The Theory Of Preschool Teachers Essay

(a) With the growing amount of literature uncovering the racial disparities in school disciplinary practices, this study wanted to delve further and explore factors that contribute to the racial disparities of school suspensions specifically concerning Black students, and examined elementary age children and elementary teachers to perhaps determine a genesis of this discrepancy. The student’s overall level of behavior problems, characteristics of the classroom (i.e., overall level of disruption), and the teacher’s ethnicity were considered as potential factors that may contribute to the overrepresentation of Black students.

Racial disparities in school discipline have garnered recent attention in national reports issued by the U.S. Department of Education and Justice (U.S. Department of Education, 2014; Gregory, Hafen, Ruzek, Mikami, Allen, & Pianta, 2016). Suspension rates Black students are two to three times higher than those from other racial and ethnic groups. Various research has documented that Black students remain overrepresented in school discipline sanctions after accounting for their achievement, socioeconomic status, and teacher- and self-reported behavior (Gregory et al, 2016). There is a difference as to the reasons why White students are sent to the office versus Black students. Black students are sent to the office for subjective reasons such as “disrespect” and “perceived threat”, while White students are more than likely to be referred for more objective reasons including, smoking, vandalism, and leaving school without permission. (Gregory, et al, 2016). African Americans and especially African American boys, are more likely to be disciplined and often receive more out-of-school suspensions and expulsions than white students (Todd Rudd, 2014). Suspending students is taking away time from them being in the classroom. Students who receive suspensions, lose instructional time, fall behind on course work, become discouraged, and ultimately drop out…recent research has shown each suspension a student receives can decrease their odds for high graduation by any

Out of school suspensions (OSS) are often enforced with the assumption that students receiving the suspension are less likely to repeat the problem behavior in the future. However, this has been proven to be false. Suspending a student for engaging in a certain behavior does not in fact serve as a deterrent from the behavior but as a deterrent from attending school instead. In actuality, receiving just a single suspension can increase the probability of a student experiencing academic failure, school dropout, and involvement in the juvenile justice system. Knowing this, some educators still believe that for many students, suspension can serve as an effective lesson. One of the greatest concerns that educators and administrators face is the matter of classroom management. It is part of their job to ensure a safe, productive and supportive classroom allowing students to learn and grow to their greatest potential. Though there are several strategies gauged towards managing a classroom, the most severe offences often lead to either in or out of school suspension. Some of the largest concerns faced with out of school suspensions is that they are often ineptly applied, used unfairly against students of color and seemingly ineffective at producing better behavior. Also known as exclusionary discipline, the majority of offenses that led to OSS have not been centered around violence but instead emphasised issues of classroom insubordination and defiance. In some rather extreme cases

As an early childhood educator I believe each child is an exceptional unique individual that needs to be provided a secure and loving environment in which they are able to grow emotionally, physically, socially and intellectually. My longing is to help each and every one of my students explore their creativity, understand their emotions and learn self-regulation along with social skills and the best of academics that I can possibly provide. The role I have as an educator is to guide my students while allowing them to explore their curiosities about the world around them and academics to blossom while teaching respect and caring for others.

The scope of this paper will be to compare the different roles that early childhood educators have in supporting the artistic development of children. The theorists Jean Piaget and Lev Vygotsky and their respective beliefs regarding the instructional practice of early childhood educators will be examined and critiqued. Additionally, this paper will explore what these theorists believe to be the most effective way to teach the visual arts to young children and what role the early childhood educator plays in supporting their development. In a discussion of Piaget, the constructivist theory will be explained and connected to the visual arts education. The socio-cultural theory and social development theory will be closely examined when

School data suggests that the decision to suspend or excel a student depends on several factors including prior history of the student, particulars of the situation, and the teacher’s ability to manager classroom behavior (Skiba, 2003). However observations of classroom behavior show that the majority of students removed from urban classrooms were not primarily due to dangerous or major infractions of disciplinary policies and usually they weren’t even the worst offenders.

