Program Development and Evaluation Essay

premature childishness teaching focuses on the facts of life, langu suppurate, culture, growing and disturbance of young fryren. As a profession, beforehand(predicate) Childhood Education has emerged as one of the major vehicles for kid-advocacy in the provision of accessible, high-quality peasant c be and pre-school breeding. Child cargon, in this orderliness of increasingly busy working couples, is an important service in the community. Whether it is called child alimony, kindergarten, preschool, a breedingal training center, a child development center, or one of many an primeval(a)(prenominal) names, they argon all providing the important service of caring for our precious children.The swap magnitude indigence for premature childishness education services is partly due to the increased recognition of the crucial importance of draws during the earliest years of life. Childrens experiences during advance(prenominal) childishness not solitary(prenominal) influence their later functioning in school nevertheless can charter effects through and throughout life. For example, online research demonstrate the former(a) and lasting effects of childrens environments and experiences on mind fate development and cognition (Chugani, P patrons, & Mazziotta, 1987).Positive, supportive transactionhips, important during the earliest years of life, come on essential not only for cognitive development but overly for healthy emotional development and hearty attachment (Stern, 1985). The preschool years are an optimum time for development of fundamental motor accomplishments, language development (Dyson & Genishi, 1993), and some other notice foundational aspects of development that have lifelong implications. In Australia, previous(predicate) childishness educational programs cover a 0-8 years age range.In the state of New South Wales, Kindergarten is the first year of compulsory shoal thus it is governed by the NSW Department of Educ ation and instruction and the course of study subject governed by the NSW gore of studies. Child treat, on the other hand refers to the condole with of infants (ages 0-5) by other people during particular proposition periods when the parents are at work. With this set-up, incompatible programming methods are employed. The difference between child care and kindergarten is that kindergarten is an educational experience while child care tends to be care big so that two parents can work.Good child care programs invite experienced, well-educated teachers who promote childrens cognitive and social development. Kindergarten programs, on the other hand, have set programming standards that are ground on the curriculum content governed by the NSW Board of studies. However, in the light that infants and up to kindergarten age belong to the archaean childhood category, it is best that programming should be the same. It should be able to can the necessary resources to ensure that e very student is endureed a high-quality learning environment that prepares a child for further schooling.The purpose of this piece of music is to present the base that programming for all proterozoic childhood educational programs in NSW should, for the most part, be the same regardless of the setting in which the program exists. Main Body Programming is the dish up of setting an battle array and time for innovationned events or activities. It is the designing, scheduling, or planning of a program. In a imposing education setting, syllabus is prepared to outline the set of activities or programs.In NSW schools, teaching and learning programs and the assessing and reporting of student motion relate directly to the learning outcomes and curriculum content provided in the NSW Board of Studies K-6 syllabuses. As clearly stated in the K-6, programming for kindergarten falls below this curriculum. These syllabuses are mathematical chemical grouped into six key learning areas ( KLAs). Creative and operable Arts English Human Society and Its Environment Mathematics personal increase, Health and Physical Education Science and Technology (Retrived Aug.31,2006 from http//www. curriculumsupport. education. nsw. gov. au/ capital/index. htm) The Board of Studies develops a syllabus for each of the learning areas. Along with a defined aim, each syllabus has a set of objectives and outcomes, expressed in basis of friendship and reasonablenesss, skills, values and attitudes. On the other hand, mostly daytime care in NSW are managed by community organizations, local councils or private operators. These day care and other childrens services are licensed by the Department of Community Services.NSW Department of Education and Training employs an early childhood trained teacher and a teachers aide in each preschool class. Teachers plan an educational program, which corroborates each childs self esteem, well being and development. The preschool or day care program is designed to stimulate childrens thought process, communicating, investigating, exploring and paradox solving skills. Children are further to join in physical activities and to develop good health and safety habits.The program includes play based activities that inspection and repair children learn how to move positivisticly with other children and to recognize and accept their own feelings and those of others. The program as well as supports the development of early language, literacy and numerical skills. In terms of child training however, it is always advocated that child care is inherently inferior to paternal care. However, freelance studies suggest that good child care for non-infants is not harmful.In or so cases, good child care can provide different experiences than paternal care does, especially when children reach two and are ready to act with other children. A study appearing in Child Development in July/August 2003 found that the amount of time spent in ch ild care before four-and-a-half tended to correspond with the childs dip to be less likely to get along with others, to be disobedient, and to be aggressive, although still within the normal. On the other hand, bad child care puts the children at physical, emotional and attachment risk.As a matter of social policy, child care should also be regulated by the governmental science so as to ensure quality early childhood education. A good early childhood education program should instruct children in different skill areas that they would lead in further schooling. Such skill areas include learning to read, to do math, to progress in science, and to understand the orbit and how it works. through with(predicate) early childhood education programs, children are able to father familiar with books, words, language use, numbers and problem solving, as well as important social skills (paying concern in class and peer relationships).Through all these activities, teachers should create di ctatorial relationships through warm, sensitive, and responsive care, which go away help children feel