My Experience At Lambertville Academy

Theories of development and frameworks to support development are massively important to those working with children. They help us to comprehend children and understand how they react to different situations which affect their behaviour and in turn the way they learn. Theories and ways of working with children have merged to provide frameworks for children’s care, for example the Early Years Foundation Stage (EYFS). This tries to ensure everyone works together, along the same lines. Some of the theorists and their theories have had a huge influence on current practice.

Toddlerhood is an important stage in a child’s life for the development of skills needed throughout their lifetime. That is why it is very important to promote a healthy development for each of the development areas. This report presents information on toddlers and how they develop in each of the different development domains, cognitive, physical, language and social-emotional. It looks at the theories created by Jean Piaget, Arnold Gesell, Noam Chomsky and Erik Erikson to help support the different developments. Lastly, provides strategies that early childhood teachers can use to help support a child’s development.

For this assignment, I have organized my responses into a report based on the following periods of development: infancy and toddlerhood (birth to 30 months), early childhood (3 to 5 years), middle childhood (6-11 years), and adolescence (12-18 years). The last section of my paper includes my responses to the personal reflection questions.

Corresponding concerning this article should be addressed to Kirby Magbie, Department of Early Childhood Education, The University of Alabama, Tuscaloosa, AL 35401. Contact: knmagbie@crimson.ua.edu

Introduction: Over the past few years, research in neuroscience and developmental psychology has create a great influence to shape 21st century people’s outlook towards young children’s learning and development.“Development and learning that occurs in early childhood is now widely regarded as the foundation for future learning, health and well-being”(EDU30003,2015). Professor Loris Malaguzzi from Reggio Emilia, in Italy, championed the idea of placing the image of the child at the core of pedagogy. He prefers to consider “each child’s reality, provide comfortable environment, enjoy relationship and work together with children and become totally involved” (Malaguzzi, 1993) in children’s play. As the number of children attending child care centres has continuously increasing, it is the responsibility of the early childhood educators to provide a nurturing, high quality learning environment to the infants and toddlers. The Early Years Learning Framework [EYLF] (Department of Education, Employment and Workplace Relations [DEEWR], 2008) values that each child is an individual and calls

Over the course of my life, I have incurred numerous challenging situations. Although most challenges are short term in in the grand scheme of things, my longest and ongoing challenge would definitely be attending Cedar Hill Collegiate High School.

The article “School Readiness for Infants and Toddlers? Really? Yes, Really!” (Petersen, 2012) demonstrated an interesting point of view to consider for upcoming early childhood educators and teachers. Sandra Petersen, MA a writer and a teacher in the early childhood field have coauthored three early childhood textbooks. She focuses mainly on the infants and toddlers and expresses the importance of having a strong developing brain. With that in mind if children were to have a strong start in their development the brain then there would be more chances of them being able to learn and participate in future activities.

As I reflect on my movement as a student teacher through my program of study in the Graduate Diploma in Early Childhood Teaching, and provide evidence of my growth as a professional in five of the Macquarie University Graduate Capabilities, it is important to mention that I have only completed studies in the subjects of ECH113, Play and Inquiry in Early Childhood and ECHP 222, Reflective Practice in Early Childhood settings 2 and am currently completing ECH 315, Early Childhood Management and Leaderships: The Socio-Political context of Teaching and this, ECHP 424, Reflective Practice 6. Though my progression in my program of study is at a young stage and I am positive that abundant learning and growth is still to come my way, what I learned

This essay will look at the key aspects of early Years child development in the contexts of providing support in an appropriate child care setting.

The report was written by Lilian G. Katz, professor emerita of early childhood education at the University of Illinois at Urbana-Champaign, where she is on the staff of the Clearinghouse on Early Education and Parenting. She is past president of the National Association for the Education of Young Children and the first president of the Illinois Association for the Education of Young Children. Katz is currently the editor of the online peer-reviewed trilingual early childhood journal Early Childhood Research & Practice, and she is the author of more than 100 publications about early childhood education, teacher education, child development and the parenting of young children.

For this assignment, we were asked to spend time observing at a child care center. I chose the head start program at Horizonte. Respect, reflect, and relate can be used in the foundations of learning. The foundations of learning are attention, memory, curiosity, persistence/mastery motivation, and problem solving (Petterson and Wittmer 151). The book mentions “Infants are born with the ability and desire to learn” (Petterson and Wittmer 150). While I was observing, I noticed that the majority of the things children did fell into at least one, if not more, categories in the foundations of learning. There are many ways that teachers or even parents can help children in obtaining these skills. This paper will be going over how the when the children were playing, they were learning through the foundations of learning and how the teachers encouraged them and used respect, reflect, and relating to further guide the children.

In this essay we will discuss the various obstacles faced by children, families and teachers during a child’s transition into an early childhood setting and school.

First of all, I hold a Ph.D. in Human Development from Virginia Tech, Blacksburg, VA, and I have been a professor of Early Childhood Education for the last nine ten years. My research in the area of children’s development began in graduate school in 2000. Since then, it has been presented at national and international conferences. Moreover, at this time, I have published twelve research articles in peer-reviewed journals, and in the last year I have presented five more articles for publication that are now in the process of being reviewed.

While observing at the Child of God Preschool in Newark, Ohio, I got to actively engage with several preschool age children, each in their own stage of development. I specifically interacted with two children, one four year old and one five year old who were both different developmentally but appropriate for their ages’ milestones. Among the twelve children in the preschool class, I noted that the majority of the children were four years of age and would be attending kindergarten in the fall.

In order to further my knowledge in children and their development in different aspect of their lives, I have dedicated myself in programs that will offer notable experiences with children and their learning develpment.Being fortunate enough to become part of programs like these has given me a great insight on children in an educational setting and has made my passion for children even stronger.As a member of these particular programs, I have had a front row seat over the few years in many of children’s individual growth.