What is Early Childhood Learning?
Question:
Discuss About The Highlights Necessity Or Importance Of Early?
Early childhood learning refers to the education given to young children up to the age of eight, formally as well as informally. Toddler or Infant education is a part of early learning, which denotes the type of education given to them from their birth to the age of two. It emerged in the European countries, which have high rate of literacy, for developing the personality of a child. In modern days, it has become a very important part of study, as the government bodies provide funding for the preschools and pre kindergartens (Ahmad & Esa, 2017).
The report highlights the necessity or importance of early childhood learning in order to provide a balanced effective literacy program. Often, it focuses on playful learning, which meets the intellectual, physical, emotional, social and language needs of the children. A child’s imagination and curiosity enhances in this way. It allows the development of a child’s imagination power. A child gain knowledge and learn efficiently through activities like social games, art and dramatic play (Baquedano-López, Alexander & Hernandez, 2013).
The report throws light on the detailed analysis of a balanced and effective literacy program, in the early primary school setting for young children. The observations and information are collected from an educator in this field. It further includes the current setting of the literacy program and what more can be done to make it more effective.
Children learn the most when they are young. They adopt all the new experiences, new words, new behavior which comes their way. A child’s parents have a larger impression on his/her future. Early childhood learning is the basis of a child’s lifelong journey. It proves to be beneficial for the development of a child’s personality. It helps children learn cooperation and socialization in order to overcome their shyness and gain confidence (Bredekamp, 2016).
Early education given to children guides them to accept and appreciate the differences of the society and become accustomed with those. Children must understand that each and every person is special and unique in a specific way, in accordance with their culture, ethnicity and beliefs. This part of the report contains a brief analysis of the present literacy setting for childhood education, which is acquired after visiting classrooms and interviewing the educators (Brooks-Gunn, Berlin & Fuligni, 2013).
It is basically an interactive process of reading in which the educator and the children share a text and reads it. It helps in building the reading skills of a child, taking care of the accuracy and fluency. The educator reads out the text clearly and loudly, keeping in mind the reading speed, and the students repeat the sentences. It also helps in enhancing the students’ vocabulary which is beneficial for their future. Shared readings help the students gain knowledge and skills (Bruce, 2012).
Importance of Early Childhood Learning
Reading aloud is a specific process where the educators select a passage and ask the student to read it aloud in front of the whole class. This helps in building self confidence among the children and enhances their listening skills as well as out knowledge. Children become more attentive in class through this procedure. Teachers must also give stress on their pronunciation patterns (Calderon, 2012).
It allows the educators to create small groups and differentiate those in order to deliver instructions of reading at each student’s particular level of reading. Reading aloud and shared readings are mainly done for the benefit of the entire class. Guided readings help in enhancing the behavioral skill of a student to a particular level (Campbell et al., 2012).
This procedure of the educators involves the strategy of knowingly removing some words from a particular paragraph or passage. The students are asked to identify the missing word and complete the sentence. This helps in engaging the students into analytical or problem solving behaviors, which in turn, enhances their reading and problem solving skills. This practice helps them from making spelling errors and knowing the right meaning of the sentences (Duhn, 2012).
It is a part of balanced literary program which involves the student in decoding the meaning of each and every word. The educators read out difficult words and make the student understand the meanings of each and every word. Phonetically learning words helps in enhancing the students’ vocabulary and spelling power (Egan, 2012).
It is the process where the educators as well as the students write together. The teacher may write the introductory paragraph, on the other hand, students are asked to complete the paragraph as per their wish. This helps the students to enhance their creative and innovative skills and write according to their choices. It also gives a student full freedom to utilize his/her knowledge, thus promoting creativity (Essa, 2012).
In many pre schools and kindergartens, children are taught in the form of music and dance. It helps them enhance their memorizing power, as the words are repetitive and it runs in their minds. It is seen that children tend to learn more if they are taught in playful ways. Surveys have shown that, it helps children remember things more efficiently and effectively. They also enjoy this rhythmic style of learning; hence, it increases their knowledge and memorizing ability (Gordon & Browne, 2013).
Balanced Literacy Program for Young Children
A balanced and comprehensive approach to early learning can help the children learn more efficiently. Essential procedures must be undertaken at schools and homes as well, in order to have a better setting of early learning. Many preschools lack the basic requirements which result in slow development of the children’s skills and knowledge. This section of the report discusses about the areas of improvement. Following are some instructions to a better setting of early learning (John & Sons, 2014).
Various workshops help in engaging the students’ parents. It helps them know the condition of their kids and how they are improving. The parents must be given a mini lesson on how to tackle their kids. Children must be given independent time to read in order to develop a specific strategy of reading. Parents should be interactive and playfully teach their kids, keeping in mind the child’s psychology (McWayne et al., 2013). It should be kept in mind that children must have the opportunity to do what they love; otherwise they will become stubborn in nature. Similarly, they must be given their own time to write small paragraphs, which will help in enhancing their writing strategies and skills, stressing on their handwriting (Lascarides & Hinitz, 2013).
Children with disabilities must be taken care from an early age. For example, parents of a deaf child must be affluent with sign languages, which will help the child in learning through natural processes. Parents and educators must be interactive in case of disabled children; otherwise their learning procedure gets hampered. It is to be taken care that they must not face any difficulty in the development of their language. Many a times, it is seen, that disabled children lack confidence. It is the duty of their parents and educators, to build-in the confidence in them, so that they do not feel left out. They must be given an early training of dealing with their incapability, but in a positive manner (Sandra, 2011).
