The NYS Early Learning Guidelines were created as a reference guide by the Early Childhood Advisory Council (ECAC) for those who are responsible for the care and education of young children. These guidelines can help early childhood professionals with learning and developing their skills in order to foster children’s growth and development. The guideline focuses on the five domains: Physical well-being, Health and Motor Development, Social and Emotional Development, Approaches to learning, Cognition and General Knowledge, Language, Communication and Literacy. Each of these domains are separated by milestone that children, generally, accomplishes at a certain age. The three age groups are Infancy (birth to 18 months), Toddlerhood (18 months to 3 years) and Preschool (3 to 5 years). These guidelines can assist teachers with helping children cross milestones but at the same time, not rush development. There are strategies that can help teachers along the way. The guideline I chose is Reading: Alphabetic Principles under Domain V Language, Communication and Literacy Domain V focuses on children’s ability to communicate how they feel and what their thoughts are. There are indicators that are listed for children and strategies for early childhood professionals to foster development and learning.
As a teacher, I would focus on one letter per a week. I would have it as part of my daily lesson plan. The first indicator under the Alphabetic Principle is children should be able to recite all the letter of the alphabet. One way I would teach children the alphabet is by singing the alphabet song. Children first hear this song as infants. At the begin of infancy we are already starting to teach children letters. I would use the song as part o...
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...nt out classmates whose name beings with “D” and objects in the classroom. I can prepare a box with objects that begins with “D.” I can incorporate the letter in other activities throughout the week. For arts and crafts, I can have them each color a picture of a dog and I can hang it up on a weekly activity board. For math, we can use blocks to create the letter “D.” They can use the manipulatives to form the letter shape to show that they can identify the letter. I would incorporate the letter of the week in different daily activities, not the same one each day, because I do not want them to lose interest in the letter. ECAC suggest using alphabet puzzles to encourage learning. This is a great idea because children love to play with puzzles. Alphabet puzzles can help them learn the Alphabet in order, the shapes of each letter and each letter has an individual name.
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
Phonemic Awareness and Alphabetic Principle in addition to Phonics and Decoding Skills provide students with early skills of understanding letters and words in order to build their reading and writing skills. Students will need to recognize how letters make a sound in order to form a word. While each word has a different meaning to be to format sentences. While reading strategies for Reading Assessment and Instruction, I was able to find three strategies for Phonemic Awareness and three strategies for Alphabetic Principles which will provide advantage for the student in my research and classroom settings.
The United States faces serious problems that effective early education can help alleviate, most notable high rates of school failure, dropout, crime, and delinquency, as well as far too many youth who are not well prepared for the workforce. From 35 – 45 percent of American children are poorly prepared to succeed in school at kindergarten entry (Barnett & Frede, 2010, p. 22). Children begin learning the day they are born and brain development is vital in their early years. Children gain most of their initial pre-academic skills up to age six; during these crucial years of development it is said that the majority of a child’s brain is developed. So with this said, the area of focus for this research project is to describe the effects of the Early Learning
Looking at the Early Learning and Development Benchmarks is a daunting task because of how long it is. Once you really dive into reading and looking at it, you begin to see how truly valuable these are to those who care for and teach young children. These Benchmarks recognize the importance of the first five years of life in a child and how children at this age rely heavily on adults for their development and learning. These Benchmarks do not follow any one theory, but blend together all of the different theoretical perspectives with scientific research.
Early childhood education, although constantly evolving, was actually established and practiced as early on as the times of Ancient Greece and Rome. The foundation that early childhood education is based upon is to instill in children the skills needed to succeed later on in life, while making sure young children enjoy their time in schooling. Throughout chapter 3 in the textbook Who Am I in the Lives of Children, the reader is capable of evaluating just how greatly the methods for teaching today’s youth have evolved and changed for the better.
