Developmentally Effective Approaches in Early Education

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Introduction

The study provides a review of using the standard on early education, which was developed in the framework of the 2010 NAEYC Initial & Advanced Standards for Early Childhood Professional Preparation Programs. Specifically, the statement relates to the employment of developmentally effective approaches as the prerequisite of beneficial child support.

ECE Profile Implication

Providing a link between personal growth and standard application

The use of the fourth standard of NAEYC embraces the diversity of the educational strategies in complex with psychological implications, which are used in ECE. The referenced skills help an educator to succeed not only in ECE but in personal life as well since life-long educational learning contributes to individual growth. Thus, connecting to up-to-date occupational theories improves the communicative and reflective skills of a worker.

The correlation between professional competences of a teacher and the use of the developmental approaches

The competencies of an ECE educator, which complies with the standard, refer to the ability of a teacher to keep track of the emerging learning tools and strategies, as well as making a positive rapport with the learners (Feeney, Galper, S & Seefeldt 2008).

Child Advocacy as the Element of ECE Preparation

The engagement of an educator in the changing learning tendencies brings up the awareness of both the study elements and the factors of child advocacy (Colker 2008). In other words, according to professional ethics, a teacher, who is knowledgeable of the legal prerequisites of education, can embody effective advocacy facilitation in such systems as teacher-learner and learner-family (Feeney, Galper, S & Seefeldt 2008).

The Aspects of the Standard: Questionnaire Development

Matching Home-Based Education and Schooling Practices

The first question, which may be posed to an ECE professional, concerns the protection of child rights and can be formulated as follows: Is it possible to facilitate positive relationships to home education if the educator notices the patterns of abusive behavior in a family? The question may be justified by the fact that keeping supportive relation to family education is the main prerequisite of the analyzed standard.

Enhancing Professional Awareness on the Overviewed Standard

The inquiry into the standard essence may embrace the subsequent questions: What is the source of learning about modern study tools? How can an educator find an approach to positivism support in class? What is the method of separating ones personal feelings from professional conduct? Which evaluation strategy may be used in the occupational reflection? The first two questions are evoked by the principle of developmental learning, due to which teachers have to stay aware of learning and psychological strategies. The third issue relates to the fact that, according to the standard, an educator must stay positive, in class. Finally, an effective assessment of learning concerns the problem of unreliability of new study approaches (NAEYC 2010).

Establishing a Contact with Early Development Specialist

The Realization of ECE Practices in Professional Communication

Sharing occupational knowledge is a critical element of professional development. In relation to the analyzed standard, it is suggested to contact Mrs. Ellis, a proficient ECE teacher, who possesses 30-years experience, in the domain of child development. The outcomes of the interaction are to be applied in the process of realizing a child advocacy project.

The Rationale for Contact Implications

The decision to address Mrs. Ellis stems from the intention to gain an insight into the development of young learners at home. Thus, the teacher is looking for a way, in which he can monitor the use of developmental learning, within families. The suggestion of Mrs. Ellis is to initiate a large family project, which requires children to contract a family tree with their parents.

Reference List

Colker, L 2008, Twelve characteristics of early childhood teachers. Web.

Feeney, S, Galper, S & Seefeldt, C 2008, Continuing issues in early childhood education, in K Tarrant, E Greenberg, S Kagan & K Kauerz (eds), The early childhood workforce, Pearson, London, pp. 67-74.

Feeney, S, Galper, S & Seefeldt, C 2008, Continuing issues in early childhood education, in N Barbour & M Lash (eds), The professional development of teachers of young children, Pearson, London, pp. 75-81.

NAEYC 2010, Standards for initial early childhood professional preparation. Web.

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