What Are The Need For Early Childhood Education?

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What Are The Need For Early Childhood Education
What is the purpose of early childhood education? – The purpose of ECE is to provide children with strategies that help them develop the emotional, social and cognitive skills needed to become lifelong learners. The Zero to Three Foundation considers the following skills to be the most important for young learners to master:

  1. Language and literacy: Language provides the foundation for the development of literacy skills. Learning to communicate through gestures, sounds and words increases a child’s interest in — and later understanding of — books and reading.
  2. Thinking: Children are born with a need to understand how things work. In their everyday experiences, they use and develop an understanding of math concepts, such as counting and sorting, and problem-solving skills that they will need for school.
  3. Self-control: This refers to the ability to express and manage emotions in appropriate ways and is essential for success in school and healthy development overall. It enables children to cooperate with others, cope with frustration and resolve conflicts.
  4. Self-confidence: When children feel competent and believe in themselves, they are more willing to take on new challenges. Self-confidence is also crucial for navigating social challenges, such as sharing, competition and making friends.

The fact that all of this early childhood learning can be facilitated without homework or tests is still difficult for some adults to believe. “There are always parents who don’t understand that children learn best when they have the option to do so in a manner that is pleasurable,” Dr.
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What are the three needs of early childhood?

For every child, early moments matter. – Science shows that life is a story for which the beginning sets the tone. That makes the early years of childhood a time of great opportunity, but also great risk. Children’s brains are built, moment by moment, as they interact with their environments.

In the first few years of life, more than one million neural connections are formed each second – a pace never repeated again. The quality of a child’s early experiences makes a critical difference as their brains develop, providing either strong or weak foundations for learning, health and behaviour throughout life.

In the first few years of life, more than one million neural connections are formed each second – a pace never repeated again. Early childhood offers a critical window of opportunity to shape the trajectory of a child’s holistic development and build a foundation for their future.

  1. For children to achieve their full potential, as is their human right, they need health care and nutrition, protection from harm and a sense of security, opportunities for early learning, and responsive caregiving – like talking, singing and playing – with parents and caregivers who love them.
  2. All of this is needed to nourish developing brains and fuel growing bodies.

For many millions of the world’s most disadvantaged children – including children living in poverty or affected by conflict and crisis, children on the move, children belonging to communities facing discrimination, and children with disabilities – we are often missing this window of opportunity.

  1. Millions of children are not receiving the nutrition or health care they need, growing up exposed to violence, polluted environments and extreme stress.
  2. They miss out on opportunities to learn and are deprived of the stimulation that their developing brains need to thrive.
  3. Their parents and caregivers struggle to get the time, resources and services necessary to provide their children with nurturing care in these contexts.

When children miss out on this once-in-a-lifetime opportunity, they pay the price in lost potential – dying before they have a chance to grow up, or going through life with poor physical and mental health; struggling to learn and, later, to earn a living.
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What are the 5 basic needs of a child?

Security – Kids must feel safe and sound, with their basic survival needs met: shelter, food, clothing, medical care and protection from harm.
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What is the most important thing in early childhood?

Invest in Your Child’s Future Today – The evidence proving the importance of early childhood education is overwhelming. Children who take part in early childhood education programs have improved social skills and do better in school. They also learn essential life skills that stay with them forever.

  • Most importantly, preschool is a place where children have fun in a safe and loving environment.
  • Our teachers and programs are proven to help kids thrive.
  • Ids love attending our schools.
  • With 37 locations in Florida and Indiana, we offer an engaging early childhood education program for your child.
  • If you’re looking for quality, affordable childcare, contact us today to learn more about our program or find your nearest location.

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What are the two basic needs in childhood?

Basic Needs of a Child – Aside from the most basic survival needs (like food and shelter), there are just two things every child needs from a parent to be well-adjusted, happy, and healthy:

  1. Love and warmth
  2. Consistent limits

Based on decades of research and hundreds of studies, these are the two most important basic needs of a child. It’s no coincidence that these are also the two main commonalities that most of the mainstream positive parenting trends today share. Even though there seems to be an endless amount of modern day parenting approaches to choose from (gentle parenting, conscious parenting, peaceful parenting really, I could go on), they’re all born from pretty much just these two things.
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What are the four types of basic needs?

The basic needs approach is one of the major approaches to the measurement of absolute poverty in developing countries globally. It works to define the absolute minimum resources necessary for long-term physical well-being, usually in terms of consumption goods,

  • The poverty line is then defined as the amount of income required to satisfy the needs of the people.
  • The “basic needs” approach was introduced by the International Labour Organization’s World Employment Conference in 1976.
  • Perhaps the high point of the WEP was the World Employment Conference of 1976, which proposed the satisfaction of basic human needs as the overriding objective of national and international development policy.

