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Both class discussions and chapter 5 in the book “Education the Practice and Profession of Teaching” has allowed me to gain knowledge of historical and current trends in policies and practices that affect early childhood and childhood educators because in the reading the authors speak in depth about social reform with in education, they tell about how policies were created and how they influence our education now for example in the text there is mention of attendance laws that protected children by educating them and keeping them from working. From the reading I also learned about ESEA which made federal government responsible, this act provided funds for poverty program as for current programs Bush’s passes NO CHILD LEFT BEHIND ACT which
When going into the field of an Early Childhood Educator there are different values that one should have. In my opinion Early Childhood Educators should have foundation skills of how children learn, should know how to support diverse knowledge, should be able to model the correct language, should have classroom management skills, and should be able to create a safe environment for all children. According to the NAEYC core values Early Childhood Educators should base work on knowledge of how children develop and learn, which goes with my first opinion with Early Childhood educators having the foundation skills of how children learn. NAEYC core values also states that recognize that children are best understood and supported and
It is important to be aware of the principles and values that underpin the early years and education sector. These are discussed in unit 1 section 4 to complete your learning you will find a statement of values at the beginning of the curriculum framework that your country uses to deliver education. This statement of principles and values help practitioners to decide how to work with children Codes of practice When working as an early year’s practitioner there will be codes of practice that underpin your practice. These state how you are expected to conduct yourself in your role as a professional adult. While a code of practice is not a law it often enables the employer and employee to comply with relevant legislation.
Children are taught to developed responsibility and self-regulation. Each member must feel valued by others and feel accountable for their learning and well-being. There are clear reasonable expectations and the physical and psychological environment is positive and safe. The teacher listens and responds to the children after acknowledging their feelings. Then they help the children understand and guide them to solving a problem.
At Frist Presbyterian Church of Bakerstown I learned while observing and interacting how some of the different set up of areas impacted a student’s learning and space. Some of the areas were used for quiet time, noisier activities, and more active learning. This related to the (Component 2e) because organizing physical space around the classroom provides the student a variety of ways to learn together or alone inside the classroom while also developing their social skills and working through any academic or social difficulties (Component 2d). Lastly, at Head Start the lead teacher provided the students with daily duties inside the classroom. For example, some of the students had the responsibility to clean up stations, and prepare the snack/lunch for the class.
• All young children are capable of learning. • All children are capable of positive developmental outcomes. • Teachers should hold high expectations for all young children. • Young children learn by doing. Teachers should provide opportunities for children to explore materials, to engage in physical activities, and to interact with peers and adults.
Mrs. Rochon would do fun activities that assist the child’s skills. Mrs. Rochon would make careful observations about the students. In addition, Mrs. Rochon would sometimes bring in a student into an inclusion classroom, such as Ms. Weir’s class, to see how the children interacted with the other student’s or just so the student can play with more toys.
Classrooms that have well-defined activity areas encourage children to become more involved in developmentally appropriate activities and to explore more. Well-defined activity areas are designed for about 2-5 kids. • Have resources appropriate for the activity and in sufficient amount for the number of children. • Are partially surrounded by walls or low partitions. • Have bookcases, storage cabinets, or other furniture as partial dividers and can be moved and changed as the teachers or children wish to create different activity groupings.
The teachers are tasked to create an environment where learning can occur and learners have guided accordingly, with appropriate strategies and expectations for an individual situation. The use of space includes seating and furniture arrangements, storage and upkeep of materials, tidiness and the overall color and brightness. An organized physical environment provides learners with resources that are easily accessible, has a set routine, clear behavioral expectations and provides them with a sense of security and that allows them to feel comfortable and confident. Every classroom has its challenges these include lack of resources, varying levels of learner, classroom management, student behavior, misconceptions and unmotivated learners. When dealing with lack of resources being creative and open-minded, sharing ideas and resources with colleagues and brainstorming ideas with students come in handy.
My philosophy is becoming an early childhood professional. I believe that children are important to our community. I love working with children and enjoy their expression. I want to build a strong foundation for children in all aspects that help them in the future. I want to build a strong personality and teach them moral responsibility.
Teachers were aware of each child’s developmental level and adjusted their environment to accommodate to their needs. Teachers would sit on the ground with the children to assist or encourage age appropriate
The Open University of Hong Kong Li Ka Shing Institute of Professional and Continuing Education PTD38 Higher Diploma in Early Childhood Education (2014-2015) ASSIGNMENT 1 MY PHILOSOPHY OF EDUCATION Student Number: 11396646 Student: CHENG KA YIU, YOYO Class: U09A Course Code: EDU4017EP Course Title: Introduction to Early Childhood Education Instructor: Ms. Hailey Chan Programme Leader: Dr. Eunice Yim Submission Date: 14 November 2014
For example, my classroom will include beautiful, colorful charts, posters, and inspirational signs. If we are learning how to tell time I will supply toy clocks for each student so they will be engaged, learn, while having fun with the tools that they may end up referring to as toys. All children have certain needs that must be met if they are to grow and learn at their best. Some of these basic needs include additional support, a security blanket, an assignment notebook, one-on- one time with the teacher, and reading aloud.
The textbook for this course, Infants, Toddlers, and Caregivers, is based on ten principles for child care that are outlined by researcher Magda Gerber in the 1970’s. The ten principles are based on a philosophy of respect. In addition to the ten principles, a caregiver should know the “Three-R’s” for interaction. The Three R’s are respectful, responsive and reciprocal.
I was notified by Monster.com early this morning that Greater Johnstown School District is accepting applications for permanent full-time elementary teachers. Seeking additional information about Greater Johnstown School District, I went to the website to view the district’s value and mission. I was thrilled to discovered my educational values and vision parallel the School District’s mission; which is to create a safe, positive learning environment through which to meet students’ diverse needs as they develop the skills, attitude, and knowledge essential to reach their full potential and succeed in our global society.
