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In acknowledging their continued importance supporting high quality education and care, all Australian, state and territory Education Ministers have now collectively approved updates to Australia's two national approved learning frameworks:
This Communications Toolkit is for you to use to share with education and care providers, services and your professional networks:

Social media tiles - Facebook and Twitter

Online content - newsletter article/website content

Social media posts

Share a tile directly from the www.acecqa.gov.au Facebook and Instagram, or download a social media tile below:

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1. Australia's two national approved learning frameworks Belonging, Being and Becoming: The Early Years Learning Framework for Australia, and My Time, Our Place: Framework for School Age Care in Australia have been updated.

These updates are ensuring the national approved learning frameworks continue to be internationally recognised as exemplars of a high quality learning framework for early childhood education and school age care.

To find out more head to the ACECQA website and subscribe to the ACECQA newsletter. http://bit.ly/3XQCJ4O

#nqf #nqs #approvedlearningframeworks #EYLFV2.0 #MTOPV2.0

2. Australia's two national approved learning frameworks Belonging, Being and Becoming: The Early Years Learning Framework for Australia, and My Time, Our Place: Framework for School Age Care in Australia have been updated.

The updates to both frameworks are the results of a robust process to assess options and provide recommendations for change. This included reviewing contemporary research, comprehensive stakeholder engagement, and piloting of proposed changes across a range of education and care settings.

To find out more head to the ACECQA website and subscribe to the ACECQA newsletter. http://bit.ly/3XQCJ4O

#nqf #nqs #approvedlearningframeworks #EYLFV2.0 #MTOPV2.0

3. Being and Becoming: The Early Years Learning Framework for Australia, and My Time, Our Place: Framework for School Age Care in Australia have been updated.

During 2023, approved providers and their services are encouraged to familiarise themselves with EYLF V2.0 and MTOP V2.0 as they apply to them and begin incorporating the new aspects into their educational program and practice.

The original national approved learning frameworks will remain in operation alongside these in 2023.

To find out more head to the ACECQA website and subscribe to the ACECQA newsletter. http://bit.ly/3XQCJ4O

#nqf #nqs #approvedlearningframeworks #EYLFV2.0 #MTOPV2.0

4. Australia's two national approved learning frameworks Belonging, Being and Becoming: The Early Years Learning Framework for Australia, and My Time, Our Place: Framework for School Age Care in Australia have been updated.

Services will need to be using EYLF V2.0 and MTOP V2.0 from early 2024 onwards.

The main differences you will see are a stronger connection between the frameworks and the National Quality Standard in areas such as transitions, sustainability, theoretical approaches, critical reflection, the importance of Aboriginal and Torres Strait Islander ways of being, knowing and doing, inclusion and the addition of three new principles.

To find out more head to the ACECQA website and subscribe to the ACECQA newsletter. http://bit.ly/3XQCJ4O

#nqf #nqs #approvedlearningframeworks #EYLFV2.0 #MTOPV2.0

Twitter copy

1. Australia's two national approved learning frameworks Belonging, Being and Becoming: The Early Years Learning Framework for Australia, and My Time, Our Place: Framework for School Age Care in Australia have been updated.

Find out more on the ACECQA website. http://bit.ly/3XQCJ4O

2. Australia's two national approved learning frameworks have been updated.

The EYLF V2.0 and MTOP V2.0 are the results of a robust process and comprehensive stakeholder engagement nationally.

Find out more on the ACECQA website. http://bit.ly/3XQCJ4O

3. During 2023, approved providers and their services are encouraged to familiarise themselves with EYLF V2.0 and MTOP V2.0 as they apply to them and begin incorporating the new aspects into their educational program and practice.

Find out more on the ACECQA website. http://bit.ly/3XQCJ4O

4. Australia's two national approved learning frameworks have been updated.

Services will need to be using EYLF V2.0 and MTOP V2.0 from early 2024 onwards.

Find out more on the ACECQA website. http://bit.ly/3XQCJ4O

Overview video
Overview of changes online video
Online content - newsletter article/website text

Approved learning frameworks are a critically important part of the National Quality Framework (NQF). They guide early childhood teachers and other educators in the design, delivery and evaluation of quality learning and development experiences for more than 1.5m children attending over 17,000 education and care services across Australia.

Version 2 of the national approved learning frameworks are now approved for use under the NQF and are available on the ACECQA website, along with these supporting resources:

Additional material will also be developed by governments and ACECQA to support providers and their services to implement the changes.

