Q.1. According to Developmentally Appropriate Practice, how is the sense of identity and belonging to be nurtured from infancy through age eight?
A.1. According to the Development Appropriate practice the sense of identity and belonging need to be nurtured through building positive relationships (with caregivers, teacher, peers, family, nurse, and administrators), appreciation of children’s culture and language, their likes, dislikes and living styles. Daily schedule should be predictable, innovative, and easy to follow, providing daily outdoor experiences. Teachers set clear and reasonable limits, but, they should always be warm, caring, and responsive.
For infants and toddlers is focused on one-on-one with a caregivers and communication with
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I never experienced that in any of my work school related, but I remember when my daughter’ preschool teacher asked for an Italian book to show in class and read some words for a week. I wanted to be more than a week and probably I was too pushy at that time. Sometimes my children meet teachers that have been to Italy and know some Italian words and during conference week is a pleasure to meet them for their interest for my culture. How can it be possible, in an inclusive class where some children with special needs require a one on one attention, to not neglect peer models? At the moment we have eight children for each class every day, two of them need one on one, we take turns because we are tree adults, but the thing is that more children are coming and, how we will be able to give the necessary attention to all?
Q.4. Which practices do you believe are within the control of early childhood educator? Make a list.
A.4. The practices that I believe are within the control of early childhood educator are: Give a warm welcome to family Give a warm welcome to children Focus on the child learning and well-being as long he/she is in the class. Encourage critical thinking socially, and cognitive. Provide materials that stimulate the child brain. Encourage group play. Keep the room safe and calm. Provide outdoor
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.
I am a firm believer that the quality of the child care directly affects the child’s development in the classroom. By eliminating the need for competing preschools to continue to improve their curriculum and to remain relevant in the field of early childhood education, we risk falling into the same trap K-12 education has fallen into. In other words, individual classroom freedom will be lost when teachers are forced to follow the governments blanket and mandatory regulations. I choose this concept because I feel it is important to allow a wide variety of options to families in order for them the find the right fit for their
It is essential that a child’s development is viewed in a holistic manner, so that practitioners can identify a child’s physical, personal, social, emotional and spiritual wellbeing- not just focusing on their intellectual
Williams, Leslie R. and Doris Pronin Fromberg, ed. Encyclopedia of Early Childhood Education. New York: Garland Publishing, 1992.
2. Promote participation and ensure children from disadvantaged background are benefit from Early Childhood Education (ECE) services.
The first section of the Code specifically addresses our responsibilities to young children. Its twelve ideals emphasize the importance of basing program practices on knowledge of child development and remind early childhood educators that they are responsible for creating programs that meet the developmental needs of all children in ways that respect their culture, language, ethnicity and family structure. The twelve principles in this section of the Code describe practices that are required, permitted, or prohibited as we work with young children. It is this section of the Code that I find the most challenging.
Now there are development standards defined and expectations of a child as a whole. The development standards define the milestones a child should pass by a certain age. These milestones are basically “what children should know and be able to do”. (Shala 7). Because of this early childhood development’s main goal is to thoroughly progress a child’s potential in their social, motor, and cognitive development. (“Early” 1). While development itself is made up of changes in the amount of difficulty attempting certain activities and acquiring skills, gradual movement from basic to complex adjustments in learning, and gaining new ways to move one's body. (Damovska et al 13). For this reason it has become dire for programs to exist that are aimed at younger groups of children so that their mental and social development may continue on track. (“Early” 1). While their level of behavioral unde...
From the perspective I have at this stage in my journey in the early childhood education field, I would like to share what I have come to value and believe in regards to early learning and care by looking at my philosophy statement. To begin we will look at the statement and highlight three key features and find out why they are important to me, then we will see what they will look like in my practice, and lastly we will examine these ideas closely by looking at where they originated. By taking an in-depth look at my philosophy statement we will better understand the motivation behind my practice which I hope to continue to refine and refresh as I gain more knowledge and experience.
Early childhood education is a very important step during a child’s educational career. This is the level where the entire framework is laid. The four major areas of development are further defined ...
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.
Dr. Seuss wrote, “You’re off to great places. Today is your day. Your mountain is waiting. So get on your Way”. The role of the early childhood educator, while rewarding, can sometimes feel as is you are climbing a mountain. Educators have to consider how to implement curriculum, instruction, management, and technology in the classroom. Educators also have to provide an environment where all children feel safe and nurtured. When creating a course of action, educators have to consider their role as well as the role of the student, parent, and community.
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.
Since the beginning of time, fathers have had a profound effect on their child’s development. Over the years, the norm for traditional family dynamics of having a father figure in the household has changed drastically, and so did the roles of the parents. It is not as common as it used to be to have a father or father figure in the home. In this day and age, women are more likely to raise children on their own and gain independence without the male assistance due to various reasons. The most significant learning experience and development of a person’s life takes place in their earlier years when they were children. There are many advantages when there is a mother and father combined in a
In order to promote the best outcome from the curriculum we must consider that each child is an individual in their own right. Tricia David (2001: 55) states that early childhood should be a time of “spontaneity and of exploration according to individual interests”. Thus accounting for the child’s strengths and weaknesses, as well as their likes and dislikes, provides a curriculum, which will promote optimum development. This is also known as a ...
Provide written reflection on your own current skills and competencies against professional standards and organizational objectives given in the scenario. [1.1]