Education is a process of acquiring of knowledge, values, skills and beliefs. Education facilitates literacy. Literacy gives one the ability to read and write so that they can use the knowledge gained to benefit themselves and the community at large (Essa, 2012). Many have gained knowledge through education and this has been of a positive impact in increasing literacy rates in many parts of the world. Education is important as it leads to the economic growth and development as people would create ways to be self-efficient and live self-dependent lives. With education there is a longer disease free life for a younger generation. An educated nation is at peace because people tend to solve conflicts in a civilized manner and therefore other peoples’ lives are not compromised (Simon, & Nemeth, 2012). Education is essential in young children as it helps them grow in a literate manner. Early childhood education is crucial in terms of physical, emotional, intellectual and social development. The growth and development of physical and mental abilities is most active from birth until age ten. At this time, the child needs high quality learning experiences to gain more knowledge.
A learning opportunity needs engagement of major objectives such as high scope, creative curriculum, core knowledge and tools of the mind. High scope is an educational approach that help children develop in all areas including, learning through active involvement with other people, independence, responsibility and confidence, planning their own activities and gaining skills and knowledge in important social and physical areas. High scope helps children have a creative experience in reading and writing (Yelland, 2005). Children in high scope classrooms have a high level of innovativeness. Teachers greatly support social development in young children by helping them to learn and understand how to solve interpersonal conflicts. High scope programs have proved to be developing young children and improve their chance to better their living in adult age. Allowing children to have their meals and a little time to rest creates a good environment that supports their social setting. Adapting to this environment will create a shared sense of community within the school program. Having transition times within the program prompts meaningful learning opportunities for the children because it gives a guideline over the day’s schedule. Transition times enable children to know what is going to be the next activity in the program. Children should be allowed some minutes outside their classrooms to give them time to play. At this time, the young kids feel free and can experiment wide range of activities such as rolling, climbing, jumping among others (Handbook of Early Childhood Education, 2015).
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In developing a special learning opportunity for young children, an adaptive environment for this objective should be met by having small group time for the children. At this time, these small groups gather and share their interests and involve themselves with various activities like experimenting with materials and solving problems. This is an important curriculum as it is of help for the young children to understand how to overcome and evade conflicts during their time of play. Children should be supported in order to continue engaging and involving themselves in learning activities (Essa, 2012).
Part B
Technology can be of importance to children in preschool class as it helps the children in understanding change, Cause and Effect Relationship and Ideas of a System. Technology has been revolutionalised in the learning process. The children`s reliance on technology for a number of their games is increasing their imagination and creativity. Preschool children use computers in school for problem solving. Computers have helped the children to move from a behavioral approach to a more constructive approach. Technology also helps in creating an interactive environment for the children through media (Blake, Taylor 2010).
Effective relationship among the children is an important tool in the learning process. Activities that allow the relationship build include allowing children to play together. This is made possible by creating games that children participate in during the lesson. Some of the games include climbing, jogging, rolling, jumping, running and swinging. Provision of swings, skipping ropes, jumping bumps and rolling grounds will facilitate these activities (Blake & Izumi-Taylor, 2010). The children’s active participation is a reflection of their understanding of the concept of building an effective relationship. Another activity that enables effective relationship in preschool children is having a set time for meals. Eating together gives the children time to sit calmly around each other and feel free as they take their meals. Food and drinks are provided (Arnold & Pen Green Team, 2010). Children are able to share their meals creating an interactive nature in them. Sharing of meals and eating together without fights is a clear indication that the children understand the concept. They are able to build a loving and caring character in them, making them have an effective relationship. Effective relationships in preschool children can also be achieved by creating small groups of 5 to 8 children to have a social discussion. The children are provided with short story books and pictures to guide them in the discussions. They are required to read the story books to each other and tell stories from the pictures provided. This encourages interaction among the children and improves their social skills.
Part C
Children of 7 to 8 years of age experience various emotions in their learning process. At this age they are able to perceive appraise and express different kinds of emotions (Arnold, Pen 2010). Most children express emotions by patting a classmate in pain, stamping feet, expressing guilt, pride and shame. In the case of Damien and Manuel, Damien expresses anger emotions by crying when his shovel is taken away. Latoya expresses a fearful emotion when she watches others climb a rock even though she seems interested to join. In the case of Tommy’s dilemma, he expresses sympathy towards Mohammad. The children can be helped to become aware of their feelings and those of others by helping them to accept their emotions. In the case of anger, Damien should be guided to stamp his feet as hard as he can. Latoya can be helped to overcome her fear by encouraging her to jump up and down and join the others in climbing the rock. Tommy’s dilemma can be solved by asking him to go and help his parents with the house chores.
Part D
Ethics is one of the fundamental qualities of a competent early childhood educator. The individuals have their own personal views about what they think is right or wrong. Being ethical involves thinking about people’s actions and decision making, either individually or collectively. Some of the core values that an educator should possess include basing their work on knowledge of how children develop and learn, appreciating and supporting bonds between children and their families, respecting diversity in children ,families and colleagues and appreciating childhood as a unique and valuable stage in the human cycle. Ideals of the educator include, appreciating vulnerability in children and their dependence on adults and to recognize and unique qualities and potentials of children. Principles of the educators incorporate having those with relevant knowledge in decisions concerning children and using an appropriate assessment system that include various sources of information on children’s learning and development.
References
Arnold, C., & Pen Green Team. (2010). Understanding schemas and emotion in early childhood . Los Angeles: SAGE.
Blake, S., & Izumi-Taylor, S. (2010). Technology for early childhood education and socialization: Developmental applications and methodologies . Hershey, Pa: Information Science Reference
Essa, E. (2012). Introduction to early childhood education London: Willey
Handbook of Early Childhood Education. (2015). s.l.: Guilford Publications.
Simon, F., & Nemeth, K. N. (2012 ). Digital decisions: Choosing the right technology tools for early childh ood. (EBL.) Lewisville, NC: Gryphon House.
Yelland, N. (2005). Critical issues in early childhood education. Maidenhead : Open University Press.
