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20160427205445assignment_8.doc
20160427205445assignment_8.doc
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Running head: CAREERS IN EARLY CHILDHOOD EDUCATION
Heather Sparks
AC1706354
Assignment 8_08
E01.V.6.1 Careers in Early Childhood Education
1
CAREERS IN EARLY CHILDHOOD EDUCATION
2
Careers in Early Childhood Education
Part A: Core Knowledge
Core Knowledge is one of the fundamental aspects of learning for the children in the
kindergarten. To make the children knowledgeable on various areas, there must be objectives set
for the process. The objectives include understanding of the environment, naming and
identification of objects and people, and understanding the uses of things.
I would make various adaptations on the curriculum and the environment to reach the
goal of instilling knowledge in the children. Some of the adaptations will include taking practical
walk in the surrounding while asking the children to name the items they see and to identify
things from their names. This will take the form of asking the children what they can see in the
given environment and asking them to identify something from a particular description or name.
The children will be required to give brief responses on what they perceive of the things on the
given environment (Lillard, 1972). Further modification will take the form of bringing actual
items to the class room for the students to identify or name them, state their uses and how they
are used. This will enable the children to have a practical understanding of the items they use and
to trigger thinking by the use of ordinary things they see and encounter in their daily lives. I
would also bring competitive sessions where the children would demonstrate their knowledge of
the issues discussed in class. This is meant to encourage the children to know more about the
issues discussed and to be free to use their knowledge whenever it is required.
I would carry out the learning session in stages. The first stage will be getting out of the
class room to the nearby environs for the naming and identification process. The second stage
will be stating the uses of the things considered in the naming and identification process taken,
the children will also be required to explain the uses of the things considered. The last stage will
involve a competitive reminder session where the children will be required to demonstrate what
they have learnt and understood from the prior sessions. They will engage in a competitive
answering of questions and explanation based on what they have been taken through in the
former sessions.
CAREERS IN EARLY CHILDHOOD EDUCATION
3
Part B
Technology helps students to understand the idea of a system. In a learning environment,
I will organize three sessions aimed at making the children understand the idea of a system.
These sessions will be aimed at making the children understand that certain things interrelated
and operate as an integral whole. The students will be made to understand the need to have
certain things put together for them to work properly and efficiently.
Student learning will be prepared by organizing practical sessions aimed at demonstrating
to the students the need to have things put together. The students will be made to appreciate the
need to complement each other just as the objects used in illustrating the idea of a system. The
session will involve use of objects and materials for purposes of practical demonstration. The
session will also involve active participation of the students by engaging them in giving
examples of things that must be together to work properly for the demonstration of the idea of a
system. Other illustrations not done by objects will be practical life situations and the human
body.
That will engage in a session of practical combination of objects to make them work.
This part of the session will be done by the use of Lincoln logs. The students will be required to
use the Lincoln logs to come up with structures and objects (Torrence, 1993). They will be
required to write down the number of logs used to come up with the strictures. This can be done
before the actual construction. They will further be required to remove certain key pillars of the
structures made by them and observe what happens to the structures they made. The students will
be asked to give reasons as to why the structure gets broken down or collapses when certain logs
are removed from it. Another illustration will be done by the human body. This will take the
form of asking the students questions on the functions of various parts of the human body and
what could probably happen when the specific parts of the body do not perform the functions as
identified by the students/children.
Understanding of the key concepts will be assessed by asking questions to the students on
the issues discussed. Questions will be asked as presentations are made. Much of the presentation
CAREERS IN EARLY CHILDHOOD EDUCATION
4
will be done by asking the students to answer questions on the issue at hand (Torrence, 1993).
The session will also involve the student’s active participation as much as possible. This will
take the form of creative constructions using the Lincoln logs among others. At the end of the
session, that will test orally on the issues covered in the completed sessions.
Part C
Manual and Damien Case
Damien is upset by the fact that his shovel has been taken by Manual. He is annoyed but
does not know how to react or solve the problem. I would use the give word to feelings strategy
to help Damien overcome the situation; this will take the form of asking him a question on what
he feels and what needs to be done if the shovel is returned to him. I would return the shovel to
him and give Manuel another shovel. After that, I would ask Damien how he feels after his
shovel has been returned to him. I would encourage Damien to pursue his healthy way of coping
to issues like the one he is disturbed with. This will be encouraging him to take part in another
better game that does not involve a shovel. This will enable him to understand that he can cope
without the shovel even, if it was taken by Manuel.
