Best practices in early childhood education (website search)See instructions - Essay Example

This paper identifies best practices in early childhood education through the various websites dedicated to a child’s social, emotional and intellectual development needs.Early childhood education came into practice mainly in the second half of the 20th century. This form of education owed its origin partly to the success of Headstart programs and because employed families sought more formal learning experiences to prepare their children for school. Researchers also endorsed preschool education for its positive effect on cognitive and social development of children.

However, though research did express negative effects such as stunting academic achievements over a period, the long term benefits include enhanced academic performance, social and emotional maturity, greater academic task behaviour and capacity for independent work. Research has determined that the preschool curriculum models can be beneficial if they facilitate development for teachers and aides, involve parents, keep to small class size, and maintain program continuity. (http://www.nwrel.org/scpd/sirs/3/topsyn3.html )However, the teachers need to ensure that they children to have a quality experience in class.

Instead of mundane tasks to keep them occupied, the teacher can plan creative activities with materials facilitating intellectual development. Besides, activities can also be designed to promote native language and culture and focus on developing better language, social and cognitive capabilities. (http://nieer.org/resources/policybriefs/11.pdf). It is important to secure the participation of families in early childhood education. Teachers must work in collaboration with the parents in order to ensure better progress of their students.

Care must be taken to plan activities revolving around the child’s environment and routines which can promote interaction, communication and learning by defining roles for dramatic play by encouraging engagement and group friendship activities. Thus activities must be planned with the aim of creating opportunities for learning. (http://www.dec-sped.org/recommendedpractices.html).The teacher must keep in mind that each child is different and hence strive to provide personalised attention. This is crucial since the teacher may not be aware that she is working with children with special needs or even disabilities and may be about to discover their specific requirements.

This is yet another reason why a teacher must not be rigid about implementing of group norms. Developmentally appropriate programmes will provide the right opportunities for children to broaden and deepen their behavioural knowledge. Such programmes provide a wide range of experiences and also help in acquisition of symbolic knowledge through representing their experiences in a variety of media, such as drawing, painting, construction of models, dramatic play etc. An understanding of multiculturism will help the teacher to create the right classroom environment and inculcate sensitivity and awareness in her students.

Teachers must be aware that the children learn more through play than didactic instruction and thus teachers can use it to their advantage to provide educational experiences. The tasks allotted to children are easily negotiable since it will allow them to be motivated and take on newer challenges. Most importantly, the teacher must be able to create an environment where the children feel psychologically and physically secure to aid their emotional and social development and intellectual development (http://www.naeyc.org/about/positions/dap3.asp) This will be possible only if teachers are cooperative and respectful and if they are able to take a problem solving approach regarding their student’s complications at home.

Thus teachers must be able to combine their knowledge about child development and an understanding of the child’s behavioural traits. The key words here are individualisation and a meaningful learning experience through a direct sensory interaction with their immediate environment. (http://users.stargate.net/~cokids/dapei.html) References:1. http://www.nwrel.org/scpd/sirs/3/topsyn3.html Cotton Kathleen and Conklin Faires Nancy (1989), Research on Early Childhood Education, NWREL, School Improvement Research Series (SIRS) 2.

http://nieer.org/resources/policybriefs/11.pdf (2006) Increasing effectiveness of preschool programs Ackerman Debra J and Barnett Stevan W. (NIEER policy brief, issue 11)3. www.dec-sped.org/recommendedpractices.html Mulligan Sarah and Lynette Chandler a powerpoint presentation on Division for Early Childhood (DEC) 4. http://www.naeyc.org/about/positions/dap3.asp Principles of child development and learning that inform developmentally appropriate practice, National Association for the Education of Young Children5.

http://users.stargate.net/~cokids/dapei.html Developmentally appropriate practices right for all kids Houser Danielle and Cathy Osborne