ECEd 3: Foundation of Early Childhood Education PDF

Republic of the Philippines\ Tarlac State University\ **COLLEGE OF TEACHER EDUCATION\ CENTER OF DEVELOPMENT**\ Lucinda Campus, Tarlac City\ Tel. No. (045) 493-0182; Fax No. (045) 982-0110\ Re-accredited Level III by the\ Accrediting Agency of Chartered Colleges and Universities...

Republic of the Philippines\ Tarlac State University\ **COLLEGE OF TEACHER EDUCATION\ CENTER OF DEVELOPMENT**\ Lucinda Campus, Tarlac City\ Tel. No. (045) 493-0182; Fax No. (045) 982-0110\ Re-accredited Level III by the\ Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACUP), Inc. ***ECEd 3*:\ FOUNDATION OF EARLY CHILDHOOD EDUCATION** ***Lecturer*:\ Ma'am Lenie Nuique** **[TABLE OF CONTENTS:]** **GROUP 1...............................................................................3** **GROUP 2...............................................................................40** **GROUP 3...............................................................................67** **GROUP 4...............................................................................106** **GROUP 5...............................................................................130** ***GROUP 1:*** Members: Cadiang, Jacqueline Deguzman, Trixia Mae Dulay, Trisha Ann Hoover, Rianne Angel Pilo, Marrianne Quizon, Cassandra Claire Semana, Francine Jhane **LESSON OBJECTIVES:** 1\. Understand the defining characteristics of a young child based on developmeand learning theories. 2\. Appreciate the importance of empathy and understanding in supporting young children\'s development 3\. Demonstrate the implementation of effective teaching strategies in early childhood settings 4\. Identify the key roles of an early childhood teacher in promoting professionalism and quality education. **MODULE 1** **INTRODUCTION** Educators, parents, as well as other professionals that work with early childhood populations need to know what a \"young child\" is. From birth to about eight years of age, an incredible period of growth and development happens throughout this time of life, setting the groundwork for later learning and socialization.\ \ Examining a young child involves examining a range different developmental milestones and characteristics across different stages. Each stage of development contains unique needs and traits, from the rapid physical and mental growth of infancy to the more complex social and cognitive advancements of early childhood. We can better understand how young children view and interact with the environment by investigating these developmental stages, which insight will help us understand how to best support their development. **Defining the Young Child: The Whole Child** **Developmental Domains** To understand the "whole child," we consider six developmental domains: 1. **Social-Emotional Development**. 2. **Physical-Motor Development** 3. **Cognitive Development** 4. **Language Development** 5. **Cultural Identity Development** 6. **Creative Development** **Interrelationships of Developmental Domains** Each developmental area influences and interacts with others: - **Physical Development** - **Intellectual Skills**: - **Fine Motor Skills**: - **Physical Challenges**: - **Social Difficulties**: **Cultural Awareness** Children form attitudes about racial and cultural differences early on. Their experiences across various domains shape their identity and attitudes. Cognitive development helps children recognize differences and similarities, influencing their behavior towards others. **Childs Developmental Domains** - Infant: 0-9months - Toddler - Two-year-old - Three-year-old - Four years old - Five years old - Six years old - Seven years old - Eight years old **Children of Mixed Heritage** Children of mixed heritage, including biracial and interracial children, often find themselves overlooked in discussions about race. **Importance of Culturally Sensitive Teaching** To foster a positive self-concept and identity in interracial children, it is crucial to create classroom environments and curricula that reflect their diverse backgrounds. This helps children see and understand themselves by connecting with images and stories that resonate with their heritage. **Cultural Sensitivity in Education** Cultural sensitivity involves honoring and respecting each child's unique heritage. Teachers must familiarize themselves with the cultural norms of the children in their classes and build bridges to the dominant culture. This approach ensures that each child's background is acknowledged and valued. **Role of the Teacher** A culturally sensitive teacher gets to know each family individually, understanding their unique expressions of culture and values. **Factors That Influence Developmental Differences** **Genetic Makeup** **Environment** **Gender and Race Differences** **Learning Styles** The three common learning styles are: 1. **Visual**: 2. **Auditory**: 3. **Tactile**: **Implications for Teachers** Teachers should plan programs that meet the needs and challenges of the entire group while incorporating individual differences. Activities should be selected to allow for a variety of responses from children at different stages of development and with different learning styles.' **Planning for Development Differences and Learning Styles** **Arranging the Learning Environment** To ensure that all children can work and play together effectively, consider the following strategies: - **Variety of Formats** - **Developmental Variations** - **Group Planning** - **Small Groups** - **Accessibility** - **Adaptability** **Children with Special Needs** Children with special needs may exhibit conditions that affect their normal growth and development in various ways: 1. **Delayed Development** 2. **Distorted or Atypical Development** 3. **Severely Affected Development** **Types of Children Under the Category of Children with Special Needs** **Types of Children with Special Needs** 1. **Children with Exceptionalities**: These children have noticeable conditions that qualify them for special-needs status. Examples include: - **Pete**: A five-year-old blind from birth, attending nursery school for three years. - **Chrissy**: A four-year-old with multiple exceptionalities, attending a special school and a childcare center. - **Travis**: A child with Down syndrome, experiencing his first inclusive school setting. 2. **Children Who Are Gifted**: These children exhibit high abilities in areas such as creative thinking, general intellectual ability, specific academic skills, leadership, psychomotor skills, and visual/performing arts. **Characteristics of Children with Special Needs** - **Multi-handicapping Conditions** - **Learning Disabilities** - **Attention-Deficit/Hyperactivity Disorder (ADHD)**: ADHD has three subtypes: 1. **Inattentive Type (ADHD-1)**: Careless mistakes, lack of attention, easily distracted. 2. **Hyperactive-Impulsive Type (ADHD-HI)**: Fidgeting, trouble staying seated, excessive talking. 3. **Combined Type (ADHD-C)**: Symptoms from both inattentive and hyperactive-impulsive types. - **Autism Spectrum Disorder (ASD)**: Includes autism, Asperger syndrome, and other pervasive developmental disorders. Common issues include difficulties with communication, social skills, and repetitive behaviors. **Strategies for Supporting Children with Special Needs** - **For Children with ASD**: - Use simple, direct, and short statements. - Demonstrate actions clearly. - Encourage social interactions with peers and adults. - Maintain a predictable schedule. - Communicate frequently with families. - **For Gifted Children**: - Provide challenging and stimulating activities. - Use scaffolding strategies to support their learning. **The Inclusive Classroom** **Strategies to Enhance Inclusion** 1. **Support Social Encounters** 2. **Play-Based Curriculum** 3. **Teacher Training**. **The Right to Be Included** Over the past 50 years, significant public recognition and funding have supported education programs for individuals with special needs. Key legislation includes: - **1972**: Head Start mandated that at least 10% of enrollment be reserved for children with disabilities. - **1975**: Public Law 94-142, the Education for All Handicapped Children Act, known as the Bill of Rights for the Handicapped. - **1986**: Public Law 99-457, the Education of the Handicapped Amendments, provided additional funding. - **1990**: Reauthorization of Public Law 94-142 as the Individuals with Disabilities Education Act (IDEA), covering autism and traumatic brain injury. - **1990**: Public Law 101-336, the Americans with Disabilities Act (ADA). **Dealing with Bias and Stereotypes** Acceptance is crucial for children with special needs. Strategies to address bias and stereotypes include: - **Immediate Support** - **Address Fears** - **Confront Bias** **INTRODUCTION** A police officer interrupts a 6-year-old girl during a routine report at an elementary school, who asks if she is a Looking the cop. The girl responds that she is a Looking the cop, and the officer asks her to tie her shoe. This illustrates how children apply information from their mother to their own lives.\ \ A mother takes her preschool son to an organization that delivers lunches to elderly shut-ins, and he becomes intrigued by the various appliances there. One day, he sees false teeth soaking in a glass and whispers, \"The tooth fairy will never believe this!\" This illustrates how young children learn to understand the world from birth to middle childhood.\ \ An example of how children respond differently to different stimuli is when a 6-month-old boy and a 9-month-old play with a toy monkey. The difference in responses may be due to age, gender, ethnicity, or if one child has played the game before. The process of listening, thinking, and doing can help children make sense of their world and make sense of what they see, touch, and experience. **THE MOST EXCELLENT EIGHT** The field of child development is vast, encompassing a wide variety of opinions and facts. There are eight theories that describe universal processes or the entire span of development: psychodynamic, behaviorist, cognitive, multiple intelligences, maturation, humanistic, sociocultural, ecological, multiple intelligences, maturation, and humanistic. These theories are often used in educational settings, such as dramatic play areas, where children may be misled into wearing pretend glasses or hoop earrings.\ \ Each theory describes children and their processes in different ways, and it is up to educators to decide which one best describes children and their growth. By carefully reading and comparing experiences with these theories, educators can establish a professional philosophy that is grounded in the diverse perspectives of their field.\ \ In conclusion, there is no single set of principles that encompass all developmental and learning theories. Each theory has its own unique approach to understanding children\'s development and growth, and educators must carefully consider and compare these theories to establish a comprehensive understanding of their field. **PSYCHOSOCIAL THEORY** The field of child development is vast, encompassing a wide variety of opinions and facts. There are eight theories that describe universal processes or the entire span of development: psychodynamic, behaviorist, cognitive, multiple intelligences, maturation, humanistic, sociocultural, ecological, multiple intelligences, maturation, and humanistic. These theories are often used in educational settings, such as dramatic play areas, where children may be misled into wearing pretend glasses or hoop earrings.\ \ Each theory describes children and their processes in different ways, and it is up to educators to decide which one best describes children and their growth. By carefully reading and comparing experiences with these theories, educators can establish a professional philosophy that is grounded in the diverse perspectives of their field.