Based in the NAEYC standers: Reggio Emilia approach supports a Child Approach in that a child’s image is viewed as having rights and not just needs, child has been viewed as beautiful, competent, powerful, curious, creative as well as full of ambitious desires and potentials, supports children’s individual differences and needs, documentation that Reggio teachers collect about their students, and mix of long- and short term projects which provide students with a deeper understanding of the subject matter. While in Montessori standers include mission and vision: The school’s vision is consistent with the Montessori philosophy of facilitating the student’s development of full potential, governance, leadership, and continuous, improvement:
Behaviour has a significant impact on current and later success for children and young people, in terms of their social skill development, education and employment. 1 Understand principles of supporting the development of positive behaviour in children Before children go to school, they learn essential skills in the best way: through play, interaction, and discussion. Nursery plays a key role in facilitating opportunities for learning and development. To develop reasoning and problem solving (i.e. cognitive skills), make use of activities, structured and free play, and games that encourage curiosity.
Being creative enables the children in early years to make connections between one are of learning and another and to extend their understanding” (QCa 2000b:116). Providing a rich and varied contexts for children to acquire develop and apply a broad range of knowledge, understanding and skills. The curriculum should enable pupils to think creatively and critically to solve problems and to make a difference for the better. It should allow the children the opportunity to become creative, innovative, enterprising and capable of leadership to equip them for their future lives as workers and citizens. It should enable children to respond positively to opportunities, challenges and responsibilities to make changes and to cope with change and adversity (QCA 1999:11-12).
Early Childhood Education Abstract Early childhood education (ECE) is a type of educational program which relates to the teaching of young children in their preschool years. It consists of many activities and experiences designed to assist in the cognitive and social development of preschoolers before they start elementary school. In most early childhood programs and schools, technology will be part of the learning background of the future. To make sure this new technology is used effectively, we must assure that teachers are fully trained and supported. In this paper, theoretical perspectives of child development is discussed with the basic elements of learning program.
Incorporating the everyday issues and concerns of families and the community into curriculum and instruction by actively engaging students in the learning process. Cooperative learning has consistently been a major strategy for teaching in diverse learning environments. Cooperative learning provides learners with essential opportunities to use language in meaningful, purposeful, and interesting ways, build self-esteem and self-confidence, and develop academic, communication, and social skills. The classroom arrangement is very important for collaborative learning between students. I use cooperative learning in my classroom in preschool and well as very small groups.
The teacher must plan what happens and create an environment for children to explore, grow and develop. They must be aware of the different learning styles that can coexist in the classroom. Gardner surmises that children are better served by a variety of teaching methods as children’s learning style is very much based on their type of intelligence. In order to encourage active learning the teacher student relationship is important. The teacher must nurture and develop the child and be seen to take a genuine interest.
Children are becoming confident in themselves when they can work through the challenges they face. What do you believe the purpose of early childhood education is, and how do you want to practice your philosophy in working with young children and their families with diverse backgrounds? How can you embrace your children’s diverse learning styles, individual strengths, and talents as well as needs? How will you effectively work with other teachers, families, and the community? Provide specific ideas and examples of your ideal teaching approaches, strategies, and
Goals Objectives/Learning Aim Strategies and resources needed Anticipated Start and end Date Success Criteria Goal 1 Short term To provide a safe, healthy, and attractive environment for the children. In order for me to provide a safe and attractive classroom, I will 1. arranging the classroom layout in a way to stimulate their learning skills 2. create learning centers that reinforces concept 3. have attractive charts, posters that is appealing the children Children are encourage to participate and develop their skills and interest and become confident learners when they are in a safe, healthy and attractive classroom. Action 1. Design and arrange the layout and organization of furniture and the materials where the children
In order to improve children’s vocabulary teaching assistant could make sure to provide children with a language-rich environment. Language-rich environments include the home, school and the places children visit. Teaching assistant could set up and maintain the classroom environment; support the parents and carers with the advice and resources for using at home; and the teaching assistant could assist the children on school trips and outings. The people children spend time with, and the activities they do, contribute to language-rich environments. To make experiences language-rich, teaching staff including teaching assistant should create opportunities for talking and listening with the children.
The home and school coming together is critical for student improvement and success. Portfolio assessment gives active participation by describing the projected outcomes, advantages, characteristics, and format of portfolio assessment, it also can help parents begin to understand the process and purposes. Teachers who invite parents to participate in to help with the portfolio assessment brings a positive efforts of their children help and parents also developed a better understanding of the process of developing their child to be at a mastery level. It helps parents appreciate the strengths and growth of which children have developed as well as to better understand the need for the support and various kinds of activities and instruction you are providing when it comes to portfolio