Early Childhood Education Wsq
.Early childhood education ( ECE; also nursery education) is a branch of which relates to the teaching of (formally and informally) from birth up to the age of eight which is traditionally about third grade. It emerged as a field of study during the, particularly in with high. It continued to grow through the nineteenth century as universal primary education became a norm in the. In recent years, early childhood education has become a prevalent public policy issue, as municipal, state, and federal consider funding for. It is described as an important period in a child's development.
It refers to the development of a child's personality. ECE is also a professional designation earned through a post-secondary education program.
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For example, in, the designations ECE (Early Childhood Educator) and RECE (Registered Early Childhood Educator) may only be used by registered members of the College of Early Childhood Educators, which is made up of accredited child care professionals who are held accountable to the College's standards of practice. Main article:The history of early childhood care and education (ECCE) refers to the development of care and education of children from birth through eight years old throughout history. ECCE has a global scope, and caring for and educating young children has always been an integral part of human societies. Arrangements for fulfilling these societal roles have evolved over time and remain varied across cultures, often reflecting and structures as well as the social and economic roles of women and men. Historically, such arrangements have largely been informal, involving family, household and community members. After a 20th century characterized by constant change, including a monumental campaign urging for greater women’s rights, women were motivated to pursue a college education and join the workforce. Nevertheless, mothers still face the same challenges as the generations that preceded them on how to care for young children while away at work.
The formalization of these arrangements emerged in the with the establishment of for educational purposes and day nurseries for care in much of and,. Children and actions they.While the first two years of a child's life are spent in the creation of a child's first ', most children are able to differentiate between themselves and others by their second year. This differentiation is crucial to the child's ability to determine how they should function in relation to other people.
Parents can be seen as a child's first teacher and therefore an integral part of the early learning process.Early childhood attachment processes that occur during early childhood years 0–2 years of age, can be influential to future education. With proper guidance and exploration children begin to become more comfortable with their environment, if they have that steady relationship to guide them. Parents who are consistent with response times, and emotions will properly make this attachment early on. If this attachment is not made, there can be detrimental effects on the child in their future relationships and independence. There are proper techniques that parents and caregivers can use to establish these relationships, which will in turn allow children to be more comfortable exploring their environment.
This provides experimental research on the emphasis on caregiving effecting attachment. Education for young students can help them excel academically and socially.
With exposure and organized lesson plans children can learn anything they want to. The tools they learn to use during these beginning years will provide lifelong benefits to their success. Developmentally, having structure and freedom, children are able to reach their full potential. Teaching Certification Teachers seeking to be early childhood educators must obtain among other requirements. 'An early childhood education certification denotes that a teacher has met a set of standards that shows they understand the best ways to educate young students aged 3 to 8.'
There are early childhood education programs across the United States that have a certification that is pre-K to grade 4. There are also programs now that have a duel certification in pre-K to grade 4 and special education from pre-K to grade 8. Other certifications are urban tracks in pre-k to grade 4 that have an emphasis on urban schools and preparing teachers to teach in those school environments.
These tracks typically take 4 years to complete and in the end provide students with their certifications to teach in schools. These tracks give students in the field experience in multiple different types of classrooms as they learn how to become teachers. An example of a school that has these tracks is Indiana University of Pennsylvania.Early childhood educators must have knowledge in the developmental changes during early childhood and the subjects being taught in an early childhood classroom. These subjects include and reading, and some. Early childhood educators must also be able to manage classroom behavior. Is one popular method for managing behavior in young children. Teacher certification laws vary by state in the United States.
In Connecticut, for example, these requirements include a, 36 hours of special education courses, passing scores on the Praxis II Examination and Connecticut Foundations of Reading Test and a criminal history.For State of Early Childhood Education Bornfreund, 2011; Kauerz, 2010 says that the teacher education and certification requirements does not manifest the research about how to best support development and learning for children that are in kindergarten through third grade. States are requiring educators who work in open pre-kindergarten to have specific preparing in Early Childhood Education. As per the State of Pre-School Yearbook (Barnett et al., 2015), 45 states require their educators to have a specialization in Early Childhood Education and 30 states require no less than a Bachelor's qualification. As indicated by NAEYC state profiles (NAEYC,2014), just 14 states require kindergarten instructors to be confirmed in early youth; in the rest of the states, kindergarten educators might be authorized in basic training. Less states require ECE affirmation for first grade educators (Fields and Mitchell, 2007) Learning through play.
A child exploring comfortably due to having a secure attachment with caregiver.Early childhood education often focuses on learning through play, based on the research and philosophy of, which posits that play meets the physical, intellectual, language, emotional and social needs (PILES) of children. Children's curiosity and imagination naturally evoke learning when unfettered. Learning through play will allow a child to develop cognitively.