The basic needs approach to development was endorsed by governments and workers’ and employers’ organizations from all over the world. It influenced the programmes and policies of major multilateral and bilateral development agencies, and was the precursor to the human development approach.” A traditional list of immediate “basic needs” is food (including water ), shelter and clothing,

Many modern lists emphasize the minimum level of consumption of “basic needs” of not just food, water, clothing and shelter, but also sanitation, education, and healthcare, Different agencies use different lists. The basic needs approach has been described as consumption-oriented, giving the impression “that poverty elimination is all too easy.” Amartya Sen focused on ‘capabilities’ rather than consumption.

In the development discourse, the basic needs model focuses on the measurement of what is believed to be an eradicable level of poverty, Development programs following the basic needs approach do not invest in economically productive activities that will help a society carry its own weight in the future, rather they focus on ensuring each household meets its basic needs even if economic growth must be sacrificed today.
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What are the basic needs?

We must have food, water, air, and shelter to survive. If any one of these basic needs is not met, then humans cannot survive.
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What is the benefit of early childhood education?

Providing a high-quality education for children before they turn five yields significant medium- and long-term benefits for students. Children in early childhood education programs are:

Less likely to repeat a grade Less likely to be identified as having special needs More prepared academically for later grades More likely to graduate from high school Higher earners in the workforce

Access to effective, diverse programs breaks down structural barriers that have prevented all children–particularly children of color and children from disadvantaged families–from achieving their full potential.
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What is the most important task as an early childhood teacher?

Duties and Responsibilities –

  1. Organizes and provides developmentally appropriate early childhood education programs; plans and implements curriculum and education for children ranging in age from six weeks to twelve years old.
  2. Provides activities and opportunities that encourage curiosity, exploration, and problem solving appropriate to the developmental levels and learning styles of children.
  3. Plans and prepares classroom setting; oversees safety and educational programs; supervises children in the classroom; provides a supportive environment in which children can learn and practice appropriate and acceptable individual and group behaviors.
  4. Interacts with parents and community groups; maintains open and cooperative communication with parents and families, encouraging their involvement in the program and supporting the child’s family relationships.
  5. Writes and compiles individual assessments of each child’s development; completes daily inventories, child attendance, and related reports.
  6. Participates in teaching undergraduate and graduate early childhood education labs, as appropriate.
  7. Participates in research programs concerned with improvements in early childhood teaching methods, as appropriate.
  8. May lead, guide, and train staff/student employees, interns, and/or volunteers performing related work; may participate in the recruitment of volunteers, as appropriate to the area of operation.
  9. Performs miscellaneous job-related duties as assigned.

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What are the 8 needs?

These personal and others-related needs are listed in order of essential to potential, according to Abraham Maslow (1968), and include meeting needs in the following order: physiological (food, water, shelter); safety (security); love and belonging (close relationships); success and esteem (feeling worthwhile and
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What are the 12 standard of early childhood?

Operational Standards Set for ECIs The Early Childhood Commission’s (ECC) basic-school certification programme, now under way islandwide, is ensuring that all early-childhood institutions (ECIs) meet the 12 Operational Standards set by that body. The three-year engagement of the new Board of Commissioners commenced in May 2016, targeting 300 ECIs to be certified by 2019.

Staffing – stipulates the need for institutions’ staff to have or acquire the characteristics, training, knowledge, skills, and attitude to help children achieve their full potential. Developmental/Educational Programmes – mandates institutions to implement comprehensive programmes designed to meet children’s language, physical, cognitive, socio-emotional, spiritual, cultural and school-readiness needs. Interactions and Relationships with Children – emphasises the need for staff to have or acquire the characteristics, training, knowledge, skills and attitude to promote positive behaviours in children and reduce those deemed difficult and challenging.

Physical Environment – underscores that institutions must create environments meeting building, health and safety stipulations for children, and provide adequate space to facilitate their development and that of the staff. Indoor and Outdoor Equipment, Furnishing and Supplies – stipulates that institutions provide safe child-friendly equipment and furnishings that promote the optimal development of children. Health – emphasises that institutions provide physical facilities, policies, programmes and procedures promoting healthy lifestyles, while safeguarding children and staff against illnesses. Nutrition – mandates institutions to provide nutritious meals and model good nutritional practices for children in their care as well as their families. Safety – highlights the importance of ECIs providing safe indoor and outdoor environments for children, staff, stakeholders and visitors. Child Rights, Child Protection and Equality – mandates institutions to uphold children’s rights and protect them from harm, while ensuring they have equal access to services. Interactions with Parents and Community Members – requires institutions’ management and staff to establish and maintain healthy relationships with parents, caregivers, family members and the wider community. Administration – emphasises the importance of establishing a sound management structure that guarantees effective operations. These are expected to be guided by established plans, policies, procedures and programmes that ensure child, family and staff well-being. Finance – institutions are required to have sound financial practices by adhering to standard accounting principles.