The updates strengthen the connection between the national approved learning frameworks and the National Quality Standard in areas such as transitions, sustainability, theoretical approaches, critical reflection, the importance of Aboriginal and Torres Strait Islander ways of being, knowing and doing, and inclusion.

During 2023, approved providers and their services are encouraged to familiarise themselves with Version 2 of the national approved learning framework(s) as they apply to them and begin incorporating the new aspects into their educational program and practice.

The original national approved learning frameworks will remain in operation alongside the EYLF Version 2.0 and MTOP Version 2.0 in 2023 to enable approved providers and their services time to transition. Both versions can be used throughout 2023, before the original versions of these documents are revoked from early 2024.

No changes have been made to the Victorian Early Years Learning and Development Framework.

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ACECQA - Approved Learning Frameworks Version 2.0 - Communications toolkit

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Campaign materials to share In acknowledging their continued importance supporting high quality education and care, all Australian, state and territory Education Ministers have now collectively approved updates to Australia's two...

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Yolanda's understanding of early childhood education (Yolanda, Sun, Student ID 12345)

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Yolanda's understanding of early childhood education (Yolanda, Sun, Student ID 12345)

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My approach on teaching philosophy is based on play based learning

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Writing A Personal Philosophy For Childcare

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Writing A Personal Philosophy For Childcare

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Writing a personal philosophy is a great way for others to read what your values and beliefs are in regard to early childhood education. The following article provides information on how to write a personal philosophy including details of what can be included, questions to think about and examples of personal philosophies.

As an educator, your own philosophical concept of early childhood education distinguishes you as an Educator. It's a declaration of your values, which in turn guides your actions.

What Is A Personal Philosophy

A personal philosophy clearly defines you as an Educator. It is a statement of reflection about your beliefs that influence your actions. It's the process of continuously examining, testifying and verifying your personal beliefs.

It is a tool that not only guides your own teaching and beliefs but also helps other Educators and Parents understand your individual approach to early learning.

How To Write A Personal Philosophy

The personal philosophy of early childhood education should be used as a tool that not only guides your own teaching but also helps your staff and parents understand your individual approach to early learning.

If someone asked you to explain your personal philosophy in early childhood education, what would you say? How would you begin to formulate a statement that captures the essence of your beliefs about teaching and learning?

It can include -

How children learn,

Your role as the educator,

the Role of the community,

Your understanding of early childhood education,

Your commitment to further professional development,

Role of families

The following are some of the most important areas you may want to address in your personal philosophy.

Take some time to express your thoughts about the job of an educator. Include your thoughts on child-led vs. teacher-led activities, the educator's involvement in playtime and the presenting of brand new ideas vs. discoveries made by the children on their own. Include a statement that expresses your true hopes and expectations for the children.

What are your thoughts on how youngsters learn best? What kinds of activities and opportunities do you think should be included in the environment to help all children learn to their full potential, regardless of their preferred learning style? What impact might the child's preferred learning style have on the child's position as a knowledge receiver? Include both planned and open-ended learning activities, and discuss what you believe is the appropriate ratio of each in the room.

As you educate diverse children, talk about how you'll handle varied personalities, learning styles, special needs, and cultural diversity. Include a statement on how children with unique learning needs will be welcomed in your classroom, as well as your specific tactics for fulfilling their needs as well as the requirements of others children. Embracing diversity is critical to creating a warm and welcoming learning environment. You'll want to make sure you clearly outline how you'll address a variety of demands when writing your philosophy.

Plan out your curricular orientation, including details on how you came to hold the values you do. However, be careful not to disparage alternative ways when discussing this stage. Instead, consider tying your curricular orientation information to your prior assertions regarding the educator's role in early childhood education.

Describe how you handle any behavioural difficulties that arise in this part, as well as why you think your method will succeed. Provide examples.

Finally, decide how parents and other primary caregivers will be included. Outline your plan for involving parents and keeping lines of communication open with family members.

Clear statements about what you believe and how you intend to implement and support your beliefs.

Explain the values that guide your teaching beliefs.

Including specific examples of teaching theories and approaches

Include child development theorists that you like and provide examples

Relate your philosophy to current trends and theories, as this philosophy should guide your actions as an early childhood educator.

