Teachers' lack of understanding in educational contexts

¶ … Teacher of Early Childhood

The objective of this work is to examine the importance of understanding the stages of human development in the early childhood classroom. This work will analyze some of the problems that might result from a teacher's lack of such understanding.

It is related in the work entitled: "What Early Childhood Teachers Need to Know About Language" published in the Center for Applied Linguistics Digest that the "context of childhood teacher preparation varies greatly depending on state licensing standards for teachers." Because of these differences the provisions of education in early childhood classrooms is varied as well with some teachers being more or less effective that their colleagues.

POSITIVE & LONG-LASTING EFFECTS of HIGH-QUALITY PROGRAMS

Substantial evidence exists to support the belief that "high-quality early childhood education programs for children from birth to age five can have long-lasting, positive consequences for children's success in school and later in life, especially for children from low-income families." (Center for Applied Linguistics, 2000) the problem is that these programs are not available for all children who are in need of them and neither are all programs of the type quality necessary for achieving outcomes of a positive nature for children. The truth is that only a mere 15% of childcare centers are rated as "good or excellent." (Center for Applied Statistics, 2000) AU.S. Department of Education study states findings that: "a study of the skills and knowledge of a nationally representative cohort of children at entrance to kindergarten showed that social class and other group differences are already evident this early." (Center for Applied Statistics, 2000) This indicates that intervention during kindergarten is actually "too late" (Center for Applied Statistics, 2000) in order to narrow the gap in achievement. It is necessary to place a strong emphasis on language development during early childhood.

II. DEVELOPMENT TIMING VARIED AMONG INDIVIDUALS

It is necessary that the teacher of early childhood individuals understand that different individuals develop at different rates and that this is due to "differing physiological factors and differing experiences." (Growth Stages 1: Infancy and Early Childhood, nd) in a 2005 news report of the National Academies Education & Research entitled: "Timeout for Child Policy" relates that the United States "has not made the most of scientific knowledge about children's development between birth and age 5 - a period that sets the stage for their intellectual and emotional growth. By and large, what currently exists for America's children is a mixed bag of policies and practices...." (National Academies, 2005)

III. RESULT WHEN TEACHERS DOES NOT UNDERSTAND