The Impact of Early Years on Children’s All-Round Growth
Question:
Discuss about the Early Childhood Development Plan System.
The emotional, social as well as the physical growth of children who are young adolescents or are in the verge of adolescence has a direct impact on the all-round growth in regards to the full grown human or adult they turn to become. The understanding which they need to invest in becomes hugely important for maximization of their well being for their future. Neurological research has revealed the fact that the initial years play a very crucial role in the development of the brain of the child. It is a natural phenomenon that the babies start learning about the external environment from very early on in their lives. The earliest experiences of the children including the bonds which they form with their parents and their early environment deeply affect their future, the type of person which they ultimately grow to become. Therefore the development of the children from their early ages is the most crucial from the perspective of their development. Therefore it can be said that the initial time of a person’s life are the deciding factors in his or her development management(Ortlipp, Arthur & Woodrow, 2011).
A program on childhood that has a considerable amount of quality involves the mutual participation of the families and the children as well as teachers in the planning and development of the learning experiences that is meaningful for the children. At times when the children become proactive and participate in the program, they become engrossed in that sort of play which corresponds to their interests, abilities as well as their strengths or areas in which they are the best. In order to ensure the proper development of the children there can be several ways in which collaborative approaches can be applied for their proper growth and development. The utilization of their opportunities help the children in the investment of their passions which result in fair and varied chance of curriculum activities (Bruder, 2010).
Active participation that is carried out with these young population refers to the consultation with children in particular methods which are suitable and accurate in terms of development for the child. It also demands for the requirements by the adults to facilitate the children with fair chances in regards to the expression of their views. Adults should also make sure that they listen to the children which proves that they are not only caring but also responsive (Sumsion, & Wong, 2011).
The “early years learning framework” refers to the concept of pedagogy as “Holistic nature of early childhood educators’ professional practice” which covers socially those areas which are in regards to building as well as the nurturing of relationships. There is also proper discussion needed for the curriculum decision making, teaching as well as learning. At times when the teachers are able to implement the relationships that carries a certain degree of respect and care with the children along with their family members so that they can mutually work along with each other. This is primarily done in order to facilitate the construction of curriculum a well as learning experiences which are linked to the children in their individual regional contexts. These experiences are responsible for the gradual expansion of the child’s knowledge as well as their understanding of the world (Tickell, 2011).
Collaborative Approaches for Proper Development
There are certain approaches which reflect the range of practices which are related to the development in initial education that is imparted in the childhood which are founded upon the socio-cultural theories management. This theory emphasizes on the vitality of the recognition of the child in different contexts. It also involves the collaboration with family and the community to which the child belongs in order to facilitate the development of the childhood programs. The different approaches which are mentioned in the early years learning framework include the “Reggio Emilia Approach”, the “Emergent Curriculum approach”, “collaborative documentation”, “collaborative conversations”, “Intentional teaching”, “consulting with children” and “The Project Approach” among others. All the different approaches focus on the growth and development of the learning of the child in the initial years. The particular approach which has been chosen in this particular context is the “Reggio Emilia Approach”.
The “Reggio Emilia Approach” aims to particularly focus on the image of a particular kid, the surroundings, family as well as the documentation. The curriculum is basically constructed to facilitate the active participation as well as to monitor the learning of the children. The child is considered to be capable as well as resourceful in this particular approach. The uprising skills and the knowledge for the purpose of discovering and researching the external environment is also given suitable importance (Vecchi, 2010). It is clearly stated in the approach that “The development of meaningful relationships both within and between groups of children, parents and teachers is central to the pedagogy of Reggio Emilia”.
This particular approach provides communities and the families living in them purposeful methods to take part in the learning process of their child and also aims to redefine the roles of the educator or the teacher concerned. According to Fraser and Gestwiki, “Children’s earning is hired in reciprocal connections…to form a ‘a mutual community of learners amongst all protagonists’”.
It is therefore necessary for the educator for facilitating the supporting of the learning of the children in order to make sense of what is happening in the surrounding environment. The different nature of purposeful ways, which are utilized in observing and documenting the learning of the children, that become an crucial part of this particular approach. This approach has been responsible for the way in which educators have redefined the way of planning children’s programs. It can basically be considered to be a collaborative process in which the children and the families can be actively involved in the determination of the things which are to be documented (Bruder, 2010).
The adopted program for the early childhood setting is “Learning through play”. This is attempted to help the children develop their skills and their learning in their early years. The program intends to make a dual development of the child in terms of teaching mathematics and basic science along with the development of their capabilities of playing. This can be possible by an outdoor as well as indoor planning scheme (Trawick-Smith, 2013). It is intended to devise a plan such that the children can learn about basic plants and flowers from the outside environment and also from the indoor playing activities about basic colours and basic number games. They will also be able to hone their skills in basic mathematics and science. Playing is not difficult for the children and therefore it is necessary for the teachers to ensure that they learn through the common techniques of mathematics and addition by the games which they play (Peers & Fleer, 2014).
