Abstract
Effective writing and communication skills play a critical role in streamlining the early childhood education environment. These skills are essential in terms of establishing a collaborative environment that makes sure that the teaching environment meets the needed teaching requirements. Thus, the paper discusses about the writing and communication approaches that educators deploy in early childhood education. It details the processes that educators follow to allow them write lesson plans, write letters to parents, grants and emails among other kinds of writings. It concludes by stipulating that communication and writing skills among educators need significant emphasis to ensure that they foster collaborative relationships among the different educational stakeholders.
Introduction/ Background
Educators during early childhood emphasize on research related to academic success and achievement to early literacy, writing, and communication, just as it is the case with grade-school teachers. Writing and communicating in an effective manner allows educators in providing the required tools for making sure that the educational environment succeeds. When communicating and writing to parents, grants, emails, and other forms of writings in the educational environment, educators need to make sure that they emphasize on issues related to early childhood (Bradford, 2012). Thus, the paper is about the writing and communication that teachers deploy in early childhood education.
Delegate your assignment to our experts and they will do the rest.
Methods
In undertaking the research, both primary and secondary sources were assessed. It utilized peer-reviewed journals as primary sources, since they revolved around responses gathered from real-life research participants. The secondary sources used entailed books, which discussed the idea of writing and communication approaches that educators utilize in early childhood. To choose the sources, the researcher ensured they contained relevant information regarding writing and communication during early childhood, hence making them credible and relevant. Nonetheless, the limitation affiliated with the study was that the sources failed to establish a clear connection between writing and communication skills during early education.
Results and Discussion
During early childhood or in the education field, educators usually deploy certain approaches, when writing lesson plans, letters to parents, grants, and emails among other forms of writings. When writing, educators ensure that they share events, activities, interests, and learning journeys of the children. They usually make sure that their writing is done well to make sure that they are possible to read (Clare, 2015). Educators make sure that their form of writing is effective and consume considerable amount of time for those reading. When writing, early educators ensure to start their writing with personal notes to make sure that the parties concerned can reach out and connect with the educators to discuss issues influencing early childhood education. They also make sure to become involved and ensure that they provide room for feedback to ensure that the other parties are also able to contribute their input to certain issues. The writings by early educators are not lengthy, but go straight to the point on what needs achieving within a given period (Deiner, 2012). Furthermore, when writing lesson plans, letters to parents, grants, and emails among other writing types, educators make sure to incorporate visual elements while the writing is easy to read. They use photos for conveying the things that have happened previously. Photos allow readers to scan quickly, while the accompanying text offers explanation on the issues that need more emphasis (Jones, Greenberg, & Crowley, 2015). Additionally, educators make sure to incorporate the voices of the children in their writing to facilitate in realizing educational goals.
When it comes to communicating, early educators ensure to support a two-way information sharing to facilitate in establishing a common understanding. This makes it possible for the different stakeholders, such as parents, school board, and policymakers to support each other (Gerde & Bingham, 2012). Emphasizing on effective communication also assists the staff and families to establish a trusting relationship and establish respectful and honest relationships. The educators make sure that they establish genuine interest in communicating with the different educational stakeholders to foster understanding concerning what it taking place in the educational environment and ways of managing the behavior of the children. The kind of communication educators employ can include verbal and non-verbal mean (Bradford, 2012). Verbal communication might entail spoken communication, including phone calls and face-to-face, while written messages might comprise of newsletters, emails, and letters. Regarding non-verbal communication, it entails utilizing body language, such as gestures, tone of voice, and facial expressions (Bradford, 2012). The expressions that the early educators portray usually convey what they mean, such as communicating sophisticated feelings, concepts, and ideas during a conversation.
Conclusion and Future Study
In conclusion, all the things that early educators do to establish strong relationships with written words and improving communication are vital for the future development of kids and their learning environment. Writing and communicating in an effective manner on matters related to lesson plans, letters to parents, grants, and emails among others plays an essential role when it comes to improving the state of learning during early education. However, future research is essential when it comes to understanding ways that would provide early educators with opportunities for improving the writing and communication skills, thus contribute toward their success in future teaching endeavors.
References
Bradford, H. (2012). Communication, language and literacy in the early years foundation stage. Abingdon: Routledge.
Clare, A. (2015). Communication and interaction in the early years. New York: SAGE.
Deiner, P. (2012). Inclusive early childhood education: development, resources, and practice. Boston: Cengage Learning.
Gerde, H. K., & Bingham, G. E. (2012). Writing in early childhood classrooms: Guidance for best practices. Early Childhood Education Journal, 40 (6), 351-359.
Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105 (11), 2283-2290.
