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The role of environment on early child development
The role of environment on early child development
how does the environment affect the child learning
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The purpose of this assignment is to critically examine and discuss about the document of National Quality Standard (NQS). This assignment will provide an insight into various theoretical perspectives and demonstrate an understanding of the importance of teacher’s presence as an integral component of the learning environment in facilitating and scaffolding children’s learning. This essay will examine the National Quality Standard and discuss about how physical environment, staffing arrangements, and building positive relationships with children can directly impact on children’s learning and development in the early childhood settings. The National Quality Standard establishes a national benchmark for the quality of education and care services. It provides great opportunities for families to have a better understanding of the quality service. This also allows families to make the right decisions about the services that provide the best education and care to their children. In the National Quality Standard, there are seven standards that provide children the quality of education and care services. These seven standards are educational program and practice; children’s health and safety; physical environment; staffing arrangements; relationships with children; collaboration partnerships with families and communities; leadership and service management (Australian Children’s Education and Care Quality Authority [ACECQA], 2013). The National Quality Standard aims to support and foster the safety, health and wellbeing of children. It also aims to provide high-quality educational programmes to achieve positive outcomes for children. To add on, families will have a better understanding of the programmes and will be able to differentiate an... ... middle of paper ... ...G., Lero, D., & LaGrange, A. (2006). Towards a predictive model of quality in Canadian childcare centers. Early Childhood Research Quarterly, 21, 280-295. Hartman, H. (2002). Scaffolding & cooperative learning. Human learning and instruction. New York: City College of City University of New York. Isbell, R. & Raines, S. (2003). Creativity and the arts with young children. New York: Thompson Delmar Learning. Landy, S. (2002). Pathways to competence: Encouraging healthy social and emotional development in young children. Baltimore, MD: Paul Brookes Publishing. MacNaughton, G. (2003). Reflecting on early childhood curriculum. England: Open Rodd, J. (2006). Leadership in early childhood (3rd ed.). Crows Nest, N.S.W.: Allen & Unwin. University Press. Smith, P., Cowie, H. and Blades, M. (2003). Understanding children’s development (4th ed.). UK: Blackwell Publishing.
CSEFEL is currently performing a study which is across multiple sites (conducted by both Vanderbilt and the University of Florida), with samples currently exceeding 500 children and about 40 teachers. They are expecting to find that when early child care professionals are trained in the Teaching Pyramid, challenging behaviors are reduced in their classrooms. This will be measured by changes in the TPOT data over a two-year period (eight points of data collection), which may demonstrate a decline in challenging behaviors over time, as compared to the control group of teachers not utilizing the Teaching Pyramid. They are also expecting that when all teachers in a preschool are adopting the Teaching Pyramid methods, there will be greater fidelity of implementation (Hemmeter & Fox, 2009). With this, they expect a greater decline in challenging behaviors and increased fidelity of the teachers’ implementation of Teaching Pyramid methods, as evidenced by the TPOT (Hemmeter, Fox, & Snyder, 2013). (10) In addition to its utility as a fidelity measure, the TPOT also serves as an outcome measure as it collects information on challenging behavior incidents and the teacher’s management of these situations. They are measuring challenging behaviors over time through collecting TPOT data
This case study will examine Klara’s biosocial, cognitive, and psychosocial development. The Desired Results Development Profile (DRDP) was utilized to observe Klara’s development. A DRDP is an established tool used to advance the quality of early care and educational programs in California (DRDP). Each domain of the DRDP is analyzed by the measures of, “exploring,” “developing,” “building,” and, “integrating.”
...e Services only require the bare minimum of care for children. This is not acceptable, quality in childcare matters and it is time for us to change our expectations. Children deserve the best care that society and their parents can offer them. The Texas Department of Family and Protective Services is currently holding stakeholder meetings across the State. The purpose of these meetings, aimed toward parents and childcare providers, is to create a discussion about the current minimum standards. By attending these meetings, and making our voices heard, we as a society will be able to make a change. Requiring that every childcare operation meet the ratios recommended by the National Association for the Education of Young Children creates the possibility for every child to receive the best start in life. It is difficult to think of a better outcome from a policy change.
McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education. Upper Saddle River, NJ: Merrill.
"Child Care Quality: Does It Matter?" LifeSkills 1 (Dec. 2000/2001): 4.Http://www.danrpeoplelinks.ucr.edu/nb3/lib/ls_1_4.pdf. University of California. Web.
McDevitt, T., & Ormrod, J. E. (2010). Child development and education (4th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Who we are is directly related to our environment that we are nurtured around. Our development is essential to who we are as adults and will be the very fabric connected to how, what and why we act and think the way we do. I’ve decided to talk about early childhood development, which plays the most crucial part in the foundation of who we will be. At this stage we are sponges soaking up this new world we are now apart of. I will discuss physical development, cognitive development and psychosocial development pertains to early childhood development.
Doherty, J and Hughes, M (2009) Child Development: Theory and Practice 0-11, Essex: Pearson Education Ltd
In this reflective analysis of NAEYC Standard three, Observing, Documenting, and Assessing to Support Young Children and Families, I will first reflect on my growth, as an early childhood professional, during my course of study. Secondly, I will address my strengths related to the standard and discuss areas in need of further professional development. Finally, I will outline my goals for future growth and development. Early childhood educators demonstrate professional competence by understanding the role of assessment and the various methods of assessing student learning, including observation, documentation and standardized testing. These assessment strategies, along with partnerships with parents, can support students in their development and growth, by informing instruction and evaluating instructional practices.
Child Observation Record (COR) is the checklist that evaluates children’s learning in the five content areas. Each day, teachers observe children at play in natural and authentic situations and then take notes about children’s behavior. These records are gathered to help teachers evaluate children’s development and plan activities to help individual children and even the whole classroom make progress. For teachers, the Preschool Program Quality Assessment (PQA) is used to evaluate whether the whole High Scope program and the staffs are using the most effective classroom and program management
Smith, P. K., Cowie, H., & Blades, M. (1998). Understanding children’s development, third edition. Malden: Blackwell Publishers Inc.
McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education (4th ed.). Upper Saddle River, New Jersey: Pearson.
Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S., & Yazejian, N. (2001). The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade. Child Development, 72(5), 1534.
Ministry of Education. (1998). Quality in action te mahi whai hua: Implement the revised statement of desirable objectives and practices in New Zealand early childhood services. Wellington, New Zealand: Learning Media.
In early childhood, teachers guide children’s artistic learning, which is then supported by peers (Wright, 2003). This is known as the guided approach. In this approach, teachers reflect, explore and plan together possible way to extend children’s artistic knowledge and skills. Furthermore, activities are deliberately open-ended to foster divergent thinking and support the process instead of the product (Mills, 2014). Teaching creative arts provides children a mode of communication and a medium for representing the world (Wright, 2003). Since children learn through play, creative arts is a platform for children to interact socially, explore emotions and develop motor skills (Mills,