Latoya’s Case
Latoya is suffering from lack of confidence. She is timid and shy. I would use the
strategy of giving word to feelings and the strategy of finding emotional triggers to make her
speak out what’s troubling her and what she wants. I would let her suggest the way in which she
can be made comfortable and ask her to pursue it. I would also use the strategy of encouragement
to pursue her personal way of coping. This will be meant to make her participate in activities she
likes.
Tommy’s case
Tommy is suffering from indecisiveness. In Tommy’s case, I would ask him to compare
both options and choose the one that appears the safest for him, the one that develops him
CAREERS IN EARLY CHILDHOOD EDUCATION
5
further. I would ask him questions on how he feels about both options and his interest in both. I
will then provide simple guidance on the benefits of each of the options.
Part D
Core values, ideals, and principles of an educator
Some of the core values of a person of a tutor for taking preschool programs and in early
childhood education include: appreciation of childhood as an essential stage of development,
enhancement of the parental bond with the , promotion of societal influence for development of
the , appreciation of the unique qualities of members of the family, promotion of trust, and
respect for the exploitation of personal abilities.
A tutor for early childhood programs is required to be of certain ideals. These include:
familiarity with childhood care and education, initiate programs aimed at improving child
education and development, appreciate the need to offer support to the and consider their special
uniqueness, create an environment conducive for child development, and encourage the use of
appropriate assessment techniques, work alongside families to enhance the development of the
(NAYEC).
The principles of an educator include: never to deny parents access to the class rooms of
their children except in exceptional circumstances, offering explanations to parents on the
learning programs and mode of delivery, involving parents in policy issues, inform the parents
the nature and importance of the programs, involve the families in critical decisions and consider
the special information families give about their .
CAREERS IN EARLY CHILDHOOD EDUCATION
References
Lillard, P. (1972). Montessori, a modern approach. New York: Schocken.
The National Association for the Education of Young (NAEYC) Code of
Ethical Conduct. Retrieved from:
(http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
Torrence, M. (1993). “From percept to concept: The sensorial path to knowledge.” Montessori LIFE.
6
Running head: CAREERS IN EARLY CHILDHOOD EDUCATION
Heather Sparks
AC1706354
Assignment 8_08
E01.V.6.1 Careers in Early Childhood Education
1
CAREERS IN EARLY CHILDHOOD EDUCATION
2
Careers in Early Childhood Education
Part A: Core Knowledge
Core Knowledge is one of the fundamental aspects of learning for the children in the
kindergarten. To make the children knowledgeable on various areas, there must be objectives set
for the process. The objectives include understanding of the environment, naming and
identification of objects and people, and understanding the uses of things.
I would make various adaptations on the curriculum and the environment to reach the
goal of instilling knowledge in the children. Some of the adaptations will include taking practical
walk in the surrounding while asking the children to name the items they see and to identify
things from their names. This will take the form of asking the children what they can see in the
given environment and asking them to identify something from a particular description or name.
The children will be required to give brief responses on what they perceive of the things on the
given environment (Lillard, 1972). Further modification will take the form of bringing actual
items to the class room for the students to identify or name them, state their uses and how they
are used. This will enable the children to have a practical understanding of the items they use and
to trigger thinking by the use of ordinary things they see and encounter in their daily lives. I
would also bring competitive sessions where the children would demonstrate their knowledge of
the issues discussed in class. This is meant to encourage the children to know more about the
issues discussed and to be free to use their knowledge whenever it is required.
I would carry out the learning session in stages. The first stage will be getting out of the
class room to the nearby environs for the naming and identification process. The second stage
will be stating the uses of the things considered in the naming and identification process taken,
the children will also be required to explain the uses of the things considered. The last stage will
involve a competitive reminder session where the children will be required to demonstrate what
they have learnt and understood from the prior sessions. They will engage in a competitive
answering of questions and explanation based on what they have been taken through in the
former sessions.
CAREERS IN EARLY CHILDHOOD EDUCATION
3
Part B
Technology helps students to understand the idea of a system. In a learning environment,
I will organize three sessions aimed at making the children understand the idea of a system.
These sessions will be aimed at making the children understand that certain things interrelated
and operate as an integral whole. The students will be made to understand the need to have
certain things put together for them to work properly and efficiently.