This is the earliest form of collaboration among children. In this, children learn through their interactions with others. Thus, children learn more efficiently and gain more knowledge through activities such as dramatic play, art, and social games.Tassoni suggests that 'some play opportunities will develop specific individual areas of development, but many will develop several areas.' Thus, It is important that practitioners promote children’s development through play by using various types of on a daily basis. Allowing children to help get snacks ready helps develop math skills (one-to-one ratio, patterns, etc.), leadership, and communication. Key guidelines for creating a play-based learning environment include providing a safe space, correct supervision, and culturally aware, trained teachers who are knowledgeable about the Early Years Foundation.Davy states that the British Children's Act of 1989 links to play-work as the act works with play workers and sets the standards for the setting such as security, quality and staff ratios.
Learning through play has been seen regularly in practice as the most versatile way a child can learn. (1860-1931) suggested that children should be given free school meals, fruit and milk, and plenty of exercise to keep them physically and emotionally healthy. (1861-1925) believed that play time allows children to talk, socially interact, use their imagination and intellectual skills.
(1870-1952) believed that children learn through movement and their senses and after doing an activity using their senses. The benefits of being active for young children include physical benefits (healthy weight, bone strength, cardiovascular fitness), stress relief, improved social skills and improved sleep. When young students have group play time it also helps them to be more empathetic towards each other.In a more contemporary approach, organizations such as the (NAEYC) promote child-guided learning experiences, individualized learning, and developmentally appropriate learning as tenets of early childhood education. A study by the Ohio State University also analyzed the effects of implementing board games in elementary classrooms. This study found that implementing board games in the classroom 'helped students develop social skills that transferred to other areas.' Specific outcomes included students being more helpful, cooperative and thoughtful with other students.
Negative outcomes included children feeling excluded and showing frustration with game rules.Piaget provides an explanation for why learning through play is such a crucial aspect of learning as a child. However, due to the advancement of technology, the art of play has started to dissolve and has transformed into 'playing' through technology. Greenfield, quoted by the author, Stuart Wolpert, in the article, ' Is Technology Producing a Decline in Critical Thinking and Analysis?'
, states, 'No media is good for everything. If we want to develop a variety of skills, we need a balanced media diet. Each medium has costs and benefits in terms of what skills each develops.' Technology is beginning to invade the art of play and a balance needs to be found.Many oppose the theory of learning through play because they think children are not gaining new knowledge. In reality, play is the first way children learn to make sense of the world at a young age.
Research suggests that the way children play and interact with concepts at a young age could help explain the differences in social and cognitive interactions later. When learning what behavior to associate with a set action can help lead children on to a more capable future.
As children watch adults interact around them, they pick up on their slight nuances, from facial expressions to their tone of voice. They are exploring different roles, learning how things work, and learning to communicate and work with others.
These things cannot be taught by a standard curriculum, but have to be developed through the method of play. Many preschools understand the importance of play and have designed their curriculum around that to allow children to have more freedom. Once these basics are learned at a young age, it sets children up for success throughout their schooling and their life. Many say that those who succeed in kindergarten know when and how to control their impulses. They can follow through when a task is difficult and listen to directions for a few minutes. These skills are linked to self-control, which is within the social and emotional development that is learned over time through play amongst other things.
Theories of child development. See also:The Developmental Interaction Approach is based on the theories of, and Lucy Sprague Mitchell. The approach focuses on learning through discovery.
Recommended that teachers should exploit individual children's interests in order to make sure each child obtains the information most essential to his personal and individual development. The five developmental domains of childhood development include: To meet those developmental domains a child has a set of needs that must be met for learning.
Maslow’s hierarchy of needs showcases the different levels of needs that must be met the chart to the right showcases these needs. Maslow's Hierarchy of Needs. Physical: the way in which a child develops biological and physical functions, including eyesight and motor skills. Social: the way in which a child interacts with others Children develop an understanding of their responsibilities and rights as members of families and communities, as well as an ability to relate to and work with others. Emotional: the way in which a child creates emotional connections and develops self-confidence. Emotional connections develop when children relate to other people and share feelings. Language: the way in which a child communicates, including how they present their feelings and emotions, both to other people and to themselves.
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At 3 months, children employ different cries for different needs. At 6 months they can recognize and imitate the basic sounds of spoken language.
