Overview of Points 3 and 7, with Justification
Whereas all the ten points include vital insights of early development, I have singled out points 3 and 7 for evaluation herein as they are among the most important. Point 3 reads, “Early experiences shape the brain” while point 7 read, “Managing significant stress in the home will make nurturing easier”. The two points have a correlation due to their holistic nature as they focus on what happens to a child as opposed to what adults actively do to a child. Normally, parents, guardians and instructors focus only on active measures such as teaching the child or smiling to the child now and then. However, children cannot switch off the learning process even when the adults in their lives are not paying attention. The child will learn when the parent is speaking directly to the child and continue learning when the parents are yelling at each other later. Similarly, experiences such as bullying also shape the mind of the child. As outlined in point 3, the experiences that a child undergoes at an early age have an impact on the shaping of the child’s mind. These experiences include both positive and negative ones. Most parents love their children and will try to show them love and affection even to facilitate positive brain development. However, the kind of lifestyle that parents adopt also influences the kind of experience the child has. To create a positive environment, point 7 relating to stress management is important. Every parent needs to understand that mitigating domestic stress is a critical parental duty since the stress itself and resultant behavior has an impact on the development of the child. Active teaching may not be able to mitigate the negative impact caused by the negative experiences that the child has when the parents are not paying attention.
Implementation as an Early Childhood Educator
As an Early Childhood Educator (ECE), I would take a holistic approach towards early child development, which expands beyond actively teaching the child. As indicated above, negative experiences can interfere with active learning. Conversely, positive experiences can aid positive learning. I would first focus on creating a positive environment for the children both in school and at home. Such a process will require the cooperation and participation of parents, as they are responsible for the experiences of the child outside school. As an ECE, I would take the time to teach parents and guardians the implications of the two points canvassed herein. I would ensure that the parents understand that children are always watching and learning. Hence, parents should regulate their behavior when around their children. Such regulation of behavior includes working in ways to mitigate stress at home. Secondly, I would also seek to ensure a positive environment at school, both in and out of class. I would seek to eliminate negative issues such as bullying, profanities, violence, and substance abuse. It is impossible to guarantee positive experiences for children but I would seek to keep negative experiences at a minimum.
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Why it is Important to Understand the Impact of Early Learning
Among the most important prerequisites of any grown-up is personality, which develops through a combination of nature and nurture (Kandler & Zapko-Willmes, 2017). The human brain comes into the world as a learning system designed through nature. From a very early age, the nurture determines the kinds of inferences made to the child’s brain, thus affecting the kind of personality the child will have. The childhood nurturing process raises above active teaching and into childhood experiences as outlined in the sections above. For example, there are incidences where highly educated individuals become kleptomaniacs because of negative childhood experiences. Based on the above, it is important to understand the impact of early learning on the child and in the latter life of the said child. Such understanding includes both active teachings by instructors and the passive learning the child gets from the environment.
Reference
Kandler, C., & Zapko-Willmes, A. (2017). Theoretical perspectives on the interplay of nature and nurture in personality development. In Personality development across the lifespan (pp. 101-115). Academic Press.
