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The Early Childhood And Education Forms The Foundation For Learning

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Question:

How To Explain Early Childhood And Education Forms The Foundation For Learning?

 

Answer:

Introducation:

The realization for early childhood education and learning existed from the very beginning it has grown in recent years. The early childhood and education forms the foundation for learning, develops the cognitive and non-cognitive skills, which will prove beneficial in the future. The cognitive and non-cognitive occur in the early childhood. Therefore, the pedagogy followed by the childcare centers plays a very critical role in providing in a child’s development. Children in the first two years not just grow physically they develop cognitively   Children of age 0 to 2 yrs learns by exploring things on their own, throw, drop, shake and put things in their mouths. Their major learning happens from 8-12 months, these developments are, object permanence, the understanding that there are things that exist even it cannot be seen. As the brain of the infants grow their ability of communication, understanding and producing sounds also develops. They learn at this stage through their sense of hearing, seeing. They try to process these sounds and sights. Studies have shown that children are capable of learning multiple languages because their developing brain allows them to grasp things at as faster rate.

Pedagogy means the professional practice of educators towards the learning and development of   Children at these stage mostly remain at home so their educators are their parents, in case of working parents educators are hired. In order to make a learning methodology the educators and parents need to build a respectful relationship among them. They should work and coordinate together. Educator’s perception and professional judgments play a very important role in the pedagogy, it determines their professional knowledge and skills, knowledge of children, families and communities, awareness of how their beliefs and the impact of their values on a child’s learning. There are several theories about early childhood learning. The educators draw perspectives in their curriculum which includes, developmental theories that describes the processes of change in a child’s learning and development, socio-cultural theories which suggests that families have a major role to play (Siu et al., 2015). Behavioral theories suggest that experiences shape a child’s behavior. Drawing from various perspectives the educators can change the traditional way children are seen and the way they are taught. It motivates the educators to investigate the reason behind the acts of children, recognize the theories and beliefs used.

 


Developmentally appropriate practice is an approach for early child learning based on the studies, in what age a child develops and learns and what an effective early education is. The aim of Early child learning is to encourage optimal development. It involves educators visiting small children from 0 to 2 yrs and teach them how to behave in a group and as an individual, this is a very difficult and challenging part for both   child and educator (Duncan &Goddard, 2016). Developmentally appropriate practice DAP is the pillar stone for all the works of NAEYC, which includes publication, traing programs, conferences, accreditation of child, care programs. The lives of the young children are so connected to their families and the communities they grow, research suggests that the success off early childhood learning depends upon the coordination of their parents and educators (Melhuish et al., 2015). A well-prepared educator have a deep understanding of the diversity of family and community features and the various on the families and communities that ends up putting an lasting impact on the child. Socio-economic conditions like family structures, relationships, stresses and support, language, values, community resources, ethnicity and a very good understanding of lives of young children. Educators have knowledge and skills required to help involve families through respectful and reciprocal relationships. Educators know how to make positive relations, consider the preferences of families, their goals (Wagner, Wallace & Rogers, 2014). The educators show respect to the diversity in cultures. Educators work hard in building up a strong and effective pedagogy for the children. While developing the curriculum they realize that every child learns in way that is culturally and personally familiar to him (Sandstrom et al.,2014). To make a curriculum effective it has to be free from all kind of biasness about religion, culture, gender, ethnicity or economic or physical status. They play a very crucial role in giving opportunities to the children to learn, create and resolve issues so that they can develop their knowledge further (Browne et al., 2017).  In order to make a child learn new things, intentional arrangement of the surroundings is required throughout his daily routine. Teacher-child interaction is very important they teach young children to respond. Teachers need to care about the interests of the children and their level of development, progress they are making. Social and emotional development also helps in successful learning outcomes (Lindsay et al., 2017).