In the first 3 years, children need to be exposed to communication with others in order to pick up language. 'Normal' language development is measured by the rate of vocabulary acquisition. Cognitive skills: the way in which a child organizes information. Cognitive skills include problem solving, creativity, imagination and memory. They embody the way in which children make sense of the world. Piaget believed that children exhibit prominent differences in their thought patterns as they move through the stages of cognitive development: sensorimotor period, the pre-operational period, and the operational period.Vygotsky’s socio-cultural learning theory Russian psychologist proposed a 'socio-cultural learning theory' that emphasized the impact of social and cultural experiences on individual thinking and the development of mental processes.
Vygotsky's theory emerged in the 1930s and is still discussed today as a means of improving and reforming educational practices.In Vygotsky’s theories of learning he also had the theory of zone proximal development. This theory ties in with children building off of prior knowledge and gaining new knowledge related to skills they already have.
In the theory it describes how new knowledge or skills are taken in if they are not fully learned but are starting to emerge. Once the skills are starting to be learned they need to be supported and taught to the person. Each child has different zones of proximal development as they grow. In each zone of proximal development, they build on skills and grow by learning more skills in their proximal development range.
They build on the skills by being guided by teachers and parents. Also in the theory, it describes how even with teaching it can’t alter a child’s development at any time. They must build off of where they are in their zone of proximal development.Vygotsky argued that since cognition occurs within a social context, our social experiences shape our ways of thinking about and interpreting the world. People such as parents, grandparents and teachers play the roles of what Vygotsky described as knowledgable and competent adults.
Although Vygotsky predated social constructivists, he is commonly classified as one. Social constructivists believe that an individual's cognitive system is a resditional learning time. Vygotsky advocated that teachers facilitate rather than direct student learning.
Teachers should provide a learning environment where students can explore and develop their learning without direct instruction. His approach calls for teachers to incorporate students’ needs and interests. It is important to do this because students' levels of interest and abilities will vary and there needs to be differentiation.However, teachers can enhance understandings and learning for students. Vygotsky states that by sharing meanings that are relevant to the children's environment, adults promote cognitive development as well.
Their teachings can influence thought processes and perspectives of students when they are in new and similar environments. Since Vygotsky promotes more facilitation in children's learning, he suggests that knowledgeable people (and adults in particular), can also enhance knowledges through cooperative meaning-making with students in their learning. Vygotsky's approach encourages guided participation and student exploration with support.
Teachers can help students achieve their cognitive development levels through consistent and regular interactions of collaborative knowledge-making learning processes.Piaget’s constructivist theory 's gained influence in the 1970s and '80s. Although Piaget himself was primarily interested in a descriptive psychology of, he also laid the groundwork for a constructivist theory of learning.
Piaget believed that learning comes from within: children construct their own knowledge of the world through experience and subsequent reflection. He said that 'if logic itself is created rather than being inborn, it follows that the first task of education is to form reasoning.' Within Piaget's framework, teachers should guide children in acquiring their own knowledge rather than simply transferring knowledge.According to Piaget’s theory, when young children encounter new information, they attempt to accommodate and assimilate it into their existing understanding of the world. Accommodation involves adapting mental and representations in order to make them consistent with reality. Assimilation involves fitting new information into their pre-existing schemas. Through these two processes, young children learn by equilibrating their mental representations with reality. They also learn from mistakes.A Piagetian approach emphasizes experiential education; in school, experiences become more hands-on and concrete as students explore through trial and error.
Thus, crucial components of early childhood education include exploration, manipulating objects, and experiencing new environments. Subsequent reflection on these experiences is equally important.Piaget’s concept of reflective abstraction was particularly influential in mathematical education. Through reflective abstraction, children construct more advanced cognitive structures out of the simpler ones they already possess. This allows children to develop mathematical constructs that cannot be learned through equilibration — making sense of experiences through assimilation and accommodation — alone.According to Piagetian theory, language and symbolic representation is preceded by the development of corresponding mental representations. Research shows that the level of reflective abstraction achieved by young children was found to limit the degree to which they could represent physical quantities with written numerals.
Piaget held that children can invent their own procedures for the four arithmetical operations, without being taught any conventional rules.Piaget’s theory implies that computers can be a great educational tool for young children when used to support the design and construction of their projects. McCarrick and Xiaoming found that computer play is consistent with this theory.
However, Plowman and Stephen found that the effectiveness of computers is limited in the preschool environment; their results indicate that computers are only effective when directed by the teacher. This suggests, according to the constructivist theory, that the role of preschool teachers is critical in successfully adopting computers. Kolb's experiential learning theory. Main article:'s experiential learning theory, which was influenced by, and Jean Piaget, argues that children need to experience things in order to learn: 'The process whereby knowledge is created through the transformation of experience. Knowledge results from the combinations of grasping and transforming experience.' The experimental learning theory is distinctive in that children are seen and taught as individuals. As a child explores and observes, teachers ask the child probing questions.