Links to the EYLF (or approved learning framework), Code of Ethics

It is truly up to you to create a philosophy that accurately expresses your unique teaching style, values and beliefs when it comes to early childhood education. A good way to think of it is by writing down some of your beliefs regarding children's development and learning.

Questions To Think About

Use the following questions to help you think about your beliefs regarding teaching young children. It is not necessary to respond to each of these questions in your written philosophy. You may also decide to comment on additional issues as well. Take some time to think about each one in some depth.

How do you view young children?

What is the child's role in their development and learning?

What do you believe about how young children learn?

How do you view your role as an Educator?

How will your views influence your teaching?

What kind of environment do you hope to create? How does this relate to your basic beliefs about young children and learning?

What do you hope young children will become?

What do you want them to achieve, accomplish, learn, feel, etc.?

What kind of assessment in childcare will you use to be sure that children have met objectives?

Looking back at the history of early childhood education, who or what approaches have the greatest impression on you, and why?

Examples Of Personal Philosophies

Here are some examples of personal philosophies:

I believe that each child is an individual and as an educator, I will value and develop each child's strengths, interests, skills, abilities and knowledge to extend their learning.

I believe that children learn through play. I will provide opportunities for children to explore, discover, create and imagine.

I believe in cultural diversity. I will celebrate the benefits of diversity with each individual child and enable them to understand and acknowledge differences.

I believe young children are very concerned about themselves and the small world they live in: family and home. However, each child is unique with different interests, backgrounds, and developmental stages.

I believe the environment plays a major role in the success of an early childhood program. It should enhance the children's interests in all developmental domains. I believe learning in an early childhood environment is done most successfully through stations that can be visited, explored, and revisited again and again. The environment should take into consideration the social skills, communication skills, physical abilities or challenges, and learning styles of the children being served.

I consider families a vital aspect of my program. Parents who are able to spend time in the classroom occasionally are more aware of the details of their child's day. Observing what goes on first-hand helps a parent know what to ask the child at the end of the school day."

The early years of a child's life are busy. I believe learning is happening all the time and is interwoven through all developmental domains. These include: physical, social/emotional, cognitive and communication. Therefore, the goal of my program is to make this ongoing learning experience safe, positive, and fun, nurturing the whole child as I strive to guide them into the next stage of development with confidence in themselves and an excitement for continued learning.

Children need the assurance of being loved and cared for while they are enjoying an educational environment. Teaching children is my passion. Security and trust are very important components as well, of my relationship with each child.

In planning my program I would strive for a developmentally appropriate, child-centred atmosphere where children have the opportunity to master new challenges through activities and topics that are meaningful to them, thus building their self-esteem as they develop and learn.

Children should be given choices, responsibilities, and opportunities to initiate their own learning. I believe observations and assessments are excellent tools to use when planning a curriculum. Observations, not only aid in creating the curriculum but also give insight into the development, knowledge and skill levels of each individual child.

I believe that as an early childhood educator I am responsible for providing infants, toddlers and young children with positive learning experiences. I strive to model respect, patience, and care for children and adults I come in contact with. Children have the right to have their needs met and receive the proper education while in the care of their caregivers.

My philosophy is based on theorists, Jean Piaget, and Lev Vygotsky, and the early childhood movement from Reggio Emilia, Italy. I believe that children benefit from practices that are grounded in research.

Children are motivated to learn when they have opportunities to make choices in an environment that is enriching and stimulating. Children are curious from infancy and have a desire to learn from their environment and those around them. When children are encouraged to interact with their peers and adults in positive ways, they feel safe to explore their surroundings.

As a teacher, I seek to guide children from needing assistance with a task to accomplishing a task independently by providing experiences that are challenging yet attainable for every child. I facilitate learning through the in-depth study of a subject that is of interest to children. Children can be highly motivated, feel actively involved in their own learning and produce work of high quality when they have the time to engage in short and long term projects.

My role as a teacher is to be a facilitator and provide enriching activities so that children are supported as they learn about their strengths and work on their weaknesses. As a facilitator, I support children as they embark on a journey to make discoveries about themselves and learn to recognize and name their feelings.

My goal as a teacher is to provide children with a rich environment where they feel safe to explore, initiate learning, and feel free to express themselves.

As a teacher, I seek to form a close relationship with each child under my care, and their families. I make use of our communities' resources and incorporate the child's community into the program. I see each child as a unique individual with a great capacity to learn and able to make positive contributions to those around him or her. I strive to provide an environment where children and families from different cultural backgrounds feel welcomed and accepted.

