Communication: A Fundamental Part of the Early Childhood Teacher's Role

The first three chapters of the book describe why trust in schools is important, define trust, and give ideas for cultivating trust. Then there are chapters on betrayal, revenge, teachers trusting one another, fostering trust with students and parents, and restoring trust. The final chapter outlines ideas for becoming a trustworthy leader. Appendix A has several surveys on trust. Each survey includes scoring directions and information about reliability and validity.

Chapter eight is about promoting communication and language development in early childhood education. Early communication is mostly non-verbal. Communication goes beyond the words we use; it develops with the use of gestures, facial expressions, hand movements and positioning of our body. Some of the first displays of communication by infants include, smiling, fussing and looking at an area, person or object. Later, communication extends to give signals such as pointing, reaching and body movements to indicate a want or need. The primary functions of early communication are behavior regulation, social interaction, and calling joint attention. Students with visual impairment and other disabilities are at risk for developing communication and

“Researchers have claimed that good communication between staff and parents (as well as good communication between staff) is a prerequisite for high-quality care and education of young children; that it positively influences children's cognitive and social development, increasing their educational success, and that it contributes to good relations between children and between staff and children”. (Mac Naughton,) The physical, social, and emotional environments welcome and support with variety of activities, different kinds of books, color, and words that shows express of pictures. The environment shows that the simple rules, routine, and expectation for the early childhood program for families and children. Every children have a different rates of grows and develop through an environments but they will, like, interest, or something important to them (Housand, 2012). The environment connect with physical, social, emotional through pictures that allow the families and children the challenge, curiosity, control, and competition their diverse characteristics and

“Research has shown that parent involvement is essential for children’s learning, attitudes about school, and future goals…[;therefore,] educators must form positive relationships with parents to establish effective communication and build trust, which in turn may increase parent involvement, aid parents in understanding the important role they play in their child’s education and strengthen the parentschool connection,” (Timkey, 2015, p.4). Parents of students in Dual Language programs feel more involved, have a general positive attitude towards the program, and advocate for the development of these programs in which their children excel when compared to children in TBE programs (Baker, 2011, p.262). Teachers can teach all day long at school but if the student goes home and their parents do not know what the child is supposed to be learning, does not view their child’s education as important, or is unknowledgeable about potential resources, the child will not get that extra support they need to achieve success. Parents who do not speak English are not less important, nor care less about their child’s success than the average English speaking parents. So it is imperative for teachers to put forth every effort possible to keep these parents in the loop. This can be done by sending

In Chapter 11 and 12 of our text illustrates the need for schools and teachers to connect with families and English Language Learners. “The Southwest Educational Development Laboratory found compelling, research-based evidence that when schools and families work together, student achievement spikes, particularly in low-performing schools’’(Syrja 81). This presentation is based on what I would like parents to know when partnering with me as a teacher. I will design three activities parents can do to help me in educating their child. The point of these activities is to help me know more about

As an early childhood educator I believe each child is an exceptional unique individual that needs to be provided a secure and loving environment in which they are able to grow emotionally, physically, socially and intellectually. My longing is to help each and every one of my students explore their creativity, understand their emotions and learn self-regulation along with social skills and the best of academics that I can possibly provide. The role I have as an educator is to guide my students while allowing them to explore their curiosities about the world around them and academics to blossom while teaching respect and caring for others.

Communication with the parent could be an issue when it is affected by the resentment between the teacher and the parent. The challenge for early care teachers is to understand that a family’s point of view about raising their child is valid for that family

Establishing rapport with students is extremely important. Students should feel like a teacher genuinely cares about their well-being. Trust is an important component of the classroom learning environment. A student should respect and trust his or her teacher and the teacher should be respectful of his or her students and their families. This will encourage a nurturing learning environment and decrease behavioral problems in the classroom. When the teacher is consistently supporting the rules, and allowing the students to feel safe in the classroom, trust begins to develop. Teachers have to work to develop trust and respect in the classroom due to the fact that children in today’s world are often mistrusting because of society’s messages of the world being dangerous (world-view) as well as their own direct experiences (self-view) with abuse, violence, and neglect.

I believe it is important for educators to critically examine their own values, beliefs and attitudes in relation to difference and diversity as we apply them into our daily life. (Chopra, 2012). It is important that educators are respectful of all languages and dialects and do not make judgements about the language used by children and families (Arthur et al 2012, p57). Children learn from important adult figures in their life, parents, family, educators and community all shape a child’s perspective and how they view different situations. Families have different beliefs and values; these include beliefs about family roles, how children learn, what they believe is important for children and their visions for society (Arthur et al 2012, p 57).

Effective communication, as defined by Courtney (2009) “is a two-way process: sending the right message that is also being correctly received and understood by the other person/s. For communication to be effective, it is important to understand how the people you are interacting with may interpret your message”. Early childhood educators are required to have effective communication skills as they need to communicate on a daily basis with their students, co-workers and the parents of their students, each requiring different styles of communication. Good communication skills are an essential life skill, and a young student beginning to learn this skill would require their educator to be capable of

What are the roles and responsibilities of an early childhood teacher? What makes an early childhood teacher effective if they use developmentally appropriate practices (DAP)? According to DAP, there are five main facets that make up the role of an early childhood educator. Each facet makes up what needs to be done by an educator to encourage the children’s development and learning and by using DAP it gives the children support.

There are many different ways in which children can learn, for instance, behaviourism, cognitive learning theory, humanism, emotional literacy, brain-based learning. These theories have an impact on children’s holistic development and professionals have to ensure they meet children’s physical, intellectual, emotional and social development. First the essay will focus on the behaviourism theory and then cognitive learning theory and will outline the background and basics of these theories and then the essay will look at how these theories can benefit and influence professionals practice when working with children and young people in an infant school setting (aged 4-7). Professional practice is ensuring service, responsive to government and needs of public, accountability, fairness and effectiveness these principles are fundamental to good professional practice and inform us of the expectations. Early childhood educators are required to demonstrate an understanding of children’s development and the ways of learning and how to implement these relevant theories into children’s learning experience.

The pedagogy of listening is one that is closely intertwined with early childhood education (ECE) and, within this context, it is acknowledged as being more than the word itself implies. Listening in an early childhood setting is not merely to hear what a child says and act on it, rather, it is to open yourself to different perspectives and be willing to not only act on but also adopt new ways of thinking (Davies, 2014). To truly use this as an effective pedagogy is to turn the act of listening into an intentional and meaningful interaction (MacNaugton & Williams, 2010). In doing so, relationships you are forming with everyone that you interact with – be they two feet tall and in nappies or fully grown and in uniform – can only be strengthened as you show them the respect and reciprocity that is needed to achieve meaningful bonds (Gonzalez-Mena & Widmeyer Eyer, 2018).

One of the eight principles for effective teaching outlined in Literacy for the 21st century: A Balanced Approach is that "effective teachers become partners with parents" (Tompkins, Campbell & Green, 2012). It is not an untold secret that home and

Parental involvement in education is necessary in order for children to be successful when learning how to read. Children who lack support from their parents and guardians often have difficulty advancing in school, and those who do have parental support and positive home literacy experiences often find academic success at an early age. Children are expected to become fluent readers, and a foundation for reading must be established at an early age with the support of a child’s parents or guardians. Reading activities at home and the influence a parent has on their child is beneficial for young children in so many ways, and at home, parents can reinforce what is being taught at school with their children in order to create a better understanding of learned curriculum and reading skills. Strong parental support in education is an important aspect of a child’s reading development because print rich