Reggio Emillia and the Approach

Thus suggesting practitioners should embrace and accept the approach enabling them to “adopt learning strategies that embed the acquisition of knowledge and skills into meaningful context” (Macleod-Brudenell and Kay, 2008, p.311). Moss and Petrie (2002) support this concept by stating “pedagogy can be used to refer to whole domain of social responsibility for children, for their well-being, learning and competence” (p.138). Pugh and Duffy (2006) suggest a pedagogue is the one who leads and educates children’s learning. This effectively impacts upon children’s learning and enables them to become confident learners. As well as encouraging children to be in control of their own interests and learning (Every child matters, 2004).

the characteristics of an ideal early childhood classroom is to set goals and meet the developmental needs of each child by promoting quality care according to NAEYC Standards for Early Childhood Education. One more characteristic is to stimulate children with choices of materials, learning and welcoming environment, engagement activities, good relationship with peers and teachers, and enhance children’s learning and development. I have many reasons I want to become an early childhood teacher.one of them, is that I think that the early childhood education is fundamental to build up the base for children’s future formation. It is the foundation for the new generations and their future. From my experience I recognize that teaching children is unique and therefore it is necessary that as teachers we should be flexible and provide opportunities for them to expand their skills, and interests, about themselves and their future.

With trust and confidence with and in their teacher’s children feel a sense of safety which allows them to be able to engage in learning to their fullest ability. Arthur, Beecher, Dealth, Dockett and Farmer (2007) and Patel, Corter and Pelletier (2008) agree with Porter and add that parents and whānau often have different values and expectations and that partnerships enable all involved to promote the sharing of information to enhance the children’s learning (Patel, C... ... middle of paper ... ... the child’s learning. Educator should endeavour to ensure that the families’ culture is included in the centre or school. Studies have shown us that by included families into centres or schools children’s social and emotional development benefits greatly. Families often experience multiple stress in their life’s these stress can often affect their child’s learning and educators need to be sensitive to family situations.

When faced with classroom management and behaviors teachers should encourage and help children when needed. There are numerous techniques and skill to help teachers manage challenging behaviors. Counselling approaches are useful in order to have a better understanding of why a child behaves in a certain manner, teacher can use it to help children and their family. The learning outcomes are practical as I am able to incorporate them in my personal and professional life.

This refers to a complex combination of hearing, observing, seeing, paying close attention, taking notice, and at the same time understanding what action is required in the situation and making sure that is genuine and empathetic. To develop class cohesion and to build a positive classroom culture requires an authentic ‘learning partnership’. This is enabled by cooperation of the curriculum and focus on planning and programming. A lot depends on the teacher’s abilities in creating the sorts of classroom connections that allow learning conversations between teacher and students and amongst the students themselves. These conversations allow for significant dialogue, which in term helps children make sense of their learning.

“Play is developmentally appropriate for primary-age children and can provide them with opportunities that enrich the learning experience” (Copple & Bredekamp 2009). Early childhood education holds two main focuses; a child-based focus and a family-based focus. Early childhood education has positive outcomes on the child through their learning experiences, and their growth and development. Based on the family, the results of early education happen through the communication that the family has with the educators and by the encouragement they get from within themselves, and also from the educators. Children learn most of what they know through play.

It is the software and resources that meet the needs of the students and enriches the current material they are learning. Third, classroom principles will be enforced as teachers are encouraged to integrate core principles especially for students at an early age to develop emotional, cognitive, social early learning (Jones, 2017). These trends are to enhance the way children learn in their early childhood. Nevertheless, while

It involve the students in concrete, three-dimensional learning as the learning materials closely relate to children 's daily life experiences as well as the environment (Maxim, 2006). It also encourages the children to demonstrate their image as capable and competent as they are able to investigate and to use technology as part of their agency (MacNaughton, Hughes & Smith, 2007). On the other side, the teacher is primarily responsible for creating, leading discussions and presenting lessons to the children. Both the teacher and the students worked collaboratively together to complete and achieve the activities outcomes (Marsh& Hart,

Aistear highlights the importance of play and the role of play, in relationships and language in young children's learning. In doing this, it provides a guide to using play, interactions, and partnerships with parents, and assessment to help children progress in their learning and development. In doing this, it provides a guide to using play, interactions and partnerships with parents and assessment to help children to progress in their learning and in their development. - See more at: http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/#sthash.wYiffawr.dpuf Each theme in Aistear has different ideas and propositions for experiences. By incorporating the first theme, into early childhood education, which is the theme well-being: children in the setting will be strong not only socially but also psychologically.

To be an effective contemporary early childhood educator, one must be empathetic ( Wesley, 1998; Wood, 2008). More specifically effective early childhood educators should be empathetic to the children in their care, the child's family and other co-workers. This reflects that the educator is willing to listen, relate to others and therefore be integrated as a respected and trusted member of the school and wider community. As an effective early childhood educator, creating strong partnerships with children and their parents, as explained by Shonkoff et al. (2000; as cited in Wood 2008) has shown that to provide a productive learning environment a teacher must have a positive relationship with children and their families.