The Importance of Early Childhood Education | Scientific Education

The best predictor of a good end is a good start. The old adage is true today as when first uttered it so long ago that no one can say clearly who first spoke these words. If it has to the education of young children that saying such enormous significance that hard to overestimate its importance. All learning and life experience is shaped by what happens to the child in the early years of his life. The influence of the family is of great importance, but the influence of educational opportunities for young children is both powerful and more efficient in some respects. For it is the influence of early childhood education, the attitude of a child determined to have formal education in primary or secondary.

Today?s world is a troubled place. We seem to be better hate each other. We seem less and less able people who are different than we think. In a world riddled with violence, crime, intimidation, chaos and unpredictability that we have to ask some important questions. Why is it that some children

Do not be violent?

Not to be tyrants?

Do not be depressed?

Do not shy away from yourself and others?

Do not give up in despair and life?

This may not be the deepest questions that will be in demand in today?s world, but they are among the most important. Where can I go to in order to recognize the answers to these questions? What do we know that can help us unpack the issues embedded in them, and with a vision of how care and education of young children arrive?

The answers to these and other issues relating to children are back from research about how the human brain grows and develops. Although we know a long way in just who we can prevent violence and depression, we learned a lot about how to promote the potential of the brain as an organ, so that children grow to be active members and productive members of society. Before some of the implications of this research, we need briefly to the five areas of development that all children go through during childhood.

Child Development Agreement

There are five areas of development that children experience as they grow into young adults. These steps are not in a predictable sequence, one after the other. They are not like the steps of a ladder leading to even higher levels. Rather, they are like a spiral of steps that a child repeatedly cycles mature, as they grow. At some point, the highest level can be achieved in a given area, but that does not mean that the child does not move to other areas of the spiral.

The five areas of child development are:

oPhysical
oIntellectual
oLinguistic
oEmotional
oSocial
You can easily stay through the use of rather unfortunate acronym ?job? in mind.

Physical development

This area of child development is certainly easier to understand and observe. Physical development includes: gross motor, fine motor, motor control, motor coordination and kinesthetic feedback. Briefly explain each of these.

oGross motor skills are the movements of large muscles of the legs, torso and arms.

oFine motor skills are small muscle movements of the fingers and hands.

MICROMOTOR control is the ability to move your muscles big and small.
MICROMOTOR coordination is the ability of the muscles in an elegant, flowing motion to postpone.
oKinaesthetic feedback is the body?s ability to receive a receipt for the muscles of the external environment, so that the person does not know where his body is placed in the room.

The intellectual development

This area covers the intelligence level of a child in general and the various aspects of intelligence which affected the overall level of general ability. Among the many aspects:

oVerbal capabilities, our ability to communicate with words of our ideas, attitudes, beliefs, thoughts and emotions.
onon-verbal skills, our ability, visual spatial abilities and skills to use to interpret the world around us.
Shared oAttention ability to focus interpret to a stimulus for a period of time sufficient to understand and maintain.
oConcentration-our ability to use attention to stimuli in different permutations that must be analyzed carefully juggle.
to coordinate oVisual-motor skills, the ability to movements of the eyes and hands to manipulate objects effectively.
oVisual-perceptual skills, the ability to analyze visual stimuli, without necessarily having to manually manipulate.
oMemory to visual or auditory (or kinesthetic same as in the case of remembering the dance steps) and can become a major subtypes are identified:
- Instant Recall the entrance way to keep long enough to immediately recall, when required to do,
- Take the short-term memory, the ability to input over a longer period of time, perhaps minutes or hours
- To store long-term memory capacity and recall input is good, after he was seen, perhaps days or months or years later,

Language development

Language development refers to the use of language. Like other areas of child development can be divided into subtypes.

