How do children’s experiences and natural abilities impact their performance in school, and how should this influence teacher’s philosophy of education?
A Child’s ability to learn and perform well in school can depend on many factors. Their culture, socioeconomic standing in life, things they may experience in the home, the parenting styles of their parents or care givers, how much the parents are involved in the child’s development, and in some cases, their natural ability to learn and retain information they are exposed to and being taught in a way that is best for them personally. Some children learn by doing, some learn by watching and some learn better when they understand how what they are learning can be used in their everyday lives.
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The studies were comparing learning through observing and pitching in versus lessons out of the context of productive activity. Most of us did not grow up with our parents carrying us around throughout their day when we were infants but that is exactly what happens in many families in traditional indigenous communities of the Americas. As they are being carried around they are observing the adults going about their day, doing various things such as working in the fields, talking to other adults, and just about every other activity that goes on within their community. Even though most of these events or activities are not directed toward the children or designed to instruct them, at the end of the day they were ultimately learning some valuable things just by being present. These all can be considered to be “experiences” they had at a time when they were growing and developing. Experiences could be described as things that the children learn from situations and interactions that are not actually addressed directly to them. Things such as listening to others speak, they learn some aspects of language and learn to emulate things that are seen on …show more content…
If they are in a home that is full of stress, or a poor neighborhood and experience violence or poverty where food is also sparse that could also affect them in a negative way. One of the biggest culprits that can negatively affect a child’s performance in school though seems to be growing up in poverty. In the New York Times article “Overcoming Poverty’s Damage to Learning”, after the attacks of 9/11 child psychiatrist Pamela Cantor who specializes in trauma, was enlisted by the New York City Board of Education to lead a team studying the impact of the attacks on the city’s public school children. What she discovered was shocking. Even though the schools were not clustered near Ground Zero and therefore not necessarily attributable to 9/11, many of the children in the city schools exhibited symptoms of trauma. In fact, according to Cantor, one-fifth of the children met criteria for a full-blown psychiatric disorder. The percentage of children who had been exposed to prior trauma sufficient enough to impair their functioning in school was an alarming 68%. While visiting a school in Washington Heights, Cantor was taken aback by how unsafe and chaotic the atmosphere of the school was. Once she dug deeper in to what was actually going on, she found out that there were many kids with varying degrees of stress. When this happens, all it takes is one kid to act out to disrupt the whole
One of the challenge for every early childhood educator is to develop skills that will offer students the best possible learning experiences and opportunities. If it is in school, at home, or in community settings. That is why it is important that every effort be made to ensure that there is an effective communication and partnerships with parents. Some ways to open that relationship is getting the family to know you. At open house I provide a short biography about myself and my interests. Parents rarely have the chance during "drop-off" and "pick-up" time to get to know their child's teacher, or even have a conversation. That is why I also have an email sent up for the classroom where parents can write is there is any concurs or question.
My philosophy of Early childhood education is based on research that indicates that a child’s growth is developmental. Every child is unique in terms of life experiences, developmental readiness, and cultural heritage. A high quality early childhood program that provides a safe and nurturing environment, which promotes physical, social, emotional, language and cognitive development will ensure a positive continuation of the child’s education process
Early childhood is a time of curiosity, a time for play, and a time of rapid development. Every child is unique and deserving of an early childhood education that facilitates academic, social, and developmental growth through a variety of enjoyable experiences. Differentiated instruction adapts content, products and processes to meet the diverse learning needs and preferences of students (Thousand, Villa, & Nevin, 2007). Friedrich Froebel, the creator of Kindergarten, believed that children grow and learn as they play (Bruno, 2009). Play-based instruction not only enables young learners to have fun, but it also encourages interactive and cooperative learning, passion for discovery, and a foundation for later learning experiences
This research report presents an analysis of and conclusions drawn from the experiences and perspectives of two educators that work in the early childhood setting. The main objective is to identify key elements and issues in relation to the families, diversity and difference. In particular how an early childhood educator implements, different approaches to honour culture and diversity, and to advocate for social justice in an early childhood settings. As such, it allows an insight into the important role that families and their background plays in the everyday lives of the children and educators within early childhood settings. In today’s ever-changing growing society it is essential for educators to be flexible to the
In order to have success with the education of children, those children have to be taught through their own eyes (D'Annolfo, 2012). In other words, how the children see the world may be very different from how the teacher sees the world. If the teacher fails to relate to the students in ways the students can accept, it is very possible that the students will lose out on learning that could have been important to them (D'Annolfo, 2012; Hall, 2002). When students learn in ways that they can relate to, they
As I reflect on the past eight weeks, my insights on Early Childhood Education have given me a better understanding of issues and trends in Early Childhood Education. As I mastered this course, I have also become more knowledgeable and understanding of the needs of children and families in my community. Another way that I have been strengthened was through discussions and sharing blogs with my colleagues. On the other hand, researching professional early childhood education topics and viewing multimedia presentations were beneficial to my professional growth as well. I felt that the multimedia were definitely the meat to this course. Therefore, I am broadened with information than before.