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The ECC’s Acting Executive Director, Karlene Degrasse-Deslandes, says the Commission’s certification fairs have been pivotal in assisting practitioners, operators, parents and other stakeholders to better understand the Standards. To date, three fairs have been held at Jamaica College in St. Andrew; Port Antonio, Portland; and Santa Cruz, St. Elizabeth.

Emphasis, she points out, has been placed on highlighting the performance criteria under each Standard.The fairs have been complemented by several training sessions staged for a number of practitioners, including money management workshops.”We have increased our drive to ensure that the Standards are user-friendly, so that persons can understand what they need to do to get their institutions certified,” the ECC Acting Executive Director points out.

Mrs. Degrasse-Deslandes reiterates that the overall undertaking aims to ensure that, over the long term, “we have positive child outcomes”. “We are speaking of a Jamaican child that can compete with any child anywhere in the world, at any time. So, we will tailor our interventions and our interactions, where necessary.

  1. Our children must be afforded the same start in order for them to get to where we need them to reach,” she adds.
  2. The ECC’s Chairperson, Trisha Williams-Singh, maintains that certification of the minimum 300 schools being targeted is “achievable”.
  3. We are pretty confident because of the plans that have been put in place.

We have undertaken capacity building within the Early Childhood Commission. We have also looked at capacity building for the practitioners and deepening relationships with our partners. I am, therefore, confident that a minimum of 300 schools will be certified by this Board by 2019,” she adds.

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Operational Standards Set for ECIs
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What are the 3 needs?

Understanding McClelland’s Theory In the early 1940s, Abraham Maslow created his theory of needs. This identified the basic needs that human beings have, in order of their importance: physiological needs, safety needs, and the needs for belonging, self-esteem and ‘self-actualization’.
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What are the 3 important components of an early childhood environment?

Research Shows – Changes in classroom environmental arrangement, such as rearranging furniture, implementing activity schedules, and altering ways of providing instructions around routines, have been found to increase the probability of appropriate behaviors and effectively decrease the probability of challenging behaviors.

Components of Early Childhood Environments Definition
Physical environment The overall design and layout of a room, including its learning centers, materials, and furnishings
Social environment The interactions that occur within the classroom between peers, teachers, and family members
Temporal environment The timing, sequence, and length of routines and activities that take place throughout the day

In order to create an environment conducive to the learning and development of infants, toddlers, and preschoolers, these three components must be carefully designed and implemented. Indeed, every aspect of a classroom environment’s design should reflect its program’s priorities and philosophy.

For example, a program that concentrates on improving children’s math skills is likely to emphasize the availability of materials related to numeracy, as well as to learning shapes and patterns. Additionally, if this program’s philosophy was Montessori-inspired—that is, it helped students to learn concepts through hands-on work with materials, rather than by traditional direct instruction—you might expect to see bead chains to support the teaching of mathematical concepts.

The following pages address these physical, social, and temporal components in more detail. Listen as Ilene Schwartz discusses how the three components of the environment are intertwined to help children succeed (time: 2:47). Ilene Schwartz, PhD Professor, Special Education Director, Haring Center for Research and Training in Inclusive Education University of Washington Transcript: Ilene Schwartz, PhD The environment both sets children up for success and supports that success when it occurs. Children learn by doing, and so they need environments that have the appropriate kinds of materials available for them to demonstrate the wonderful skills that they have, and to learn the skills that they need to learn to be successful in future environments.

Environments consist of the things in the environments, the people in the environment, and the tone of the environment. So we can have an environment that is supportive because children feel safe to explore and to try things that they’re not sure of because they know there’s going to be a supportive adult there to help them if they need the help.

The three discrete components of a well-designed early childhood environment—the temporal, social, and physical environments—really do not stand alone. They’re like ingredients in a well-designed recipe. You don’t want too much of one, but the absence of another could potentially ruin the whole recipe.

You want to make sure that children have access to a well-designed and challenging physical environment. Things are in the environment that the child with the most challenges in your classroom can do independently, and your highest-achieving child is still challenged by something in the environment. But at the same time, that environment without the warm support of a teacher is limited.

You want a social environment in which children have positive regard from their teacher and high-quality interactions with their peers. But that in isolation is also not enough. The same goes for a well-designed temporal environment. You want to make sure that children have the opportunity every day to play outside, to be active, and at the same time to have opportunities to practice skills such as writing and coloring and cutting that will help them be successful in future environments.
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What are the 3 primary elements of an early childhood educator?

