Early Childhood Legacy Research Paper

“I know”, talkative, and energetic are three words that describe my five year old nephew, Landon. First, let me tell you a little bit about him and his family! Landon is an only child that lives in a development with a lot of other children. His mother, Jessica, travels for work and is gone most weekends and some week days too. Kyle, his father, is a car salesman and works long days. Landon is often dropped off at daycare by one of his parents and then taken care of after kindergarten by a babysitter. At home he also has three dogs and is very interested in playing baseball.

During my observation at the preschool here at Harper, I looked around and realized a lot of similarities and differences it has; compared to other daycare and preschool centers. The age of children in the room I observed was ages 3-5 with one lead teacher, and depending on the ratio of how many kids showed up on that day, about three or four helping teachers. The program was set up to a very open, happy and overwhelming setting. Every furniture and object in the room had a sign saying what it was, and then underneath the typed out word was the children’s way of writing what the object was. For example, a book shelf was in the corner of the room; on the book shelf was the word printed out “Book

Norton, B. et al. (2011) "Somatic Expressions of Trauma in Experiential Play Therapy" in International Journal of Play Therapy, Vol. 20, No. 3, 138 152.

We had the opportunity to sit-in at two different primary schools, and each provided us with valuable insight into the early education system in Ireland. The first school we visited was an all Irish-speaking Catholic school. The second was an educate-together primary school. The educate-together primary school differed from the educate-together secondary schools we had visited in that they did not require students to wear uniforms. These two schools fundamentally differed in many ways both from the secondary schools and from one another.

Early Childhood Education (ECE) is also nursery education and is a branch of education theory which relates to the teaching of young children (formally and informally) up until the age of about eight. Infant/ toddler education, a subset of early childhood education, denotes the education of children from birth to age two. The history of early childhood care and education refers to the development of care and education of children between zero and eight years old throughout history. Early childhood education has a global scope, and caring for and educating young children has always been an integral part of human societies. Arrangements of fulfilling these societal roles have evolved over time and remain varied across cultures, often reflecting family and community structures as well as the social and economic roles of women and men. Historically, such arrangements have largely been informal, involving family, household and community members. Early childhood education is a board term used to describe any type of educational program that serves children in their preschool years, before they are old enough to enter kindergarten. Early childhood education may consist of any number of activities and experiences designed to aid in the cognitive and social development of preschoolers before they enter elementary school. How and where early childhood education is provided can be very different from one state to the next or even from one school to the next within the same

This paper will track and record the history of a child with special needs. The measures of which this information will be gathered is via interviewing the parent. Child developmental history will begin from birth to nine years of age. The interview will focus on the child’s developmental history as well as, but not limited to, academic interventions, functional performance. The child’s characteristics and behaviors exhibited will be discussed. Throughout the paper, the child will be sporadically analyzed on the basis of two theories of child development.Two articles will be connected to the chosen theories. And finally, recommendations and observations will be

Šolcová, M. Blatný, M. Jelínek, V. Kebza conduct research on relation of temperament and perceived parenting style to adult resilience. They use longitudinal study to find the relationship between toddler temperament and adult resilience, and collect about parental style and adult resilience among participant of longitudinal study. The purpose of the longitudinal study was to find out how early child temperament and parent-child relationships may impact adult resilience. Temperament traits are biological, genetic foundations, presence in primates and social mammals, and appearance in the earliest stages of life (Zentner, Bates, 2008). Characteristics of temperament that emerge in early childhood affect child’s experiencing of the world and contribute thus to forming of the child’s personality (Shiner, Caspi, 2012).

Collecting objects in the natural learning environment is important to children because it arouses their curiosity, peaks their interest, encourages inquiry, and turns them in to budding scientists. Young children are naturally inquisitive and they love to collect all sorts of unique objects of different colors, shapes, sizes, and textures. I was no different when I was about 8 years of age.

Rationale: The class has recently discussed about the five senses (smell, hear, taste, look and touch) this week. To reinforce the topic of five senses, the children will be introduced to sensory boxes. These boxes will contain several familiar objects and textures for the children. (Cotton balls, beads, sea salt, water, play sand, and gak)

I have always believed that I had a strong ability to construct and phrase writings to sound and be grammatically correct. My profession within the field of Early Childhood requires constant written communication to be well formed and structured yet easily comprehendible for others to acknowledge. It needs to be clear and concise with direct formal and informal subject matters.

History is an inquiry process of the past that enhances children’s interest, imagination and curiosity. In early childhood development, historical knowledge is essential for children to understand themselves and others (DEEWR, 2009). In Australian early childhood education, history promotes children to understand the events, societies, and developments that shapes humanity from earliest times (ACARA, n. d.). Historical knowledge helps children appreciate how the people and the world have changed, and the important continuities that exist to the current day (Australian Curriculum, 2013). Through the historical inquiry study, children develop skills such as, critical thinking, analysing, questioning, substantiating and developing interpretations, understanding respect and relationship and effective communication (Touhill, 2012).

Did you know there are many kinds of programs and approaches used in early childhood education? The 20th century was the start of inclusive classrooms and about the idea of education for all. Education in the early preschool years boomed with early childhood development programs. While there are many popular approaches, I find that Maria Montessori and Rudolf Steiner have the reliable strait forward and captivating approaches to early childhood education.

The early childhood years for children are a crucial time for cognitive and social development. Unfortunately, impoverished children are at a greater risk for cognitive and social deficiencies. Previous studies conducted on scaffolding shows that it can support cognitive and social development. Scaffolding is a process when one person supports another in reaching a goal. Typically during the scaffolding process one person is more experienced and the other is inexperienced, such as a tutor and an apprentice. Scaffolding research is also supported by Lev Vygotsky’s zone of proximal development, which involves skills a child is developing, but may need assistance. Scaffolding can occur through verbal and non-verbal language. In

Early Childhood: Born to Aires Johnson and James Dolman on March 18th, 1994, in Peekskill New York. I grew up with four sisters, Shanell is the oldest and she is 25, I am the second oldest. Following after me is Tyra she is 20, Asia who is 19, and Seria who is 12.

In this essay, I will discuss my experience during middle and late childhood. I will address three stages which are the physical, cognitive, and socioemotional development. The physical development consists of body and brain growth, health issues, and motor skills. The cognitive development consists of language, memory, and attention. Socioemotional development is based on relationship, employment, and personality.