Stanard Standard # 4 \"Using Developmentally Effective

STANARD

Standard

Standard # 4 "Using developmentally effective approaches to connect with children and families"

Q1.-In your opinion, what is the relevance of developing respectful, reciprocal relationships with children and their families in order to help children learn and develop?

A child's education does not begin and end with the schoolhouse door. Parents must reinforce the lessons children learn after the children leave school. If parents believe that the children's education is not valuable, they will not reinforce what is learned at home. Parents are responsible for ensuring that students have adequate time to do homework, go to bed at a reasonable hour, limit television time, and ensure that children have 'balanced' lives. They are more willing to cooperate if they know their children's teachers and feel that the teachers respect their input, culture, and lifestyles. Additionally, by getting to know parents, teachers can become more cognizant of the specific challenges some students may face. If a child's parents do not speak English as a first language, or a child comes from an unstable and poverty-ridden home, he or she may face additional difficulties that a child from a less stressed background does not.

Q2.-What are some developmentally-appropriate strategies that teachers can use to help children and learn and develop?

Ideally, all of the day should be infused with learning, not simply the areas devoted to formal, academic learning. Teachers can insert small lessons into every facet of their discussion with children. For example, when milk is served in the cafeteria, teachers can talk about why it is important to drink milk, where it comes from, and different kinds of milk. When teachers read to the classroom, they can make the experience interactive, asking children questions about the story and the plot as it evolves. Teachers can merge fun and learning by creating art projects revolving around history or English lessons, science projects that involve cooking, or using holidays as opportunities to learn social studies lessons. There does not have to be a fixed divide between learning and play. Learning should feel like play.

Q 3. - What is important content in early child education, how do state standards address content and learning objectives from pre-k?

Early childhood education lays the foundation for the child's kindergarten education and the rest of his or her education within the school system. Learning basic concepts like numbers, colors, and simple words as early as possible increases the child's level of comfort in more formal academic settings. Early childhood education also prepares students for the process of being educated in school. Learning to take turns, raise their hands, and listen to the teacher are all skills. By building patience and tolerance, children can become more attentive, willing, and eager learners. Future teachers will be happier to have such students in their classrooms because children will be better-socialized into the needs of the academic environment. Finally, children can also work on basic physical skills that they need to function later in school like sitting still, holding a pencil, and physical movements.

Q4. - What are some examples of activities interactions, events that you have engaged in to address these standards?