Core Considerations to Inform Decision Making – Developmentally appropriate practice requires early childhood educators to seek out and gain knowledge and understanding using three core considerations: commonality in children’s development and learning, individuality reflecting each child’s unique characteristics and experiences, and the context in which development and learning occur.

Commonality —current research and understandings of processes of child development and learning that apply to all children, including the understanding that all development and learning occur within specific social, cultural, linguistic, and historical contexts An ever-increasing body of research documents the tremendous amount of development and learning that occur from birth through age 8 across all domains and content areas and how foundational this development and learning is for later life.4 This extensive knowledge base, including both what is known about general processes of children’s development and learning and the educational practices educators need to fully support development and learning in all areas, is summarized in the principles section of this statement. When considering commonalities in development and learning, it is important to acknowledge that much of the research and the principal theories that have historically guided early childhood professional preparation and practice have primarily reflected norms based on a Western scientific-cultural model.5, 6 Little research has considered a normative perspective based on other groups. As a result, differences from this Western (typically White, middle-class, monolingual English-speaking) norm have been viewed as deficits, helping to perpetuate systems of power and privilege and to maintain structural inequities.7, 8 Increasingly, theories once assumed to be universal in developmental sciences, such as attachment, are now recognized to vary by culture and experience.9 The current body of evidence indicates that all child development and learning—actually, all human development and learning—are always embedded within and affected by social and cultural contexts.10 As social and cultural contexts vary, so too do processes of development and learning. Social and cultural aspects are not simply ingredients of development and learning; these aspects provide the framework for all development and learning. For example, play is a universal phenomenon across all cultures (it also extends to other primates). Play, however, can vary significantly by social and cultural contexts as children use play as a means of interpreting and making sense of their experiences.11 Early childhood educators need to understand the commonalities of children’s development and learning and how those commonalities take unique forms as they reflect the social and cultural frameworks in which they occur. Individuality —the characteristics and experiences unique to each child, within the context of their family and community, that have implications for how best to support their development and learning Early childhood educators have the responsibility of getting to know each child well, understanding each child as an individual and as a family and community member. Educators use a variety of methods—including reflecting on their knowledge of the community; seeking information from the family; observing the child; examining the child’s work; and using authentic, valid, and reliable individual child assessments. Educators understand that each child reflects a complex mosaic of knowledge and experiences that contributes to the considerable diversity among any group of young children. These differences include the children’s various social identities, interests, strengths, and preferences; their personalities, motivations, and approaches to learning; and their knowledge, skills, and abilities related to their cultural experiences, including family languages, dialects, and vernaculars. Children may have disabilities or other individual learning needs, including needs for accelerated learning. Sometimes these individual learning needs have been diagnosed, and sometimes they have not. Early childhood educators recognize this diversity and the opportunities it offers to support all children’s learning by recognizing each child as a unique individual with assets and strengths to contribute to the early childhood education learning environment. Context —everything discernible about the social and cultural contexts for each child, each educator, and the program as a whole

One of the key updates in this revision is the expansion of the core consideration regarding the social and cultural contexts of development and learning. As noted in the first core consideration on commonality, the fact that development and learning are embedded in social and cultural contexts is true of all individuals.

Context includes both one’s personal cultural context (that is, the complex set of ways of knowing the world that reflect one’s family and other primary caregivers and their traditions and values) and the broader multifaceted and intersecting (for example, social, racial, economic, historical, and political) cultural contexts in which each of us live.

In both the individual- and societal- definitions, these are dynamic rather than static contexts that shape and are shaped by individual members as well as other factors. Early childhood educators must also be aware that they themselves—and their programs as a whole—bring their own experiences and contexts, in both the narrower and broader definitions, to their decision-making.

This is particularly important to consider when educators do not share the cultural contexts of the children they serve. Yet even when educators appear to share the cultural contexts of children, they can sometimes experience a disconnection between their professional and cultural knowledge.12 To fully support each child’s optimal development and learning in an increasingly diverse society, early childhood educators need to understand the implications of these contexts.

By recognizing that children’s experiences may vary by their social identities (for example, by race or ethnicity, language, gender, class, ability, family composition, and economic status, among others), with different and intersecting impacts on their development and learning, educators can make adaptations to affirm and support positive development of each child’s multiple social identities.

  • Additionally, educators must be aware of, and counter, their own and larger societal biases that may undermine a child’s positive development and well-being.
  • Early childhood educators have a professional responsibility to be life-long learners who are able to foster life-long learning in children; in this, they must keep abreast of research developments, while also learning continuously from families and communities they serve.

View the full list of endnotes.
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