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Responsibility: Is it a factor for Preschoolers?


Taking out the Recycling

Ever wondered why today’s generation of kids lack basic manners, etiquette and discipline? One of the factors that encourage this type of behavior is the lack of exposure to the concept of responsibility and chores.

As parents, you want to give your children everything and sometimes your efforts end up spoiling them.  This ends up doing more harm than good because it makes our children too lazy and completely dependent on us.  They don’t see how their actions have an effect on other people and they feel entitled to get anything they want, when they want it.

It’s never too early to start teaching your child to become responsible, and a good place to start is by giving them age-appropriate household chores.  A preschooler may not be able to do much around the house but by giving him small tasks, he starts to see how his actions and his place in the household affects the family.  Small tasks like setting the table or sorting his laundry shows him that as part of the family, he has to do his share in order for the family to function well.

You have to remember though that preschoolers are playful by nature, so don’t be surprised to see the canned goods you bought stacked up like a pyramid. You have to remember that they are in fact a young child, so just gently remind them how to properly stack canned goods or turn the task into a game which encourages them to properly do their chore as though they’re playing.

Also, try to incorporate learning into their chores by asking them for the color of the plate they are holding, or to count how many shirts they’ve folded.  This makes learning fun and effortless for your child.

Another way to teach your child to become more responsible is by giving them a little bit of independence.  Let them pick out their own clothes or comb their own hair. By letting them do these simple things, you’ve already planted the seeds of discipline that they would need as they grow up.

Being a parent isn’t just about taking care of your child’s needs.  It’s also about guiding and teaching them to become good people and it starts by teaching them responsibility.  Once they see how their actions affect the people around them and they understand that they are responsible for their actions, it becomes easier to teach your children manners, respect, and empathy.

Educating young Children



As educators, what do you think about the word “Play”? What comes into your mind when you hear the word “Play”? Play is fundamental for young children’s growth in their development; it is the way young children learn. Play is essential to early learning. Play is the main reason why children learn and develop ideas about the world. It helps them build the skills necessary for critical thinking and leadership while giving them the ability to solve problems and feeling good about learning.

We all know every child is different in they way they learn, grow, and develop, however, play builds a foundation for later learning in children and in children with special needs. Most child development experts agree that play is an essential part of a high-quality early learning programs. Play is not a break from learning—it’s the way young children learn.

Nowadays, parents believe Play isn’t necessary for their child’s development because they believe Play means the opposite of productive work, however, that isn’t the case. Play is very much productive and necessary to every child’s development.

 

Children’s Individual Experiences in Early Care and Education: Relations with Overall Classroom Quality and Children’s School Readiness


Children’s Individual Experiences in Early Care and Education- Relations with Overall Classroom Quality and Children’s School Readiness

What is the rationale for the study?

• The rationale for this study is to describe each child’s individual experiences and development within early education, childcare centres, classrooms, and examine school readiness for global ratings.

What did the study investigate or measure (main variables)?

• The study that was conducted measured and investigated the relationship between each child’s individual experiences within early education in childcare centres to see if it affects school readiness.

What measurement tools did they use (instruments, methodology)? Pg. 7

• Within the study, the measurement tool that was used to measure quality was the Early Childhood Environment rating Scale-­‐ Revised (ECERS-­‐R) by Thelma Harms, Richard M. Clifford, and Debby Cryer.

  • It consisted of 43 items organized into the following seven subscales: Space and Furnishings, Personal Care Routines, Language-­‐Reasoning, Activities, Interaction, Program Structure, and Parents and Staff.

Who is the population? Sample? Participants? Pg. 7

• The study had a total of 138 children, 83 from rural site and 55 from the urban site.

What is the context of this study? How well does it describe it?

• The context of the study was done by breaking it into different areas so that they can tackle each problem/situation, one by one: (1) Identify the Research Problem, (2) Review the Literature, (3) Specify a purpose for the research, (4) Formulate an Explanation, (5) Collecting Data, (6) Analyzing and Interpreting the Data, (7) Reporting and Evaluating Research

What are the main findings in this study?

  • One of the main findings in this study was that children who came from lower income families had lower quality individual experience than other children.
  • Although teachers are qualified to teach, they need to have ECE backgroundbecause it affects global quality.

What does the study say about the impact of attending ECEC?

• Study stated that a child’s individual experience is influenced by social development and personal characteristics.

What does the study say about “individual children’s experiences”?

• The study states that a child’s individual experiences affect the way the child develops their relationships amongst other children, caregivers, and educators.

What does the study say about group experiences?

• It was found that smaller group sizes are beneficial however other research conducted said that’s no significant difference amongst the size of the groups.

What does the study say about children from low SES or disadvantaged background?

What does the study say about school readiness?

• School readiness all depends on how each child’s experience and interactions with students, caregivers, and educators are developing.

How “valid” “reliable” is this study?

• I don’t believe the study is very valid or reliable because each country, province, and centre are uniquely different, thus not allowing the study that was conducted to be 100% accurate in its findings.

What are some of your critiques?

  • Some of my critiques are that each childcare centre is a lot different in the way they’re structured and carried out in their day-­‐to-­‐day routines.
  • What a child experiences in one childcare centre will be different than a child attending a different childcare centre.

Andrew Praticante