\ \ In conclusion, there is no single set of principles that encompass all developmental and learning theories. Each theory has its own unique approach to understanding children\'s development and growth, and educators must carefully consider and compare these theories to establish a comprehensive understanding of their field. **Stage 1: Trust versus Mistrust (Birth to 1 Year)** Erikson\'s first stage is roughly the first year of life and parallels Freud\'s oral-sensory stage. Attitudes important to development are the capacity to trust-or mistrust-inner and outer experiences. **Stage 2: Autonomy versus Doubt (2 to 3 Years)** The second stage, corresponding to the second and third years of life, parallels the muscular-anal period in Freudian theory. The child learns to manage and control impulses and to use both motor and mental skills. To help a child develop a healthybalance between autonomy and doubt, parents should consider how to handle their toddlers\' toilet learning and growing curiosity to explore. **Stage 3: Initiative versus Guilt (3 to 5 or 6 Years)** The third stage of Eriksonian theory corresponds to the preschool and kindergarten years and parallels Freud\'s phallic stage of development. The developmental task is to develop a sense of p f purpose. Out of autonomy comes initiative, and from healthy doubt can come a con science. For example, a preschooler grabs another\'s toy: he may run and hide when the crying begins **Stage 4: Industry versus Inferiority (6 to 12 Years)** Erikson\'s fourth stage, beginning with the primary school years and ending with puberty, parallels Freud\'s latency period. The major theme in this stage is mastery of life, primarily by adapting to laws of society (people, laws and rules, relationships) and objects (tools, machines, the physical world). This is the child\'s most enthusiastic time for learning. The stage is \"the end of early childhood\'s period of expansive imagination. The danger in the elementary school years is the development of a sense of inferiority-of feeling incompetent and unproductive\" (Santrock, 2009). It is also a time of great adventure. Children begin to think of being big and to identify with people whose work or whose personality they can understand and admire. **APPLYING PSYCHOSOCIAL THERORY TO WORK WITH CHILDREN** First, Erikson has a clear message about the importance of play. Second, the theory offers guidelines for the role of adults in children\'s lives. Play is a critical part of children\'s total development. Most schools for children younger than age 6 have periods of time allotted for play called \"choice time\" or \"free play.\" Erikson supports these ideas explicitly by stating that the senses of autonomy and of initiative are developed mainly through social and fantasy play. He suggests that child\'s play is \"the infantile form of the human ability to deal with experiences by creating model situations and to master reality by experiment and planning\.....To play it out\' in play is the most natural selfhealing mea- sure childhood affords\" (Erikson, in 1964). (See Developmental Topic on \"Play\" later this the chapter.) **BEHAVIORIST THEORY** Behaviorism is the most pragmatic and functional of the modern psychological ideologies. Behaviorist theories describe both development and learning. Initiated during the 1920s and continually modified today, behavior ism is considered the most distinctly American theory because 20th century psychology in the United States expanded its concepts in research and application so widely. To summarize the behaviorist theory, we have chosen five theorists: Ivan Pavlov, John Watson, Edward Thorndike, B.F. Skinner, and Albert Bandura. **IVAN PAVLOV** A Russian physiologist, was working in a laboratory, studying how animals digest food. He noticed that the dogs in his laboratory would. their meals when they heard or saw their attendants anticipate making preparations. Instead of starting to salivate just making pre when food was set in front of them, the dogs would salivate to a number of stimuli associated with food. He identified this simple form of learning as respondent conditioning. The association of involuntary re flexes with other environmental conditions became known as classical conditioning, a cornerstone of behaviorist theory. **JOHN B. WATSON** was an American theorist who studied Pavlov\'s experiments, then translated those ideas of conditioning into human terms. In the first quarter of the 20th century, Watson made sweeping claims about the powers of this classical conditioning. He declared that he could shape a person\'s entire life by controlling exactly the events of an infant\'s first year. One of his ideas was to discourage emotional ties between parents and children because they interfered with the child\'s direct learning from the environment (though he later modified this). Nonetheless, he gave scientific validity to the idea that teachers should set conditions for learning and I reward proper responses. **EDWARD L. THORNDIKE** Also studied the conditions of learning. Known as the \"godfather of standardized testing.\" Thorndike helped develop scales to measure student achievement and usher in the era of educational testing (see Chapter 6). He set forth the famous stimulus-response technique. A stimulus recalls a response in a person; this forms learned habits. Therefore, it is wise to pay close attention to the consequences of behavior and to the various kinds of reinforcement. **ALBERT BANDURA r**efined behaviorism beyond conditioning into a social learning t theory. Socialization is the process of learning to conform to social rules. Social learning theorists watch how children learn these rules and use them in groups. They study the patterns of reinforcement and reward in socially appropriate and unacceptable behavior and how children learn. Children acquire most of their social concepts-the rules by which they livefrom models. They observe parents, teachers, and peers in the course of daily life. Social learning theory implies that the models children are most likely to imitate are those who are warm, rewarding, and affectionate. Attachment is also part of the process. The most significant models are people to whom the child is emotionally tied. Bandura\'s theory (2001) has expanded into a cognitive model of self-efficacy, theorizing that children think hard about what they see and feel. Children learn from observing and gathering and modeling others, but also from understanding and acting on their own behavior. This leads to self-regulated learning. As early as the preschool years, children are developing internal standards and reflective thinking that influences a child\'s behavior \"from the inside out. Thus, personal and cognitive factors influence behavior, as does the environment, and, in turn, children\'s behavior can affect the environment around them. Adding the factors of modeling and reflective thinking to behaviorist theory links it to Erikson\'s psychosocial theory and to Piaget\'s cognitive theory (discussed next in this chapter). **CLASSICAL CONDITIONING** Classical conditioning is a behavioral procedure in which a biologically potent stimulus is paired with a neutral stimulus. The term classical conditioning refers to the process of an automatic, conditioned response that is paired with a specific stimulus. Classical conditioning explains instinctive behaviors, which are reflexive responses to stimuli. Operant conditioning, on the o ther hand, explains voluntary or learned behaviors, where a behavior is chosen and modified based on its consequences. **Operant conditioning** is slightly different from classical conditioning in that it focuses on the response rather than the stimulus. In operant conditioning, the process that makes it more likely that a behavior recurs is called reinforcement. A stimulus that increases the likelihood of repeated behavior is called a reinforcer. Most people are likely to increase what gives them pleasure (be it food or attention) and decrease what gives them displeasure (such as punishment, pain, or the withdrawal of food or attention). The behaviorist tries to influence the organism by controlling these kinds of reinforcement. **Operant conditioning**, also called instrumental conditioning, is a learning process where voluntary behaviors are modified by association with the addition of reward or aversive stimuli. The frequency or duration of the behavior may increase through reinforcement or decrease through punishment or extinction. **Classical conditioning** pairs a strong stimulus with a neutral one to create a conditioned response, explaining instinctive behaviors. Operant conditioning, on the other hand, focuses on learned behaviors and their consequences, modifying behavior through reinforcement. Reinforcement in operant conditioning can increase behavior frequency through rewards or decrease it through punishment or extinction. **A positive rei**nforcer is something desired by the learner, like attention, praise, smiles, or hugs. For example, to encourage Claire to use a spoon instead of her hands, you can give her attention when she uses the spoon and ignore her when she uses her hands during meals. This positive reinforcement increases the likelihood of her using a spoon. **Negative reinforcers** involve removing an unpleasant stimulus as a result of a specific behavior. For instance, if a child, like Jimmy, disrupts circle time, he may be asked to leave the group. By praising him for good behavior and asking him to leave when he disrupts, the negative reinforcement encourages him to control his behavior to stay with the group. **Punishment** differs from negative reinforcement. Punishment involves an unpleasant event decreasing the likelihood of a behavior being repeated, such as spanking a child for shouting. On the other hand, negative reinforcement increases the likelihood of desired behavior by removing attention from undesirable behavior. A \"timeout\" chair can be seen as either punishment or negative reinforcement, depending on how it is used. **Reinforcement,** whether positive or negative, is a potent tool that adults should use carefully to avoid misuse, especially with negative reinforcement when dealing with children\'s behavior. Educators and parents need to be mindful of their responses. **Observational learning**, also known as modeling, is a type of learning where behavior is learned indirectly by watching and imitating others. Social behavior, crucial for early childhood professionals, involves behaviors observed in groups. Albert Bandura researched aggression as a negative social behavior learned through observation. **Bandura\'s** study on aggression showed that children imitated aggressive behaviors they witnessed, with the level of aggression mimicked depending on the consequences shown in the film. Children were more likely to display aggression after watching aggressive acts, but the effects decreased over time. The study highlights the impact of observational learning on children\'s behavior and the importance of considering social learning theory seriously. **Alfie Kohn**, a respected educator and author, strongly criticizes behaviorism, arguing that rewards can decrease motivation and the reliance on punishment and negative reinforcement leads to short-term compliance while neglecting children\'s feelings and intentions. Kohn emphasizes the importance of focusing on the child behind the behavior, rather than solely on behaviors themselves. Teachers shape children\'s behavior by reinforcing desired actions and attempting to deter undesirable behaviors using behavior modification techniques. However, these intentions must be executed carefully to avoid unintended consequences. **Cognitive theory** examines human behavior through the lens of thought processes, emphasizing that thoughts drive emotions and behavior. It likens the mind\'s information processing to that of a computer, highlighting how distorted thoughts can lead to maladaptive behaviors and emotional distress. **Jean Piaget**, a prominent figure in child development research, extensively studied thought processes and their evolution with age. His work forms the foundation of cognitive theory, influencing various fields such as child psychology, learning theories, intellectual development, and philosophy. Piaget\'s expertise covers knowledge acquisition from infancy to adulthood, establishing him as a key figure in the field. **The four major stages of cognitive development are as follows:** 1\. **Sensorimotor Stage** (0-2 years): Infants in this stage, as per Piaget, focus on immediate sensory experiences and physical interactions with their environment. 