Language oReceptive our ability to understand spoken language, when they heard
oExpressive language of our ability to use spoken language to communicate with other
the language of the oPragmatic ability, humor, irony, sarcasm and how to respond appropriately to what was said by another, or understand in demand, and know when to wait and listen
oSelf ? say the ability to use internal, silent language to reflect on problems to overcome, difficulties and delay pulse
oReasoning-the ability to think problems through talking, usually with himself, but loud at other times, draw up action plans with words
thought oCreative not necessarily a linguistic feature that I heard it here because many people use language creatively, in new and innovative (eg, Joyce, Beckett)

Emotional Development

This aspect of development and social development, is probably one of the most underrated, but still the most important to learn to live in the world. No matter how great mental, physical and speech we may be doomed to live a life of frustration and hard if we did not earn satisfactory emotional development. It includes:

Tolerance oFrustration ability to cope effectively when things do not go as we wanted or expected
oImpulse control the ability to think before acting and do nothing, what comes into our heads
To solve oAnger management skills, conflict without resorting to verbal or physical violence
Intelligence: pointer to the personal attitudes, beliefs and motivations to understand other
To understand oIntra-personal intelligence, our own attitudes, beliefs and motivations

Social Development

oSharing ask, how materials, including the use of another
oTurn make knowing when it?s your turn to do something and if you ask if you can
oCooperation skills to work with others to make a collective goal of the task
oCollaboration communication capacity of your entry, evidenced by the work of others.
Again, it is necessary to repeat that the emotional and social development, play an extremely important role in our ability to live with dignity and respect. In addition, largely determine how we, together with colleagues, bosses and their families, including life partner.

If we recognize that all children go through each area of development aid, we design educational program for those who are appropriate to their development. Most nurseries have done just that. Unfortunately, many succumb to the parameters in the early pushing and pushing children toward academic goals and purposes, sometimes almost obsessively. In fact, the curriculum is in our junior and senior infant classes largely developmentally inappropriate. It is much too centered teachers and parents, and too little focus on the child. Regardless, appropriate or inappropriate, it is not enough to focus on the development of children alone in our work with young children. We must begin, the possibility that rivals inside the brain of the child to recognize closed.

The human brain

Locked inside the brain are the ways that make us human. We are born with the ability to:

oLove hatred
The mistrust oPatience
Violence oTenderness
Ohope despair
Suspicion oTrust
Corruption oDignity
However oRespect
It is the responsibility of adults to solve the positive potential of the brain and prevent the negative to appear.

All educational experiences of children in early years, but also all other educational experiences of children throughout the school year to concentrate on the development of the positive potential that lies in the brain. The latest brain research, carried out largely by Dr. Bruce Perry, Texas, has six key strengths, each highlighted with brain growth and development must be a priority in the development of appropriate educational programs for young children.

Six strengths

Bruce Perry and his colleagues at the Child Trauma Academy in Texas, six strengths that are identified on the predictable sequence of growth and development of the brain involved. These six levels, if properly cared for and supported, will help to grow a child become a productive member of society. These are:

oAttachment
oSelf-regulation
oAffiliation
oAttunement
oTolerance
oRespect
Attachment

The first of the six major powers occurs in early childhood. It is the bond of love between the child and primary caregiver. Early attachment theorists of the designer as a primary caregiver, the mother, but it is now recognized that it might be the father, grandparents or anyone to be loved. The primary donor, if the service provides consistent and predictable for the child, what is known as a ?safe? investment. This is embraced in this rhythmic dance between the child and caregiver, love, hugs, smiles and sounds that happen reached between caregiver and child. If this dance is out of step, unpredictable, chaotic, or very contradictory ?unsafe? system formed. When attachments are secure child learns that he is lovable and loved, and to encourage the adults to care for and that the world is a safer place. When the attachment is insecure child learns differently.

As the child grows from a base of a secure connection, he or she is willing to love and to be a friend. Secure attachment provides the ability to form and maintain healthy emotional bonds with each other. System is the model through which we view the world and its people.

