Chapter two discusses various theorists that helped to mold and shape early childhood education to where it is today. There are several different theorists that contributed to the development of early childhood education. Some of these theorists include Alfred Adler, Jean Piaget, Lev Vygotsky, and John Dewey. Each theorist developed a unique theory that has caused early childhood guidance and education to flourish like it has today. Without learning and building on these theories, early childhood guidance and education would never develop or change. The chapter explains how some theories may seem strange to the contemporary families, but these theories are the foundation of how early childhood education got to where it is today. The book goes
It is crucial for educators to value, understand and incorporate every child’s cultural diversity in the classroom (The Early Years Learning Framework Professional Learning Program, 2011). This means educators needs to deal with any bias beliefs they might/may hold. For example, some children might not participate in the classroom because
Saumya Patel is 5 years old. He attends Kindergarten at Sumter County Primary School in the Sumter County School System. Saumya is very intelligent, and is very far ahead of many of the students on his level. He is very independent, and he is very capable of doing many things on his own. Saumya sometimes questions why he sits in a kindergarten classroom with his intelligence. He does not understand why some of his classmates act their age.
InTASC Standard #2 (Learning Differences) states, “The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high
I am a student at Florida Atlantic University studying early childhood education. I am enrolled in EEC 3214 class this semester; the class is called designing and implementing a blending curriculum: birth to age eight. I am required to complete a field experience assignment at a preschool. I will observe young children ranging from three to five years old. I assure you that I will keep all information confidential. In addition, I reassure you that I will not share the information collected outside of my course and that no identifying information will be shared. I will respect and follow all the school’s policies and procedures in a professional manner.
This first chapter has quick insights of how Cultural Competence could be so effectively with children. What this chapter made me recognized is that it’s essential to building a relationship with students. As the text points that students may be more comfortable with a teacher of their own background, regardless of the teachers background the true success of having a learning environment is based on a sensitive, caring and committed teacher. Having teachers getting to know their students would be encouraging for a teacher-student relationship student might discovery acceptance and comfort in having someone who provides stability and structure by getting to know them. Additionally, teachers should not be scared to permit themselves to be taught
Before deciding to pursue my Associates Degree in Business Administration I too was trying to receive my degree in Early Childhood Education and Development. I have a 2 year old daughter so I realized my passion for being a mother and I had decided I wanted to teach preschool. My reason for deciding to change my associate degree was for more opportunities for advancement and income. I find it incredible that you are a nanny, it probably takes tons of patience and also extremely fun.
Being culturally proficient means that you are able to effectively respond to issues that arise from diversity in many cultural settings (Lindsey, Robins, & Terrell, 2009). A person's level of cultural can be described using the Cultural Proficiency Continuum (Lindsey et al, 2009). In the book White Teacher, the author Vivian Gussin Paley, explores her experiences as a teacher and how these experiences helped her gain cultural proficiency and move upwards on the cultural proficiency continuum.
Furthermore, I understand that in order to create a curriculum that tis culturally responsive it needs to reflect the diversity represented in the classroom. When we work in a partnership with children’s families children are able to make a connections between school and home. Also, they feel they are valued and respected. For instance, when we invite parents to volunteer they are able to share songs, books, pictures, and other valuable information about their culture. We are also able to include many of these materials in the classroom which allows us to reflect children’s
The main idea for Concha Gaitan’s article, Culture, Literacy, and Power in Family-Community-School-Relationships, was to highlight the importance of home and school relationships and the affects it has on children’s learning. In her 15-year research, she has found that parent involvement is vital in the education of their child. When parents are engaged in their child’s education, the student’s achievement improved drastically. Their achievements also improved when parent-school partnerships were apparent. Gaitian identified three types of relationships that are shared between family and school: conventional, culturally responsive family-school-community connections, and empowerment.
In the article, by Sophia Han Heejong, “No Child Misunderstood: Enhancing Early Childhood Teachers’ Multicultural Responsiveness to the Social Competence of Diverse Children,” there are more and more culturally diverse children in our classroom but not enough teachers that are knowledgeable of social cultural differences. In the "Code of Ethical Conduct and Statement of Commitment" article, states that teachers should commit to using ethical knowledge to teach the children appropriately based on their individuality. The children are taught through interaction with one another using different social cues taught by their parents or from their culture growing up. Culture helps define a lot of the skills, context, and expectations in a social
Southern Cross Early Childhood School is located on Wirraway Crescent in Scullin, ACT, 2614. The school has approximately 213 students over ten classes, four pre-school, three Kindergarten, and three composite 1-2 classes from birth to eight years of age. There are approximately 30% of those students who has a disability delay. The school is on the land of the Ngunnawal people, which include 9 Aboriginal families. The school acknowledgement to country and to the traditional owners of the land is recognised at all school functions, as well as Aboriginal family culture evident all around the school premises. There is also an Art project in the front office of a snake which consists
When educators are culturally competent and gain an understanding of the cultural identities present amongst the children in their care they can have respect and an understanding of the way children and families know, see and live this world. Educators may then celebrate the benefits of diversity and may be able to understand and honour the differences.
In class we had a discussion on the Context Of Development, and a specific domain. We got together and shared our experiences regarding the different developmental context. It is very interesting how the contexts have had an affect on each of us as a child. I can identify the different influences I have had as a child.