Online Tutoring on LD303 The Preschooler
Introduction
Early educational learning frameworks provide an outline for sustaining the development process in children. The early principles and practices create different impacts on the framework. The new strategies and model for evaluation will be discussed.
Principles
The early childhood learning framework constructs on the basis of five principles. These principles reflect the curriculum theories, research evidence concerning in early childhood pedagogy (DeVries et al, 2002). The principles strengthen practices that are focused on assisting all equally to all children for progress.
Secure, Respectful, and Reciprocal Relationships
Creating a strong sense of well-being and self-identity in children are the essential element (Han, 2014). These elements create a positive impact on the learning process of children. A safeguard is provided for the learning process by the child’s early relationship within the family (Early Childhood Education Handbook, 2019). The trust relationship on relations that children earn on the early stage lays the preamble of their development. The feeling of respect, care, and support is created by the widening of trusted relationships.
The principal supports in respecting and recognizing, the feeling and emotions attached with the trusted ones. Educators play a vital role it is evident that educators providing emotional support and encouraging children to develop trust relationships, come up with more bright and confident children (Han, 2014). Collaborations and team work are valued, they help children to learn their responsibilities and became an active learner.
[hbupro_banner id=”6299″]Partnerships
The alliance of educators and parents result in the achievement of learning outcome of early childhood. Families are the child’s first and most influential teachers (DeVries et al, 2002). The collaborative environment where all parents are encouraged to give their apportionment for the curriculum development and other sorts of issues (Early Childhood Education Handbook, 2019). Equal collaboration and interaction of parents regardless of ethnicity will sustain the child’s development.
The principal’s main aim is to fill the gap of knowledge between parents and educators. Appreciating other culture and moral values are the foundation on which the collaboration of parents and educators must be built. Generally, the foundation of partnership is on; valuing other’s efforts and contributions, building a trust relation, respectful and frequent communication, value other’s perspectives and shared decision making. The collaborations aids educators and support professionals to measure the child’s learning capability on regular events, activities, and drills. It extracts out the additional needs required in a child’s learning (Han, 2014). The environment which supports early childhood learning is discovered according to the child’s learning experience.
High Expectations and Equity
Equity relates to the notion that every child has their own learning capability and ability. Early childhood educators committed to equity, believe in the capacity to succeed of every child regardless of their diverse background, circumstances, and abilities (DeVries et al, 2002). The educators and parents tie high expectations of learning with the children. Educators’ responsibility is to address all the hurdles that a child faces in the learning process. Educators for the development in early childhood construct and upgrade curriculum.
The principal encourages criticism on the present curriculum, it is always challenged by the educator and necessary changes are made. The educators promote an inclusive learning environment, engaging all the children and sustaining their learning equally. The educators continually strive to discover equitable and effective methods of learning. To ensure the child’s achievement on learning outcomes.
Respect for Diversity
Children belong to different cultures and traditions. These customs create an impact on the learning outcomes and behaviors of a child. The diversities are respected in the curriculum. The respect and support for the moral and ethical values of family beliefs are reflected in the curriculum (Han, 2014). The lifestyle choice of families related to their customs and values are valued by the educators. The difference in families and the learning capability and ability of the child is recognized by the educator because educators believe that diversity enriches society (Kaga, Bennett, and Moss, 2010).
The principal supports diversity. Respect and appreciation result in the motivation of children, the learning and reinforcing of a child as a competent learner are triggered. They uphold a curriculum that ensures the safeguard of every child’s rights to follow, promote and support their cultural identity (Kaga, Bennett, and Moss, 2010). The issues possibly arise from the diverse culture, are observed and analyzed closely to take safety measures.
Ongoing Learning and Reflective Practice
Reflective practice is the process of ongoing learning. In reflective learning, the questions arise related to philosophy, ethics, and practices to be incorporated for better learning and development in early childhood (Egan and Pope, 2019). Educators observe the actions in their environment and proposed the possible changes that can be conducted. The queries draft is prepared for highlighting the issues. This principle is the most significant as it aids in provides insights of the classroom. The first-hand knowledge about the problems and issues can be driven by this principle.
[hbupro_banner id=”6296″]Practices
Holistic Approach
A holistic approach is to believe in the connection between learning, mind, body, and soul. It is believed in a holistic approach that children learn from their environment (Siraj‐Blatchford and Sylva, 2004). The practice build connection between communities and their children. Educators in these practices foster children to connect with the natural environment. Respect for the natural world and natural process is learned by the children in these practices (Lasi, Nadeem, and Fatima, 2007).
