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Culture and early childhood education philosophy
Culture of dominican republic
Culture and early childhood education philosophy
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Throughout this paper you will learn about Early Childhood Education in a Foreign country. The background of the country, their culture, their government, and education system. While on the journey of getting ready to become an Early Child Educator it is important to learn more about the diversity and different teaching styles that some of your students or parents might come from. Learning about different cultures and teaching styles will help you better understand and communicate with you students and parents.
I opted to research Early Childhood Education in the Dominican Republic. The nation did not relish full independence until 1844, when it emerged from twenty-two years of vocation by Haiti; this liberation came later than that of most Latin American countries. (unicef.org). The Dominican Republic has faced many hardships and perpetuates to emerge being an independent country. “It has been estimated that the country's total population in mid-1990 will total remotely more than 7 million. Magnification had been high since official census taking commenced in 1920. The rate peaked during the 1950s at 3.6 percent per year. During the 1960s and the 1970s, the population grew at 2.9 percent annually; by the mid-1980s, the rate was thought to be roughly 2.5 percent.” (unicef.ogd). In the past four decades the birth rate has astringently decremented due to woman utilizing contraceptives, because the population is so sizably voluminous in the Dominican Republic there is a high desideratum for edification. Education is the most paramount building block in every person’s life, without Education you cannot get an authentic vocation and build a life.
Dominicans have migrated from rural areas to the cities. The capital, Santo Domingo, ha...
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...in the Dominican Republic they teach the children the history of the Dominican Republic as well as other countries one of them being in the United States. Although the Dominican Republic is considered a third World country they are very rich in their culture and it is impressive that regardless of different difficult events the country might encounter for example the Hurricane George. When Hurricane George hit in 1998, the funding became scarce before and after. The damages to the school facilities were numerous and the Dominican Republic continues to recover. There are parents that work hard to be able to send their children to private schools in order for their kids not to miss out on their education. Regardless of the poverty and dropout rate the Dominican Republic adult literacy rates at 83%. , what the http://www.everyculture.com/Cr-Ga/Dominican-Republic.html
Meyers, M.K. & Gornick, J.C. (2003). Public or private responsibility? Early childhood education and care, inequality, and the welfare state. Journal of Comparative Family Studies, 34, 379-411.
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.
Hedges, Helen. ""You Don't Leave Babies on Their Own": Children's Interests in Early Childhood Education." Early Education. Ed. Janet B. Mottely and Anne R. Randall. New York: Nova Science, 2009. N. pag. Print.
Mountain ranges divide the Dominican Republic into three regions, Northern, Central, and Southwestern. There are seven major drainage b...
Education tends to play a big role in life, especially in America. Though school supplies and uniforms tend to get expensive, by law, children are required to go to school. Americans send their children to school for an average of eight hours a day five days a week. Students learn mathematics, language arts, social studies and science as well as fine arts and health. Although students in America do get a good education in private and public schools, other countries are not as lucky. Latin American countries struggle every year due to insufficient funding for public and private schools. Most Latin American children receive little to no education, and if they do receive an education, it is not a very good one. On average very few students in
In the 1980s, child care was back on the national agenda due to the education reform movement (Tejada, 2010). Tejada further disclosed that several states even launched pre-kindergarten programs for disadvantaged children. Why the Need for Universal Preschool Two-thirds of 4-year-old children in the United States attend preschool, as well as 40% of 3-year-olds (Tejada, 2010). Half of those are enrolled in a public program, such as state prekindergarten (preK), Head Start, or special education, and the other half are in a private program (Adams, 2009). Despite such a large enrollment of children in these programs, there is still a handful of children who are missing out on obtaining a head start in obtaining a good quality education.... ...
Driscoll, Amy; Nagel, Nancy G. (2008). Early Childhood Education, Birth -8: The World of Children, Families, and Educators. Pearson education Inc.
From the perspective I have at this stage in my journey in the early childhood education field, I would like to share what I have come to value and believe in regards to early learning and care by looking at my philosophy statement. To begin we will look at the statement and highlight three key features and find out why they are important to me, then we will see what they will look like in my practice, and lastly we will examine these ideas closely by looking at where they originated. By taking an in-depth look at my philosophy statement we will better understand the motivation behind my practice which I hope to continue to refine and refresh as I gain more knowledge and experience.
Curriculum is the organized framework that explains the content that children are to learn, the processes through which children achieve the identified curricular goals, what teachers do to help children achieve these goals and the context in which teaching and learning occur. The best curriculum for early childhood teacher is developmentally appropriate curriculum that allows teachers to set-up an effective learning environment for children.
National Center for Children in Poverty. Early childhood education. n.d. - n.d. - n.d. Retrieved 08 2010, from Wikipedia: http://en.wikipedia.org/w/index.php?title=Early_childhood_education&oldid=377988928. Erikson’s Stages of Development. a.
According to The World Bank, Cuba has the best education system of any Latin American or Caribbean Island nation, a hallmark of the success of Cuba’s education system is Cuba’s near universal literacy. In Cuba education is mandatory for children ages 6 to 16. In Cuba the government
Thanks to the development of health care and education, lots of people had a chance to have a normal childhood without suffering from illness, poverty and a bad social environment. But it wasn’t as easy as it looked from the first look. The traditional family has changed, leaving space for such institutions, as kindergarten and school. On the one hand, for children, this wasn’t so bad. Professional teachers gave a much better education than anybody could receive at home.
According to a report by the United States Educational, Scientific and Cultural Organization (UNESCO), Nicaragua has the largest youth bulge in Latin America with more than 2 million school-aged children (Lakhani 1). The report further shows that about 500,000 Nicaraguan children aged between 3-17 years are not in any educational system. Even though primary education is free and mandatory, schools are situated far away from rural areas and usually underfunded. The children from rural areas are forced to drop from school because their parents cannot afford the cost. According to Franzoni and Voorend (999), some 20 percent of individuals are illiterate, 80 percent of the economically active population are classified as vulnerable workers, and 70 percent of the population lives below the poverty
Children around the world vary in their opportunities to education because of factors including culture, socioeconomic conditions, and policies. Poverty disadvantages education in that it results in difficulties with expenses, poor resources, few transportation opportunities, poor technology, crammed schools, little individual attention and support by teachers and or parents (Frankema 2008). Health problems also affect children’s abilities to take opportunity of primary education (Frankema 2008). Cultural and economic expectations also negatively affect many kids, as girls may be expected to do domestic work and boys to do outside labor; child labor take educational opportunities away (Torche 2010; Frankema 2008). Also, many governments in Latin America have neoliberal policies that favor economic development have cut social and education spending, negatively affecting the educational opportunities and achievement of children.
Early childhood education plays a key role in a child’s academic development because he or she learns soft skills, job skills, and develop positive traits. Preschool is not like kindergarten, but instead a stepping-stone that prepares young students for the years of schooling they will have later in life. As more schools began to open families wanted to be able to verify that programs would benefit and protect their children. In response, the National Association for the Education of Young Children was made to help families find the best care for their children, by providing the early childhood educators with training and ensuring the quality of children’s daily experiences. (“NAEYC”5).