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Philosophy on Early Childhood Education
principles of early childhood education
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Allude back to the infantile and juvenile intervals of your life cycle, when you were enrolled in early learning programs—like Head Start, preschool, kindergarten, and the remainder your rudimental educational stages. Now, attempt to recollect the number of male educators you had during these early learning programs. If your recollection could not process any early male educators, you are a member of the gargantuan proportion of individuals who have been affected by the societal construction our society has compelled us to internalize, educationally. First and foremost, early childhood education denoted is a social institution where children from infantile to juvenile years are educated and socially indoctrinated through stratified learning programs; “referred to as nursery school, child care, day care, preschool, kindergarten, first grade, second grade, and third grade” (Biddle 3). This socialized institution is prevalently regulated by women, and is incalculably deprived of men. According to a parameter obtained in 2011 by the Bureau of Labor Statistics, approximately “2.3% of 707,000” preschool and kindergarten educators, and “18.3% of 2,848,000” elementary and middle school educators are men (MenTeach). Why are the gender gaps in early childhood education so prolonged and elongated; why are early childhood male exemplary educators so inadequate in quantity? In Early Childhood Education: Becoming a Professional, Professor Kimberly Biddle (PhD in Child and Adolescent Development) presents the assertion, “males involvement has a powerful impact on the lives of children, and it has been well established that their involvement is just as important, if not more important, than that of their female counterparts” (... ... middle of paper ... ...d with an intersectional outlook—culminating all of the feasible sociological contributes to depict one gargantuan message. Works Cited Benokraitis, Nijole V. SOC3. 2014 student ed. Belmont, CA: Cengage Learning, 2014. Print. Biddle, Kimberly A. Gordon, Ana Garcia-Nevarez, Wanda J. Roundtree Henderson, and Alicia Valero-Kerrick. Early Childhood Education: Becoming A Professional. Thousand Oaks: SAGE Publications, 2013. Print. Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2012-13 Edition, Kindergarten and Elementary School Teachers, on the Internet at http://www.bls.gov/ooh/education-training-and-library/kindergarten-and-elementary-school-teachers.htm (visited November 18, 2013). MenTeach. "Data About Men Teachers." MenTeach. N.p., n.d. Web. 18 Nov. 2013. .
Gerry Garibaldi, a high school teacher and Michael Kimmel, a professor of sociology both explain how the consequences of the feminism movement are harming boys in school and later in life. Kimmel and Garibaldi present their views on the gender education problems in their articles “How The Schools Shortchange Boys” and “A War Against Boys”. Both make passionate arguments and prove that boys are at a disadvantage in modern feminized classrooms. Kimmel’s arguments about the problems boys face in the American educational system are more convincing than Garibaldi’s, because his style of argumentation is more objective, supported by more statistics, and provides unbiased restatement of opposing views.
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.
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.
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.
Sadker, Myra, David Sadker, and Susan Klein. "The Issue of Gender in Elementary and Secondary Education." Review of Research in Education 17 (1991): 269. JSTOR. Web. 14 Mar. 2012.
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.
Martin, Karin A., 1998. “Becoming a Gendered body: Practices of Preschools” American Sociological Assosciation (4): 510.
In the end, as early childhood educators we want to fight the constant layers of oppression our generation currently encourages and condones into what America is made up to be. By identifying our personal biases, understanding our many social identities, examining institutional advantages and disadvantages, understanding internalized privilege and oppression, and finally learning how to take action we can change the way kids socially identify themselves and create a wholesome environment where we are all equal. By respecting and coaching healthy ways of life, our children can only grow to help future generations and facilitate a growing America with positive results.
How one plans to tackle all of the challenges will help them when making decisions in the future. To many people, early childhood education is unnecessary. I realize that going into this teaching field, I will most likely have to interact with adults who will argue that it is useless. There are a lot of thorny issues surrounding the professionalization of early childhood education (“The Challenges of Professionalizing ECE Workforce”). I am prepared to talk to adults about my beliefs and the importance of the program. As I go into this career with the knowledge of this, I will be more prepared on how to handle those who have a different opinion than I
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.
This research addresses the gap in existing literature on early childhood workers’ educa-tion and training, which in the main, has concentrated on the trained teacher’s role in the early childhood service, their education and training. With limited research or literature examining the untrained early childhood worker, their role in the education and care of children, and their contribution to the children’s overall development and well-being. It highlights the need for early childhood worker accreditation, with standardised, transport-able credentials recognized nationally.
...appy. With the difference in gender, both a male and female teachers' exposure to society's youth is critical, and male teachers are just as important as females in the educational field.
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.
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