2**. Preoperational Stage** (2 to 6 or 7 years): Young children in this stage can think symbolically, develop mature language skills, memory, imagination, and understand past and future concepts. 3\. **Concrete Operational Stage** (6-12 years): Children in this stage exhibit logical, concrete reasoning, becoming less self-centered and more aware of external events. They begin to understand the uniqueness of their thoughts and feelings. 4**. Formal Operational Stage** (12 years to adulthood): Adolescents in this stage can use symbols related to abstract concepts, think systematically, formulate theories, consider possibilities, and ponder abstract relationships and concepts like justice. Piaget considered this stage as the final stage of cognitive development and emphasized the importance of knowledge accumulation for continued intellectual growth in adults. **Piaget\'s Three Processes of Cognitive Adaptation are as follows:** 1\. **Assimilation**: Integrating new information by fitting it into existing knowledge, such as mistaking a skunk for a cat upon first encountering it. 2**. Accommodation**: Adjusting existing thoughts to incorporate new information, like understanding that not all furry, four-legged animals are cats. 3\. **Equilibration**: A cognitive process aimed at maintaining mental balance by continually integrating new information, experiences, and perceptions. In early childhood cognitive development, a child\'s physical abilities and environmental factors play a crucial role in their learning and evolution as they acquire new information. Teachers can draw valuable insights from Piaget\'s cognitive theory, leading to the emergence of a constructivist approach to education that focuses on children\'s cognition. **THE CONSTRUCTIVISM THEORY** **The constructivist theory** of education revolutionized traditional teaching methods by emphasizing that individuals learn through adaptation and interaction with people, materials, and situations they encounter. The constructivist theory emphasizes that individuals develop knowledge by building upon existing foundations and assigning personal significance to experiences. It involves integrating new ideas into existing knowledge, aligning with Piaget\'s concepts of assimilation and accommodation. In early education, materials play a vital role in enhancing children\'s symbolic thinking abilities, with a mix of open-ended, guided, and self-correcting options. Scheduling in a Piagetian classroom allows time for exploration through play, imitation of adult ideas, and diverse learning experiences, with the teacher acting as a facilitator and co-constructor of the curriculum. In early education, scheduling involves giving children time for exploration, especially through play, in a lively and expressive Piagetian classroom. Children have opportunities to imitate adult-led activities like songs and stories. In constructivist classrooms, diversity is embraced, and children are empowered with choices in their learning journey. Teachers act as facilitators and collaborators in curriculum development, focusing on guidance and written observations over strict rules or tests. Teachers should approach their role with a developmental perspective, understanding children\'s thinking stages to guide them effectively. When working with children under 5 years old, teachers should consider their egocentric viewpoint and difficulty in understanding different perspectives. Young children may struggle to differentiate appearances from reality, often perceiving danger based on looks alone. Teachers are crucial in creating a stimulating environment for children to construct knowledge, drawing inspiration from Reggio Emilia schools. They guide students through modeling, authentic experiences, and peer learning in literacy and math education. Constructivist classrooms prioritize community building and ethical development through student engagement, encouraging critical thinking through questions rather than direct answers. Providing meaningful experiences, decision-making opportunities, and peer interactions are essential, along with offering challenges for independent problem-solving to support children\'s unique reasoning abilities and cognitive development. **SOCIOCULTURAL THEORY** **Vygotsky**\'s sociocultural theory focuses on the transmission of values, beliefs, skills, and traditions to the next generation, emphasizing the role of culture and interpersonal relationships in child development. Similar to Erikson and Maslow, Vygotsky viewed children holistically and highlighted the importance of cultural influences on development. In contrast to behaviorist theories, Vygotsky emphasized the impact of family, social interaction, and play on children\'s lives. Unlike Piaget\'s stage-based approach, Vygotsky believed in the cultural variability of learning experiences and the significance of adults teaching socially valued skills. He emphasized the importance of direct teaching and interaction in advancing cognitive development beyond innate stages of thinking. Vygotsky believed that a child\'s development is culturally specific, with culture being passed on through imitative, instructed, and collaborative learning. Children learn through guided participation with others, engaging in an apprenticeship model where tutors support learners not only through instruction but also by demonstration. Social interactions lead to continuous changes in children\'s thoughts and behaviors, shaping relationships and language use based on cultural values. Collaborative learning and guided participation are essential concepts in understanding Vygotsky\'s sociocultural theory. Vygotsky highlighted the importance of a child\'s immersion in family and community culture, underlining the cultural specificity of their development. Culture is passed on through imitative, instructed, and collaborative learning. 1. **The Zone of Proximal Development (ZPD)** involves a mentor guiding a learner to tackle challenges slightly beyond their current ability, with support from family, teachers, and peers contributing to expanding the child\'s ZPD through collaboration. This approach helps children develop problem-solving skills and reach new levels of understanding. 2. **Scaffolding** refers to the supportive structure created to assist a child in learning. Although not initially coined by Vygotsky, the concept encompasses the essential elements of tutoring. Similar to a physical scaffold supporting a building, children receive hints, advice, and structure to master skills or activities 3. **Private speech**, as described by Vygotsky, is crucial for children\'s internalization and learning process, transitioning from external to internal dialogue between ages 3 to 7. Initially vocalized aloud, this self-talk evolves into internal speech, aiding children in self-guidance, self-direction, and behavioral planning **SOCIOCULTURAL THEORY HAS FIVE IMPLICATIONS FOR THE CLASS ROOM TEACHER** 1. **Family and Culture** should be integrated into a child\'s education, recognizing that the family serves as the child\'s primary teacher. Each family emphasizes specific skills that form the sociocultural context for learning, and it is essential to consider culture as an integral part of a child\'s learning environment. 2. **Teacher/child relationship**. Teacher/child relationships are vital to learning. The teacher and learner adjust to one another; teachers use what they know adjust about children. n to guide their teaching and plan their curriculum. 3. **Tools for learning**. Pay close attention to the psycho logical and cultural \"tools\" used to teach. For example, some American children are taught to tie a string around their fingers as a memory device, whereas in Russia they tie a knot in their handkerchief. 4. **Value of play.** Play is crucial for learning. It is in play that the child practices operating the symbols and tools of the culture. Only in this sense can play be considered a leading activity that deter mines the child\'s development. 5. **Individual differences**. Individual differences still matter. In a Vygotskian classroom activities are planned to encourage both assisted and cooperative learning. In a Vygotskian classroom, activities are designed to promote both assisted and cooperative learning, recognizing the significance of individual differences. **ECOLOGICAL THEORY** **Urie Bronfenbrenner** was an American psychologist. He was born on April 29, 1917, in Moscow, Russia, and died on September 27, 2005. He immigrated to the United States at the age of 6, settling in New York. He studied music and psychology at Cornell University and did graduate work in development psychology at the university. During World War II, he served as a clinical psychologist in the United States Army. When he returned to civilian life, he worked on the faculties of the University of Michigan and Cornell University and crafted this well-known theory. He was most known for his ecological systems theory of child development, the \"bio-ecological systems theory.\" Bronfenbrenner's ecological systems theory posits that an individual's development is influenced by a series of interconnected environmental systems, ranging from the immediate surroundings to broad societal structures. These systems include the **microsystem, mesosystem, exosystem, macrosystem, and chronosystem**, each representing different levels of environmental influences on an individual's growth and behavior. **Bronfenbrenner's Bio-Ecological Model: Structure of Environment** **Microsystem**: the system closest to the person and the one in which they have direct contact **Mesosystem**: the interactions between the different parts of the person's microsystem **Exosystem**: a setting that does not involve the person as an active participant but still affects them **Macrosystem**: the cultural environment in which the person lives and all other systems that affect them **Chronosystem**: the dimension of time in relation to a person's development **Ecological Systems Theory** Bronfenbrenner\'s model describes how the ecogical systems of a child\'s environment influence their development. 1\. **The immediate settings**: These are the places where a child spends a lot of time, like at home and school. 2\. **The relationships among settings**: interaction between the child\'s two microsystems, such as how home life affects school life. 3**. Societal structures**: larger systems, such as economy and community, that influence the child\'s development. 4\. **Larger Context**: Social and Cultural Values. The interactions between these systems are important because changes in one part can affect the others. For example, a sudden income drop affects the family in many ways: the parents may be preoccupied and unavailable to the child, who may then need more attention from the caregivers at school, who in turn may ask for more resources from the community for the family. **Applying Ecological Systems Theory to Work with Children** Urie Bronfenbrenner\'s Ecological Systems Theory provides valuable insights for professionals working with children by providing a comprehensive framework to understand the complex interplay between a child and their environment. This theory helps educators, social workers, and psychologists address developmental needs more effectively by considering multiple layers of influence. 