Early Childhood: Rationale and Evaluation Name of class Instructor Name of school City and location Date Rationale The world today is markedly different than that of previous generations. The media constantly bombard us with stories of economic globalization, war stories and conflicts, multicultural intolerance resulting in extreme measures by extremist groups e.g…
In the face of such challenges, it is only necessary to equip young children with the right skills and abilities to be able to navigate such a world as adults in the future. Educators have the responsibility to ensure that children’s learning sets them up to face life. Learning shapes how we understand and respond to situations in life such as making the right decisions, solving problems and getting along with others effectively (Schweinhart & Weikart, 1999). To this end, the type of curriculum models that early childhood educators employ, matters. Shapiro and Mitchell (1992) argue that in order for the needs and interests of individual children to be met, the objectives of a set curriculum should not only be to promote particular lessons, but also to advance the opportunities for social, physical, mental and holistic development. Among the ways that this can be done, is by employing a child-centred approach, creating learning areas within the environment, using a cross-cultural approach or making decisions regarding the principal curriculum content. As given by Fortson and Reiff (1995), children are naturally inquisitive, and will actively participate in their learning, finding ways to understand and attach meaning to events and things. It is therefore essential for the educators to incorporate this factor in the learning and teaching of young children. As an early childhood educator, I believe it is important to engage children in genuine dialogue. This is facilitated by teachers having genuine respect for children, and being interested in what they have to say. I believe children sometimes have really great ideas, which often is not expressed effectively due to their limited vocabulary. It is therefore important for educators to forge close relationships with the children they teach in order to understand their individual needs and interests, so as to know how to meet them. Understanding children well, enables educators to understand what they are saying or trying to communicate. Additionally, I trust that children learn better in an integrated learning approach which considers their ideas and interests. Children develop concepts of self from the treatment they receive from others (Puckett and Diffily, 1999). By designing activities inspired by the children’s interests and ideas, meaningful, developmentally appropriate and holistic learning and development takes place. With regard to that, generally in my centre we do include the interests and experiences of the children into the activities and programming. However, the children’s ideas and thoughts are not considered as we do not ask for their opinions. My idea is to initiate a project in which the children’s thoughts and ideas are included in the experiences we design for them. Katz and Chard (2000) define a project as “an in-depth study of a particular topic that one or more children undertake.” Edwards, Gandini and Forman (1993) support the use of projects in teaching children for its usefulness in guiding children to use all their “intellectual, emotional, social and moral potentials.” Children take pleasure in brainstorming (Arce, 2000) which equips them with the ability to respond to the thoughts of others. Also, according to Puckett and Diffily (1999), “an appropriate curriculum is one that integrates all areas of development (physical/motor, social, ...
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This essay discusses the issue of male teachers in early childhood education and its implications to the field of early childhood education in New Zealand. There is a stark disparity in the ratio between male and female teachers in childhood education (Farquhar, 1997).
My program will also help the children learn and use thinking skills when participating in academic and creative activities. My philosophy is also one of Piaget and Erikson which is developmental and social where all skills can be used to implement the rules, goals, and the content of the curriculum that will part of the class dynamics.
Looking at how children learn to speak can be an interesting way to ensure that these children are able to learn in a better way and to be able to express their ideas. Speaking is not just a window for the child into the outside world, it is also a window into the child’s world and this can help the children to be able to contribute to their own early childhood development by allowing the educators and other adults in their lives to be able to know what they are lacking.
Usually, children expand their knowledge through play. Children learn how to interact with others, build up language skills, identify and resolve problems and discover human potential through play. However, play assist children make sense and seek their position in the world.
If a child is taught something that is over her age the kid may develop a negative attitude towards learning that may also undermine her intellectual activities. Play is very important in children’s development as it supports various children’s learning either physically, emotionally or socially.
Margaret McMillan was born to James and Jean McMillan, immigrants from Scotland and settled in Westchester County in New York, U.S. in the year 1860. She lost her father at the age of five and hence moved back to their native Iverness in Scotland with her mother and elder sister Rachel McMillan.
There are a number of issues which arise from this fact. First, there is a deep need to identify which kinds of play are useful to the child and secondly, there is a need to identify how parents and the educators are
Early childhood education prepares children to join primary schools. The education has improved since the year 1980 in China. Between the year 2009 and 2012, the rate of enrolment in early childhood education increased by about 13.6
ed to ensuring effective practice, are used to equip the practitioners with the requisite knowledge and skills they require to manage quality practice in the early years’ settings. Subsequently, the contextualisation of the quality of early education and care requires that the
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