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The role of environment on early child development
The role of environment on early child development
How does the environment affect the child's learning
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The purpose of this assignment is to critically examine and discuss about the document of National Quality Standard (NQS). This assignment will provide an insight into various theoretical perspectives and demonstrate an understanding of the importance of teacher’s presence as an integral component of the learning environment in facilitating and scaffolding children’s learning. This essay will examine the National Quality Standard and discuss about how physical environment, staffing arrangements, and building positive relationships with children can directly impact on children’s learning and development in the early childhood settings. The National Quality Standard establishes a national benchmark for the quality of education and care services. It provides great opportunities for families to have a better understanding of the quality service. This also allows families to make the right decisions about the services that provide the best education and care to their children. In the National Quality Standard, there are seven standards that provide children the quality of education and care services. These seven standards are educational program and practice; children’s health and safety; physical environment; staffing arrangements; relationships with children; collaboration partnerships with families and communities; leadership and service management (Australian Children’s Education and Care Quality Authority [ACECQA], 2013). The National Quality Standard aims to support and foster the safety, health and wellbeing of children. It also aims to provide high-quality educational programmes to achieve positive outcomes for children. To add on, families will have a better understanding of the programmes and will be able to differentiate an... ... middle of paper ... ...G., Lero, D., & LaGrange, A. (2006). Towards a predictive model of quality in Canadian childcare centers. Early Childhood Research Quarterly, 21, 280-295. Hartman, H. (2002). Scaffolding & cooperative learning. Human learning and instruction. New York: City College of City University of New York. Isbell, R. & Raines, S. (2003). Creativity and the arts with young children. New York: Thompson Delmar Learning. Landy, S. (2002). Pathways to competence: Encouraging healthy social and emotional development in young children. Baltimore, MD: Paul Brookes Publishing. MacNaughton, G. (2003). Reflecting on early childhood curriculum. England: Open Rodd, J. (2006). Leadership in early childhood (3rd ed.). Crows Nest, N.S.W.: Allen & Unwin. University Press. Smith, P., Cowie, H. and Blades, M. (2003). Understanding children’s development (4th ed.). UK: Blackwell Publishing.
The Language of Art by Ann Pelo describes the inquiry-based studio practices in early childhood settings. When I started to read chapter six I traced a lot of words ,as going through the few pages I came across this word called “children’s pursuits” at the very beginning of the first question of how do we grow a culture of inquiry (Pelo,2007,p.109) . I choose this word because it is challenging for me during my first practicum placement, illustrates the heart of this chapter and guides me as an Educator to facilitate my learning for future preparation. It literally impacts our learning and pedagogical styles when we recreate art activities for children.
CSEFEL is currently performing a study which is across multiple sites (conducted by both Vanderbilt and the University of Florida), with samples currently exceeding 500 children and about 40 teachers. They are expecting to find that when early child care professionals are trained in the Teaching Pyramid, challenging behaviors are reduced in their classrooms. This will be measured by changes in the TPOT data over a two-year period (eight points of data collection), which may demonstrate a decline in challenging behaviors over time, as compared to the control group of teachers not utilizing the Teaching Pyramid. They are also expecting that when all teachers in a preschool are adopting the Teaching Pyramid methods, there will be greater fidelity of implementation (Hemmeter & Fox, 2009). With this, they expect a greater decline in challenging behaviors and increased fidelity of the teachers’ implementation of Teaching Pyramid methods, as evidenced by the TPOT (Hemmeter, Fox, & Snyder, 2013). (10) In addition to its utility as a fidelity measure, the TPOT also serves as an outcome measure as it collects information on challenging behavior incidents and the teacher’s management of these situations. They are measuring challenging behaviors over time through collecting TPOT data
Child Observation Record (COR) is the checklist that evaluates children’s learning in the five content areas. Each day, teachers observe children at play in natural and authentic situations and then take notes about children’s behavior. These records are gathered to help teachers evaluate children’s development and plan activities to help individual children and even the whole classroom make progress. For teachers, the Preschool Program Quality Assessment (PQA) is used to evaluate whether the whole High Scope program and the staffs are using the most effective classroom and program management
There is a problem in Texas impacting children’s futures; many childcare centers and homes are not providing children with quality care. In an article about cost and quality in Texas childcare, child development experts Susan Eitel and Joyce Nuner quote a study stating “that [nationally] only 10% of infants and toddlers are in high quality [childcare] programs” (34). The term ratio describes the number of children one caregiver is watching. This number is one of the major factors in the quality of a childcare program. Organizations such as the National Association for the Education of Young Children know as NAEYC release recommendations regarding ratios and accredit programs based on their compliance. Childcare centers and homes must comply with certain minimum standards enforced by Texas regarding ratios; however, these standards often set the bar lower than recommendations made by these early childhood experts. The current standards in Texas do not ensure that all young children receive quality care; for this reason, the Texas Department of Family Protective Services should strengthen the minimum standards regarding ratios to better regulate the quality of care children receive.
Teaching using creative methods can help develop the whole child. It can make learning experiences more exciting, more relevant, create different contexts for learning, al...
"Child Care Quality: Does It Matter?" LifeSkills 1 (Dec. 2000/2001): 4.Http://www.danrpeoplelinks.ucr.edu/nb3/lib/ls_1_4.pdf. University of California. Web.
Beaty, J. J. (2014). Observing development of the young child. Upper Saddle River, NJ: Prentice Hall.
Children who participate in quality early learning programs tend to be more successful later in school. They are also most socially and emotionally competent. In addition those children show higher verbal and intellectual development during early childhood than children who do not participate in early learning programs (A Parent’s Guide to Choosing Quality Child Care). In order for a child care center to be a quality center they must have an educated staff, a program accreditation, and good health and safety practices. Parents choose high quality child care for many reasons. These programs prepare children for school in which they gain intellectual and social skills. Also the programs are a good opportunity for children because they receive age-appropriate learning materials and activities to let the children learn and grow.
As stated in the National Quality Standards (2013), “the expertise of families is recognised and they share in decision making about their
It’s been noted that recent studies specify that “more than half of all 3-5-year-old children in the United States attend child-care centers prior to kindergarten” and “Given these high usage rates, the quality of these early child-care experiences has become an important public policy issue” (Peisner-Feinberg 2001). It is believed that part of the issue is a result of parents not knowing what the primary purpose of daycare/child care facilities are and what high quality daycares consist of in considering a their child should attend.
Early childhood education is a very important step during a child’s educational career. This is the level where the entire framework is laid. The four major areas of development are further defined ...
Nunan , S. (2009). Creativity and the arts in the primary school. Irish National Teachers’
Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S., & Yazejian, N. (2001). The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade. Child Development, 72(5), 1534.
Creative Arts in early childhood education refers to children’s participation in a variety of activities that engage their minds, bodies and senses (Sinclair, Jeanneret & O’Toole, 2012; Kearns, 2017); to inspire all children with the opportunity for creative and imaginative expression. Duffy (2006) and Sinclair et al. (2012) state that creativity is the process where children use their imagination to problem solve, develop new ideas, independence and flexibility to accomplish tasks. Furthermore, when educators foster creativity, they are assisting children in making meaning through play and developing their growing capacity to communicate, collaborate and think critically to meet the demands of life in the 21st century (Duffy, 2006; Korn-Bursztyn, 2012; Sinclair et al., 2012).
Ministry of Education. (1998). Quality in action te mahi whai hua: Implement the revised statement of desirable objectives and practices in New Zealand early childhood services. Wellington, New Zealand: Learning Media.