The second aspect is an examination of the suspension practices on different demographic sub groups (Townsend, 2000; Skiba, Arredondo, Gray, & Rausch, 2016; Yusuf, Irvine, & Bell, 2016). This had led to the belief and practice that the students and their families alone were affected by the impact of out of school suspensions. Conversely the attitudes and perspectives of the personal impact of involvement in the discipline process and specifically on the suspension aspect of school discipline on administrators (Hannigan, & Hannigan, 2016).

The job description of an Early Childhood Education director is alike that of any school administrator. However, Early Childhood Education director will mainly oversee a center that teach younger children. Early Childhood Education director will be responsible for setting the atmosphere for the center, managing the curriculum, overseeing physical center, hiring staff and managing the overall image of the center. They sometimes also ensure compliance with all local and federal laws governing child care, both in regard to the physical environment and the staff, and manage the financial affairs of the child care facility. Early Childhood Education director will work with qualified center staff to develop an appropriate curriculum and ensure that it complies with state and federal requirements.

This project will utilize a longitudinal experimental design to evaluate the impact of mental health consulting on suspension and expulsion beliefs and practices of teachers who received Teaching Pyramid training and distance coaching. Random assignment will occur at the school- or center-level, meaning that an entire school or center will be assigned to either the experimental or the control group. This study will utilize a randomized matched sample procedure to control for the effects of program variables, such as size on the outcomes of the intervention. Each center in the control group will be matched with a center in the experimental group of similar size. This design is modeled after the design adopted by Artman-Meeker et al. (2014), which was used to control for differences in teacher characteristics, management style, and resources potentially associated with the size of the center.

Sociocultural is defined as relating to, or involving a combination of social (relating to human society) and cultural (taste in art and manners that are favored by a social group) factors.” (Socialcultural , 2010) You might ask why we are defining these words. It gives a better understanding of Vygotsky beliefs “that children seek out adults for interaction, beginning at birth, and that development occurs through these interactions.” (Morrison, 2009 sec 14.6) I agree that his theory is the best process for learning. Many people feel that social interaction and learning begin at birth, but there have been research conducted that fetus can learn through parental interaction. According to Fetal memory “Prenatal memory may be important

I enjoyed reading your post. Like you, I agree with all twelve characteristics in the article Twelve Characteristics of Effective Early Childhood Teachers by Laura Colker (2008). I know “love of learning” and passion were two characteristics, but I feel that love for children should added to the list (Colker, 2008). I know it would seem that educators would automatically love children. However, I have had a few teachers who seemed “anti-children” if that makes any sense.

Early childhood teachers’ role is supporting and stimulating development of the students. Teachers’ perspective and beliefs regarding young gifted and talented students have an important association with classroom settings and the way teacher differentiate the curricula according to children’s needs. Teachers’ beliefs influence their teaching practices, therefore, knowing teachers’ perceptions is essential. The main purpose of this study is to explore early childhood education teachers’ perspective and beliefs regarding young gifted and talented students. To do that I will conduct one-on-one semi-structured interviews in person with ten early childhood education teachers from Hillsborough County, Florida. I will analyze data utilizing qualitative

It has been well established that early childhood is a crucial time for children’s cognitive development (Bowman, Donovan & Burns, 2001). Preschool curriculum is the entire span of lessons and teachings that a child will be taught during the course of a preschool year (Rock, 2015). Preschool curriculum covers a wide variety of academic, social, physical, and emotional lessons and usually vary from school to school and teaching method to teaching method. Depending upon the school and the preschool philosophy employed by the preschool, the preschool curriculum can be developed by administrators, teachers, and parents.

Early childhood education is for children from the ages three to eight years old. In this field there are four learning goals that early programs have for a young child.

Discuss the role of the teacher within the early childhood classroom. Please connect your discussion to the characteristics of this aged child and our goal to educate for peace.