Literacy is most commonly understood as reading and writing. But before children can read and write, they need to learn about sound, words, language, books and stories (Raising Children, 2015). Children begin to develop and gain knowledge quite differently and with support and developmentally appropriate learning skills children will also come to understand the connection between letters and sounds. Literacy development or early literacy is the most essential in the first three years of life as it the earliest experience children have with language, sound and the positive interactions between child and adult. Vygotsky (1978) believed in how children developed, and the important role of adults in leading child’s early development. The interactions
Driscoll, Amy; Nagel, Nancy G. (2008). Early Childhood Education, Birth -8: The World of Children, Families, and Educators. Pearson education Inc.
The first section of the Code specifically addresses our responsibilities to young children. Its twelve ideals emphasize the importance of basing program practices on knowledge of child development and remind early childhood educators that they are responsible for creating programs that meet the developmental needs of all children in ways that respect their culture, language, ethnicity and family structure. The twelve principles in this section of the Code describe practices that are required, permitted, or prohibited as we work with young children. It is this section of the Code that I find the most challenging.
In this reflective analysis of NAEYC Standard three, Observing, Documenting, and Assessing to Support Young Children and Families, I will first reflect on my growth, as an early childhood professional, during my course of study. Secondly, I will address my strengths related to the standard and discuss areas in need of further professional development. Finally, I will outline my goals for future growth and development. Early childhood educators demonstrate professional competence by understanding the role of assessment and the various methods of assessing student learning, including observation, documentation and standardized testing. These assessment strategies, along with partnerships with parents, can support students in their development and growth, by informing instruction and evaluating instructional practices.
Teachers must pay attention to presenting to their students, is very important in their education. If the student finds it too much of challenge there will give up and if it’s too easy there will be bored. An example of teaching strategies is scaffolding strategic support that teachers provide that allows children to complete a task they could not accomplish independently (Vygotsky, 1978; Wood, Bruner, & Ross, 1976). Teacher needs to plan out a task according to the child ability to help they respond and engaged the lesson there increase their independent performance in school. It creates an understanding of English is pronouncing and how to read, both of these skills are important in life. By making these an important part of early child development it reinforces these
National Center for O*NET Development . (2010). Preschool and Childcare Director. Retrieved November 12, 2013, from O*NET Online: http://www.onetonline.org/link/summary/11-9031.00
U.S Department of Health and Human Services. (n.d.). Retrieved from Early Childhood Learning and Knowledge Center: http://eclkc.ohs.acf.hhs.gov/hslc/ecdh/eecd/Domains%20of%20Child%20Development/Social%20and%20Emotional%20Development
The four learning goals are: knowledge (consists of facts, concepts, ideas, and vocabulary), skills ( small units of action that occur in short period of time), disposition ( respond to certain situations), and feelings ( emotional states) ( Katz 2003). With an successful care giving and early education, it can bring an positive outcome to a child’s life. What a child learns in their early years are things that will continue to helps them along in their future in school and in the real world. When a child is introduced to early childhood education, they can enhance many benefits from it. The benefits that a child will encounter when set into an early education program are: they are less likely to be antisocial and repeat a grade, achieve higher levels of achievement, are more likely to graduate from high school, be more prepared to enter school, and have higher IQ’s (CPPP1999). Early education can help a child show their abilities from learning to their parent and teacher which will help the parent and teacher have positive expectations for the child. In an personal interview with five year old Cochran (2003) said, “ I like showing my mom what I learn. My favorite thing that I have learned is the alphabet in sign language. I have twenty new friends.” As a child starts to grow in life, their first three years is when their brain development increases most. By the age two, the brain has grown about 75 % of it’s adults weight, and by the age five it has reached to 90% (Steinberg 1995). Interaction is a go...
Bredekamp, S., & Copple, C. (2009). Developmentally appropriate practices in early childhood programs. Washington, DC: National Association for the Education of Young Children.
SHANNON LOCKHART (2012) 'Supporting Communication, Language, and Literacy Learning With Infants and Toddlers', 26(3), pp. [Online]. Available at:http://www.highscope.org/file/NewsandInformation/Extensions/ExtVol26No3_low.pdf(Accessed: 18-Mar-2014).