10\. **MULTIPLE INTELLIGENCE THEORY** There is a century-old argument about whether intelligence is a single, broad ability (as measured by an IQ test) or a set of specific abilities (more than one intelligence). Gardner\'s theory promotes the idea of many, or multiple, intelligences. **Howard Gardner**, a professor of human development at the Harvard Graduate School of Education, has been very influential in the ongoing debate about the nature of intelligence. Born in Pennsylvania, he earned both bachelor and doctorate degrees at Harvard University and was fortunate to have Erikson as a tutor. Influenced by the works of Piaget and working with Jerome B. Bruner, Gardner became part of Harvard\'s Project Zero research center for education, where he wrote several seminal books on this theory (Gardner, 1983, 1993, 2000). Gardner currently teaches at Harvard in education and Boston University in neurology. Howard Gardner first proposed the theory of multiple intelligences in his 1983 book **"Frames of Mind,\"** where he broadens the definition of intelligence and outlines several distinct types of intellectual competencies. He developed a series of eight inclusion criteria while evaluating each "candidate" intelligence that was based on a variety of scientific disciplines. He writes that we may all have these intelligences, but our profiles of these intelligences may differ individually based on genetics or experience. **Key Intelligence** 1\. **MUSICAL INTELLIGENCE** The capacity to think in music, to be able to hear patterns, recognize them, and then remember them **People with musical intelligence:** - Enjoy singing and playing musical instruments. - Recognize musical patterns and tones easily. - Remember songs and melodies - Have a rich understanding of musical structure, rhythm, and notes. 2\. **BODILY-KINESTHETIC INTELLIGENCE** The capacity to use parts or all your body to solve a problem or make something **People with bodily-kinesthetic intelligence:** - Are skilled at dancing and sports - Enjoy creating things with his or her hands. - Have excellent physical coordination. - Remember by doing, rather than hearing or seeing. 3**. LOGICAL-MATHEMATICAL INTELLIGENCE** The capacity to think in a logical, often linear, pattern and to understand principles of a system; most common intelligence tested with standard 'IQ' tests **People with logical-mathematical intelligence:** - Have excellent problem-solving skills. - Enjoy thinking about abstract ideas. - Like conducting scientific experiments - Can solve complex computations 4**. LINGUISTIC INTELLIGENCE** The capacity to use language to express thoughts, ideas, and feelings and the ability to understand other people and their words **People with linguistic-verbal intelligence:** - Remember written and spoken information. - Enjoy reading and writing. - Debate or give persuasive speeches. - Are able to explain things well - Use humor when telling stories. 5\. **SPATIAL INTELLIGENCE** The capacity to use language to express thoughts, ideas, and feelings and the ability to understand other people and their words **People with linguistic-verbal intelligence:** - Remember written and spoken information. - Enjoy reading and writing. - Debate or give persuasive speeches. - Are able to explain things well - Use humor when telling stories. 6**. INTERPERSONAL INTELLIGENCE** The capacity to understand other people and focus on contrasts in moods, temperaments, motivations, and intentions. **People with interpersonal intelligence:** - Communicate well verbally. - Are skilled at nonverbal communication - See situations from different perspectives. - Create positive relationships with others. - Resolve conflicts in group settings. 7\. **INTRAPERSONAL INTELLIGENCE** The capacity to understand yourself, knowing who you are, how you react, and the internal aspects of one\'s self. **People with intrapersonal intelligence:** - Analyze their strengths and weaknesses well. - Enjoy analyzing theories and ideas. - Have excellent self-awareness. - Understand the basis for his or her own motivations and feelings. 8\. **NATURALIST INTELLIGENCE** The capacity to discriminate among living things (plants, animals), as well as a sensitivity to other features of the natural world (clouds, rock configurations). **People with naturalistic intelligence:** - Are interested in subjects such as botany, biology, and zoology - Categorize and catalog information easily - Enjoy camping, gardening, hiking, and exploring the outdoors. - Dislikes learning unfamiliar topics that have no connection to nature 9\. **EXISTENTIAL INTELLIGENCE** The ability to contemplate questions beyond sensory input, such as considering the infinite or unexplained phenomena. **People with existential intelligence:** - Have a long-term outlook - Consider how current actions influence future outcomes. - Interest in questions about the meaning of life and death - Strong interest and concern for others - The ability to see situations from an outside perspective 10\. **THEORY OF MATURATION** In the 1940s and 1950s, **Dr. Arnold Gesell** established norms for several areas of growth and the behaviors that accompany such development. His theory of maturation underscores these norms (Gesell, 1940). Arnold Gesell was a physician intrigued with the notion that children\'s internal clock seemed to govern their growth and behavior. The Gesell Institute, which fosters the work of **Dr. Louise Bates Ames (1979)** and others, continues to provide guidelines for how children mature from birth to puberty. American psychologist Arnold Gesell was a pioneer in child behavior and psychology. Before delving into his maturation theory, it\'s important to understand what maturation is. Maturation is a lifelong process of growth and development that an individual experiences. It is not a singular event but a continuous journey of learning, change, growth, and development throughout life. Gesell\'s maturation theory aligns with the concept of sequential development. This means that every child follows the same sequence of development, though the pace at which they progress through this sequence can vary. He identified two factors that influence development: **genetics and environment**. According to Gesell, genetics primarily determines the pace of a child\'s development. This implies that if children are taught to perform tasks before they are developmentally ready, they may not absorb the information as effectively. While Gesell acknowledged the importance of environmental factors, he placed greater emphasis on genetics compared to theorists who prioritized environmental influences. 11\. **HUMANISTIC THEORY** As the field of psychology began to develop, various schools of thought emerged. The humanist theory has a place in early childhood education because it attempts to explain how people are motivated. This theory became popular in the mid-20th century. Two main figures in humanistic psychology are **Carl Rogers** and **Abraham Maslow**. The basics of humanistic theory emphasize the importance of the individual\'s subjective experience; this means it values how people see and understand their own lives. It believes that everyone has the potential to be good and to grow. This theory also stresses the importance of **free will, personal responsibility, and self-determination.** Key concepts in humanistic theory are self-actualization. One of the key concepts in humanistic theory is self-actualization; this term was introduced by Abraham Maslow. **Self-actualization** is the process of becoming the best version of oneself. According to Maslow, everyone has an inborn drive to reach their full potential; however, to achieve this, **basic needs must be met first.** This need is arranged in a hierarchy known as Maslow\'s hierarchy of needs. Maslow\'s hierarchy of needs is a pyramid with five levels of physiological need for intimate relationships and friends. **Physiological needs:** basic needs like food, water, and shelter. **Safety needs** protection and security. **Love and belongingness** **need** intimate relationships and friends. **Esteem needs** respect and self-esteem. **Self-actualization needs**: personal growth and fulfillment. A person must satisfy lower-level needs before moving up to higher-level needs **Attachment** Attachment is the emotional connection, an "affectional tie that one person or animal forms between himself and another specific one-a tie that binds them together in space and endures over time" (Ainsworth, 1979). Expression and Types of Attachment The child or adult who is attached to another uses that person as a "safe base" from which to venture out into the world, a source of comfort when distressed or stressed and support for encouragement. Attachment behaviors are anything that allows a person to get and stay attached, such as smiling, eye contact, talking, touching, and even clinging and crying. According to (Ainsworth 1979) For both humans and many other species, it is fundamental for an infant to form an attachment to a primary caregiver. This caregiver doesn\'t have to be the biological mother but can be anyone who assumes the role of the main caretaker. Furthermore, attachment can be measured in the infant and toddler, as seen in children's response to a stranger both in and out of the parent's presence **An Alternative View** Failure of attachment can come from: Parents who did not have secure attachments as children Neglectful conditions, such as depression, abject. Abusive parents that discourage bonding poverty Premature infants with underdeveloped systems Blind infants who cannot engage in gazing **PLAY** Play is the essence of creativity in children throughout the world. Play is universal and knows no national or cultural boundaries. Educators and psychologists have called play a reflection of the child's growth, the essence of the child's life, a window into the child's world (Frost, Wortham, & Reifel, 2011). Play teaches children about themselves and also play helps children to define who they are; they learn how tall or short-they are, or what words to use to get a turn on the swing. Types of play Play can be purely physical (running, climbing, ball throwing) or highly intellectual (solving an intricate puzzle, remembering the words to a song). Play is creative when crayons and paint are used. Its emotional form is expressed when children pretend to be mommies, daddies, or babies. **According to Parten 1932 the six stages of play are;** **Unoccupied play** (Birth -- 3 Months of Age) **Solitary play** (3 Months of Age -- 2 Years of Age) **Onlooker Play** (2 Years of Age) **Parallel Play** (2 Years of Age and Older) **Associate Play** (3-4 Years of Age. **Cooperative Play** (4+ Years of Age) Dramatic play or imaginative or pretend play- is a common form of spontaneous play. In dramatic play, Children identify themselves with another person or thing. Example of dramatic play is Superhero play, pretending to be Wonder Woman. **Value of Play** Psychodynamic theory recommended play as a suitable outlet for expressing negative feelings, hostility and aggression. Clay can be pounded, balls can be kicked and thrown, and dolls can be spanked. Young children give free expression to a wide range of emotions, playing them out and releasing tension. Play is relatively free of rules except for those children impose on themselves. Play is controlled and dominated by the children. Play is carried out as if the activity were reallife. Play focuses on the activity the doing rather than on the end result or product. Play requires the interaction and involvement of the children. **Play as the cornerstone of learning** In times of rising expectations and academic standards, educators feel pressured to focus on activities related to school readiness. Play is viewed by some as the opposite of work, not as a cornerstone of learning. Play is often trivialized by sayings like "That is mere child's play, how will they learn if they are just playing". Moreover, young children learn by doing because they live in the world of action and feelings more than words. For example, A child's curiosity about magnets at age 5 nourishes a scientific attitude for the later years, or a child at the age of 3 is singing in front of a group people can be active student in kindergarten class at the age of 6. **Teachers want children to develop these three types of learning about themselves, to learn about the world around them, and to learn how to solve problems.** 1\. Learning about themselves developing a positive self image and independence. 