reflections

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During the early years, children go through crucial development stages, and continuous, quality early childhood education can have a lasting, valuable effect on the overall development of children. High-quality early childhood development programs that offer developmentally adequate curricula, allow children to formulate specified cognitive skills at the suitable age. Developmentally adequate curricula assist in the development of cognitive skills which help them acquire new skills and knowledge. Preschool provides children the opportunities to take part in activities they wouldn’t typically do at home such as arts and crafts, science activities, sand and water play and music and movement. These activities can enhance children's’ lives, increase their development and supply them with the tools they need for the future.
Children who participate in preschool get to connect with peers and discover the art of socializing. When it is time to go to kindergarten, children who have attended preschool are inclined to be more mentally prepared because they are already acquainted to a certain level of structure. Quality preschool programs can enhance children's’ lives, build social skills and enhance their development. When children are able to socialize they build many necessary tools they will use through out the rest of their lives. Preschool helps prepare children for future years in school.
Preschool aged children grow and develop at a very fast rate. The preschool years is a critical stage in emotional development for children. During this time children begin to understand the body, mind and feelings are their own. Children at this time become better at identifying their own feelings – such as happiness, sadness, fear or anger....

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... Children have such strong resources for growth and learning that with a nurturing environment and reasonable support the majority will succeed remarkably.

Works Cited

Barnett, W. S. (2002). Early childhood education. In A. Molnar (Ed.), School reform proposals: The research evidence (pp. 1–26). Greenwich, CT: Information Age Publishing, Inc.
Barnett, W. S., & Camilli, G. (2002). Compensatory preschool education, cognitive development, and “race.” In J. M. Fish (Ed.), Race and intelligence: Separating science from myth (pp. 369–406). Mahwah, NJ: Erlbaum.
Shonkoff, J., & Phillips, D. (Eds.). (2000). From neurons to neighborhoods: The science of early child development. Washington, DC: National Academies Press.
Wortham, S. C. (2002). Early childhood curriculum: developmental bases for learning and teaching (3rd ed.). Upper Saddle River, N.J.: Merrill/Prentice Hall.
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