Critique Roles and Responsibilities - Coursework Example

Critique Roles and Responsibilities Institutional affiliation Many children attend early childhood programs today. The number of children attending these programs is growing each day. There are two major reasons why parents enroll their children in early childhood education programs. Firstly, the parents are attracted by the rich learning environment provided by a high quality early childhood program. Research on brain has shown that kids start to learn from their earliest stages in life. Their learning is very rapid during the initial five years. High quality early childhood programs stimulate learning during this period. Secondly, parents who work away from home have to provide children with their needs during the working time. Parents, therefore, may enroll their children in early childhood programs (Maqnuson & Wadfogel, 2013). This paper explores the distinct early childhood programs available for children and the roles and responsibilities of the various stakeholders in early these programs. Types of Early Childhood Education Programs Family Child Care Homes In the United States, a family care home refers to a form of childcare provided other than by parents and relatives. In this program, private homes with a small number of children provide the childcare. Usually these private homes are located near the child’s home. In some states, licensing of family childcare home is compulsory. In other states, only an accreditation by a community agency is required. These programs are mostly provided for toddlers and infants, but children may vary from infants to school age. In addition, children may attend the programs up to twelve hours per day. (Reynolds, Wang & Walberg, 2003) Child Care Centers Childcare centers refer to facilities that provide full day childcare programs. Childcare centers have gained popularity. They mainly focus on provision of education and care. The care is designed to meet the child’s basic safety, nutrition, and requirements. The curriculum emphasizes the whole child development including their emotional, social, physical and cognitive needs. Childcare centers usually open in the morning and close at around six or seven in the evening. Some centers may provide 24 hours care. This service is convenient for parents whose kids require care during the evening or morning hours. The program offered by child care centers is dependent on several factors including the educational background and capacities of staff. Licensing rules that vary from state to state also influence the program. Some centers offer custodial care only. Custodial care mainly focuses on meeting the physical needs of the child. They pay special attention to safe and healthy environment and they usually provide the child with meals (Reynolds, Wang & Walberg, 2003). Montessori Schools Maria Montessori developed this program in the early 1990s. While working as a medical assistant for children with mental disabilities, she came up with her theory that stated that children learn best by while they are active. She later learned that her methods could also be applied on other children. In here first schools, Montessori emphasized proper nutrition, manners, cleanliness and sensory training. She also designed equipment’s which children worked with. These materials required little adult assistance since they were self-correcting. Children’s senses were trained as they handled these materials that were arranged in order of from the simplest to the most complex. Subsequently the children learned how to think. Montessori most important goal was to enable children “learn how to learn” (Reynolds, Wang & Walberg, 2003). Montessori schools emphasize independence. Children are required to learn how to take care of themselves with little provision of help from the teachers. Consequently, children learn how to put on clothes, button and so on. In Montessori curriculum, these experiences are referred to as practical life experiences. Sensory training is also emphasized. It is aimed to assist children learn touch, taste, sound and sight discrimination. Sand papers blocks that differ in texture are one equipment used for this training. The children are instructed to rub their fingers against the sandpaper blocks. Their objective is to match the blocks with the right textures. In addition, musical bells are also used in a similar way where the children are required to match bells that produce similar tones. Montessori program also stresses academics, but the child must first master sensory training (Reynolds, Wang & Walberg, 2003). Head Start This program is designed to overcome the negative effects of poverty on kids. The program offers childcare and education for young children ranging from four to five years and who are from low-income backgrounds. Toddlers and infants programs have recently been incorporated in head start program. The program can be full time or part time. The curriculum is designed to provide for needs of every child. One of the goals is building Self-esteem that will yield future education success. Nutrition is also an important part of head start program. Under the federal rule, each child should be given at least one snack and one hot meal daily. The nutritional program provides food that corresponds to the child’s cultural and ethnic preferences. The objective is to enable the child is to make healthy food