Early Childhood Education and Skills Development

Introduction

Creating the environment, in which young children are enabled to evolve at the required pace and develop the skills that will later help them acquire new knowledge and process information efficiently is, perhaps, the most important step in catering to the needs of a child. The experience gained at center of early childhood education (Pianta, Barnett, & Sheridan, 2015) points quite graphically to the necessity to provide young learners with the required tool and pieces of information at the stage when their brain develops especially rapidly and when the foundation for their further progress is being created.

Early Childhood Education

One might argue that spurring the development of especially young children, such as toddlers, should not be viewed as a necessity. However, the experience at the center has shown that the development at the specified age is especially crucial to the further evolution of a child (Deiner, 2015), as the stage in question defines the child’s ability to acquire and process information. The above-mentioned data includes not only the verbal one but also nonverbal pieces of information, including the sensory input received by a child, i.e., visual, aural, tactile and olfactory data (Sheppard, 2012).

Motherese” and Dining out: Developing Social Skills

The use of the language that the author defined as “motherese” (The infant and toddler setting, n. d.) may be viewed as one of the controversial issues about the experience of working in the facility under analysis. On the one hand, children do need the communication tools that will help them link their concept of the world and the phenomena and notions that the parents and educators are trying to get across to them. On the other hand, the use of the specified language, when taken to the nth degree and carried out for too long, may impede the further process of knowledge acquisition and hamper the development of the child (Bruce, 2012).

Cognitive and Motor Development

The facility in question also provides several areas of learning for children, where different learning strategies, including active physical actions and quiet moments filled with observations, reflections, and analysis, can be adopted to teach children the basic skills. By splitting the learning area into the designated zones, one creates premises for the multilateral development of a child, i.e., the process of training their cognitive, motor, and logical thinking skills (Saracho, 2012).

Familiar Setting

Talking to the children and waiting for their answers, thus, adopting the technique of active listening, clearly is a very efficient strategy, which allows young learners to experience the world. By making it clear that it is never too early to either read or speak, the educators make a very strong statement regarding the use of the appropriate tools for providing information to students of all ages, from toddlers to older learners. Particularly, the provision of colorful pictures contributes to the further progression of the learners and their transfer to a more complicated stage of development.

Conclusion

The acquisition of the necessary information analysis skills is crucial for the learners’ further progress. The newly found skills, which students need to train further, may wear parents out, therefore, posing a serious threat to the further evolution of the children, since parents may feel unwilling to encourage their further training and the acquisition of skills and information. Working at the center in question, in its turn, has provided essential information on how to create the environment, in which there are no factors inhibiting the young learners’ development. As a result, the environment, in which, practically every element of the environment in question sparks further development of a child, encouraging the latter to evolve, can be designed with the help of the information provided by the Early Childhood Program.

Reference List

Bruce, N. (2012). Early childhood education (4th ed.). London: Hachette UK.

Deiner, P. (2015). Inclusive early childhood education: Development, resources, and practice. Stamford, Connecticut: Cengage Learning.

Pianta, R. C., Barnett, W., & Sheridan, S. M. (2015). Handbook of early childhood education. New York City, NY: Guilford Publications.

Saracho, O. N. (2012). Contemporary perspectives on research in creativity in early childhood education. Charlotte, North Carolina: IAP.

Sheppard, P. (2012). Music makes your child smarter: How music helps every child’s development. New York City, NY: Music Sales Group.

The infant and toddler setting. (n. d.). Web.