Although everything written in the Code of Ethics is significant to the well-being of children, some stood out for me among the rest. Some are on the issues of children’s assessment. I 1.6 states: “To use assessment instruments and strategies that are appropriate for the children to be assessed, that are used only for the purposes for which they were designed, and that have the potential to benefit children”. I 1.7 states: “To use assessment information to understand and support children’s development and learning, to support instruction and to identify children who may need additional services” (Decker, Decker, Freeman, and Knorpf, 2009, p. 356). For several years in the past, assessment techniques were limited to written quizzes, exams, oral recitation, individual and group projects, etc. Assessment methods either fall under the more traditional approaches that expect students to regurgitate information previously fed to them or authentic assessment that traverse a wider range of academic disciplines and skills as well as assessment approaches that attempt to evaluate the “whole child” in a wide span of application of his knowledge and abilities (Darling-Hammond et al, 1993). Although the basic assumption behind traditional and authentic assessment is common, which is to develop prolific citizens, the former approach tests the students on the possession of certain knowledge while the latter tests the students on the application of knowledge. Consistent with constructivist philosophy, authentic assessment entrusts the reins of learning to the students. They “are required to provide rigorous intellectual commitment and perseverance, and teachers must continually connect student’s previous and current knowledge to the emerging curriculum” (Wescombe-Down, n.d., n.p). Hence, assessment methods should include learner-centred activities
The core values, ideals and principles stated consider universal concerns regarding issues on childcare, development and education and advocate…
The daycare center had a playground for outdoor activities and classrooms for indoor activities. The preschooler I observed keenly was a 3 year old, Joey. He was playing an associative play of pretend kitchen with his classmates. He was very excited about the toy stove, cooking utensils and toy food.
Children, then, are fully dependent on parents for their needs. Yet, a number of events revealed child abuse has grown rampant through the years. Majority of child abuse are committed by family members or close kins; a small figure is observed in outside settings: “schools, child care settings, foster care” (National Association for the Education of Young Children, 1996, p.
Early childhood education refers the comprehensive nature of child development that takes place before the child goes to school. It shall cover physical, linguistic, social, cognitive and educational growth of a child in its first five to six years (Barker, 1987).
Early Childhood “Language, we may say, grow with human thought.” (Montessori, 1995). Maria Montessori believes people naturally want to communicate because human beings are social creatures. This is the reason why children have a natural urge for language.
Early Childhood Name Course Instructor’s Name Date Abstract The essay aims to discuss the importance of imagination and creativity in young children. It will also describe what the Montessori prepared environment is and how it aids in the development of the child.
Hence all those parties that deal with children can be of great importance in provision of information that can assist in elevating the position of the children, when pooled in an initiative that aims to solve the problems associated with children. This means that their collaboration in initiatives that aim to upraise the level of development and educational standards of the children would yield diversified information that can prove highly effective in taking care of the needs of the children.
The code focuses on the daily practice of the children and their families in programs for children from birth all the way through 8 years of age. The NAEYC has four sections which include the ethical responsibilities to
The eight natural laws of development espoused by Dr. Montessori will be elaborated to show how it impacts on a child’s development.
“The secret of good teaching is to regard the childs intelligence as a fertile field in which seeds may be sown, to grow under
s want you to teach academic skills to 4-year olds using large groups, primarily lecture and drill methods, instead of providing the developmentally appropriate hands –on activities you have learned are best for young children” (Feeney & Freeman, 2012). First and foremost,