We are going to look into the constraints facing early care and education teachers in improving their credentials and the capacity of teacher preparation programs to support the policy and in turn help create a qualified and knowledgeable workforce. We will assert that through the process of observation, documentation, and interpretation of children's goals, strategies, and theories, teachers gain insight into children's thinking. As a result of this process, teachers are better able to engage children in conversations and investigations that have the potential to extend their learning in both depth and breadth. Utilizing brief video clips of both children and adults to support its premise. We will outline and discusses relevant aspects of observation for understanding and introduce the concept of the vindictive as a powerful resource for revisiting and analysing documented observations.
Finally we will analyse and critically evaluate the multi-faceted role of the teacher and critically assess the importance of education on the life of a child. This is because teachers affect eternity and they never tell where their influence stop.
"Teachers affect eternity: they can never tell where their influence stops." This means the teacher plays a significant role in the life of a student. This is because students get knowledge from the teachers and they view them as knowledgeable human beings. They believe in everything their teachers are saying thereby influencing their life. If for example a teacher introduces Mathematics to a student and that student dislike the subject, then it means there are possibilities that that student will always have a negative attitude toward Mathematics.
A difficulty is encountered when one begins to consider how to include team-based projects into a course is how to pair students together into groups. This stumbling block on how to group students has derailed many projects before they even begin or has led to difficulties during group projects if the groups are not formed well at the beginning.
Another difficulty for teachers today may reside in the emotional domain. It is possibly more or less painful to be expected to tolerate children's expressions of emotions, such as cruelty, rage, and hatred, which, as adults, and particularly perhaps as early childhood teachers. We have long learned to stifle and repress. Wearing masks ourselves (of perpetual good humour and an encouraging smile), we may well be alarmed
by children /without/ masks, speaking and acting from the heart.
But the core of the matter is surely that all educators (and I include myself) prefer to focus on those characteristics of children that match our educational aspirations, our aims and ambitions, our pedagogical purposes.
It is now widely recognized that qualified teachers are an essential component of preschool programs that result in improved outcomes for young children (Barnett, 2003; Whitebook, 2003). Children who are educated by teachers with both a bachelor's degree and specialized.
Formal education occurs when society or a group or an individual sets up a curriculum to educate people, usually the young. Formal education can become systematic and thorough these systems, it can be used to promote doctrines or ideals as well as knowledge and this can sometimes lead to abuse of the system.