2\. To learn about others and the world around them. 3\. To learn how to solve problems **Gender** There are two aspects of gender development that are particularly important in the early years: gender identity (the sense of being female or male, which most children acquire by age 3), and gender role (the set of expectations that define how a male or female should behave, think, and feel). Theories and research According to Freud his stages of psychosexual development is reflecting to his belief that gender and sexual behavior is instinctual. But according to Piaget and Bandura they both emphasized that children learn through observation and imitation. **Developmental Differences** What are the real differences between girls and boys? Physically, males grow to be 10 percent taller than females, and girls are less likely to develop physical or mental disorders than are boys. Boys are also more active than girls and physically more aggressive overall. There are no significant differences between girls and boys in intelligence or reasoning behavior. Some cognitive functioning and personality differences do exist, but overall the differences are small and there is no overall Pattern. **Gender stereotyping** To overcome the limitations of gender stereotypes, teachers must be mindful of the messages they give to children. A significant challenge is the female staff in early childhood education programs. With women largely leading these programs, children are frequently exposed only to women\'s ways of interacting. **Kohlberg's stages of moral development** **I.** **PRECONVENTIONAL MORALITY** Stage 1 (Obedience and Punishment) Stage 2 (Individualism and Exchange) **II. CONVENTIONAL MORALITY** Stage 3 (Developing Good Interpersonal Relationships) Stage 4 (Maintaining Social Order) **III. POST CONVENTIONAL MORALITY** Stage 5 (Social Contract and Individual Rights) Stage 6 (Universal Principles) **THE EARLY CHILDHOOD TEACHER'S ROLES: PROFESSIONALISM IN ACTION** **Interacting with Children** Teacher-child interaction involves quick thinking and decision-making in moments of crisis, providing both satisfaction and challenges. The art of teaching is brought to life in the classroom as teachers use their knowledge and experience to connect with each child. **Managing the Classroom** The teacher must multitask and engage with multiple individuals, using gestures and body language to conduct an ongoing activity. Their role is to supervise a group, each contributing to the program\'s success. Role as a supervisors and manager includes; - Caretaker for a safe environment - Observer of and listener to children - On -- the -- spot teacher trainer for students, aides and volunteers - On-site supervisors for student teacher - Liaison and communicator with parents **Setting the tone** Teachers use body language, tone of voice, facial expressions, and communication to set the emotional framework for teaching and learning. **Planning and Evaluating Curriculum** While teachers navigate the school day, they observe children\'s play, interactions, and classroom atmosphere, assessing potential curriculum adjustments based on constructivist theory. They watch and support children\'s learning through careful observation. **Record Keeping** The type and variety of records vary from program to program. Report writing and record keeping are essential to any good early childhood program. Record keeping is based on a number of factors. The purpose for which the records are used. The philosophy of the school. As parts of a teacher-training process As part of an accreditation process As a commitment to quality and developmentally appropriate practices. As a means of family information and education. As means of developing curriculum. **Attending Meetings** Teachers needs to communicate with the other people who are involved in the lives of the children as well as attend professional meetings. **Organizing and Collecting Materials** Teacher enhances classroom with after-hours activities like adding photos to bulletin board, updating curriculum materials, new library books, researching field trips. **Making Contacts** Teachers contact families for sick or absent students, return calls, update parents on child\'s progress. **Working with Families** Collaborating with families involves planning multicultural events, curriculum, class fairs, and school fundraisers, typical duties for teaching young children, often shared among staff. **COMMON TYPES OF MEETINGS** ⦁ Staff Meetings ⦁ Parent- Teachers Conferences ⦁ Parent- Education Meetings ⦁ Professional Meetings ⦁ Student- Teachers Conferences ⦁ Home Visits **PERSONAL ATTRIBUTES OF EARLY CHILDHOOD EDUCATORS** **⦁ Self- Awareness** Reflective and critical thinking about teaching experiences promotes growth and learning. Being open to learning from students and other teachers fosters relationships based on respect, trust, support, collegiality, professional development, and friendship. **⦁ Attitude and Biases** Values and attitudes impact relationships and reflect our ethical framework. Challenging deep-rooted prejudices towards children and families can be tough for teachers. Personal biases influence us but can be addressed through self-reflection. Examining beliefs and biases is crucial for teachers. The anti- bias approach to teaching young children to (Derman -- Sparks & Edward, 2010) is an important teaching method. **⦁ Teacher Burnout** Teacher burnout is caused by heavy workloads, lack of rewards, and other pressures affecting job performance. This leads to low morale, stress, and disappointment in a profession where teacher quality is crucial for program success. Bloom cites 10 characteristics that produce a healthy and positive school climate that, in turn, pro more high morale among the teaching staff. ** Friendly, supportive, and trusting staff relationships** ** Emphasis on personal and professional growth** ** Leadership with clear expectation who encourage and support staff** ** Clearly define roles and policies** ** Fairness and equity regarding promotion, raises and other rewards** ** Self-involvement in decision making** ** Agreement among staff on philosophy, goals and objectives** ** Emphasis on efficiency and good planning** ** The ability to adapt to change and solve problems** **BECOMING A PROFESSIONAL:** **What you need to know** Becoming a professional teacher takes time and the integration of knowledge, training, and experience. The strengths and convictions one have person blend with those values one holds for working with their children and family. **Professional Standard for Teacher Preparation** **NAEYC** sets standards for early childhood education to guarantee teachers receive top-notch professional training. Quality in early education is defined by highly trained teachers, programs, and environmental settings, rather than curriculum or assessments. **ESSENTIAL ATTRIBUTES OF A PROFESSIONALS TEACHER** These are essentials attributes that shape the professional formation of a teacher. Each characteristic is echoed in the Standards for Professional Preparation and Code of Ethical Conduct. **1. Possess the knowledge and skills** Early childhood professionals must have a strong educational foundation and basic teaching skills. NAEYC Standards emphasize the importance of studying child development, human behavior, family relations, parent education, and curriculum to have a common background with others. **2. Abide by code of ethics** Identifying and doing what is right can be challenging, as knowing the right thing to do may not always be clear. **3. Participate in continuing education; professional development and professional affiliations.** Experienced teachers seek continuous learning to create engaging classrooms, leading them to explore new teaching methods and challenges for better teaching quality. **4. Have knowledge of career option** Quality programs for young children are in high demand, with a growing need for early childhood specialists due to national focus on child and family issues. Many diverse career options in ECE. **5. Engage in reflective teaching** Reflective teaching involves pausing to observe, contemplate, and understand the learning process. It requires self-examination, awareness, and assessment to improve teaching methods. **6. Become culturally competent** Cultural competence is the ability of an individual to understand and respect values, attitudes, beliefs, and mores that differ across cultures, and to consider and respond appropriately to these differences in planning, implementing, and evaluating health education and promotion programs and interventions. **7. Advocate for children and their families** Early childhood professionals play a crucial role in advocating for children and families on various issues such as healthcare, education, poverty, and workforce quality. It is important for educators to raise awareness and speak up for those who cannot advocate for themselves. **8. Practice intentional teaching** Intentional teaching involves having specific goals and purpose in every action as a teacher, including goal setting, lesson planning, selecting strategies, and focusing on effective ways to help children learn while maintaining focus and control. It can also be fun and promote creative thinking. **NAEYC'S STANDARDS FOR INITIAL AND ADVANCED EARLY CHILDHOOD PROFESSIONAL PREPARATION** 1\. Promote Child Development and Learning. 2\. Build Family and Community Relationships. 3\. Observe, Document, and Asses to Support Young Children and Families 4\. Use Developmentally Effective Approaches to Connect with Children and Families 5\. Use Content Knowledge to Build Meaningful Curriculum 6\. Becoming a Professional **Team Teaching:** **Professional Collaboration** Numerous adults are included in the early childhood setting. Some of these people may be: Other teachers, aides, and student teachers. Volunteers Program directors and administrators Schools support personnel: clerical and janitorial staffs, food-service workers, bus drivers Families Consultants and specialists The list defines the broader meaning of team teaching. The majority of classroom interactions, however, are with other teachers, and these relationships are among the most important a teacher can have. The beginning teacher may join a team of teachers or may teach in a small alone. This depends on The age level of the children Licensing or accrediting requirements The size of the classroom The school\'s philosophy and practices Team teaching involves two or more adults working together in a classroom with a group of children. This approach is common in early childhood settings like nursery schools and childcare centers. While kindergarten, first, and second-grade teachers typically teach alone, team teaching can also involve aides, extended day staff, and even high school or college students in after-school programs. **Team Composition** The team composition in early childhood settings includes a lead teacher, assistants, student teachers, interns, volunteers, and part-time resource teachers. State regulations mandate minimum adult-to-child ratios, which vary with the ages of the children. In infant programs, a higher ratio (1:4) is suggested, and this decreases as children mature. Teachers work together as a team to shape and direct the program, adapting to the changing needs of the children. **Role Definition and Satisfaction** A successful team in early childhood education requires each member to have a fulfilling role and feel appreciated for their unique skills. Clear job descriptions are essential for teachers to understand their responsibilities, ensuring both their well-being and the smooth operation of the program. This clarity also protects against legal and ethical issues, especially in cases of student injury. **Flexibility** Flexibility is crucial in early childhood education. Teachers need to adapt to the changing needs of both children and their colleagues. This involves being open to negotiation, compromise, and new ideas, while also helping children learn to embrace change and flexibility. **Open and Frequent Communication** Open and frequent communication is the foundation of a strong team in early childhood education. It\'s about being honest and sharing your thoughts, concerns, and feelings with your colleagues. Just like you teach kids to get along, good teachers also work on building strong relationships with the adults they work with. The three basic reasons for developing successful communication links with others on the teaching staff are: **1. To share information** **2. To contribute new ideas** **3. To solve problems** **Mutual Respect and Acceptance** Mutual respect and acceptance are crucial for a successful early childhood program. Just as we value each child\'s individuality, we must also appreciate and accept the unique qualities of our colleagues. This creates a trusting environment where everyone feels comfortable contributing their ideas and talents. It\'s important to understand your colleagues\' values and teaching philosophies, even if they differ from your own. The Code of Ethical Conduct emphasizes that when disagreements arise, we should work within the organization to find solutions. **Collegiality** Building a strong team in early childhood education requires a conscious effort. It\'s about everyone working together, not just on a daily basis, but also towards shared long-term goals. This sense of \"teamwork\" is called collegiality, and it means being friendly, supportive, and trusting of each other. Teachers can learn from each other, share challenges and successes, and build mutual respect and admiration. **Sharing the Spotlight** Competition can create tension within a team. Instead, a successful team focuses on sharing strengths and celebrating successes together. This means acknowledging everyone\'s contributions and taking responsibility for both triumphs and challenges as a group. It\'s also important to be aware of your own feelings when someone else receives praise or recognition. Learning to handle these emotions helps maintain a positive and supportive team environment. **Evaluation** Evaluations are an important part of being a teacher. They help us identify our strengths and areas where we can improve. This ongoing process of evaluation is essential for professional growth and success. **Why Team-Teaching Works** There are many reasons why teaching in teams is such an integral part of so many early childhood programs. The advantages are numerous: **Variety of adult role models.