valued and gain much from their learning experiences. Children need positive relationships so that they feel comfortable and learn how to cooperate with others. This is where skilled early childhood educators should come in. primeval childhood care and kindergarten education need teachers who are educated enough to handle young children from infancy through age six.Relationships between teachers and families are also important, and help wee-wee environments that nurture childrens growth and development. Children observe the interactions between caregivers and their parents, and what they observe in these interactions is utilize to build their own relationship with these new adults in their lives. This is a process called social referencing (Hutchins & Sims, 1999). There are many ways that quality early childhood programs build relationships with children and among teachers and adults.In visiting a program, how teachers interact with the children lift positive relationships is clearly seen. Classrooms are welcoming to all children, and children are advance to join the group. Teachers communicate with children in a warm manner, including laughing and masking affection, and responding to their need. Teachers use a gentle tone of voice with children, and bend go across to speak with them at eye level. Teachers provide a balance of group activities and one-on-one activities, to encourage children to develop both group and respective(prenominal) relationships.Children in turn have opportunities to play and interact with other children, who help them build friendships and develop social skills, such as working together and taking turns. In good child care program, infants get individual attention from teachers, who communicate with smiles and other nonverbal behavior, and also talk with them, so that infants blow up to recognize and understand words. Q uality early childhood programs foster positive relationships among the children, between children and adults, and among teachers and families to help children get a great start on learning.In view of the need to acquire good educators, the development of passkey standards for teachers has grown in importance in the field of education in Australia and overseas. At the field of study level, development of the National Framework for Professional Standards for tenet is a key initiative. The Competency Framework for Teachers was created and standards were developed by national teaching associations for English, Mathematics and Science. This Framework is the product of a comprehensive character process involving teachers, professional associations, tertiary institutions, the Australian Education Union and other key stakeholders.The Competency Framework for Teachers articulates the complex nature of teaching by describing three professional elements of teachers work attributes, bor e and knowledge. These elements work in an co-ordinated way as they are put into practice in classrooms. untimely childhood professionals working in diverse situations and resources are responsible for implementing practices that are developmentally allow for for the children they serve. These teachers have an ethical responsibility to practice, to the best of their ability, fit to the standards of their profession.They are required to acquire the knowledge and practical skills needed to practice through college-level specialized preparation in early childhood education/child development. Moreover, aside from teachers, administrators of early childhood programs are also encouraged to acquire necessary skills in maintaining good practices in their field. In improver to management and supervision skills, administrators have appropriate professional qualifications, including training specific to the education and development of young children, and they provide teachers time and op portunities to work collaboratively with colleagues and parents.Providing appropriate curriculums or programs to meet the desires of individual children who learn at different rates and in different ways ask much skill and knowledge from the educator or teacher. In planning the everyday program a wide range of teaching strategies give be needed that dissemble individual, and large and small group activities. Not simply should the provision offer children opportunities for a broad range of creative and ingenious play activities, but there must be sufficient time and space to sanction children to develop and extend their play, sometimes alone and at times in the company of other children or an adult.Programs have changed in response to social, economic, and political forces. However, these changes have not always taken into account the basic developmental needs of young children, which have remained constant. Programs should be tailored to meet the needs of children, rather than e xpecting children to adjust to the demands of a specific program. In the Hyson, Hirsh-Pasek, and Rescorla study (1990), pre-school children enrolled in child-initiated programs displayed lower levels of test anxiety than children enrolled in donnish programs, regardless of parental preferences for classroom approaches.In the second study (Burts et al. , 1990), children in inappropriate classrooms exhibited to a greater extent total stress behaviors throughout the day and more stress behaviors during group times and workbook/worksheet activities. wee childhood teaching is simply and completely intimately children and their well being. The tenet that each child is unique is basic in early childhood philosophy. It is very important therefore that early childhood educators should plan flexible programs that accommodate individual growth.Additionally, an early childhood view acknowledges the importance of providing children with opportunities to interact, understand and cooperate in groups (Day & Drake, 1986). In view of these arguments, the rule of programming in the framework of the KLA and in the context of a formal academic education should not yet be employed in the early childhood education, in particular, kindergarten class. The Curriculum for early childhood education must be subjected to vigilant evaluation. The program should see children as industrious learners, supporting them to become self-determining, being problem solvers and decision makers.It should not be a stiff program but offers a framework for childrens learning. Though it has much in common with usual nursery practice, it places greater accountability upon children for planning and executing their own actions. Working on an persuasion of the plan, do and review, the environment is arranged so that it optimizes childrens learning, using key experiences to examine and plan for the individual needs of children, for instance adult-child communication strategies, confederacy with parents, observation and record keeping. The key experiences embedded concept of active learning are Using language such as depicting objects, events and relations Active learning such as controlling, transforming