Children must also be given proper education on health and nutrition, in preschools and at their homes as well. It enhances their ability and desire for a healthy living in future. They must be given the basic trainings on hygiene and other physical activities for their well being. It is important to educate them at this early stage, regarding nutrition, hygiene, safety and prevention of diseases, in a playful manner (Spodek & Saracho, 2014).
Procedures for Enhancing Reading Skills
Students must receive trainings on washing their hands before eating food. Moreover, they must acquire knowledge on healthy nutrition. For instance, preschools must organize picnics or events like, “Fruit Friday”, where the students must be encouraged on eating fruits and vegetables, letting them know the nutritional value of the fruits and vegetables which they will bring. Children will enjoy this process, at the same time; they will gain certain nutritional values. They must be given education on healthy as well as unhealthy foods, and the foods they should avoid. Furthermore, sharing of foods must be encouraged (Sandra, 2011).
Children must be given group tasks or group projects to make them become cooperative with others. They must be encouraged in maintaining peace and harmony while performing a group task. They must have the opportunity to mix with each and every group which will enhance their learning procedure. Group works tend to be more beneficial as it helps a child share his/her goals with others (Lascarides & Hinitz, 2013).
As imparting education at an early age is a necessity, teaching them on how to socialize with people is equally important. Children must be taught regarding socialization with people other than his/her family, but in a safer environment. They must know to differentiate between safe and unsafe environment. The earlier it is done; the more likely it helps the child overcome his/her shyness and in turn gain self confidence. It also helps in their social development (Gordon & Browne, 2013).
Children must be encouraged to cooperate with others, but in a safe environment for learning. This is more important for an elder child, who may neglect sharing things with his/her siblings. It is very crucial for them to learn these habits at an early stage. Parents need to take part in this, by teaching them proper behavior and etiquettes. It helps them enhance their cooperative skills and abilities (John & Sons, 2014).
Children must be taught the value of respecting others at an early stage. This does not just mean their elder ones or relatives, but also includes the respect given to the environment, both global and intermediate. Preschools and kindergartens must teach them the value of respecting the environment as well, in order to civilize them and make them a better human being (Calderon, 2012).
Valuing and respecting the differences and diversities is very crucial for the development of a child. Early childhood learning guides a child to accept and appreciate all the differences of the society and helps them become good and well rounded contributors of the society. Children must understand that every individual is unique in the way they are and they are special with their beliefs, ethnicity and culture. Preschools must teach these values in a playful manner, in order to make them grow as a better human being (Duhn, 2012).
Areas of Improvement for a Better Setting of Early Learning
Conclusion
To conclude, as adults, every day we encounter certain situations, which tests our patience. Children need certain opportunities to get involved in abundant social experiences, which will help them practice and explore the social skills of patience. This should be taught to the children through real life instances and experiences, which will help in developing their patience. Moreover, a sense of well being helps in providing the children with self confidence, self esteem and optimism, which in turn encourages them in exploring their own talents, interests and skills.
Positive interactions help in promoting a healthy, secured and positive view of the children, which will allow and encourage them in approaching any situation and problem with utmost confidence all throughout their lives. During the preschool years, most of the children explore new ways and opportunities to discover fresh and new experiences, new environments and new friends. At this stage, the children’s minds are imaginative and lively, which must be encouraged in various ways.
Therefore, an educator needs to take care of all these things in order to develop early childhood learning. It is the educator’s duty to provide challenging environment to the children, where they can gain knowledge through their real life experiences. They may experience tough situations or bruises or cuts, but this will make them strong. This will enable them to cope up with greater and tough challenges, they will face in life.
References
Ahmad, N. F., & Esa, A. (2017). Early childhood education. Psychology, 47787-47789.
Baquedano-López, P., Alexander, R. A., & Hernandez, S. J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. Review of Research in Education, 37(1), 149-182.
Bredekamp, S. (2016). Effective practices in early childhood education: Building a foundation. Boston: Pearson.
Brooks-Gunn, J., Berlin, L. J., & Fuligni, A. S. (2013). Early childhood intervention programs: What about the family?.
Bruce, T. (2012). Early childhood education. Hachette UK.
Calderon, R. (2012). Parental involvement in deaf children’s education programs as a predictor of child’s language, early reading, and social-emotional development. Journal of deaf studies and deaf education, 5(2), 140-155.
Campbell, F. A., Pungello, E. P., Burchinal, M., Kainz, K., Pan, Y., Wasik, B. H., … & Ramey, C. T. (2012). Adult outcomes as a function of an early childhood educational program: an Abecedarian Project follow-up. Developmental psychology, 48(4), 1033.
Duhn, I. (2012). Making ‘place’for ecological sustainability in early childhood education. Environmental Education Research, 18(1), 19-29.
Egan, K. (2012). Primary understanding: Education in early childhood (Vol. 27). Routledge.
Essa, E. L. (2012). Introduction to early childhood education. Cengage Learning.
Gordon, A. M., & Browne, K. W. (2013). Beginnings & beyond: Foundations in early childhood education. Cengage learning.
John, W., & Sons, (2014). Reproduction and Communication for educational purposes. In 2014, National Library of Australia, (pp. 97-125)
Lascarides, V. C., & Hinitz, B. F. (2013). History of early childhood education(Vol. 982). Routledge.
McWayne, C., Downer, J. T., Campos, R., & Harris, R. D. (2013). Father involvement during early childhood and its association with children’s early learning: A meta-analysis. Early Education & Development, 24(6), 898-922.
Sandra, H., (2011). A Contested Space: the dialogic intersection of ICT, multiliteracies, and early childhood. Contemporary Issues in Early Childhood,12(4), 349-359.
Spodek, B., & Saracho, O. N. (2014). Handbook of research on the education of young children. Routledge.
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