Approaches and Philosophy Statement in Early Childhood Education Essay Example

They should also have the opportunity to communicate among themselves. This way, the learners develop the necessary skills to acquire knowledge in their respective capacities. The program is not rigid, but it is flexible enough to address the needs of the learners according to their age groups. For example, kids between age two and five would like to play social games. Therefore, the current approach ensures that the kids have the ample time and facilities to assist them to meet this noble objective.

In addition to that, we believe that the process of learning in the early childhood education takes place via playing. It is important that the current approach allow children to play the games that they find enjoyable to them (Gatwick, et al. 2011). The curriculum gives the kids a chance to explore the available games so that they can explore and learn on their own. At this point, they learn to differentiate between the games played by boys, and those played by girls. For instance, through the interactive play, the kids become aware of their potentials from an early age. Most of the time goes to the playing activities, and we believe that it is also part of learning.

In early childhood education, we believe in encouraging the kids to learn new things with time. The encouragement comes in the sense of getting some small rewards for them when they do well. The best learning program advocates for awards to the kids that do well (Gatwick, et al. 2011). The process of learning proves somehow stressing to the kids, particularly when they have to leave behind the tender care of the parents. The programs

allow such rewards to encourage them to love the learning environment. For example, in the case of a certain game, the child may receive a small token for playing in the best way. In so doing, the kid will not only like the school but will also have the urge to develop the skills hoping for more rewards. Those that excel in the class work will feel encouraged to work harder in their respective studies. However, we do not advocate for praising the kids at all times. Doing so will create a boasting attitude among them, which may be hard to change in the future.

We believe in the existence of a diverse curriculum, one that allows for the development of an all-round child. The current approach allows for the proper integration of all the needs pf the kids, including those suffering from different disabilities (Lewin-Benham, 2011). All children need to have a chance to learn and learn to the best of their ability. The approach recognizes that it is hard for the kids to handle many subjects at the same time. In addition to that, it recognizes that the average kids and those with various disabilities do not have equal learning capability and speed. For this reason, it incorporates all the needs of the kids in one area, and that eases the learning process. The curriculum does not discriminate against the kids with special needs, and it makes sure that there are classes to handle them all. It, therefore, calls for the engagement of people that have special training to handle the kids in the best way possible. For example, the person to handle the

class should have the ability to cope with kids of all kinds and needs. That will encourage them to attend the learning sessions since they will feel that they have someone taking care of them like their parents. The teacher should be friendly to the kids at all times.

We further believe in giving directions to the kids in a positive way. The management of the kids and the class requires a person who can handle all issues in a positive manner (Lewin-Benham, 2011). The approach that the person uses is crucial to the development of the kids, and the person needs to understand that the kids must make honest and silly mistakes. Therefore, the individual should endeavor to guide them in a good and tender way and develop a positive attitude towards the undertaking. At this point, the operator of the program has a duty Tom initiate the development of the child in all aspects. The development ranges from the literacy aspect to the physical development and growth.

In early childhood education, we believe in the utmost professionalism on the side of the teaching staff. The advocacy is on the conduct and behavior, as well as the mannerism of handling the kids. They are in a learning process, and this means that they will eventually learn some practices from the teachers (New & Cochran, 2006). The way the teacher behaves is likely to have an impact on the behavior of the kids since the teacher is a role model to the kids. For instance, if a teacher keeps on using abusive language, the children will copy her because they feel it is the order of the

day. In essence, therefore, the current approach campaigns for high ethical standards on the side of those bestowed the duty of handling the children’s education. The system recognizes the fact that learning does not only deal with the kids’ intellectual development, but also the moral standards.

In addition to that, we believe in teaching the kids some creative arts. Here, they keep learning new but simple skills in the field of art. Some children happen to realize their talents at a tender age, due to the availability of the learning opportunities (New & Cochran, 2006). Such arts make the learning enjoyable for the kids and enable them to make some few items related to the learned art. Apart from that, the knowledge of creative arts assists in boosting the mental growth of the kids. They also improve on their thinking capacity in handling issues that appear challenging in their normal life. Such learning is crucial because it enables the learners to develop the skills of solving technical problems, and it becomes easier for them to handle advanced studies in the future. For example, the current approach creates room for the kids to do some works of arts, such as creative drawing. We give them the liberty to choose the thing they want to draw and make it as attractive as possible. As earlier mentioned, there follow some small gifts for the ones that do exemplary well. They get motivated to do better in the same field, and in the end, they become experts.

Our curriculum coincides with the one for the Alberta Early Learning and Child Care Curriculum Framework. In this framework, there are three main pillars,

namely play, participation, and possibilities. The curriculum is among the best. It views the toddler as having the strength and capability to learn new things, and develop to become an intelligent individual in the future (Saracho & Spodek, 2010). For this reason, the curriculum advocates for tender care for the kids, as well as the chance to play and develop their skills. The educators under this program have a role in making the child to become a responsible citizen of the country. The possibilities aspect of the curriculum means that the child has potentials and that it is possible for the educator to nurture them and make the best out of them. It is, therefore, crucial to have every aspect of the child addressed fully and constructively, to make it easy for them to know their talents and potentials. The curriculum aims at dealing with all aspects of the development of the child and aims at achieving a broad spectrum of goals. This is the difference between the current program and the traditional one, which advocated for the realization of specific goals in a given area of learning.

In conclusion, therefore, it is clear that the current approaches are better as opposed to the traditional way of learning for the children. The educators have a bigger role to play, in making the child to become an active citizen in the future. The curriculum allows for a diverse learning set up, allowing for the accommodation of kids from all capabilities. The early childhood education is the backbone of the child’s learning, whose management determines what the child will become later in life. It is, important that the

department receive the necessary attention and support to facilitate its smooth running. Those concerned with the operation of early childhood centers have a duty to ensure that they make the best out of the kids they handle.

References

1. Charlesworth, R. (2011). Understanding child development. Australia: Wadsworth, Cengage Learning.
2. Gatwick, C., Bertrand, J., & Gatwick, C. (2011). Essentials of early childhood education. Toronto: Nelson Education.
3. Lewin-Benham, A. (2011). Twelve best practices for early childhood education: Integrating Reggio and other inspired approaches. New York: Teachers College Press.
4. New, R. S., & Cochran, M. (2006). Early childhood education four volumes: An international encyclopedia. Westport, Conn: Prager Publishers.
5. Saracho, O. N., & Spodek, B. (2010). Contemporary perspectives on language and cultural diversity in early childhood education. Charlotte, NC: Information Age Pub.