What kinds of activities have you used to provide the YOUNG children (preschool) with whom you have worked with the opportunity to solve problems of different kinds?
The standards movement began when President Clinton was in office and its goal was to have all children ready to learn when they started school. This goal was not aligned with ECE’s prior goals of having schools ready for children as now the children were to be ready to succeed in school (Feeney, Galper & Seefeldt, 2009). Before this movement, Head Start programs were primarily focused on children’s social and emotional skills which also included physical and cognitive development. After the movement, there were some unrealistic goals put into place such as the one that children should know at least ten alphabet letters before public school (Feeney, Galper, & Seefeldt, 2009). This goal could be met easily by some children, but other risk factors such as children that were dual language learners or had cognitive delays. Having one set
When I graduate high school and eventually college, I want to become a preschool teacher. ”Around here, we don’t look backwards for very long. We keep moving forward, opening up new doors and doing new things because we’re curious, and curiosity keeps leading us down new paths.” This quote was said by Walt Disney. I want to teach the children to be curious about everything, help introduce them to the world, and to be an important part in every kid’s life. I love working with little children and I want to help them along a little bit in their lives. Nelson Mandela once said, “Education is the most powerful weapon which you can use to change the world.” I can change the world and every young child's life that I come in contact with. I can shape
To have an education is an advantage for children all around the world because not many areas around the world children can’t be educated. In my school, Spring Lake Heights Elementary school, all the teachers are excellent and jubilant, also, they want all of us (students) to accomplish our goals when we grow older. It’s hard to pick which teacher is the best teacher, however, the best teacher for me is my language arts teacher, Mrs. Kirk.
“It is easier to build strong children than to repair broken men.” These are the words of Frederick Douglass, and they are as true today as they ever were. As the focus on educating children at early ages has become more prevalent, the amount of research on what best practice is for early childhood education has grown. Out of the findings has sprouted programs like Reggio Emilia that attempt to reach children at a developmental level instead of an academic one. Because of the diverse nature of the many models for early childhood education, organizations like the National Association for the Education of Young Children (NAEYC) have created sets of standards that aim to set a high standard for all early childhood education programs.
“It is important for teachers to use developmentally and individually appropriate strategies that take into consideration children’s differing needs, interests, styles, and abilities” (Ostrosky & Jung, 2004, p. 2) is a truthful and respected statement for teachers and parents to clearly understand how the quality of teaching holds the key for a child’s future. What a teacher brings into the room, being a matter of mood or approach, can undeniably affect the child in a positive or negative sense. This is my child’s life, their future, and their well-being that I am responsible for and entrusting this same responsibility to another, to be pursued faithfully. Dependent on the relationship and trust the teacher develops with my child can ensure a positive holistic outcome. This leads me back to the Te Whāriki and the principles, strands, and goals that form the curriculum and how the teacher must obey and implement these for the holistic wellbeing of my child’s life.
Education Philosophy is very important to teacher , we need to use their education philosophy to teach children . The children learning the necessary .
Children’s academic performance in schools is not only based on the type of schools attended by them, children exposed to early education are expected to outperform those that were not. This paper focused on Philosophy of Early Childhood Education with interest on whether Children with early education perform well academically than those that do not. In most countries in West Africa, parents take their children to preschools before going through primary education. This preschool education usually prepares them not only academically but also socially for primary school education. Several striking changes in behavior are linked to children’s growing sense of their identity and increasing independence at preschools. Children
For my second observation of an early childhood education institution I visited the daycare called Los Ninos Child Development in Napa. The classroom consisted of 10 to 15 children. The type of program at Los Ninos Child Development school is what I will call a “traditional” daycare or preschool. When I walked into the classroom of Los Ninos Child Development children had just arrived at school. The students were hanging up their coats, saying, goodbye to their parents, and finding an activity to play with before the day would officially begin. Some of the children are putting puzzles together, others are playing the game “Ant in the Pants,” others are cutting fun shapes out of construction paper, some are playing legos, and others are panting doing some art with their hands. So I looked around the class to see who got my attention to pick them if it was going to be a boy or girl. All the children are beautiful and cute, but a lovely little boy got my attention he has beautiful brown eyes with big curly eyelashes so cute and he is always smiling at everyone, he is a little bit chubby and tall. He looked at me and gave me a big smile. So I picked him, his name is Rolando, he is a 3yrs. 6months old. And he is playing with a group of children. “Ant in the Pants.” Him and classmates participated in theses and similar activities for about 10 minutes, to give time to other kids to arrive to class and the teachers prepare the food to give them breakfast. Rolando is playing