Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
Standards for Early Childhood Professionals
Early Childhood There are a number of cities and states which have tightened the requirements for teachers in general, and specifically those for Early Childhood. Early Childhood professionals should prepare by attaining some kind of degree in Early Childhood Education or Development. They should additionally look into receiving CPR and First Aid training for infants and small children.
There have been a great number of advances, strides, and changes in the field of Early Childhood or Early Childhood Development. Perhaps one of the most overt changes in this field is the nomenclature and jargon. This field was not always called Early Childhood. The field of Child Development is fairly recent as well. Expansion in perspectives on education and human development sparked the invention and subdivisions of stages of development. The stage dedicated to infants, toddlers, and children that have not yet reach the age for formal education is called Early Childhood. Since the existence of Early Childhood, there have become a number of degree and certification programs for Early Childhood. Early Childhood was not always available as a major or degree concentration. Some of the changes and increased formality in Early Childhood have changed the way Early Childhood professionals are educated as well as what kind of expectations exists for the successful Early Childhood professional. This paper will explore how professionalism, personal characteristics, responsibilities, and roles have altered over the course of the history of Early Childhood. The paper attempts to explain some of the new roles that Early Childhood professionals can anticipate as part of their work experience. The paper moreover aims to connect elements from the social and historical contexts as aspects of the explanation for the changes that the field of Early Childhood and its professionals have and will experience.
If at all possible, during their formal education at the undergraduate and/or graduate levels, they should receive some real, practical experience at a facility that provides Early Childhood education. Having some real, firsthand experience offers insights into what kinds of practical skills and what kinds of situations aspiring professionals can expect when they locate positions at the conclusion of their education. Education is a requirement for this field. Schools and various other organizations expect Early Childhood educators to be familiar with various kinds of methods and theories, such as the Montessori method or philosophy of education. Professionals should also be generally aware that there is a philosophy of education with viewpoints such as constructivist and objectivist. There are these kinds of exclusive schools popping up all around the world and within this country as well. More than just that one method, facilities seek to hire educators who are solidly education and understand how to apply their skills and the theories that…
References:
Ackerman, D.J. (2004). What do teachers need? Practitioners' perspectives on early childhood professional development. Journal of Early Childhood Teacher Education, 24(4), 291 -- 301.
Sheridan, S.M., Edwards, C.P., Marvin, C.A., & Knoche, L.L. (2009). Professional Development in Early Childhood Programs: Process Issues and Research Needs. Early Education Development, 20(3), 377 -- 401.
meeting DAP standards while developing your educational program. Developmentally appropriate practice (DAP) standards reflect research in developmental psychology, showing how educators and program directors can adapt an evidence-based practice to meet the needs of all students. While developing my own educational program, knowledge of the DAP philosophy and standards will help me reduce achievement gaps in my classrooms, while remaining a flexible and responsive leader. Learning about DAP standards will
Childhood obesity is becoming prevalent with every passing day, almost uniformly in the developed parts of the world. This problem needs to be discussed on important forums so that substantial solutions can be sort for this issue as this is creating a lot of burden on the government as well as the parents of the children who become obese. Childhood obesity is defined as a condition in which the child has
Early Childhood Development Research on the brain and early childhood development indicates that the first four years of life are a period of particularly rapid development of brain structures and function. According to Larissa Scott (2004) the potential of the brain can be enhanced by presenting the right experiences at the right times, in the right amounts. In the initial stages of life, children's brains can be compared to a sponge
Early Childhood Development Roles and Responsibilities of an Early Childhood Professional Early childhood professionals are often required to wear many hats, particularly because their job description changes almost on a daily basis. As a facilitator of learning, an early childhood professional acts as a guide. Usually, a guide is tasked with leading other people down new paths, and he does so by walking beside them, rather than in front of them (Child
The main question revolving around childhood obesity is "When does childhood obesity become a child endangerment issue?"(Alexander, 2009) Definitions of "neglect" and "medical neglect" (parental neglect of a child's medical needs) are not universally consistent. However, there are generalised concepts and standards that are expected of parents towards their child. Failure to meet these standards may legitimately be considered neglect. Clearly not all obese children are neglected -- indeed, parents
Childhood Obesity One of the most significant health problems seen in the United States is obesity. Within this dynamic there are particular issues of special concern for the health care industry and society in general, most notably the exponential increase in obesity found among children. (Strauss, Pollack, 2001, pgs. 2845-2848) and (Troiano, Flegel, 1998, pgs. 497-504) "Childhood obesity has more than doubled over the past 20 years, and it represents the