** ** Support for children**. **Lightened workload**. **Enriched program.** **Performance Assessment:** **Key to Improved Teaching Practices** Teachers are the heart of a successful early childhood program. Regular performance assessments help them grow and improve their skills, leading to better outcomes for children, colleagues, parents, and administrators. This feedback is crucial for guiding teachers towards more effective teaching practices. **Purposes for an Annual Performance Review** Annual performance reviews are a standard practice in early childhood education. They are a way to ensure that teachers are meeting professional standards and to support their ongoing growth and development. These reviews help teachers reflect on their practice, identify areas for improvement, and continue learning throughout their careers. ** To Define and Clarify Job Responsibilities** ** To Monitor Teacher Effectiveness** ** To Identify Strengths and Challenges** ** To Create a plan for Professional** ** To Determine Employment** ** To Meet Accreditation requirements** **Components of an Effective Assessment** Effective teacher evaluations share common elements with other types of assessments, like those used for children and programs. They focus on purpose, who is involved (evaluators), the type of assessment used, how the results are followed up on, and the importance of cultural sensitivity. **Who are the Evaluators?** Several models have been developed around the issue of who assesses teacher performance. **Self-Evaluation** Self-assessment is a valuable part of the evaluation process. It encourages reflection and helps you identify your strengths and areas for improvement. This leads to setting goals for the coming year, which are broad-based challenges you want to achieve. Objectives are specific steps you\'ll take to reach those goals. For example, if your goal is to improve conflict resolution skills, an objective might be to practice observation skills to intervene earlier in conflicts. **Supervisor Evaluation** Supervisors play a key role in teacher evaluations, as they are responsible for assessing job performance. It\'s also important for teachers to provide feedback to their supervisors through evaluations, which can help supervisors improve their own work. These evaluations can be used to recognize good work and identify areas for growth. **Types of Assessment** Competency-based Assessment Classroom Assessment Scoring System (CLASS) Portfolio-based Assessment **Cultural Sensitivity** Cultural Sensitivity affects how a teacher interacts with others, and this needs to be taken consideration when assessing a teacher\'s performance. **There are Five specific cultural factors that can affect communication, particularly where supervisor and staff:** 1\. Time Sense 2\. Space 3\. Verbal and nonverbal communication 4\. Values 5\. Concepts of authority **Field Experience: Practice** **What You Teach** Professional preparation Standards either require or recommend at least one practicum of field experience of supervised work with young children in a group setting. For some students, a practicum may be the first hands-on opportunity to work with children. **Learning Through Practicum Experience** This student practicum experience provides opportunities to test yourself out as a teacher. through this professional preparation you learn to: ** Connect knowledge and theory with classroom experience** ** Collaboration techniques for working as a team member** ** Intensive self-searching through self-assessment and reflective dialogue** ** Work with on-site supervisor or mentor teacher** ** Conduct group time and plan curriculum** ** Gain insights to yourself through ongoing feedback** ** Approaches and strategies for developing relationships with children** ** Engage in developmentally appropriate practices** ** Appreciate the role of families in their children\'s development and learning.** ***GROUP 2*\ ** Written by: *Cabusao, Aviary Malory D.* *Andrada, Renier* *Obiena, Giean Razen* *Pinzon, Ayessa Mae* *Tabaquero, Liana S.* *Perico Myel Nicole* *Castro, Nikka Angelie* *Feliciano, Shellarie* *De Vera, Sophia Bianca* **LESSON 2.1: Guiding Children's Behavior** **Learning Objectives** **1:** Demonstrate an understanding of the factors that influence children\'s behavior. **2:** Compare and contrast guidance, discipline, and punishment and their appropriate use. **3:** Identify practices that promote a caring classroom through developmentally and culturally appropriate guidance methods. **4:** Examine effective guidance strategies that promote positive interactions, social learning, and problem-solving skills. **5:** Become familiar with strategies for helping children who have challenging behaviors. **STANDARD OF PROFESSIONAL DEVELOPMENT** Based of NAEYC (National Association for the Education of Young Children) standard for initial and advanced Early Chilhood Professional Preparation. There are 5 standard that NAEYC addressed: \- ***Here said that as a professional Early Childhood Professional when must have the 5 standard that NAEYC address for a better and a well knows professional*** **5 STANDARDS** 1: Promoting child development and learning standard standard 2: building family and community relations standard 3: observing, documenting, and assessing to support young children and families standard 4: using developmentally effective approach to connect with children and families\' standard 5: using connect knowledge to build meaningful curriculum **These 5 standards in ECEprofessionals must portray for them to understand more the attitude of the child and also for them to know what kind of teaching they will do** **Code of Ethical Conduct Core Values:** We have committed ourselves to helping children and adults achieve their full potential in the context of a relationship that is based on TRUST, RESPECT, and POSITIVE REGARD. **not just the standard that you may portray but also the ethical conduct because here you will judge how you do your action as a professional you must be trusted, respectful, and a positive regard that might give a child more confidence in its capacity** **Section1 I.1.4 To appreciate the vulnerability of children and their dependence on adults** **P-1.1** Above all, we shall not harm children. We shall not participate in practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children. **I-2.6** To acknowledge families' childrearing values and their right to make decisions for their children **1-3A.2** To share resources with co-workers, collaborating to ensure that the best possible early childhood care and education program is provided **Guiding Children's Behavior** Understanding children\'s behaviors Children are continuously learning how to manage their emotions and conform to the behavioral expectations of the world around them. Therefore children will sometimes express their emotions or try to achieve their goals in ways that may be challenging to others as they may lack understanding of the meaning of their expressions or the effect their actions may have on others - here you as their teacher are the one who will understand on their behavior inside the classroom also outside of their comfort zone which is their house You will notice on how they behave or what kind of actions they do in a new environment. Also, you are the one who will guide them and tell them that it\'s okay to express their thoughts on their own Example In the toddler class 2 years old, Shawney and Kim are playing in the dress-up area. Kim grabs at one of the many necklaces Shawney has draped around her neck. Startled, Shawney lets out a cry and grabs Kim's arms, and bites her. **THE GUIDANCE LENS** guidance is the ongoing process of helping children learn to control their basic impulses, express their feelings, change their frustrations, and solve their problems. there are no quick fixes or strategies that apply to all circumstances. Positive guidance methods are created to fit a child and adult (parent, teacher), and a situation. These three elements, when considered together, suggest the most appropriate guidance strategies. Figure 7.1 shows these three factors about one another. throughout this chapter, the relationship between the child, the adult, and the situation is reflected in guidance theory and practices. The topic \"The Guidance Lens\" explains that guidance is an ongoing process that helps children manage their emotions, control impulses, handle frustrations, and solve problems. There is no one-size-fits-all solution; instead, guidance methods need to be tailored to the child, the adult (like a parent or teacher), and the situation. These three factors work together to determine the best approach for guiding the child. The chapter discusses how these elements interact and shape guidance strategies. In simple terms, guiding children is about helping them manage their emotions and behavior, with the best approach depending on the child, the adult, and the situation they are in. **THEORIES** There are several ways of explaining what people do and why. One idea is that people's behavior is mainly a result of heredity (nature). another is that experience and environment shape behavior (nurture). a third theory suggests that children go through "stages" at certain times of their lives regardless of their genes or home background. All sides have valid arguments in the nature/ nurture debate, and both heredity and experience affect behavior. age and stage theory are also familiar. people speak of the "terrible 2s" or say that all 4-year-old girls are silly. there may be some truth to those generalities, but that does not excuse the inappropriate behavior at the various development stages. teachers and parents cannot ignore misbehavior (unless it is a specific guidance strategy) just because children are the "right \"age or because of their home situations. that attitude implies adults are powerless to help children from new behavior patterns. not true! adults can do something about children\'s behavior if they understand what is happening to the child. The topic \"Theories\" discusses different explanations for why people behave the way they do: Nature: Some believe behavior is influenced mainly by genetics or heredity. Nurture: Others think behavior is shaped by experiences and the environment. Stages: Another idea is that children go through specific stages of development, like the \"terrible twos,\" which affect their behavior. Both genetics (nature) and experience (nurture) influence