Responsiveness to Children
Educators are responsive to all the children in this practice. It enables educators to build and strengthen the skill set and knowledge of children. These practices contribute to the creative and critical development of a child. According to Barber, Cohrssen, and Church (2014), the use of different language by the children are supported. The evaluation of situations and finding out the solutions are a part of this practice.
Learning through Play
Play provides learning to children as they discover, create and imagine. Learning through play practice initiates a social environment. It supports children to share their thoughts, learn to work as a team, and care for each other (UNICEF, 2018). This practice widens the children’s capacity and ability to learn. It engages them in the learning process and helps in development (UNICEF, 2018).
Intentional Teaching
Intentional teaching is a planned, measured, and thoughtful practice of learning. Learning in social contexts and interaction between the social peers initiated the learning of a child (Barnes, 2012). The challenging experience and interactions that they face, create thinking process of a child and support in the development.
Learning Environment
Learning environments are the welcoming atmosphere created to support the learning process of children (Murtaza, 2011). The practice caters to different learning styles and initiates parents and educators to support children in contributing ideas and develop an interest in the environment (Ancheita, 2005). The outdoor learning environment encourages diverse learning practice that is not possible in indoor learning.
Cultural Competence
The practice is initiated by the educators, culturally competent educators support the children for extracting their identity. Educators believe culture to be the centre of the learning process. The child’s sense of being and belonging is based on culture (Lippman, 2016). Cultural competence practices enable children to understand, respect, and appreciate cross-cultural communications.
Continuity of Learning and Transitions
BY this practice educators help children to identify there be and how to learn continually. Transitions from childhood to school and between these settings, it provides opportunities and challenges of learning to the children. These practice support in the setting of a child at the new place. The transition and changes that occur in children personality is catered by this practice.
Assessment for Learning
Assessment is the process to gather evidence about the learning outcomes of a child. It supports in measuring the learning capability and efficiency of curriculum to facilitate children. This practice enables educators to communicate about children’s future learning and progress (Wortham and Hardin, 2001). It identifies the additional attention sectors in children’s learning process. It also reflects the pedagogy that that will suite the context and child.
Learning Outcome
Sense of Identity
The children in their early childhood learning process develop the self-identity, this self-identity is created by their association with culture and societies and relationship with the family. The sense of becoming is integral part of self-identity process (Mitchell, Wylie and Carr, 2008). Becoming is the process in which a child creates self-image and this self-image undergoes changes and transitions with experiences and learnings. Children when feel more safe, secure and supported they build strong relations (Hyde and Kabiru, 2006). Children at this stage learns to interact with other with more care, empathy and respect.
The correct sense of identity development in children can be measured by educators, the evaluation of child’s relationship with family and society. This can be incorporated by the practice of responsiveness to children. A child having low self-esteem or negative self-image can be supported by using polite and frequent response to the child’s queries (Hyde and Kabiru, 2006).
Contribution to their World
A child became active contributor to the world by experiencing respectful and supportive relationships. The early childhood setting and the developed self-identity encourages them to participate in the contribution of the world. With time the complexity in participation and contribution changes. When children collaborate accordingly in daily routine activities and share their view, it is because of the supportive environment created by the educator (Mitchell, Wylie and Carr, 2008) The children enhanced their contribution in the supportive environment. The children became more socially responsible and creates a sense of responsibility for environment.
A child not contributing in the society is a sign of week relations with environment and inactive learning. This can be cured by applying the holistic development process the learning in natural setting will enhance the capacity of learning.
Sense of Well-Being
Wellbeing is good physical, social and psychological development of a child. The sense of wellbeing is created by experiences child face in every day challenges. The children wellbeing is affected by the interaction with the childhood settings. For the strong development of sense of wellbeing educators must provide a trusted relationship, secure environment and encouragement for their physical, emotional, social and cognitive being. With the appropriate strategy child became strong in social and emotional wellbeing (Hyde and Kabiru, 2006)
The cultural competence principal will support in developing a strong and positive wellbeing, the involvement with the culture and educators support for their diverse culture will develop confidence in children.