The Reggio Emilia Approach: A socio-cultural approach to childhood development
The physical outdoor and indoor space aims to provide
- A proper understanding of support and belonging
- Mental balance and security
- Space
- Secured chances in regards to taking of risks
- Challenging circumstances
- Stimulation of resources and materials
- Experiences on the basis of the abilities and interests of the people
- Revelation of pictures which convey certain meaning to the children concerned
The well defined places which are learning environments for the children include
- Quality connections and interactions with the educators and the children
- Exploration and investigation of the surroundings
- Relaxation and activities related to learning
- Noisy and rough tumble play
- Small group activities and connectivity
The “Learning through play” activity helps in causing the all-round development of the children who are part of the program. The outdoor is a small garden comprises of several plants and flower pots of different species. The indoor is a small playhouse which has a lot of different activities which help in the all round development of the children in the place (Soler, & Miller, 2003). The indoor place needs to have abacus, colouring things, as well as different coloured chairs for the children to sit, participate in games and interact. The children need to have friendly and proper instructors who do not appear to be intimidating to them and help them prosper well. The facilities outside include having slides, play area for the children, chairs to sit by the flower pots and identify the category of the flowers placed there. These all are included in the play areas (Salamon, 2011).
The daily play time of the students will be divided into a time for indoor as well as outdoor play. Interaction time with the other children will also be there separately for the children. The instructors will also be present with them at all times to correct probable errors in their speech which can arise at any particular time. Playtime also needs to be analysed by the supervisors of the children so that they can identify how much they have been able to develop by the playing as well as study activities (Black et al., 2017).
| Learning outcome | How the environment of the plan supports this | Potential scope of learning for children |
|
First Outcome: children should not suffer by identity crisis |
The plan is focussed on ensuring that the children sit together indoors and discuss the different aspects of their day with their fellow mates |
Children can learn to speak for themselves and also have an opinion on what governs their day and their happiness. |
|
Second Outcome: children form a strong connection to their world and actively |
The plan focuses on outdoor activities and also focuses on gardening which helps them connect to the world |
The children can develop a new hobby and can also learn the importance of caring for the environment |
|
Third Outcome: Children have a crucial sense in regards to well-being |
Group discussions and eating and playing together helps them understand the importance of a group and never stay isolated |
They become strong and dependable individuals |
|
Fourth Outcome: Children have the required degree of confidence and are informed learners |
The presence of activities like abacus, number games colour books and information in the gardens also helps them learn and inculcate more and more from their surroundings |
Children become better informed and prepared for future challenges |
|
Sixth Outcome: Children are good communicators |
Group discussions and play opportunities make the way for effective communication of the children |
The children subconsciously develop a strong mind with debating capabilities |
References:
Black, M. M., Walker, S. P., Fernald, L. C., Andersen, C. T., DiGirolamo, A. M., Lu, C., … & Devercelli, A. E. (2017). Early childhood development coming of age: science through the life course. The Lancet, 389(10064), 77-90.
Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional children, 76(3), 339-355.
Ortlipp, M., Arthur, L., & Woodrow, C. (2011). Discourses of the early years learning framework: Constructing the early childhood professional. Contemporary issues in early childhood, 12(1), 56-70.
Peers, C., & Fleer, M. (2014). The theory of ‘belonging’: Defining concepts used within belonging, being and becoming—The Australian early years learning framework. Educational Philosophy and Theory, 46(8), 914-928.
Salamon, A. (2011). How the Early Years Learning Framework can help shift pervasive beliefs of the social and emotional capabilities of infants and toddlers. Contemporary Issues in Early Childhood, 12(1), 4-10.
Soler, J., & Miller, L. (2003). The struggle for early childhood curricula: A comparison of the English Foundation Stage Curriculum, Te Wha riki and Reggio Emilia. International Journal of Early Years Education, 11(1), 57-68.
Sumsion, J., & Wong, S. (2011). Interrogating ‘belonging’in belonging, being and becoming: The early years learning framework for Australia. Contemporary Issues in Early Childhood, 12(1), 28-45.
Tickell, C. (2011). The Early Years: Foundations for life, health and learning. An independent report on the early years foundation stage to Her Majestys Governmentmedia. education. gov. uk/assets/files/pdf/F/The% 20Early% 20Years% 20Foundation s% 20for% 20life% 20health% 20and% 20learning. pdf (17.12. 2011).
Trawick-Smith, J. (2013). Early childhood development: A multicultural perspective. Pearson Higher Ed.
Vecchi, V. (2010). Art and creativity in Reggio Emilia: Exploring the role and potential of ateliers in early childhood education. Routledge.
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