Overlapping Spheres Of Influence Theory

Developmentally Appropriate Practice, also referred to as DAP, is an approach to teaching that has been studied and proven to be the most optimal and effective way that children learn. Developmentally Appropriate Practice focuses on three main aspects: child development, individually appropriate, and culturally appropriate. It is important for educators to have knowledge of where children should relatively be developmentally, but keep in mind each child is different, and be culturally aware of children’s families’ values to help bridge the gap between home and school. Today’s early childhood classrooms are being pushed in the direction to ensure that children are learning through developmentally appropriate practices, rather than the drill

6). The learner’s self-efficacy and self-esteem is built primarily on the child’s interactions with others – parents, peers, teachers and other significant adults and for children to develop a healthy concept of self, Rogers reflects, as did Ginott, teachers must develop good communication skills that convey positive messages. Rogers believes that the development of not only the emotional security of a child but also their moral development, personal maturation and socialisation are all affected by discipline. Rogers defines discipline as leading, guiding, directing and motivating and suggests that discipline can be broken into three types - preventative, corrective and supportive (Rogers, p. 5). “Preventative discipline” involves the development of effective teaching strategies, tactics, organisation and planning by the teacher.

Mr. Miller could also choose the Mixed Scanning Model. Using this model would allow Mr. Miller to review the mission of the school, determine whether ability grouping is aligned with the mission, and select an alternative that reflects the mission. 3. What action, if any, should Principal Miller take to demonstrate that he is an educational leader who treats people fairly, equitably, and with dignity and respect? Following Standard 3, Principal Miller should involve families and other stakeholders in the decision-making process.

The conventional wisdom maintained that children are best cared for by their parents whenever possible (Wattam, 1997). ASFA expanded the concept of child well-being by requiring states to assess family capacity and ability to provide for their children’s needs from a strength perspective. Instead of viewing the family as a pathological system with deficiencies in skills and abilities, child welfare social workers were mandated to consider family coping skills, knowledge, resourcefulness, and willingness to grow and change. An underlying assumption of the strengths perspective is that families are not only in the best position to identify their problems they also have the solutions to their problems. 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).

INTRO Attachment theory is the idea that a child needs to form a close relationship with at least one primary caregivers , this theory provided that attachment is necessary to ensure successful social emotional development of an infant. This is a very crucial stage in occurs in the early infant years this factors relationships with the child and the primary child care giver. In this case the parents and the educator can share the primary role. John Bowlby began researching after he graduated, he believed the attached processed involved the cognitive emotional and social features of attachment. Stating four different style of attachment and how they can all have leading factors as well as long term affects.

Self- Assessment and Ongoing Professional Development Based on my current knowledge, skills, and abilities as a future RECE, I feel that I possess several strengths regarding my knowledge of early childhood development and practices. Three specific strengths are: •Standards of Practice I: Caring and Nurturing Relationships that Support Learning- (A) Early Childhood Educators recognize that families are of primary importance in children’s development and that children are best understood in the context of their families. In my practices within the field, I demonstrate this by communicating to the parents that I place great value on their insight and perspectives regarding their children’s interests, strengths, and challenges and invite them

Even though Skinner’s theory influences current practice there are also other theorists that have influenced practice relating to practice. Jerome Bruner created the theory of Scaffolding and cognitive growth. He believed in the importance of the environment and social and cultural factors in order to help a child’s learning and development. He also believed that children are active problem solvers and they are able to explore difficult areas with help of practitioners. Bruner’s theory links in closely with Vygotsky’s theory as they both stress about the importance of involving the partnership of parents in order to develop a child’s learning further.

This aspect of choice is often limited in normal schooling, prohibiting children from becoming engaged and passionate about their schooling. The education model that was designed a century ago no longer prepares children for the expectations of the real world. Horn, 2013, explains that batching student together in a classroom, teaching them the same subjects the same way every day is ineffective when jobs today require flexible and diverse thinking and develop more specialised skills. Sitting in classroom, listening to the same information does not allow children to inspire and cultivate their individual talents and interests. Schools should be designed purely with the intention building on student’s academic and recreational needs.

A social constructivist viewpoint needs a view that teachers have a responsibility for understanding the nature and level of each child’s learning and to use that knowledge to build their practices in a way that is relevant for particular children in particular contexts. Such a viewpoint can notify practices for insertion that are based on a very dynamic model of children’s learning. Finally, contructivism 's utmost influence to education may be through the change in emphasis from knowledge as a creation to deliberate as a process. This legacy of constructivism to be expected demonstrates to be a fixed and significant modification in the structure of

The work of John Franklin Bobbitt and Ralph Tyler very much advocate Product curricular designs, maintaining that these designs are centred on the creation of a disciplined and “structured learning environment for students” (O’Neill 2015, p). The Product Model can be regarded as the historically tested and more ‘traditional’ method of developing curriculum. Teacher planning and the presentation of learning intentions to students is core to the