The child can then adapt prior knowledge to learning new information.Kolb breaks down this learning cycle into four stages: concrete experience, reflective observation, abstract conceptualisation, and active experimentation. Children observe new situations, think about the situation, make meaning of the situation, then test that meaning in the world around them. The practical implications of early childhood education In recent decades, studies have shown that early childhood education is critical in preparing children to enter and succeed in the (grade school) classroom, diminishing their risk of social-emotional mental health problems and increasing their self-sufficiency later in their lives. In other words, the child needs to be taught to rationalize everything and to be open to interpretations and critical thinking. There is no subject to be considered taboo, starting with the most basic knowledge of the world he lives in, and ending with deeper areas, such as morality, religion and science. Visual stimulus and response time as early as 3 months can be an indicator of verbal and performance IQ at age 4 years. When parents value ECE and its importance their children generally have a higher rate of attendance.
This allows children the opportunity to building and nurture trusting relationships with educators and social relationships with peers. By providing education in a child's most formative years, ECE also has the capacity to pre-emptively begin closing the between low and high-income students before formal schooling begins. Children of low (SES) often begin school already behind their higher SES peers; on average, by the time they are three, children with high SES have three times the number of words in their vocabularies as children with low SES. Participation in ECE, however, has been proven to increase high school graduation rates, improve performance on standardized tests, and reduce both grade repetition and the number of children placed in special education.Especially since the first wave of results from the were published, there has been widespread consensus that the quality of early childhood education programs correlate with gains in low-income children's IQs and test scores, decreased grade retention, and lower special education rates. Several studies have reported that children enrolled in ECE increase their IQ scores by 4-11 points by age five, while a Milwaukee study reported a 25-point gain.
In addition, students who had been enrolled in the, an often-cited ECE study, scored significantly higher on reading and math tests by age fifteen than comparable students who had not participated in early childhood programs. In addition, 36% of students in the Abecedarian Preschool Study treatment group would later enroll in four-year colleges compared to 14% of those in the control group.Beyond benefitting societal good, ECE also significantly impacts the socioeconomic outcomes of individuals.
Main article:Curricula in early childhood care and education (ECCE) is the driving force behind any ECCE programme. It is ‘an integral part of the engine that, together with the energy and motivation of staff, provides the momentum that makes programmes live’. It follows therefore that the quality of a programme is greatly influenced by the quality of its curriculum.
In early childhood, these may be programmes for children or parents, including health and nutrition interventions and programmes, as well as centre-based programmes for children. Orphan Education A lack of education during the early childhood years for s is a worldwide concern. Orphans are at higher risk of 'missing out on schooling, living in households with less food security, and suffering from anxiety and depression.' Education during these years has the potential to improve a child's 'food and nutrition, health care, social welfare, and protection.'
This crisis is especially prevalent in which has been heavily impacted by the epidemic. Reports that '13.3 million children (0-17 years) worldwide have lost one or both parents to AIDS. Nearly 12 million of these children live in sub-Saharan Africa.' Government policies such as The Free Basic Education Policy have worked to provide education for orphan children in this area, but the quality and inclusiveness of this policy has brought criticism.
Barriers and challenges Children’s learning potential and outcomes are negatively affected by exposure to,. Thus, protecting young children from violence and exploitation is part of broad educational concerns. Due to difficulties and sensitivities around the issue of measuring and monitoring child protection violations and gaps in defining, collecting and analysing appropriate indicators, data coverage in this area is scant. However, proxy indicators can be used to assess the situation. For example, ratification of relevant international conventions indicates countries’ commitment to. By April 2014, 194 countries had ratified the; and 179 had ratified the 1999 Convention (No. 182) concerning the elimination of the worst forms of child labour.
But, many of these ratifications are yet to be given full effect through actual implementation of concrete measures. Globally, 150 million children aged 5–14 are estimated to be engaged in child labour. In conflict-affected poor countries, children are twice as likely to die before their fifth birthday compared to those in other poor countries.
In industrialized countries, 4 per cent of children are physically abused each year and 10 per cent are neglected or psychologically abused.In both and, children of the poor and the disadvantaged remain the least served. This exclusion persists against the evidence that the added value of early childhood care and education services are higher for them than for their more affluent counterparts, even when such services are of modest quality. While the problem is more intractable in developing countries, the developed world still does not equitably provide quality early childhood care and education services for all its children. In many, children, mostly from and immigrant families, do not have access to good quality early childhood care and education. Notable early childhood educators., President of TheSee also. Retrieved 12 July 2018. Teacher Certification Degrees.
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