Self-regulation

Self-regulation is the ability to think before acting. Small children are not good at it, they learn these skills, as if they by caring adults who like to show you how to pause and think they grow out. Self-regulation is the ability to take note of our first instincts, like hunger, elimination, comfort and control. In other words, is the ability to defer gratification and to make to achieve it. Good self-regulation to prevent outbursts and tantrums and help us cope with stress and frustration around. This is a skill that must be learned in life and, like all great strengths, its roots in the neural connections deep inside the brain.

Affiliation

Affiliation is the glue for healthy human relationships. When children are raised in an environment and facilitate positive interaction with peers in a fun and creative group learning projects, they develop the strength of the affiliation. This is the ability to ?participate? and working with others to create something stronger and more durable than what is typically created by one person. Department can produce something stronger and more creative than what is being done by one. Department uses the consciousness of the child he or she is not an ?I? alone, but a ?we?.

Affinity

Harmonization is the force by more than ourselves to see beyond. It is the ability, strengths, needs, values and interests of others to recognize. Harmonization begins simply enough in childhood. A child for the first time realized that I?m a girl, it?s a boy. By the early years of training, it is more nuanced: He is from India and loves eating differently than mine, she is from Kenya and speak with an accent different from alignment I. helps children to see similarities and not differences, because the child continues to search for other ways to skin color and look of speaking, he begins to recognize them or that people are more alike than different. This brings us to the following main strength.

Tolerance

If the child is the great strength of tuning he developed was told that the difference is not really all that matters. The child learns that the difference is easily tolerated. With these skills the child develops an awareness that is the difference that unites all human beings. Tolerance is dependent on the harmonization and requires patience and the ability to live and learn with people who seem at first sight ?different?. We must overcome the fear before the difference is tolerant.

Respect

The main strength is least, respect. Respect is a lifelong process of development. Respect extends to self-esteem compared to the others. It is important to develop the force last, a proper environment and the possibility of a large number of people required to meet. Real respect for diversity and celebrate it looks. Children, other children, this core competence developed to meet not shy away from people who seem different. An environment in which many children gathered to learn, explore, play and promotes the greatest level of respect.

How the brain develops

The brain develops from bottom to top. Each of the fundamental forces, with a growth phase and location of the brain is connected. Be acquired in early childhood attachment relationships, and was deeply emotional signals in the brain. At the same time, the brain stem to see that can regulate body functions themselves. Later in childhood, which controlled the emotional centers of the brain is growing tantrums, and so lost control of their child?s emotional life. Mid-childhood child?s brain begins to think and reflect on the ability of the external environment to develop. This is the phase where the frontal regions of the brain begin to mature, and it is at this stage of brain development when the basic forces of membership, harmonization, tolerance and respect to age well.

The classrooms and core competencies of the brain

The education of young children should be carried out with the fundamental forces in the eye. Classroom where there is peace and harmony under a variety of children, creating opportunities for belonging, tolerance and respect to develop. These classrooms should be characterized by the play, creative exploration of objects, lessons based on activities rather than the classroom teacher. It must challenge the brain in the form of teaching and innovative teaching methods. Cooperative learning activities must be part of the school day. The classroom is sometimes a possibility, in a cooperative, there are mixed-ability group work involved. It has a long-term opportunity to explore thematic projects. The teacher should be a leader, teacher, always with the most important forces in his eye, always observing children and noting that they need more structure and guidance as they grow through the most important assets. The teacher must also perceive somebody kids, so predictable and attentive, patient and kind, someone who does not obsessively focus will be on error.

Who is responsible?

We learned that the child?s brain develops in a predictable sequence and related to growth are six major benefits for a healthy life in the world. Each child has a brain, who rely on the full potential of these assets was born. However, every brain is able, with a classroom and the house that interact with the development of these forces makes it easier. It is the responsibility of adults, especially parents and teachers to do things.

from your own site.

Source: http://www.kcvs.org/the-importance-of-early-childhood-education

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