Role Of Technology In Early Childhood Education

State how two of the following (art, play, creativity, cross curricular approaches) benefit a child’s learning in the early years classroom. Support your argument with theory and by using examples of different approaches to early years teaching. This essay will explore how play and cross curricular approaches in teaching early years children can be beneficial to them. It will look at play and cross curricular approaches individually and also how they can be incorporated with maths specifically and work together. One of the most important aspects of early years is play, it is central to a child’s development at this age.

Children learn language skills by interacting with the immediate environment and training or simple structural changes can improve language skills of children (Bouchard & Gilles, 2011). The early education given in early childhood shapes foundation of the life and helps mental and academic development of child. Throughout the play and education, children learn social skills along with how to deal with others and develop their own values (Webster-Stratton & Reid, 2010). Therefore, this paper, with the purpose of developing the children’s future, discusses why it is very essential to recognize the importance of early childhood education, how it effects to person 's life and how it can be developed. 2.Disscussion of findings 2.1.

Developmentally Appropriate Practice (DAP)? Illustrate how DAP is child-centered? “Developmentally Appropriate Practice, often shortened to DAP, is an approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development.” (National Association for the Education of Young Children, 2009) DAP is a tool that guides teachers in making good decisions for the children, both as individuals and as part of a group, based on their understanding of the child’s development and learning as well as in setting learning goals that are both challenging and realisable for the children.

Allowing children to learn to think critically helps them to solve problems and have a logical argument about something they believe is true. Applying critical thinking into schools gives a child a chance to make a difference. Also, Elizabeth McKinstry agrees with Hummell in challenging the next generation to think for themselves. McKinstry writes about how Common Core education helps children become more interactive in the world and teaches them how to apply the knowledge they have learned in life. McKinstry said, "Their reality is not connected to a world outside the boundaries in which they live" (McKinstry 20).

EYE37WB-2.1 Describe areas of learning and development within the current framework which relate to school readiness. Prime areas of learning Specific areas of learning Persona, social and emotional development • The development of the children‘s confidence. • How children manage their feelings.

I agree that play-based learning offers diverse opportunities for children to explore, discover and create, they can also discover new things and communicate with peer during free-play time. Frobel said that “Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a child 's soul” (Froebel, 1887). He believed in the importance of play in a child’s learning as creative activity. Play provided the means for a child’s intellectual, social, emotional and physical development which are necessary elements in educating the “whole” children allowing them to use all imaginative powers and physical movements to explore their interests.

Some things that are included in our classroom to encourage aesthetic and cognitive development such as books, animal puppets, kitchen area, soft blocks, puzzles, etc. These types of items spark emotions, peer interactions, memory, emotions that are essential for infants under

Piaget and Maslow: Teaching the whole child Exceptional educators keep their fingers on the pulse of what their students need, in order to teach them effectively. Examining Piaget and Maslow’s theories, and applying them to the classroom will facilitate achieving this goal. Considering Piaget’s focus on development, and Maslow’s prioritization of human needs, one can integrate these ideas into classrooms and lesson plans that are optimized for student success.

This research was undertaken to investigate how play effects children’s social development in the junior infant classroom. “Play is essential to development because it contributes to the cognitive, physical, social and emotional well- being of children and youth” (Ginsburg, 2006.Pg. 1) Children are always engaged socially during play whether they are talking with their peers or an adult and therefore develop crucial social skills that are needed from early childhood into adulthood. According to Aistear which is the curriculum framework for early childhood education play allows the children to develop socially and it lays the foundation for them to become effective communicators (Aistear, 2009, Pg. 16) So policy documents support the nature

Play based learning has been advocated by early childhood educators. The play based learning theory is based on constructivist studies by Jean Piaget (1953). Piaget believed that learning comes from within: children construct their own knowledge of the world through experience and subsequent reflection. And play is a medium for learning especially for young children simply because play is so intuitive to them. Some researchers like Winner and Melinda (2009) suggested, children learn more efficiently and gain more knowledge through activities such as dramatic play, art, and social games.

Introduction As your elementary school principal, I am dedicated to ensuring that our students are taught in a developmentally appropriate learning community that ensures success of all learners. As early childhood educators, it is crucial that you all know and understand efficient methods for aligning developmentally appropriate practices (DAP) with Common Core State Standards. This brief article describes DAP for teaching reading to kindergarten-age students, explores California’s Common Core State Standards, compares the effects of DAP and non-DAP practices, and describes a plan to introduce and implement the use of a new state-mandated textbook-based reading curriculum. Developmentally Appropriate Practices for Teaching Reading to Kindergarten Learners

The main focus of the findings center around the support a family of young students must have for the student to be successful. The more involvement an intervention method has with families, the more successful the outcome for young children. Early childhood classrooms which utilize an RTI model for intervention, “have the potential to optimize learning opportunities for all children” (Lieberman-Betz, Vail, & Chai, 2013, p. 65). These models also allow for greater inclusion of young children with special needs into preschool classrooms. Having a

Continuingprogress monitoring grants teachers and schools to adjust and modify instruction to expeditestudent growth, success, and learning. These assessments are great tools that be used in theclassroom, after you have received the data from these assessment you are able to planinstruction. Through instruction is when you find strategies and activities to promote studentgrowth. No child should ever end a school year being on the same reading level, or a lowerreading level from where they started. Advancement is critical in the school system and everychild deserves to succeed to their full potential.

Interactions between an adult and child during the early years are vital for their development and learning, as they are still grasping day-to-day skills and understanding new life concepts. Children learn and develop their language and literacy skills through interactions with others; they begin by absorbing, listening and then imitating and practising (Buckely 2003) Learning environments that promote language and literacy development are environments which expose and encourage children to interact with various forms of print. Behaviourists such as Skinner (1953) argue that language acquisition and development are learned through observation of behaviours in their social environment; these behaviours are then practiced through imitation by the child. Children learn through imitating what they see others do or how they behaviour, play is the most important learning tool for children to construct meaning of these behaviours.