behavior, and while children do go through developmental stages, this doesn't excuse misbehavior. Parents and teachers should not ignore bad behavior just because a child is a certain age or comes from a certain background. Adults can help children change their behavior by understanding what they are going through. In simple terms, children's behavior is shaped by both their genes and their experiences. Although certain behaviors are common at different ages, adults can still guide children toward better behavior. **FACTORS THAT AFFECT BEHAVIOR** knowing what affects children's behavior and feeling helps adults understand and manage the child who is misbehaving. the following factors combine aspects of both nature and nurture theories, as well as the theories of ages and stages of development. In establishing effective guidance practices, adults take into considerations three important elements: the child, the adult, and the situation. For instance, a 2 year old needing assistance is more likely to respond to the intervention of a familiar teacher than one who is substituting for the day. The topic \"Factors That Affect Behavior\" explains that understanding what influences a child's behavior helps adults manage misbehavior effectively. These influences include both nature (genetics) and nurture (experiences), as well as a child's age and developmental stage. **Effective guidance involves considering three key factors:** **The Child:** Their age, development, and needs. **The Adult**: Whether they are familiar or trusted by the child. **The Situation**: The context or environment at that moment. For example, a 2-year-old may respond better to help from a familiar teacher than from a new one. In simple terms, a child's behavior is influenced by who they are, who is guiding them, and the situation they are in. Understanding these factors helps adults guide children better. **[FACTORS]** 1.DEVELOPMENTAL FACTORS - adults should be aware of the developmental theory to know what type of behavior to expect of children at various ages. this will help teachers to anticipate what the child will do so that they can maintain reasonable expectations. to see behavior as predictable and developmentally appropriate is to understand it more completely and guide it more effectively. 2.ENVIRONMENTAL FACTORS - through the intentional use of the environment, the teacher indirectly influences behavior in the classroom. The goals for positive behavior should be reflected in the classroom setting, the physical environment should tell children clearly how to act in that space. child-size furniture that fits the preschool body encourages sitting and working behavior. room arrangements avoid spaces that encourage children to walk from place to place. low, open shelves create an expectation that children take materials out and put them away after use. 3.INDIVIDUAL FACTORS - teachers of young children soon learn to temperamental characteristics of each child in the class. 4.EMOTIONAL AND SOCIAL FACTORS - some behavior problems stems from the child's attempt to express social and emotional needs. these include the need to feel loved and cared for, the need to be included, the desire to be considered important and valued, the desire to have friends, and the need to feel safe from harm. young children are still working out ways to express these needs and feelings. typically, because they are only just learning language and communication skills, it is often through nonverbal or indirect actions that children let us know what is bothering them. it is also important to provide children with models of language for resolving these conflicts and to let them know that we recognize they can be angry, jealous, or hurt. 5.CULTURAL FACTORS - today's children are growing up in a country of unparalleled diversity. many different cultures are converging and creating a nations of people, culture, language, and attitudes. we are living in a worlds of continual cross-cultural interactions, so the ability to communicate across cultures is a critical skill to have when guiding children's behavior. discipline is deeply embedded within the values and beliefs of the family. the family's culture shapes how they raise their children, and each family is unique in the way it interprets its cultural values. child-rearing practices such as physical punishment to the timing of toilet training are culturally influenced. the messages children receive about their behavoir should be consistent between school and home. yet, conflict may be inevitable because the culturally influenced child-rearing practices of the family may be at odds with a teachers ideas and expectations. 6\. DEVELOPMENTAL FACTORS: Understanding a child\'s development helps adults anticipate behaviors and set realistic expectations. Behavior becomes easier to manage when it\'s seen as predictable and age-appropriate. 7\. ENVIRONMENTAL FACTORS: The classroom environment greatly influences children\'s behavior. For example, furniture size and room layout can encourage positive behavior. Providing age-appropriate materials keeps children engaged, reducing misbehavior. Adjusting the environment (e.g., removing breakable items) can also help prevent problems. 8\. INDIVIDUAL FACTORS: Each child's temperament and unique characteristics affect their behavior. Teachers learn how each child responds differently. Temperament refers to a person\'s natural disposition or character, particularly in terms of their emotional nature and reactions. It is an inherent aspect of an ECED 3 7 individual\'s personality that influences how they respond to different situations and stimuli. 9.Emotional and Social Factors: Some behavior issues stem from unmet emotional or social needs, such as wanting to feel loved, valued, or included. Children may express these needs non-verbally because they're still learning language. Teachers need to help them develop communication skills to express their feelings in healthy ways. 10\. CULTURAL FACTORS: Culture influences how families raise children, and discipline is shaped by family values. Teachers must navigate potential conflicts between school expectations and the family's cultural practices. 11\. OBSERVATION AND ASSESSMENT: The second part highlights the importance of using observation and assessment to support children's learning. By observing behavior, teachers can: -Plan relevant activities. -Adjust the classroom environment and daily schedule. Adapt their interactions to meet individual needs. -Support children with special needs by creating individualized plans. It stresses ethical and appropriate assessment practices, ensuring they are fair, respectful, and developmentally suitable. Effective communication between teachers, families, and professionals is also essential. In simple terms, children\'s behavior is influenced by their development, environment, emotions, individual traits, and culture. Understanding these factors helps teachers guide them better. Observing and assessing children's behavior is crucial for planning activities and making adjustments to support their learning and growth **GUIDANCE, DISCIPLINE, AND PUNISHMENT** ***WHAT IS GUIDANCE?*** Guidance is a system where adults help children learn to manage their impulses, express feelings, solve problems, and differentiate between acceptable and unacceptable behavior. -Focus: Helping individuals learn and grow by providing support, encouragement, and positive direction. -Goal: To foster self-awareness, responsibility, and positive decision-making. **INDUCTIVE GUIDANCE** Inductive guidance is an interactive process that actively involves children and adults. -It emphasizes holding children accountable for their actions and helping them understand the impact of their behavior on others. ***WHAT IS DISCIPLINE?*** Discipline is a part of the guidance strategies adults use to help children become responsible for their actions, learn self-control, and behave appropriately \- Focus: Teach individuals to follow rules and behave appropriately within a specific context. \- Goal: To create a safe and structured environment where individuals can learn and thrive. ***WHAT IS PUNISHMENT?*** Punishment is a consequence of inappropriate behavior and a power-assertive technique that relies on children\'s fears rather than the use of reason and understanding. \- Focus: Imposing consequences for negative behaviors as a form of retribution or determent. \- Goal: To discourage undesirable behaviors and prevent them from happening again. **TEACHING WITH INTENTION** TOWARD SELF-DISCIPLINE \- The goal of effective guidance is to help children achieve self-discipline. This means helping them learn to control their behavior and make responsible choices. \- One of the main goals of good guidance is to help children achieve self-discipline. \- Adults can support children\'s development of self-discipline by gradually giving them more responsibility and trust. \- This process helps children develop self-respect and self-confidence, leading them to feel capable and worthwhile. **PROMOTING A CARING CLASSROOM COMMUNITY THROUGH GUIDANCE** Teaching practices that promote a caring classroomcommunity are grounded in developmental theory and expressed in both direct and indirect guidance and discipline techniques. -Teachers are expected to promote or lead the movement of positive attitudes and mannerisms in the classroom community to develop a caring classroom community. By holding meetings and analyzing observations, teachers can work together to make the educational community one that is implementing lawfully and morally good acts. **Explanation** In a school environment, we know that a child's environment, whether in the school or classroom, should make them feel safe. When we talk about a safe environment for children, the teacher is the first person we expect to create that safe space. A safe environment means that when children enter the classroom, they should feel comfortable and sense that the atmosphere is loving and supportive. **DEVELOPMENTALLY APPROPRIATE GUIDANCE** In a DAP environment, the relationships between child and teacher is warm and nurturing. School becomes a place where adults are consistent and react sensitively when children are upset or under stress. Supportive adults who intervene with positive attitudes and positive guidance strategies exemplify the best of DAP. -Another way to create a safe environment as a teacher or adult is by consistently being calm and understanding. When students feel that their teacher is calm and they know they are understood, that's one way for them to feel safe. When we show care, positivity, and understanding, it helps in creating a safe environment. For example. If a student has a problem, they will know they have someone they can turn to. By helping solve their problems, students will feel safe. You foster developmentally appropriate guidance when you: Allow plenty of time for children to respond. Give them an opportunity to decide their course of action. \- Let's make sure that when we ask our students questions, we give them enough time to respond. Don't rush them to answer after just 5 seconds, especially if you know the question requires some thought. Give them enough time, and by doing this, we also help boost their confidence because their answer is likely to be correct since they had time to think it through. Review limits and rules periodically. Modify them as children's growth and maturation indicate. Change them as circumstances change; be flexible. \- We should regularly apply the rules and regulations we've set in the classroom. If one day the students grow and change, we also need to update or improve the rules and regulations in the room. Encourage children to talk things over. Be open to their point of view even if you cannot accept it. Let them know you are willing to listen to all sides of the conflict. \- In this case, if a student shares their thoughts or feelings, even if we don't agree with their point of view, we shouldn't make them feel like we don't care. Always listen to what they want to share and show respect when they speak, even if they're just kids. Become aware of the climate in the room or yard. Anticipate the need for a change of pace or a different activity before children become bored or troublesome. \- Pay attention if you feel that your students are getting bored. Change your teaching method and make it exciting to bring their energy back. Remember, it takes time and numerous opportunities for changes in behaviour to occur. By using consistent positive guidance techniques, you help children practice new behaviour repeatedly. \- It says here that children don't change their behaviour overnight. It takes time for them to learn new ways of acting or how to respond to different situations. That's why, as teachers, we need to be patient and give them time to develop those behaviours. **Culturally Appropriate Guidance** In today\'s diverse world, teachers may be confronted by parents whose guidance practices are contrary to the school\'s philosophy. Families may apply pressure on teachers to use some of the techniques that they use at home. The question becomes how do teachers maintain the school\'s, as well as their own, standards without communicating to the family that their values are wrong or have children feel that something about their home and family is diminished in the teacher\'s eyes. In today's world, classrooms are filled with children from different cultures and backgrounds, meaning every child has been raised differently depending on how their parents brought them up. The parents\' teaching methods may be the same or different from the teacher\'s approach at school. One challenge for teachers is following the school's rules and teaching methods without making parents feel like their home values are wrong or less important. To avoid this, a teacher might say, \" I\'ll use our method at school, and you can continue your way at home. We'll keep working together to help your child.