choices and develop proper eating habits. All children under head start program are provided with a full health plan (Reynolds, Wang & Walberg, 2003). School age Child Care These programs offer care for children before school or after school. The programs are often houses of worship, schools or childcare centers sponsored. The program usually handles children of between five and ten years. The program complements regular classes. The children are assisted in their homework, and they take part in games and other activities (Reynolds, Wang & Walberg, 2003). Parent Cooperatives These programs are formed and operated by parents and guardians who desire to take part in their children’s pre-school experiences. Parents employ teachers, prepare budgets, set program policies and goals and help in the classroom. The programs usually offer half day or full day programs. Besides providing childcare, cooperatives also provide developmental experiences to parents who receive guidance in their roles as parents, learn what their kids are like at different ages, and gain unbiased pure sight of their children development and so on (Reynolds, Wang & Walberg, 2003). Professional Roles and Responsibilities of Teachers, Administrators and paraprofessionals in Early Childhood Programs Responsibilities of Teachers Early childhood educators have many roles that are in substance guiding roles. Firstly, an early childhood educator should do away with the traditional concept of the role of a teacher that is to dispense knowledge and adopt a guiding role. An early childhood educator should guide children and follow the direction that that pleases the child. The educator should leave the child to choose their playing and learning style while paying special attention to their safety. The early childhood educator at all levels should provide materials and activities that children find interesting in order to facilitate learning and make children find learning easy and fun. In all interactions, the teacher should purpose to nurture and nourish all aspects of the child development ranging from physical, emotional, cognitive and social (Teacher Roles and Responsibilities, 2008). Teachers must also be careful to listen to a child including interpreting actions and words. Careful listening assists teachers to determine the child has needs and helps in promoting the child’s development. Teaching job demands communication with many people every day. From parents, kids, support staff, administrators and the public. Early childhood teachers must be ready to communicate with all these people professionally or otherwise depending on the context. Teachers should also engage in research in order to advance their knowledge about educating young kids. Finally at all levels of childhood education, teachers require adequate planning for lessons (Teacher Roles and Responsibilities, 2008). Roles and Responsibilities of Paraprofessionals The role of paraprofessionals has changed from that of the traditional caretaker. In the different early childhood programs, paraprofessional roles encompass employment of positive behavior strategies for kids with unruly behaviors to being part of broad school discipline programs. They also assist with simple fluoride treatment and in highly complex life sustaining health procedures that are delegated by doctors and nurses for medically delicate children. They implement children articulation programs and conduct tactile strategies for young kids who are deaf or blind (Mieles, 2008). Roles and Responsibilities of Administrators Early Childhood programs administrator are diverse. Their roles include managing the school or the program. They provide instructions to other stakeholders in the program such as educators. They lead in initiatives. They are also responsible for the program budgets and the finance aspects of the program. For example, it is their duty to ascertain that the program is adequately staffed with competent educators and paraprofessionals and to ensure that the various stakeholders are properly remunerated. The administrators are also required to comply with the different laws and regulations regarding registration and running of the program. It is also their responsibility to ensure safety of children, involve parents and family in the affairs of the program, and create a good rapport with the community (Ecadmin.wikidot.com, 2014). In summary, many types of early childhood education programs exist. Each program uses a unique approach to meet the child’s needs. With a variety of early childhood programs available, parents will take into consideration many factors in deciding the best program for their children. Provision of quality services and certification of the program by the relevant bodies are, therefore, Paramount. References Ecadmin.wikidot.com, (2014) Administration of Early Childhood Programs - Early Childhood Program Administration. Retrieved 10 September 2014, from http://ecadmin.wikidot.com/ Maqnuson, C., & Wadfogel, J. (2013). Early Childhood Care and Education. School Readiness: Closing Racial and Ethnic Gaps, 15(1), 1. Mieles, J. (2008). The Professional Resource for Teachers and Parents. Early Childhood News, 1(4), 1-2. Reynolds, A., Wang, M., & Walberg, H. (2003). Early childhood program for a new century (1st ed.). Washington, DC: CWLA Press. Teacher Roles and Responsibilities. (2008). Childcare Education Institute, 3(8), 1. Read More