My role as a teacher is to be a facilitator and provide enriching activities so that children are supported as they learn about their strengths and work on their weaknesses. As a facilitator, I support children as they embark on a journey to make discoveries about themselves and learn to recognize and name their feelings.

My goal as a teacher is to provide children with a rich environment where they feel safe to explore, initiate learning, and feel free to express themselves.

As a teacher, I seek to form close relationships with each child under my care, and their families. I make use of our communities' resources and incorporate the child's community into the program. I see each child as a unique individual with a great capacity to learn and able to make positive contributions to those around him or her. I strive to provide an environment where children and families from different cultural backgrounds feel welcomed and accepted.

Personal Philosophy Template

The Personal Philosophy template enables Educators to write and display their personal philosophy within their centre.

To download: Personal Philosophy Template
When writing your personal philosophy remember:

Use present tense, in most cases. Write the paper in first-person (which is the most common and easiest for your audience to read).

Write in language and concepts that can be broadly appreciated. A general rule is that the statement should be written with the audience in mind. It may help to consider a school administrator (e.g., school principal) as your audience.

Write a paper that will let your audience know where you stand in regard to important educational theories and practices. By including specific examples of teaching theories and approaches, you are able to let your reader take a mental "peek" of your classroom.

Make the paper memorable and unique. Think of this teaching philosophy as part of a job application where your readers are seeing many of these statements. What is going to set you apart from others? What about you are they going to remember? Create a vivid portrait of yourself as someone who is intentional about teaching and committed to his/her career.

Once you've finished, make sure your personal philosophy statement is accessible to Educators and families within the service. Explaining the principles that influence your teaching and the overall teachings of service will assist other Educators in ensuring that their own teaching techniques are in keeping with the type of environment you wish to create.

Families will also benefit from hearing about your personal philosophy on early childhood education. During orientation, consider giving them a copy of your statement. This may assist parents in determining whether your approach to education aligns with their own values and whether the service is a good fit for their child.

Creating a personal philosophy should not be intimidating, in fact, it is an excellent opportunity to clarify your teaching philosophies and beliefs and commit them to paper.

Foundations Of Early Childhood
Developing A Personal Philosophy Of Teaching
Developing A Personal Philosophy Of Early Childhood Education
How to Develop a Personal Philosophy of Early Childhood Education, Early Childhood Education Blog
Jones, M., Shelton, M. (2011). Developing Your Portfolio--Enhancing Your Learning and Showing Your Stuff: A Guide for the Early Childhood Student or Professional, Second Edition. Routledge.

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educator philosophy examples
personal philosophy childcare educator

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philosophy of early childhood education pdf

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Writing A Personal Philosophy For Childcare - Aussie Childcare Network

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Provides information writing a personal philosophy including details of what can be included, questions to think about, examples of personal philosophies.

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What you need to know about early childhood care and education

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UNESCO regards ECCE as a fundamental and integral part of the education system and a solid foundation on which to build lifelong education, lives, and careers

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Early childhood education involves teaching and nurturing young children, with an emphasis on their overall development and preparing them for future learning

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Introduction to Early Childhood Education provides current and future educators with a highly readable, comprehensive overview of the field. The underlying philosophy of the book is that early childhood educators' most important task is to provide a program that is sensitive to and supports the development of young children. Author Eva L. Essa and new co-author Melissa Burnham provide valuable insight by strategically dividing the book into six sections that answer the "What, Who, Why, Where, and How" of early childhood education. Utilizing both NAEYC (National Introduction to Early Childhood Education provides current and future educators with a highly readable, comprehensive overview of the field. The underlying philosophy of the book is that early childhood educators' most important task is to provide a program that is sensitive to and supports the development of young children. Author Eva L. Essa and new co-author Melissa Burnham provide valuable insight by strategically dividing the book into six sections that answer the "What, Who, Why, Where, and How" of early childhood education. Utilizing both NAEYC (National Association for the Education of Young Children) and DAP (Developmentally Appropriate Practice) standards, this supportive text provides students with the skills, theories, and best practices needed to succeed and thrive as early childhood educators.

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Introduction to Early Childhood Education

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Introduction to Early Childhood Education provides current and future educators with a highly readable, comprehensive overview of the field. The underlying philosophy of the book is that early childhood educators' most important task is to provide a program that is sensitive to and supports the development of young children.

