Philosophy of Education
Overview of nature and nurture concept and debate
The theory bases its argument on the interrelationships and implications of the inherent natural ecosystem on growth and development (Wortham, & Hardin, 2015, p. 98). This discussion is evaluating the concept of the developmental effects of the inheritable DNA composition of a child and the natural and manmade environmental resources and challenges within which the young mind resides from. The various aspects of progressive childhood evolution impacted both positively and negatively ranges from the academic (cognitive) aspects to the social and language domains.
Genetics determines the physical structures of children, for instance, height, weight, and other physical attributes (Wortham, & Hardin, 2015, p. 103). However, the immediate and secondary influences like home and family lifestyle, school, church, media, and peers influence their abilities, skills and knowledge. The genetic composition explains the notable diversities in eye color, physical stature, facial appearance, temperaments, stimuli, and emotional reactions from an individual. Besides, the intellectual capabilities and development is naturally and ecologically enhanced by our inborn instincts, nutrition, physical exercise, and physiological health. Other psychological factors caused by the environmental dimensions do determine an individual’s state of mind and affects our cognitive development.
The juvenile age group; therefore, grow emulating the habits and behaviors of those around them (Wortham, & Hardin, 2015, p. 106). This nurture the language proficiency of the children as they adopt and build their vocabulary from the immediate environment. The young generation by interacting and socializing with the biological stimulation around them, advance their networking skills. However, the rate of comprehension, curiosity and unique abilities like making a distinction of speech or sounds ultimately improves the natural intellect arising from the generic brain functions.
Goals and objectives
As an ECD teacher, laying smart targets necessary in the development of an all-rounded generation is crucial (Wortham, & Hardin, 2015, p. 108). For instance, one should aim at promoting the social competence, self-esteem, and freedom of expression through creative and critical reasoning, opinions and talents among the children. Correspondingly, the educator should aim at stimulating the interest in learning among the young children through group studies and collaborations. Therefore, the educator is responsible for cultivating the moral cultures and positivity among students (Wortham, & Hardin, 2015, p. 109).
The early childhood educator as a professional
The educator often handles the originality of the lessons outline and relies on the requirements and gaps observed during lessons. The educators are responsible for the identification of the relevant teaching strategies that best suit the core of students they attend to (Wortham, & Hardin, 2015, p. 114). Similarly, the learning routines should adhere to the laid ethical, legal and professional standards in the education sector.
Early childhood facilitators
Essentially, early childhood facilitators have a broad spectrum of roles that contribute to the intellectual growth of these young students (Wortham, & Hardin, 2015, p. 117). However, the advocacy responsibilities are cross-cutting and help immensely in creating a conducive infrastructural and regulatory atmosphere for the learning community. The teacher, with an expansive knowledge of individual student potential, fights on their behalf with the school administration and government for policy adjustments. These educators also examine the legal stipulations that regulate the provision of excellent education equally to all minors (Wortham, & Hardin, 2015, p. 118). They, therefore, act as expert arbitrators in cases of violation of children rights such as deprivation of access to education, psychological or physical abuse, and even neglect by parents and guardians.
The methods for assessing student understanding for Birth to Age 5/Pre-K and K to Age 8/Grade 3 children
Monitoring and evaluation of the comprehension of the student age group of between births to grade three is a continuous process (Goodman, 2014, p. 67). Formative methods are carried out at the beginning of the learning processes and along the process of issuing the instructions. This mechanism has little point stakes in terms of statistics that is produced. Moreover, in an informal evaluation that uses approaches like written reflections, polls, and surveys, observational checks and wrappers, the information provided is for the adapting to the identified emergent needs.
Similarly, formal methods incorporate in-class activities, quizzes and group work deliverables to help evaluate probable changes (Goodman, 2014, p. 69). Besides, summative assessments provide high point values and act as guides to the formation of opinions and cognitive aspects among the children. It is done at the closing stages of learning and proposes the necessary changes that would be valuable to the cognitive development of the child. Continuous student comprehension assessment should be concurrent with learning and instruction program and with consistent monitoring of the results and recommendations by the educator.
The role of technology in the education of young children
Technological absorption is critical in offering easy and convenient way of instructing (Goodman, 2014, p. 72). The assistive purposes offered by this move include storage, display and instructional alternatives the gadgets offer. Electronics like the computer and tablets engage students by entertaining and educating them with an integrated fun and games that make the process of learning enjoyable. However, despite the broad spectrum of information and resources provided by this aspect of the development of children, technology has many detrimental impacts. The immoral facets of the technological programs, applications and shows from the media, social and conventional media require rating and parental guidance (Goodman, 2014, p. 74). The incorporation of technology into learning must, therefore, be analyzed and closely monitored to avoid any negative influence on the students.
The best teaching settings
Appropriate learning setting is necessary in encouraging positivity both from the teachers’ use of language and the attitude of the apprentice community (Roopnarine, & Johnson, 2013, p. 145). The instructor should use encouraging statements to motivate and build up the interest of the learners to and to seize initiatives by participating learning processes. Moreover, the educator should apply the differentiated methodologies of teaching that involves integrating multiple tasks, activities and hands-on experiences to expose the students. This approach should ensure reciprocal parent partnerships and maximizing the socio-economic-cultural backgrounds to inject better practices and norms and discouraging biases and managing arising conflicts fairly. Finally, the physical structure of the building should be suitable for the learning purposes by providing all the necessary amenities (Roopnarine, & Johnson, 2013, p. 149).
References
Goodman, Y. M. (2014). Observing Children in the Classroom. Making Sense of Learners Making Sense of Written Language: The Selected Works of Kenneth S. Goodman and Yetta M. Goodman, 197.
Roopnarine, J., & Johnson, J. E. (2013). Approaches to early childhood education. Merrill/Prentice Hall.
Wortham, S. C., & Hardin, B. J. (2015). Assessment in early childhood education. Pearson.