There are many similar and different ideas between General Colin Powell 's speech Kids Need Structure and Maria Montessori’s Dr. Montessori’s Handbook. Their opinions are on opposite spectrums. Powell believes that applying structure is the key to nurturing children, while Maria Montessori thinks that the best way to treat a child is with respect and allowing many freedoms. There is great disparity between Colin Powell and Maria Montessori’s views about the actions a teacher should take in order to sufficiently educate a child. Powell believes teachers should be strict and obeyed without question.
Thus a major focus of the strength perspective in child welfare is collaboration between the social worker and the family to define the problems, developing goals and strategies for resolving the problems, and identifying desired outcomes (GlenMaye & Early, 2000). With the goal of balancing deficit-based assessments with strength-based assessments, ASFA charged the child welfare system (CWS) with both ensuring children’s physical safety, as well as providing evidence of positive outcomes. Positive outcomes included protecting
It is widely believed that the relationships parents have with their children are strongly related to the children’s outcomes (DCSF 2010). Hence, working in partnership with parents helps to meet the needs of children effectively as they play a fundamental role in their well-being, also share the same goal as professionals in safeguarding children (Davis 2011). Moreover, the key aspect of partnership with parents is to strengthen parental capacity, as it can have a major impact on the child’s wellbeing as a number of factors affect parenting capacity, which makes it difficult for parents to address the needs of their child and require support (Walker 2008). Therefore, partnership is significant as agencies can determine what support they might need and help struggling parents, it is also easier for parents to access appropriate service from the relevant agencies which saves time (Foley and Rixon 2014). It also reduces parental anxieties by being in partnership as they are aware of what is going on and are able to express any concerns with a key worker, rather than having to go through many assessments with various professionals which can be very stressful (Dominelli 2009).
“teaching” is the canny art of intellectual temptation” says J. Bruner. He was actually referring to motivation. Motivation is meant to be dependent on the personalty of the teacher and the ability to develop a sound relationship with the learners, understanding their view interest, experience and world and knows how to design the lesson in such a way that it will make meaning to the learners. All these make the learning relevant and preparing learner beyond limitation as the purpose of teaching is
They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences. The motivational psychology researchers discovered several useful approaches and practices that can be implemented in the classroom for effective learning to take place (Miller, 2012). Teachers are using differentiation to support teaching and learning. Differentiation can vary in pace, activities, resources, teaching and learning styles in an attempt to best meet the needs of individual student. Various teaching strategies such as cooperative learning, active learning, role play and games and pedagogic tools are being integrated in educational theories in meaningful and useful ways to encourage task or learning achievements.
Also, always learn from the other because you can have more knowledge can be received. Always respect to other professionals, and try to maintain a good atmosphere when having joint work. Last but not least, it is important to interact and collaborate between multi-disciplinary and try to keep children and the families on the spot and aware their needs and work together as a team to provide the best support for them in the early childhood education settings. And remember the main benefit and purpose of working in a multi-disciplinary working, must be better outcomes for children and the families. Multi-disciplinary together break down their worries and achieve their requirement as much as a professional
This is because a teacher is not obligated to provide the highest level of care and education to a student with special needs. A non-inclusion classroom reduces the disabled or special needs students ' social importance, and it is believed that their social visibility is more important than their academic achievement and that is simply not true. These are some of the reasons why inclusion is an ethical issue. As educators, we have a responsibility to communicate, cooperate, and collaborate, between early childhood programs and children’s homes, to enhance children’s development. As teachers, we must create and maintain healthy, safe, and caring environments that fosters children’s development.
Ensuring that educators and children develop safe and secure relationships to support their individual development, their wellbeing and to assist with providing nurturing relationships. High expectations with all children and their development through play, provide quality, help children to succeed, regardless of their circumstances and abilities. Individuals involved in gifted advocacy should expect challenges along the way, but should always remain focused on the gifted child who will benefit from their efforts (Enersen, 2003). Understanding that each child develops at their own rate, responding to barriers and to hold high expectations of the child in collaboration with the parents, will lead to educational success. Enersen (2003) compared building a mandate for gifted education to constructing a bridge that will rescue high-ability children waiting on one side of a deep chasm and take them to the other side replete with opportunities for self-fulfillment and academic
(2015), unlike other ethical philosophies that emphasize learning and following rules, Virtue Ethics is more concerned with developing the moral character and good habits which necessitates education at an early age and lifelong learning in order to acquire virtues like courage, kindness and determination. (a.Virtue Theories). This ethical type make sense since it takes in account reflections on human condition, what it means to be human and thrive in the long run, what sort of human being we want to be, and all the historical lessons learned from the success and failure of generations people in reaching their potential. The strength of this theory is to count in emotions, community, balance between self-interests and others’ interest and incorporate them in developing traits or virtues that make us better at making decisions that affect ours and others well-being with minimum or no infringement on the rights and well-being on other human beings. Virtue Ethics looks at the bigger picture and tries to address dilemmas from a human perspective rather than the mechanical and calculative
Curriculum models provide a structure for teachers to “systematically and transparently map out the rationale for the use of particular teaching, learning and assessment approaches” in the classroom, and are regarded as an effective and essential framework for successful teachers (O’Neill 2015, p27). Feeding into a particular curricular stance, it is essential to recognise the multiplicity of sources which will govern this individual framework. Oronstein and Hunkins observe that, when designing a curricular stance, educators must first consider the “philosophical and learning theories” which will inform their “design decisions” (2009, p182). This approach is essential to ensure that the curricular approaches one selects are “consonant with