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According to my understanding Early childhood education means the learning period of a child from birth to five years before they start schooling.

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This reading explains the meaning of early childhood education.

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What does the Australian Government do?

Child Care Subsidy

The Australian Government, through the Department of Education and Services Australia, administers the Child Care Subsidy (CCS). CCS is generally paid to providers who pass it on to families as a fee reduction. Providers must be approved by the department to receive CCS.

The department is also responsible for the legislation that underpins CCS. This legislation is called Family Assistance Law (FAL). All providers that receive CCS must follow the rules under FAL. The department monitors providers' compliance with FAL.

Services Australia provides frontline services so families can receive CCS.
Find out more about CCS Find out more about approval Find out more about the rules Read the legislation Visit Services Australia
Grants

The department also runs grant programs for disadvantaged, regional, remote and Indigenous communities.
Find out more about grant programs
Preschool

The Australian Government funds states and territories to deliver preschool. The department delivers this through a funding agreement. Preschool is available to children in the year before school.
Find out more about preschool funding
Closing the Gap

We're investing in measures to improve the lives of Aboriginal and Torres Strait Islander children through better access to quality early childhood education and care.
Learn about Closing the Gap in early childhood education and care

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About early childhood education and care in Australia

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Early childhood education and care is delivered by approved providers and services. The Australian Government subsidises the cost of care. State and territory governments ensure the health, safety, wellbeing and educational outcomes of children.

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Explore millions of resources from scholarly journals, books, newspapers, videos and more, on the ProQuest Platform.

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Explore millions of resources from scholarly journals, books, newspapers, videos and more, on the ProQuest Platform.

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Primary Understanding | Education in Early Childhood | Kieran Egan | T

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Beginning with descriptions of the ways in which children make sense of their experience and the world, such as fantasy, stories and games, Egan constructs his

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According to my understanding Early childhood education is all about guiding and supporting young children to grow academically, emotionally, socially and physically.

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From birth to age eight, early childhood education (ECE) promotes a child's cognitive, social, emotional, and physical development and is therefore a crucial period. Academic research emphasise the significance of play-oriented education and developmental appropriate strategies as they promote general development and participation. ECE programs emphasise individual differences, include families in the learning process, assist to explain individual variances, and contribute to create a suitable classroom environment. Good early childhood education (ECE) has a significant long-term effect on academic and social performance, thereby supporting the necessity of expert, evidence-based early learning and development efforts.

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Due: Friday, 13 September 2024, 12:59 AM

Task description:

It includes your conception of teaching and learning, a depiction of how you teach and an explanation for why you teach in that way.

Criteria:

Explain your understanding about how children learn

Demonstrate your values and your role as the educator and your Role in the community and families

Explain your understanding of early childhood education

Demonstrate your commitment to further professional development

Use appropriate academic writing and referencing format

Word count: 500 (excluding references)

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My understanding for Early childhood education is that it is a comprehensive approach to frostering and nourishing the child development from a very young age .ECE plays a vital role in shaping children's learning and future. Ece provides holistic developments for example cognitive development, social and emotional growth and physical development.Different activities are designed to increase their emergent literacies .

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Early childhood education (ECE) is the learning opportunities open to children between birth and roughly eight years of age. By way of age-appropriate, play-based activities, it seeks to promote cognitive, social, emotional, and physical development. ECE seeks to foster critical thinking, imagination, and curiosity so laying a firm basis for lifetime learning. It underlines general growth and stresses the need of engaging families and communities into the educational process. By means of the development of fundamental abilities in language, arithmetic, and problem-solving within a motivated and supportive environment, ECE also prepares future academic success.

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Introduction to Early Childhood Education

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Introduction to Early Childhood Education provides current and future educators with a highly readable, comprehensive overview of the field. The underlying philosophy of the book is that early childhood educators’ most important task is to provide a program that is sensitive to and supports the development of young children. Author Eva L. Essa and new co-author Melissa Burnham provide valuable insight by strategically dividing the book into six sections that answer the “What, Who, Why, Where, and How” of early childhood education. Utilizing both NAEYC (National Association for the Education of Young Children) and DAP (Developmentally Appropriate Practice) standards, this supportive text provides readers with the skills, theories, and best practices needed to succeed and thrive as early childhood educators.

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https://www.umassglobal.edu/news-and-events/blog/what-is-purpose-of-early-childhood-education

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this article shows ideas and different research methods in early childhood education where we often ignore the importance of early childhood education however, teachers have started to support this importance, helping the file to grow and better include the real experiences of young children.

