Part I
Notably, effective learning and child development require a well-rounded educator who has confidence and depth-understanding in child's characteristics. The children features may either be emotional or physical. Children are considered to have the conceptual ability if the instructor is nervous or understand the course. In other words, the goals of the teacher should be to satisfy their fundamental developmental requirements. To achieve this goal, the educator should possess personal qualities such as patience which is necessary for understanding children's system of learning response ( Duncan and Magnuson, 2013) . At sometimes, the child tends to nag. Thus, as a teacher, one should be able to control their anger and frustrations when dealing with children. In this sense, lashing and blaming children may reduce their response their active participation thus, lower learning responses. Similarly, if children do not participate actively, they may end up missing some vital development processes.
In promoting child education, educators must possess certain knowledge and experiences on the subject in the course. First, the teacher should be able to create a challenging learning and in the same supportive environment. In conceptual terms, the educator should also ensure that the child is treated healthily and respectively. Additionally, ability to perseverance and attributes of pragmatism are essential in setting measurable and achievable goal for the child. Educators should the knowledge and experience of helping the child to achieve these goals. Most significantly, ability to take risks is another critical aspect of an educator. In this note, through the support of the educator, a child will develop and learn through innovative measures. Flexibility is another helpful aspect of child learning. It helps children gathering courage and resilience when there are changes in a learning environment such as a new instructor, weather, security breach, and school transfer. Like any other human being, the child requires some respect especially from their instructors or parents ( Duncan and Magnuson, 2013) . The child grows psychologically when they are treated with respect irrespective of the race, nation of origin, and background. In the absence of experience and knowledge on early child growth, the instructor may experience difficulties on where to start and how to run learning programs.
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Over the years, preschool professionals have greatly contributed to the quality of early childhood learning programs. These programs are essential as they provide children with skills that are to social and learning. Most significantly, they are more helpful to the children in the disadvantaged social groups such as disabled. In this sense, these programs guide them towards healthier growth and other skills they need before school entry. Furthermore, preschool or early childhood program is more effective, especially when booting children from vulnerable families in preparation to enter to school.
Part II
In my position as an experienced early childhood instructor, there are qualities that I feel are exceptional in this career. Further, these qualities would develop me into an excellent early childhood professional ( Yoshikawa et al . 2015). In every early childhood educating environment, there is a need for a dedicated and knowledgeable educator. Being an effective educator, you set a tone that is critical in nurturing and developing an environment that is supportive of staffs and families. In return, the child is encouraged to flourish under the care of their parents or teachers. First, I would choose children ranging from three to five years. The minds of children at this age are not grown thus, the right time to help them grow, mature, and expand their knowledge. Further, at this age children already have exposure and variety of preschool setting experiences. Second, maintain the focus on improving their Preschooler’s Physical Cognitive, and Socio-Emotional development. Children at this age need the support to move and jog around thus, as a teacher I should be able to promote their physical development. This type of development can only be achieved through active play both inside and outside the classroom ( Duncan and Magnuson, 2013) . In my capacity as an educator to these children, I would ensure that they have access to label bins and shelves packed with objects like toys. In conceptual terms, having playing objects on the toys will help them to stretch independently to pick and return as they play. Therefore, as a childhood professional, I would like to incorporate and improve games in the curriculum activities for children aged three to five years.
As an early childhood professional, teaching will require some specific registration and qualifications with related regulatory body. Further, it demands to observe behavioral codes and standards of teaching. These social values protect the undoubted essentials of parents who are interested in the well-being of their children. Due to such expectations from families and children, it is important to under how value affect their perception. Thus, as a teacher, I would commit to the existing set of values or other content that demonstrates a good professional. In this sense, it will easy to build trust with families and close relationship with children. Another important aspect of early childhood teaching is the ability to deliver a coherent account of actions and beliefs. Additionally, I believe that preschool curricula based on conclusive research will help children in developing skills that are related school and life. In other words, it will open up a child to active playing with peers of their age. As a result, they will learn and gain skills on how to interact with other children through communication, taking turns, sharing, playing, respecting each other. Scholars have argued that preschool children get the chance to learn some of the basic skills such as writing their names, letters, numbers, and words. Since the focus of preschool is not only on curriculum, they can practice other roles such as acting like police, teacher or actors.
Ideally, working with goals and aspiration as an early childhood educator is crucial. These goals help in planning lessons effectively and another sequence unit for children. Further, the goals can be environmental, social, or professional development. First, the major environmental goal is to build a supportive and welcoming learning environment for children. This goal can be achieved through creating an attractive and positive classroom such as colorful libraries, quiet places, and appropriately sized tables. As an educator, having social goals should focus on meeting emotional and social needs of children ( Yoshikawa et al . 2015). Therefore, it is the role of instructor to guide children in meeting goals through behaving appropriately, observing classroom rules, and managing their emotions. More important, the teacher will train children on how to build self-confidence and identity that is associated with their families and culture. On the professional development goals, a preschool teacher should be able to meet the target set throughout the academic period. Also, it is important to advance teaching skills through attending training and conferences that are based on early childhood education.
Early child care teacher is a parent or any other member of the family who has the first encounter with the child for an extended time. Thus, due to close intimacy and interaction with children, they act as the role models. The skills that children learn such as inquisitiveness and curiosity from their teacher may last a lifetime. In conceptual terms, in the next five to ten years I should be able to instill a love of learning to these children on preschool to make learning more interesting and easier ( Yoshikawa et al . 2015). However, to achieve these experiences will require continuous enhancement of instructional skills. Therefore, as an early childcare teacher, I will require keeping up-to-date with new teaching methods.
In conclusion, from my point of view, the major skills acquired in the preschool are socialization skills and preoperational thinking. Thus, children become more conversant in the use of symbolic thought although they are not able to use logic. Also, since it is not a mandatory enroll most parent thinks that their children would reap many benefits from preschool education. The truth is that preschool programs play an important role in the academic life of children and help them achieve grades.
References
Duncan, G. J., & Magnuson, K. (2013). Investing in preschool programs. The Journal of Economic Perspectives , 27 (2), 109-132.
Yoshikawa, H., Leyva, D., Snow, C. E., Treviño, E., Barata, M., Weiland, C., ... & Arbour, M. C. (2015). Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes. Developmental psychology , 51 (3), 309.