Confident and Involved Learner
The sense of security and wellbeing encourages children to experiment and explore the world. Children are more likely to be effective learner if their sense of wellbeing and social interaction is strong. Children develop their skill sets by involving in these routine challenges (Mitchell, Wylie and Carr, 2008). The learned experiences are tested in other situation and success in these situations enhanced their confidence about themselves. The learning of children is resourced by interactions and environment.
The intentional teaching principals supportive in overcoming the uninvolved learning of a child. The proper attention to child and encouragement to participate and practice will increase the confidence. Moreover, the appreciation and reorganization will increase in confidence.
Effective Communicator
Engagement with surroundings creates strong communication skills in children. They use their communication for representing ideas and emotions and transferring their demands (Jackman, Beaver, and Wyatt, 2014). Their interaction with a number of texts increases the communication, they develop meanings from these interactions.
The learning environment practice can initiate the communication of children. There learning process in an outdoor setting enables them to discover new opportunities and diverse objects that enhanced their communication.
Planning
Strategies
The strategies derived for the yearly years learning frameworks will include; integrated learning, it is the use of technological advancements for the children. The young children naturally have familiarity with the technology using this familiarity for the learning process. Another strategy is cooperative learning in the classrooms supported by educators, the increasing globalization created culturally diverse classrooms in which cooperation practice of humanitarian values are important, and keeping in view the cognitive learning style of every child, they should receive different forms of instructions.
Monitoring and Evaluation
The monitoring of the effectiveness of strategies can be primarily done through assessments. The assessments will provide insights into the capacity and ability of a child’s learning. For the evaluation process, a model is represented below.
References
Ancheita, M.M.G., 2005. The Impact of the Learning Environment on a Child’s Behavior (Doctoral dissertation, University of Florida).
Barber, H., Cohrssen, C. and Church, A., 2014. Meeting the Australian National Quality Standards: A case study of the professional learning needs of early childhood educators. Australasian Journal of Early Childhood, 39(4), pp.21-27.
Barnes, S., 2012. Making Sense of “Intentional Teaching.”. New South Wales, Australia: Children’s Services Central. Retrieved from www. cscentral. org. au/Resources/intentional-teaching-web. pdf.
Darling-Churchill, K.E. and Lippman, L., 2016. Early childhood social and emotional development: Advancing the field of measurement. Journal of Applied Developmental Psychology, 45, pp.1-7.
DeVries, R., Zan, B., Hildebrandt, C., Edmiaston, R. and Sales, C., 2002. Developing Constructivist Early Childhood Curriculum: Practical Principles and Activities. Early Childhood Education Series. Teachers College Press, PO Box 20, Williston, VT 05495-0020.
Egan, S.M. and Pope, J., 2019. From Research Evidence to Evidence Based Practice in Early Childhood Settings. An Leanbh Óg, 12(1), pp.171-185.
Han, H.S., 2014. Supporting early childhood teachers to promote children’s social competence: Components for best professional development practices. Early Childhood Education Journal, 42(3), pp.171-179.
Handbook, C.E., 2019. Research Centre for Child and Adolescent Development and Education, Ochanomizu University. Retrieved January, 22.
Hyde, K.A. and Kabiru, M.N., 2006. Early childhood development as an important strategy to improve learning outcomes. ADEA.
Jackman, H., Beaver, N. and Wyatt, S., 2014. Early education curriculum: A child’s connection to the world. Cengage Learning.
Kaga, Y., Bennett, J. and Moss, P., 2010. Caring and learning together: A cross-national study on the integration of early childhood care and education within education. Unesco.
Lasi, S., Nadeem, S. and Fatima, I., 2007. Quality in early childhood education: Assessing early child development-a holistic approach for ages 3-6 years.
Learning through play. 2018. UNICEF. Retrieved from: https://www.unicef.org/sites/default/files/2018-12/UNICEF-Lego-Foundation-Learning-through-Play.pdf
Mitchell, L., Wylie, C. and Carr, M., 2008. Outcomes of early childhood education: Literature review. Wellington: New Zealand Council for Educational Research.
Murtaza, K.F., 2011. Developing child friendly environment in early childhood education classroom in Pakistan. International Journal of Academic Research in Business and Social Sciences, 1(3), p.408.
Siraj‐Blatchford, I. and Sylva, K., 2004. Researching pedagogy in English pre‐schools.
Wortham, S.C. and Hardin, B.J., 2001. Assessment in early childhood education. Merrill/Prentice Hall.
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