Early Childhood Education in America, Japan and Africa Essay Example

suggest that economic factors like family income, parental educational attainment, and race/ethnicity have an impact on preschool education.

The cognitive development of children can be influenced by the state they live in. Currently, around 66% of children aged 3 to 6 are involved in early childhood education. The majority of these kids are enrolled in preschool or similar programs, while a smaller portion go to early elementary grades. Among this age group, 37% do not attend early childhood education centers. More than half of three-year-olds and four-year-olds do not go to school, whereas 8% of five-year-olds and six-year-olds do not participate in an educational program. Typically, most children within this age range attend kindergarten.

In America, early childhood education emphasizes the social and emotional development of children, as well as their cognitive development which includes self-control, determination, and focus. These skills are important for academic success. Quality early education programs improve a child's emotional and social abilities; however, this aspect tends to decrease once they enter elementary school.

In higher grades, teachers often assume that students already have well-developed social and emotional skills. However, not all children possess these skills, especially those who did not receive high-quality early childhood education or develop these skills at a slower pace than their peers.

Schools aim to empower children to excel academically and in life by continually improving their development while also creating a supportive environment for acquiring essential life skills. Meeting the specific needs, interests, and strengths of each individual student is a top priority for schools.

Preschool teachers develop customized lesson plans for children, considering their individual needs, interests, and strengths (Kostelnik et al, 2007). As time is limited with the

children each week, it is essential for all early education instructors to have the knowledge and ability to teach young children with special needs. This article investigates teaching approaches utilized by preschool teachers to support the educational requirements of all children, including those with disabilities.

Instructions in an educational program can vary in complexity. They may involve simple tasks like demonstrating how to put on a coat or more intricate activities like teaching reading and counting skills. The level of instruction provided depends on the developmental needs of the preschool children. The main goal of instruction is to enhance literacy, enabling children to develop fundamental skills starting from their early years in the classroom.

Educators must arrange education plans, facilitate learning phases for children, and encourage their participation in the critical thinking process. Proficiency drawing is used by early education instructors to demonstrate children's success and effectiveness. The evaluations consist of decision questions and developed reaction assignments. Success in these evaluations is based on the learner's ability to answer all questions. The proper instructional process in classroom education involves meeting the needs of children during their formative stage and empowering them to reach their objectives. This instructive process allows learners to share and participate in their own learning while addressing their own issues.

In early childhood classrooms across different settings, including group activities, free play sessions, guided learning, and singing, the teacher demonstrates to children how to hold a book correctly and highlights each word while reading through direct instruction. It is worth noting that Japan offers pre-school education almost universally.

Although not required, the enrollment rate for 3, 4, and 5-year-olds in Japan is almost 100%. In Japan,

there are two types of pre-schools: Day Care and Kindergarten. These pre-schools can be either public or private institutions. Private pre-schools generally offer more comfort but often come with higher expenses and may provide more comprehensive teaching methods. Day Care is overwhelmingly the preferred option for pre-school.

Day care is a commonly used and easily accessible choice in various settings (Tobin, 2010). In the preschool and kindergarten system of America, 70 percent of three-year and four-year-old children attend either kindergarten or nursery school. These preschools provide approximately four hours of daily instruction for children aged three to six. Additionally, they offer childcare services for children up to age six whose parents are unable to care for them due to work, illness, or other circumstances. Initially, nursery schools were established as part of a social welfare program by the Ministry of Health and Welfare to support low-income working mothers.

Before the change to the Child Welfare Law, the government had analyzed qualifications and prohibited nursery schools. However, with the increase in working mothers, more parents now prefer nursery schools over preschools (Tobin, 2010). The primary objective is for children to learn daily habits and academic skills. Teacher-guided activities and independent activities are included in the schedule. During free play times, children are encouraged to interact with each other instead of playing alone. The teacher provides necessary learning materials.

Instructors have a strong bond with the children and prioritize developing their study skills in group settings. The educational program focuses on various skills including reading Chinese characters, writing Hiragana characters, numbers and measurements, geometry, memory improvement, musical instrument playing, and drawing. The children's activities are structured according to a lesson

plan, leaving no room for individual choices. It is crucial for the kids to strictly adhere to the rules of the kindergarten.

Both the teacher provides group activities and direct instructions, allowing children to have plenty of time. Play materials such as squares and plastic supplies are readily available for the convenience of the children.

Early childhood education in South Africa

In order to ensure a successful early childhood education, it is important for parents, communities, and the government to collaborate.

The government has implemented initiatives to increase preschool enrollment in recognition of its importance in early childhood education. South Africa's Early Childhood Development (ECD) program aims to improve children's overall development by emphasizing their social and physical abilities during the four-year training period that starts at the age of three and continues until elementary school begins.

The ECD program uses different learning methods to empower children to learn about the environment and themselves (Landsberg et al, 2005). Young South African children have extensive rights, including protection from physical harm, adequate nutrition, healthcare, a caregiver for forming relationships, and a caregiver who can understand and respond to their needs. Early education covers topics like the alphabet, sounds, vocabulary, and prepares kids for reading in elementary school. It also focuses on social skills that help children make friends and regulate their emotions. In early childhood education, we recognize the importance of nurturing each child's uniqueness and preparing them for success beyond preschool. Instructional designers and preschool curriculum creators acknowledge the crucial role these early years play in a child's cognitive development.

Early childhood training may seem insignificant, but the skills learned during this time can benefit the child in the future (Landsberg

et al, 2005).

References

• Berk, L. E., & Winsler, A. (2005). Scaffolding Children's Learning: Vygotsky and Early Childhood Education. NAEYC Research into Practice Series. Volume 7. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036-1426 (NAEYC catalog# 146).
• Tobin, J. (2010). Early Childhood Education in Japan. Journal of Developmental ; Behavioral Pediatrics, 31(3), 264-265.
• Kostelnik, M.

The text references a book titled "Developmentally appropriate curriculum: Best practices in early childhood education" authored by J. Soderman, A. K., and Whiren, A. P. in 2007. Another resource mentioned is a publication by Landsberg, E., Kruger, D., and Nel, N.

(Eds.). (2005). Addressing barriers to learning: A South African pers pective. Van Schaik Publishers.