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
The curriculum objectives focus on behaviour development as well as content area to be applied. (Keating, 2006). Another valuable contributor in the field of curriculum and education was Benjamin Bloom (1913-1999). Bloom’s was one of the initial efforts to structure categories of expected behaviour and learning outcomes. (Lawton et al., 1978, p. 158) Bloom’s Taxonomy provides three central domains in which behavioural and learning outcomes could be classified; cognitive domain, psycho-motor domain and affective domain.
Overview of Principles and practices: How to execute the idea of belonging, being and becoming, there are 05(five) principles with 08(eight) practices in EYLF. Principles: Principles relates to our notions and values. The Early Years Learning Framework provides us with Principles to guide us in our work with children and fixates on availing each individual child to make progress towards the Learning Outcomes These principles represent the theories and relevant research shreds of evidence in early childhood methodology. The principles also underpin the assistance to children’s progress against their learning outcomes. 1.
The ideals and principles below describe the shared work between the individual early childhood educator, and the educator that is collectively interested in the best interests of children. (Gordon & Browne, Code of Ethical Conduct: Ethical Responsibilities to the Community and Society, 2005).
This model also helps identify problems that indirectly affect the child, meaning that this problems or obstacles that may come because of the family and peers and how they affect the child’s development. Bronfenbrenner believes that teachers should create a caring environment and create relationships with the children that can last for a life time. The theory also underlines that the problems that the child and the families face are caused by the conflict between the parent s workplace and the family
This is basing the children’s learning on their interests and is comprehensible to all children. The framework believes that children are best taught when they engage in experiences and that they learn from the relationships they have with people around them, in particular their parents because they are the first educators (EYLF, 2014). The EYLF has three key elements, Belonging, Being and becoming. Belonging is the core element and is crucial to a child’s life, the framework aims for a child to feel as though they belong in an environment. Being, is the celebration of here and now and Becoming is what is to come for the children in the future, what shapes the children into what they want to become (EYLF, 2014).
This assignment’s compilation serves the purpose of critically discussing the importance of primary school educators’ ability to understand theories of child development and their use within Intermediate phase education. Children perceive information in altered manners at particular stages of their development; this will be discussed further in this essay. Theories include Behaviourism, Constructivism and Cognitivism. It is imperative for educators to be aware of the theories that are applicable to the children they interact with, thus allowing them to provide information and activities for the learners in numerous manners to aid their development. The Behaviourists believed that our behaviour is shaped by the environment.
This will benefit those children who learn a foreign language, like English in my kindergarten, with the help of their mother tongue (Japanese or Chinese) retain the learning and vocabulary faster. Mother tongue based learning offers substantial academic and educational advantages which have been reported consistently in the academic literature (Baker 2001). The fourth area is to include parents in the decision making process in the Kindergarten. Epstein (2001) developed a framework consisting of six types of parental involvement. The six domains are (1) Parenting; (2) Learning at home; (3) Home-school communication; (4) Volunteering; (5) Decision making which involves parents in school decisions; and (6) Collaborating with the community which integrates services and resources from the community to strengthen schools, families, and children’s learning.
I chose Bronfenbrenner’s theory because it is relevant to the topic and provides guidance on how to achieve the ‘subject knowledge and methodology competency’ and ‘organisational competency’ as listed in the TE-TEX course plan. By utilizing this theory, the student teacher attempted to set the young learners in the center of the ecological systems, thus his lesson planning, teaching methods and management techniques were adjusted accordingly based on the situation and the overall learners’ needs. However, I was only capable of giving attention to the students’ first circle, the ‘mesosystem’ due to the fact that he had limited time during the practice period and had restricted authority as a student teacher. Therefore, the best indications showing the student teacher’s efforts to create an engaging and vibrant learning environment can be seen when he was directly involved and taking charge in teaching his own
Throughout the history of Early Childhood Education, there have been many key thinkers both past and present that have influenced today’s policies and practice in early years. Their philosophies are known to be what they believed, a set of values or guidance that are shown through the theorist’s background, views on certain influences and most of all their experience, in which has influenced what happens in current early years settings. It is clear to see that children, in fact, thrive in a variety of environments that have many things to offer including the home environment, resourceful and accessible, outdoors and environments in which are healthy and safe. The Oxfordshire Government (2008) states if it offers a rich multi-sensory environment it is meaningful stimulating and motivating for all young children. However, not only have the past and present key thinkers and their philosophies influenced today’s policies and practice, but we should consider the impact of other factors such as OFSTED, various learning methods, timing and finally parent pressure.