and mixing materials Characterizing ideas and experiences such as role playing, pretending Developing rational reasoning such as learning to label, match and sort objects Understanding time and space such as evoking and anticipating events, learning to get things in the classroom. (Curtis, A. , 1999) These key experiences not only offer the framework for planning and evaluating activities but also press forward the rung to guide children from one learning incident to another.They suggest questions to put to the children and facilitate staff to assess childrens development and offer a basis for discussion with the parents. To achieve individually appropriate programs for young children, early childhood teachers must work in partnership with families and communicate regularly with the childrens parents. During early childhood, children are largely dependent on their families for identity, security, care, and a world-wide sense of well being. Communication between families and teachers helps build mutual understanding and guidance, and provides greater consistency for children.Joint planning between families and teachers facilitates major culture processes, such as toilet learning, developing peer relationships, and entering school. vulgar sharing of information and insights near the individual childs needs and developmental strides help both the family and the program. Regular communication and understanding about child development form a basis for mutual problem solving about concerns regarding behavior and growth. Teachers seek information from parents about individual children.Teachers promote mutual respect by recognizing and acknowledging different points of view to help minimize confusion for children. The positive attributes of parent/teacher relationships are relatively easy to develop when teachers and parents have the same backgrounds, speak the same languages, parting values and goals for children, and, in general, like one another. Parents are also more likely to relate to their childrens caregivers and teachers in positive ways, and are cognizant of the conditions under which the staff is working.For both parents and teachers, continuity of the childrens educational experience is critical to their development. Such continuity results from communication both horizontally, as children change programs within a given year, and vertically, as children move on to other settings. As such, programming of early childhood education should be based more on creative learning and not on austere academic programs and they should be the same from child care to kindergarten. Lastly, the community and the society at large also have a stake in the quality of early childhood programs.Early childhood education entails an apprised community willing to act upon the idea that high quality early education is necessary for future generations (Pascall, C. and Bertram, T. , 1997). When early childhood programs succeed in getting children off to a good start, families, schools, and communities will be strengthened. Children will grow up to be responsible, law abiding and productive citizens who will contribute to the countrys progress. In this sense, posterity itself eventually pull ins the benefits of high-quality early educational experiences. ConclusionCurriculums and programs are frequently viewed only in terms of the product or the content to be taught. It is far more encompass than this, though. The curriculum should also be considered in terms of the processes linking to learning and teaching, the objectives that both teachers and learners hold, the contradictory social and cultural experiences learners and teachers bring, and the realities that occur from classroom interactions and situations. In early chi ldhood education, set programming standards that are based on academic formal structure and being practiced in classrooms should not be employed.Teaching and learning programs and the assessing and reporting of student achievement that relates directly to the learning outcomes and curriculum content provided in the NSW Board of Studies K-6 syllabuses is not yet relevant and favorable for very young minds. Instead, programs and teaching practices in early childhood settings should be more responsive to the needs and interests of the children. Programs should include a plan of activities that matches the childrens needs and promotes their independence. The plan should contain activities and exercises that help children to develop social, motor, language, and thinking skills.Programs should also provide a variety of experiences designed to encourage exploration and problem-solving, and an awareness of how diverse the world is beyond the home. Daily morning enumeration for kindergarte n as well as child care should be very similar. The only difference between the two settings is that kindergarten school children tend to drive all at once while children arrive at child care centers according to their parents work schedules. Early childhood education in both kindergarten and child care settings must actively work to provide learning in a nurturing environment that matches the needs of the children.Parents also have active role in this endeavor. Children learn much from the adults around them, not simply from the planned learning opportunities but also from the customs and routines of daily living. The attitudes of the adults and other children and the shared relationships that are formed are as alert to childrens development as the activities in which they are engaged. The goals of the entire child care community, then, must be to encourage and support early childhood professionals to raise standards in our young childrens education.In providing an effective and winning program for early childhood education, our society and our country will reap the rewards of raising disciplined and productive children who will contribute greatly in our communities. References Burts, Diane C. Hart, Craig H. Charlesworth, Rosalind DeWolf, D. Michele Ray, Jeanette Manuel, Karen & Fleege, Pamela O. (1993). Developmental appropriateness of kindergarten programs and academic outcomes in first grade. Journal of look in Childhood Education. Vol 8(1), 23-31. Bredekamp, S. and Copple, S.(eds) (1997). Developmentally Appropriate Practice in Early Childhood Programs (revised edition). 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Hirsh-Pasek, Kathy Hyson, Marion & Rescorla, Leslie.(1990). schoolman environments in preschool Do they pressure or challenge young children? Early Education and Development, Vol. 1(6), 401-423. Hutchins, T. & Sims, M. (1999). Program Planning for Infants and Toddlers An Ecological Approach. Sydney Prentice Hall. University of Illinois, Childrens look into Center. DAPWhat Does Research Tell Us?. Retrieved Aug 31 from http//ceep. crc. uiue. edu. Website of NSW Dept . of Education and Training. Retrieved Aug, 31, 2006 from http//www. curriculumsupport. education. nsw. gov. au/ first-string/index. html