specific academics and social skills, and home school connections. Each state has a kindergarten transition plan, checklist and what is expected from the children before they enter kindergarten.
Children should be socially and emotionally ready to be able to make the social adjustment in the classroom environment. Preschool teachers should focus more on children’s social skills than rather pressured into teaching academics, but that may not be considered best practice. In fact, children who have been rejected by their peers in kindergarten shows poor school performance. Children who lack social and emotional skills are being kicked out of kindergarten. As a result, they are not receiving the information that is being taught. Factors that influence children’s transition to kindergarten are children’s home environment and the preschool program they attend between preschool and kindergarten (Deyll-Gingold, 2007). Here are some kindergarten expectations students should know before they enter
Teachers use the letter links in the classroom in various ways: labeling the children’s cubbies, cots, and personal belongings. Teachers may have letter links in the children’s writing area where children can write their name at their own discretion. Also, children will be able to sign in on a sign in sheet in the morning when the children enter the classroom. During worktime the children may sign up to use the classroom tablet and computer. Written name tags allow the child to distinguish the letters in his or her own name (Brun,
Seefeldt, C., & Wasik, A. (n.d.a). Education.com - print. Education.com - print. Retrieved May 6, 2014, from http://www.education.com/print/behavioral-expectations-preschool-classroom/
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.
Abu Taleb, Tagreed Fathi. "Necessary School Readiness Skills For Kindergarten Success According To Jordanian Teachers." Early Child Development & Care 183.12 (2013): 1878-1890. Academic Search Complete. Web. 24 Apr. 2014.
Retrieved April 21, 2003, from http://earlylearning.org/KC/Parents.htm#care. Zill, Nicholas. A. (1995) The 'Secondary' of the 'Secondary' of the 'Secondary' of the ' School Readiness and Children’s Development Status. Eric Digest.
(1) The Center on the Social and Emotional Foundations for Early Learning, or CSEFEL, is a training model designed to provide teachers with curricula and skills to promote social-emotional learning in their preschool classrooms in order to prevent challenging behaviors (CSEFEL, n.d.). I interviewed Dr. Mary Louise Hemmeter, who is the principle investigator at CSEFEL at Vanderbilt University. This center works with child care programs, preschools, and Head Start programs to prepare children for the transition into kindergarten, where self-regulatory and social-emotional skills are necessary (Hemmeter, Ostrosky, & Fox, 2006). This program promotes social-emotional skills for all children in the classroom to prevent challenging behaviors, and
Children who are in preschool are generally between the ages 3 to 5. During this preschool age, children go through many different changes and stages of development. The development that occurs in this stage, just as in other stages, supports the child and sets a foundation for future development. The child goes through physical, psychosocial, cognitive, moral, and various other types of development during this stage of life.
McWayne, C., Cheung, K., Green Wright, L. E., & Hahs-Vaughn, D. L. (2012). Patterns of school readiness among head start children: Meaningful within-group variability during the transition to kindergarten. Journal of Educational Psychology, 104(3), 862-878. doi: 1939-2176
This article is about social-emotional learning and how it can potentially benefit kindergarten students. This study’s purpose was to consider kindergarten when promoting social and emotional learning in schools. Since relatively few studies have been conducted in the kindergarten classroom, this study examines the effects of the Strong Start curriculum for kindergarteners in this setting. This curriculum tests the competence of sixty-seven kindergarteners in both social and emotional areas. This curriculum consists of ten lessons that were taught by four different teachers in four different classrooms. In the end, the results indicate that students increase their social skills, and the curriculum decreases their natural instinct of internalizing behaviors.
As a teacher in early childhood development, I believe that the teacher skills and personality influence how children understand, observe and react to the classroom environment and the world around them. Even though part of teacher responsibilities are academic, daily interactions that encourage social, emotional and physical development are important. One of a quality effective early childhood educators’ characteristic is that they should have patience.
...t schools have an expectation that a child will come to first grade with these basic skills allowing them to focus on reading and other core fundamentals. If a child is not adjusted to spending time away from his mother or does not know how to play with other children, the child will fall behind not only in learning but will also not know how to establish friendships with other children.”
...preschool years they will learn to initiate and carry out tasks based on experience or exposure to those tasks. Interactions with parents, teachers, peers, and other adults are important in a child's life. These relationships actually shape the brain and lay the foundation for later developmental outcomes, from academic performance to mental health and interpersonal skills.
So, when thinking about early childhood education, the one detail that comes to mind is development. Emotional-social development is one aspect of development that is greatly influenced by factors in the environment and the experiences a child has. Early childhood reveals a distinctive opportunity for the foundation of healthy development and a time of immense growth and of helplessness. In early childhood, children begin to learn what causes emotions and begin noticing others reactions to these feelings. They begin to learn to manage and control their feelings of self-regulation.
It is crucial for us to understand the fundamentals of the development of a child as there are countless ways to conduct lessons and to understand why children would react differently at this time to another time when they are completing a certain task. Furthermore, children develop uniquely and their development milestones differ from one another. Thus, a teacher must be cognizant of each child’s progress before conducting the class. This will help the teacher to plan and organize the lesson materials and the lesson time appropriately. There are two theories I would like to share in regards to child development: peer social interaction and cognitive development.
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).