• Culturally Appropriate Curriculum – A child’s home language and culture can play a significant role in the child’s cognitive and linguistic development. When parents share aspects of their child’s background, caregivers can incorporate family traditions into the child’s daily routine to help support the home-child care connection. • Language and Literacy Foundation - By educating parents and involving them in language-rich activities in the child care program; caregivers can have a lifelong impact on a child’s value of literacy. • Parents should keep in touch with caregivers- to feel free with both child and parents, also get to know about children developmental or the psychological issues, even parent can share their inabilities then care giver will mend the child’s heart
For example, children who are more able could effectively scaffold for the children who are less able when working together in a group. Dewey John Dewey also argued strongly for the application of child-centred learning. Similar to Vygotsky, he believed that the acquisition of knowledge and education was highly linked with social development, and that children should be able to access education as a social environment, to discover themselves and their own strengths and interests. He believed that ‘to prepare the child for the future life means to give him command of himself; it means so to train him that he will have the full and ready use of all his capacities’. Source: My Pegagogic Creed, John Dewey, 1897.
According to Dowling (2009) Personal development is based upon children’s obtainment of knowledge, individual personal skills, their ability to think, and the way in which they perceive themselves. National Strategies (2008, P5) Social development is how we come to understand ourselves in relation to others, how we make friends, understand the rules of society and behave towards others”. National Strategies (2008) say emotional development: Having feelings, understanding them and having the ability to feel empathy towards others and their feelings. It is vital that young children start the process of PSED in order for them to be able to progress and succeed as young persons. Developing these different qualities of their personality and charismas will support and help them with a variety of areas in life including relationships, confidence and self-esteem.
Challenging behaviour is a problem that teachers face regularly in their settings. According to Fox, Dunlap, Hemmeter, Joseph and Strain (2003), the best way to solve problem behaviours is by encouraging social and emotional development. Hemmeter, Ostrosky, and Corso (2012) suggest that these skills are important because children who can express their emotions appropriately can also find effective ways to solve problems they encounter socially and are less likely to display challenging behaviours. These skills as essential for school, as they support friendship, emotional literacy, assist with problem-solving, collaboration and anger management. It also helps to recognise others emotions, supports self-regulation.
This implies that teachers have a special place in a child’s life to improve to the life that they already have by letting a child work on his own because this will give him more progress than helping him more than is needed. This shows that she wants what is best for children. Furthermore, readers can comprehend that Montessori wants what’s best for kids because she elaborates that teachers should “be always ready to share in both the joys and the difficulties which the child experiences.” Montessori explains that adults should be always ready to share in a child’s experiences. This implies that adults need to be patient with children, but always be ready to help them when needed and rejoice with them when they succeed. She also explains that teachers should always be “ready.” This display’s that a teacher should always be there to help each child and that a child should be able to approach her with any need that he has without feeling a resistance to her.
In early childhood, the role of the teacher is vital in the learning process and the extent to which learning is fully child-centered by considering the three core dimensions. While children are at center of the learning process, they are happy. Boras (2010) as cited by Bateson (2013, p.51) noted that “if children are happy they are more likely to learn effectively”. This can be accomplished only when the child centered approach is developmentally appropriate. As a holistic teacher, one must develop a keen awareness of each child’s learning needs and choose appropriate, relevant, and purposeful teaching methods to support learning.
The second most important thing is discipline (Brazelton & Sparrow, 2003). A child’s social-emotional development is as important as their cognitive and physical development. It is important to know that children are not born with social-emotional skills. It is the role of the parents, caregivers, and teachers of children to teach and foster these abilities. A child’s social-emotional development provides them with a sense of who they are in the world, how they learn, and helps them establish quality relationships with others.
Through this knowledge, the teacher can presume how children of a particular age group will act, what they are capable of doing and what they are not likely able to do. Consequently, the teacher can devise activities rather confidently by taking all these aspects into consideration. At this stage, the teacher can take advantage of the windows of opportunity for the child’s growth. In other words, the teacher benefits from the sensitive period of a child’s development to provide him with enriching activities; the best period for the child to learn and develop further. In addition, what the children learn should be relevant to their environment and life experiences.
Curriculum Planning should be comprehensive and inclusive, focusing on four developmental domains which includes Cognitive growth (language and literacy, math concepts & science); Physical; Social and emotional; and Aesthetic development. It is vital to have a meaningful curriculum which is based on children’s interest. The rational for choosing this topic is because I strongly believe that a child centered curriculum fosters diversification, flexibility and is coherent across levels enabling children to embrace learning. Family involvement must be promoted and encouraged, with respect and appreciation for the value of the home culture. This enhances children’s self-esteem and enables a child to see and explore who they are within the context
If children is accepted, respected and commended for what it is, it will start to accept both positive and negative sides of own personality, and will be able to develop appropriate self-esteem. However, if parents and other people who are important to them belittle, insult, blame and reject, children will develop negative attitudes towards themselves and low self-esteem. This process begins in the early school age, and the feedback of self-worth and acceptance of others, especially peers, are becoming more important as approaching