By Suzanne L. Krogh, Kristine L. Slentz
This article appears at careers in early schooling, what it truly is wish to be a instructor or caregiver this present day, offers historic and philosophical views of the sphere, compares and contrasts modern versions of ECE, examines cultural and person changes that confront and problem lecturers, and gives professional and con debates of present matters.
Read Online or Download Early Childhood Education: Yesterday, Today, and Tomorrow (Lea's Early Childhood Education Series) PDF
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Extra info for Early Childhood Education: Yesterday, Today, and Tomorrow (Lea's Early Childhood Education Series)
It is understood that these are standards to which only accomplished, experienced teachers should be held. Think of them as goals for your not-too-distant future. They are presented here in brief summary form; actual descriptions as available from the NBTPS or NAEYC appear in much richer detail. • Understanding young children. There are three ways in which teachers need to understand their children: They must have a knowledge of universal principles of physical, social and emotional, and cognitive development; they need informed awareness of the roles that culture, history, and the values of community and family have in children's development and learning; and they must know the attributes of the children in their own classrooms.
They make curricular and environmental alterations as necessary, knowing when to seek assistance from others, including the families of these children. • Assessment. Teachers need to judge the effects of their work and make decisions about the things that happen next in the classroom. They are also accountable to children and their parents as well as to the general public. Teachers of young children know that assessment of their work must go on daily as they observe youngsters working and playing, interacting socially, engaging themselves physically, and gaining cognitive knowledge.
This is definitely not the case! Young children are egocentric, as yet unable to see things very well from another's point of view. They haven't yet developed much skill at patience and want their way n-o-w. Although they will bend to the will of an authority figure while he or she is in view, they often revert to their own desires once the authority isn't looking. Furthermore, they are in constant motion, but tire quickly, and are impulsive rather than planful in their actions. It takes a skilled professional to know how to attain an atmosphere of well-managed calm in a classroom of younger children.