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Taking Early Childhood Education and Young Children’s Learning Experiences Seriously - Jennifer Keys Adair, 2023

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For decades, important early childhood scholars who critiqued normative ideas about early childhood frameworks, guidelines, and assessments have been silenced i…

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What does the Australian Government do?

Child Care Subsidy

The Australian Government, through the Department of Education and Services Australia, administers the Child Care Subsidy (CCS). CCS is generally paid to providers who pass it on to families as a fee reduction. Providers must be approved by the department to receive CCS.

The department is also responsible for the legislation that underpins CCS. This legislation is called Family Assistance Law (FAL). All providers that receive CCS must follow the rules under FAL. The department monitors providers' compliance with FAL.

Services Australia provides frontline services so families can receive CCS.
Find out more about CCS Find out more about approval Find out more about the rules Read the legislation Visit Services Australia
Grants

The department also runs grant programs for disadvantaged, regional, remote and Indigenous communities.
Find out more about grant programs
Preschool

The Australian Government funds states and territories to deliver preschool. The department delivers this through a funding agreement. Preschool is available to children in the year before school.
Find out more about preschool funding
Closing the Gap

We're investing in measures to improve the lives of Aboriginal and Torres Strait Islander children through better access to quality early childhood education and care.
Learn about Closing the Gap in early childhood education and care

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About early childhood education and care in Australia

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Early childhood education and care is delivered by approved providers and services. The Australian Government subsidises the cost of care. State and territory governments ensure the health, safety, wellbeing and educational outcomes of children.

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If you're like most adults, you didn't spend much time thinking about early childhood education (ECE) until you or a loved one had a child. You may have fond memories of your preschool days but can't recall much besides taking turns in games, singing songs, getting dirty outside, making friends and napping on the floor.

These activities often seem like merely fun and games, so it's easy to overlook the importance of early childhood education. But educators know the truth: Young children learn best through play, and starting early sets them up for success in life and school. In fact, children start learning from their parents and environment in utero, according to Dr. Hawani Negussie, assistant professor of early childhood education at UMass Global.

We enlisted Dr. Negussie's ECE expertise to help answer some important questions, like "What is ECE?" and "Why is early childhood education important?" Keep reading for an insightful introduction to this rewarding field.

What is early childhood education?

Simply put, early childhood education is considered the official term for teaching young kids. More specifically, it refers to formal and informal educational programs that guide the growth and development of children throughout their preschool years (birth to age five). Children at these ages are entirely dependent on their adult caregivers, including parents, daycare providers, babysitters, extended family members and teachers.

ECE encompasses a wide variety of activities designed to promote children's cognitive and social development before entering kindergarten. Some programs primarily focus on school and academic readiness while others embrace a "whole child" approach that emphasizes mental and emotional preparedness.

One challenge that ECE educators face is the fact that their work is often dismissed or devalued as "simply playtime." This could not be farther from the truth, according to Dr. Negussie.

"This misconception around what ECE teachers do is very common," she shares. "Often, stakeholders, like parents, community members and even other educators, have the attitude that whatever happens in preschool doesn't matter because learning only begins once they enter kindergarten."

Young children have incredibly impressionable and elastic minds that are constantly soaking up information from their surroundings and learning from interactions and experiences. They are born to learn and hardwired to perceive, imitate, experiment and explore. This is one of the reasons why ECE is important.

What is the purpose of early childhood education?

The purpose of ECE is to provide children with strategies that help them develop the emotional, social and cognitive skills needed to become lifelong learners. The Zero to Three Foundation considers the following skills to be the most important for young learners to master:

1. Language and literacy: Language provides the foundation for the development of literacy skills. Learning to communicate through gestures, sounds and words increases a child's interest in - and later understanding of - books and reading.

2. Children are born with a need to understand how things work. In their everyday experiences, they use and develop an understanding of math concepts, such as counting and sorting, and problem-solving skills that they will need for school.

3. Self-control: This refers to the ability to express and manage emotions in appropriate ways and is essential for success in school and healthy development overall. It enables children to cooperate with others, cope with frustration and resolve conflicts.

4. Self-confidence: When children feel competent and believe in themselves, they are more willing to take on new challenges. Self-confidence is also crucial for navigating social challenges, such as sharing, competition and making friends.