According to a report by World Health Organization’s commission on the Social Determinants of Health, home environment allows sensory simulation, interaction and language development and physical activities improves a sound and healthy development of a child. There should be interactions between parents and children  because most time children from the age of 0 to 2 spend with their parents, a healthy parent child relationship enables healthy cognitive development of the child, this will also help them in building positive relations in the society(Hyson & Tomilson, 2016). Experiments have been conducted to evaluate mother’s behavior could allow a healthy child learning. Parenting practices puts a lasting and effective on social and cognitive learning outcomes. Young children are too young learn complex things, so whatever they learn is by observing and using other senses, to make them learn there should be more emphasis on a kind of teaching practices that create such experiences which they first understand by using their senses(Kuschsner, 2015). For an instance if a bell is rung in front of a child, the sound will make the child learn that if the bell is rung is would make a particular sound. Further the the child based on hi experience like or dislike the sound so it might happen if the child did not like the sound he might hate the bell. Another way a child can be taught is by making the learning process interesting, if they enjoy they will learn faster. So playing and teaching simultaneously can help the educators provide better learning programs, this is very helpful for children aged 1 to 2 (Johnson, 2014). Continuous interaction with young children helps in positive cognitive growth, lack of guidance might end up changing their perception towards their surroundings and will result in adverse learning outcomes. This is the reason, working parents they often hire educators who can help their children learn in a positive manner.

There are certain limitations to this practice as well. The first being many parents who do not hire educators nor they give healthy learning to their children so they are not benefitted by these practices, so the most important thing is that parents needs to be informed first that how they can give an healthy environment for their child’s learning and development (Fawcett &Watson, 2016) . Another limitation is that the educator is not efficient enough to successfully implement the DAP. Parents at times they hire educators but do not give sufficient time and efforts from their side. The development here is not that successful and learning outcomes are less effective (Kaufman, Kaufman & Nelson 2016)

 

References

Bowne, J. B., Magnuson, K. A., Schindler, H. S., Duncan, G. J., & Yoshikawa, H. (2017). A    Meta-Analysis of Class Sizes and Ratios in Early Childhood Education Programs: Are Thresholds of Quality Associated With Greater Impacts on Cognitive, Achievement, and Socioemotional Outcomes?. Educational Evaluation and Policy Analysis, 0162373716689489.

Duncan, S. F., & Goddard, H. W. (2016). Family life education: Principles and practices for effective outreach. Sage Publications.

Fawcett, M., & Watson, D. (2016). Learning through child observation. Jessica Kingsley Publishers.

Hyson, M., & Tomlinson, H. B. (2014). The early years matter: Education, care, and the well-being of children, birth to 8. Teachers College Press.

Johnson, J. (2014). Becoming An Early Years Teacher: From Birth To Five Years. McGraw-Hill Education (UK).

Kaufman, S. R., Kaufman, M. J., & Nelson, E. C. (2016). The Pre-K Home Companion: Learning the Importance of Early Childhood Education and Choosing the Best Program for Your Family. Rowman & Littlefield.

Kuschner, D. (2015). Play and early childhood education. The handbook of the study of play, 287-298.

Lindsay, A. C., Greaney, M. L., Wallington, S. F., Mesa, T., & Salas, C. F. (2017). A review of early influences on physical activity and sedentary behaviors of preschool?age children in high?income countries. Journal for Specialists in Pediatric Nursing.

Melhuish, Edward, Katharina Ereky-Stevens, Konstantinos Petrogiannis, Anamaria Ariescu, Efthymia Penderi, Konstantina Rentzou, Alice Tawell, Paul Leseman, and Martine Broekhuisen. "A review of research on the effects of early childhood education and care (ECEC) on child development." (2015).

Sandstrom, H., Benatar, S., Greenberg, E., Hill, I., Howell, E., Triplett, T., ... & Ho, J. (2015). Welcome Baby Home Visiting Findings from the 36-Month Child & Family Survey and 3-Year Longitudinal Results.

Siu, N. P., Too, L. C., Tsang, C. S., & Young, B. W. (2015). Translating evidence into practice: Hong Kong Reference Framework for Preventive Care for Children in Primary Care Settings. Hong Kong Med J, 21(3), 261-8.

 Wagner, A. L., Wallace, K. S., & Rogers, S. J. (2014). Developmental Approaches to Treatment of Young Children. Handbook of Early Intervention for Autism Spectrum Disorders: Research, Policy, and Practice, 39
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