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Statement Of Purpose: Buckeye Elementary Education

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Teaching at Buckeye Elementary Developmental Preschool has had a forever and profound impact on my teaching career. While teaching for 3 ½ years there, I had the opportunity to learn new skills and strategies that have not only helped me in the classroom, but also outside of the school, as a parent. As a developmental preschool teacher, I learned new concepts, such as learning how to plan, write, create, prepare, and teaching students with Individualized Education Plans (IEP’s). Learning how to create an IEP took a lot of time to master, but once I learned the frame work, I was so glad that I had. The background knowledge, that I had learned was very helpful when it came time to become an advocate for my own child.
The time and work planning,
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Participants should have clear, shared goals that are evidence-based and comprehensive in addressing language, motor, cognitive, creative, social, and emotional needs of the child. With a consistent approach to curriculum, the daily schedule should be based on consistent and predictable routines to create a safe and nurturing environment, taking these guidelines into account. The majority of activities throughout the day should emphasize learning through play while enhancing learning and development of the child through creating lessons and activities that are developmentally appropriate and students are actively engaged. Teachers should be consistently assessing individual growth and development, based on prior knowledge and skill base, to provide lessons and activities that are engaging, developmentally appropriate, and yet are challenging enough to help foster growth based on prior mastery. An intentional and continued assessment of learning and development, including the prerequisite skills needed to foster new learning, should be built into the daily schedule during both teacher directed lessons and child directed

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Strong emphasis is given on nurturing relationships with the families of young children and functioning collaboratively with other professionals. The program offers a series of coursework encircling infants, toddlers, preschoolers, and primary children. Through student teaching, field placements, and practical learning, students build up competence in the use of developmentally appropriate methods and practices. Major themes within the program comprises of understanding and admiring family diversity, supporting families in their roles with young children, and addressing the necessities of children with special needs in comprehensive

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As the expectations for children entering kindergarten rise, so should a child’s preparation for the concepts that they will be expected to know. More and more parents are making the decision to enroll their children into some type of preschool to help prepare them for kindergarten, and more and more of these students are succeeding in their early school years and even their later life. In fact, 61% of parents say that their children are enrolled in preschool, which has risen by 6% in just one year (Early Childhood Education Zone)! Kids that do not receive the opportunity to attend pre-kindergarten classes are not getting the chance to succeed at their full potential. Studies show that kids that do not attend pre-K are 60% more likely to

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M. (2011). It should also be noted that many, Head Start preschool teachers are math anxious and their level of math anxiety prevents them from teaching mathematics to preschool aged children, including reasoning and cognitive thinking skills, as much as they should. It is critical for children to develop these reasoning and cognitive skills in order to be successful in future learning. In it’s current state of U. S. childcare centers, “the quality of emotional support in preschool classrooms appears relatively strong when compared to the quality of instructional support” Hirokazu, Y. (2016). Although emotional support is a very important factor in child development it certainly isn’t a basis to build a case for sending children to preschool away from their families and emotional centers.

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