\" In this way, the parents\' method at home is respected, and the teacher uses the school\'s positive approach, ensuring the child feels supported in both environments. Gonzalez- Mena (2008) emphasizes the teacher\'s responsibility to learn cross-cultural communication when childrearing practices are in conflict between home and school and suggests. According to Gonzalez-Mena (2008), teachers need to learn how to communicate with families from different cultures, especially when the way children are raised at home differs from the school\'s practices. Understanding different cultures is a way to avoid conflicts and prevent negative situations from happening. the following strategies: Accept that both viewpoints are equally valid. \- Understand that both your way of doing things and the family's way are valid, even if they're different. Work together to figure out a solution to the situation. \- If there's a conflict between how things are done at home and school, work with the family to find a solution that works for both sides. Resist assigning meaning and values to the behavior of others based on your own culture. \- Avoid thinking that your culture's way of behaving is the "right" way. Other people's behaviors come from their own culture, which might be different from yours. Remember that your behavior does not necessarily convey your meaning and values. \- Know that your actions, like gestures or eye contact, might mean something different in another culture. What you think you're communicating might not be received the same way. Educate yourself about the different cultures represented in your classroom. Learn how and what is communicated through facial gestures, touch, eye contact, physical closeness, and time concepts. \- Take time to understand the cultures in your classroom. Pay attention to things like how people communicate using facial expressions, body language, and personal space. Observe, ask, and talk about what the differences are; learn from the parents of the children in the classroom what you need to know about their culture. Maintain an open attitude that promotes respect and appreciation for each other\'s views. \- Talk to parents to learn more about their culture. Be open-minded and respectful, appreciating that their views are different but equally important does not necessarily convey your own meaning and values. \- Know that your actions, like gestures or eye contact, might mean something different in another culture. What you think you're communicating might not be received the same way. **NARRATIVE THE CHILD ALONE** 1\. **UNOCCUPIED BEHAVIOR** SH slowly walks from the classroom to the outside play area, looking up each time one of the children swishes by. SH stops when reaching the table and benches and begins pulling the string on the sweatshirt. Still standing SH looks around the yard fora minute, then wanders slowly over to the seesaw leaning against it, SH touches the seesaw gingerly then trails both hands over it while looking out into the yard. (Interpretive comments: this unoccupied behavior is probably due to two reasons: SHor is overweight and has limited language skills compared with the other children. Pulling at the sweatshirt string is something to do to pass the time since the overweight body is awkward and not especially skillful. -- What the character does has no purpose and no specific goals; sh actions, like pulling the sweatshirt string and gently tugging the sea saw, are random. 2\. **ON LOOK BEHAVIOR** J is standing next to the slide watching her classmate using this piece of equipment. She looks up and says, "Hi." Her eyes open wider as she watches the children go down the slides. P calls to J to join them but J shakes her head "No." (Interpretive comments: J is interested in the slides but is reluctant to use them. She has a concerned look on her face when the others slide down; it seems too much of a challenge for J.) -- As you see on the scenario, J is observing her peers on the slides without participating. 3\. **SOLITARY PLAY** L comes running into the yard holding two paintbrushes and a bucket filled with water. He stops about three feet away from a group of children playing with cars, trucks, and buses in the sandbox and sits down. He drops the brushes into the bucket and laughs when the water splashes his face. He begins swishing the water around with the brush and then starts wiggling his fingers in it. (Interpretive comments: L is very energetic and seems to thoroughly enjoy his outside playtime with water. He adds creative touches to his pleasurable experience. Ls use of paintbrush and water; she demonstrates imaginative play. Find joy in simple actions like splashing the water. **BEHAVIOR MODELS** The teacher as a behavior model is an important element in guidance. Children pattern their responses after adult behaviors. They are aware of how teachers respond to anger, frustration, and aggression and how they solve problems and conflicts. Adults must be sure to model the desired behavior around the children they teach. To be successful models, teachers should be aware of their emotions and feelings; they do not want to compound a problem by their reactions. Adults who express negative feelings to children must proceed carefully, stating their position clearly, honestly, and objectively in a low, calm voice. *EXPLANATION* Kids learn by watching their teachers. They copy how their teachers act when they\'re angry, frustrated, or trying to solve problems. Teachers need to be good examples. They should show kids how to stay calm, be kind, and solve problems peacefully. Even teachers get upset sometimes. But they need to be careful about how they show those feelings. They should talk calmly and explain things clearly to kids. **CONSISTENCY** Being consistent is one of the key elements in good guidance practices. If adults want to develop mutual trust, the rules must be clear, fair, and enforced consistently and regularly. It is important that all members of the teaching team reinforce the same rules and not undermine another teacher\'s problem-solving. At the same time, children need to know what happens if rules are not followed. The consequences, too, should be consistent. EXPLANATION Rules Need to Be Clear: Kids need to know the rules and what happens if they break them. Rules Need to Be Fair: The rules should be the same for everyone and make sense. Rules Need to Be Followed: Teachers and other grown-ups need to make sure the rules are always followed, not just sometimes. Consequences Need to Be Consistent: If a kid breaks a rule, there should be a consequence, and it should be the same consequence every time. This helps kids understand what\'s expected of them and makes them feel safe and secure. **Preventing Misbehavior** Preventing misbehavior in children, teacher must focuses on creating a positive environment and guiding behavior properly to the children. It involves setting a clear expectations and establishing consistent rules that a children could understand. By using positive language, you teach children a good proper way of giving positive guidance to be clear and understandable. This means ensuring spaces are safe and engaging, which reduces their behaviors and frustration that can lead to misbehavior. Teaching social skills through activities and role-playing because it can helps children learn appropriate interactions with one another. Strategies for Preventing Misbehavior: 1\. Clear Expectations: Set and communicate clear rules and expectations for behavior. Make sure children understand what is acceptable and what is not. 2\. Positive Reinforcement: Encourage good behavior through rewards and praise. Recognizing and reinforcing positive actions can motivate children to repeat them in a good way. 3\. Engagement and Interest: Keep children engaged with varied and interesting activities. 4\. Emotion Support: Provide emotion support and help children express their feelings. Understanding their emotions can prevent frustration that may lead to misbehavior. 5\. Communication: Maintaining open lines of communication with children. Encourage them to express their thoughts and feelings, which can help prevent misunderstandings that lead to misbehavior. **LESSON 2.2: OBSERVATION AND ASSESSMENT OF CHILDREN** Learning Objectives Define the key elements and purpose of child observation Explain the various contexts of what is observed. Identify common types of observation systems. Examine the goals and tools of child assessment. ***What is observation?*** Children are complex human being who respond in many ways. Teachers can observe these responses and use their skills to help each child grow and learn. The ability to observe to "read" the child, understand a group, "see" a situation is one of the most important and satisfying skills a teacher can have. \- observation is you are noticing or facilitate someone environment in short you are their guide and observe to know what happening to them. Not just that but you are the one who knows what is the capabilities of child based on you observation Observation is the basis of so much of teacher's work: **The environment** ***How To Set It Up And When To Change It*** \- setting a environment of a child because they just out of their comfort zone their house you you will set alup an environment na they will not have culture shock **The schedule** how to build the sequence and time periods for activities \- scheduling not just in play but also in learning, more activities will help them to develop theirs skills **The atmosphere** how to sense and respond to interaction and relationships \- know if the new atmosphere they have is suit to them and they can explore things and explore their mind. CHARACTER OF CHILDREN ACTION notice the way a child begins each day watch how children use their bodies focus on how children relate to other people what children like to do, how well they use environment, and what they avoid ***Why observe?*** The observation to children, it\'s like you\'re gathering clues to understand how they learn, grow, and interact with the world. 1.Improve Your Teaching \- You\'ll learn about each child\'s strengths, weaknesses, and how they learn best. This will help you tailor your lessons to their individual needs and create more customized learning experiences. \- Based on your observations, you can change how you teach, add new activities, or adjust the curriculum to better meet the needs of the children. 2\. Bias and Objective \- Observing children can help you become aware of your own b