Student learning will be prepared by organizing practical sessions aimed at demonstrating
to the students the need to have things put together. The students will be made to appreciate the
need to complement each other just as the objects used in illustrating the idea of a system. The
session will involve use of objects and materials for purposes of practical demonstration. The
session will also involve active participation of the students by engaging them in giving
examples of things that must be together to work properly for the demonstration of the idea of a
system. Other illustrations not done by objects will be practical life situations and the human
body.
That will engage in a session of practical combination of objects to make them work.
This part of the session will be done by the use of Lincoln logs. The students will be required to
use the Lincoln logs to come up with structures and objects (Torrence, 1993). They will be
required to write down the number of logs used to come up with the strictures. This can be done
before the actual construction. They will further be required to remove certain key pillars of the
structures made by them and observe what happens to the structures they made. The students will
be asked to give reasons as to why the structure gets broken down or collapses when certain logs
are removed from it. Another illustration will be done by the human body. This will take the
form of asking the students questions on the functions of various parts of the human body and
what could probably happen when the specific parts of the body do not perform the functions as
identified by the students/children.
Understanding of the key concepts will be assessed by asking questions to the students on
the issues discussed. Questions will be asked as presentations are made. Much of the presentation
CAREERS IN EARLY CHILDHOOD EDUCATION
4
will be done by asking the students to answer questions on the issue at hand (Torrence, 1993).
The session will also involve the student’s active participation as much as possible. This will
take the form of creative constructions using the Lincoln logs among others. At the end of the
session, that will test orally on the issues covered in the completed sessions.
Part C
Manual and Damien Case
Damien is upset by the fact that his shovel has been taken by Manual. He is annoyed but
does not know how to react or solve the problem. I would use the give word to feelings strategy
to help Damien overcome the situation; this will take the form of asking him a question on what
he feels and what needs to be done if the shovel is returned to him. I would return the shovel to
him and give Manuel another shovel. After that, I would ask Damien how he feels after his
shovel has been returned to him. I would encourage Damien to pursue his healthy way of coping
to issues like the one he is disturbed with. This will be encouraging him to take part in another
better game that does not involve a shovel. This will enable him to understand that he can cope
without the shovel even, if it was taken by Manuel.
Latoya’s Case
Latoya is suffering from lack of confidence. She is timid and shy. I would use the
strategy of giving word to feelings and the strategy of finding emotional triggers to make her
speak out what’s troubling her and what she wants. I would let her suggest the way in which she
can be made comfortable and ask her to pursue it. I would also use the strategy of encouragement
to pursue her personal way of coping. This will be meant to make her participate in activities she
likes.
Tommy’s case
Tommy is suffering from indecisiveness. In Tommy’s case, I would ask him to compare
both options and choose the one that appears the safest for him, the one that develops him
CAREERS IN EARLY CHILDHOOD EDUCATION
5
further. I would ask him questions on how he feels about both options and his interest in both. I
will then provide simple guidance on the benefits of each of the options.
Part D
Core values, ideals, and principles of an educator
Some of the core values of a person of a tutor for taking preschool programs and in early
childhood education include: appreciation of childhood as an essential stage of development,
enhancement of the parental bond with the , promotion of societal influence for development of
the , appreciation of the unique qualities of members of the family, promotion of trust, and
respect for the exploitation of personal abilities.
A tutor for early childhood programs is required to be of certain ideals. These include:
familiarity with childhood care and education, initiate programs aimed at improving child
education and development, appreciate the need to offer support to the and consider their special
uniqueness, create an environment conducive for child development, and encourage the use of
appropriate assessment techniques, work alongside families to enhance the development of the
(NAYEC).
The principles of an educator include: never to deny parents access to the class rooms of
their children except in exceptional circumstances, offering explanations to parents on the
learning programs and mode of delivery, involving parents in policy issues, inform the parents
the nature and importance of the programs, involve the families in critical decisions and consider
the special information families give about their .
CAREERS IN EARLY CHILDHOOD EDUCATION
References
Lillard, P. (1972). Montessori, a modern approach. New York: Schocken.
The National Association for the Education of Young (NAEYC) Code of
Ethical Conduct. Retrieved from:
(http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
Torrence, M. (1993). “From percept to concept: The sensorial path to knowledge.” Montessori LIFE.
6
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