Education-Benchmark Assessment

Topics: Education, Childhood, Developmental psychology Pages: 5 (1555 words) Published: November 19, 2014

Education-Benchmark Assessment

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Education-Benchmark Assessment

Several theories explain the concept of Early Childhood Education (ECE). Deiner (2013) describes that all of them share the same opinion that an early childhood educator is extremely essential in the development of a child's intellectual and educational abilities. It is also commonly agreeable among the theories that the early childhood education can have a great impact in the life of an individual since education is progressive, and each stage leads to a higher one. However, there are some contradictions in the theories, which regard to some aspects of ECE. For instance, some studies feel that the intellectual development depends on the genes of the child as acquired from the parents. Other studies hold a different opinion, that the environment plays a great role in ECE. Some assert that both the environment and the biological play a great role in early childhood development. This study is based on the fact that the educator is part of the environment in which the child is subjected to, and all children can learn. The educator has several roles that make them have a great impact on a child.

An early childhood educator has the responsibility to ensure that a child gains as much knowledge as possible depending on the level of the child, where the level is to a large extent determined by the age of the child. A child spends most of the waking time with the educator. There are differences presented by the various personalities of children. As a result, each child should be treated differently from the other by the educator. As a result, the educator needs to have sufficient knowledge on how to understand each child, so that each child gains maximally.

The educator defines the environment in which a child lives in school. It is agreeable that children have some common interests. For instance, most studies point out that using objects in educating children in grade three or lower can have on enhancing their knowledge by having them relate to things they frequently use. This means that the environment needs to have various objects and pictorial presentations for more effective learning. There are other considerations that the educator needs to be aware of, such as ensuring that the relationship among students themselves and between the educator and children is supportive to the education to be acquired. An early childhood educator deals with children who might not be much exposed, and they are open to what they are learn.

It is clear from this essential role of educators that they should be having some personal characteristics. Grotewell & Burton (2008) explains that one of them is that the educator should be role model to the children. In addition, the educator should maintain a healthy lifestyle since children are much vulnerable to communicable illnesses. The use of clear communication is also relevant, not only to convey information to the children, but also because it can affect the children's communication skills as well. Moreover, the educator needs to work closely with the children, their parents and the fellow educators so that they can learn more about each child. This means that sometimes they are involved in settling conflicts between the children and families.

The role as the professional in the teaching and learning of children is achieved through several ways. One of them is by the educators developing and implementing programs that are designed to meet the children's physical, intellectual, social, emotional, developmental and cultural needs and interests. The programs are basically considerate on a play environment. The programs also consider the age of the children. The educator can improvise some of the equipment that can be needed by the children. Secondly, the role can be attained by building the children's...

References: Bhavya, M. S. (2007). _Early childhood education_. Delhi [India: Kalpaz Publications.
Deiner, P. L. (2013). _Inclusive early childhood education: Development, resources, practice_. Belmont, CA: Wadsworth Cengage Learning.
Grotewell, P. G., & Burton, Y. R. (2008). _Early childhood education: Issues and developments_. New York: Nova Science Publishers.
Morgan, H. (2011). _Early childhood education: History, theory, and practice_. Lanham, Md: Rowman & Littlefield.
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