The fact that all of this early childhood learning can be facilitated without homework or tests is still difficult for some adults to believe. "There are always parents who don't understand that children learn best when they have the option to do so in a manner that is pleasurable," Dr. Negussie explains.

Making something fun helps them absorb the lesson. Play really is everything to kids.

ECE curriculums are set up to encourage young students to learn about themselves and the world via experiences. This could include indoor or outdoor play, cooperative or individual play, domestic play, sensory play and constructive play, to name just a few types.

Why is early childhood education important?

A newborn baby's brain is about a quarter of the size of an adult brain. Incredibly, it will double in size by the child's first birthday and will have completed 90 percent of its growth by age five. During the early childhood years, the brain is making millions of synapses every second. These neural connections allow us to move, think, communicate and comprehend the world around us. To say that this is a critical window of development is an understatement.

There is a large body of research that suggests a high-quality ECE program can have a positive long-term effect on the lives of children. The National Education Association (NEA) states that research shows children who receive a high-quality education before they turn five enjoy significant medium- and long-term benefits. Children in early childhood education programs are:

Less likely to repeat a grade

Less likely to be identified as having special needs

More prepared academically for later grades

More likely to graduate from high school

More likely to be higher earnersin the workforce

"We have a lot of scientific data about brain development at this age, but there is a huge gap between figuring out what young brains need to thrive and actually making policies or funding programs based on that information," Dr. Negussie shares.

She wishes that more people would understand that children have an impact on everyone - not just parents. "We forget that kids grow up and become leaders and decision-makers," she poses. "ECE should be at the forefront of political, social, state and federal discussions because every single child deserves a high-quality education, regardless of race, ethnicity or class."

What does a high-quality ECE program look like?

Successful childhood learning programs are dynamic, challenging, enriching and carefully planned. A typical ECE curriculum might incorporate songs, books, art, games, toys, experiences and nature exploration into the daily lesson plans for a class or group.

According to the Learning Policy Institute (LPI), the most important elements of a quality ECE program include:

Sufficient learning time and small class sizes with low student-teacher ratios

Well-prepared teachers who provide engaging interactions and classroom environments that support learning

Research-based, developmentally appropriate early learning standards and curricula

Assessments that consider children's academic, social-emotional and physical progress

Ongoing support for teachers, including coaching and mentoring

Meaningful family engagement

Dr. Negussie adds that for any ECE curriculum to be truly relevant and effective, it should be informed by the child's culture. "Children come to the classroom with background knowledge that is saturated in their particular culture," she explains. "Teachers shouldn't think of it as a foreign, exotic thing that we don't touch. Traditions, routines, communication styles - these are all steeped in culture."

Help shape success for the next generation

Now that you understand what early childhood education is and the crucial role it plays in society, you may feel a calling to build a career in this impactful field. Find out if you have what it takes in our article "Signs you should consider pursuing an early childhood education career."

You'll eventually need a degree to make your mark as an ECE professional. Learn more about UMass Global's flexible, affordable bachelor's degree in early childhood education.

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what is purpose of early childhood education

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why is early childhood education important

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What is early childhood education? | UMass Global

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What is ECE? The importance of early childhood education cannot be overstated. Learn more about its purpose and the profound impact it has.

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Mind the Mindsets: A Case for More Coherent and - ProQuest

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Explore millions of resources from scholarly journals, books, newspapers, videos and more, on the ProQuest Platform.

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early childhood education refers to the learning in young children which develops their physical, social and cognitive skills and help in thier overall development.

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Explore millions of resources from scholarly journals, books, newspapers, videos and more, on the ProQuest Platform.

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Writing a personal philosophy is a great way for others to read what your values and beliefs are in regard to early childhood education. The following article provides information on how to write a personal philosophy including details of what can be included, questions to think about and examples of personal philosophies.

As an educator, your own philosophical concept of early childhood education distinguishes you as an Educator. It's a declaration of your values, which in turn guides your actions.

What Is A Personal Philosophy

A personal philosophy clearly defines you as an Educator. It is a statement of reflection about your beliefs that influence your actions. It's the process of continuously examining, testifying and verifying your personal beliefs.

It is a tool that not only guides your own teaching and beliefs but also helps other Educators and Parents understand your individual approach to early learning.

How To Write A Personal Philosophy

The personal philosophy of early childhood education should be used as a tool that not only guides your own teaching but also helps your staff and parents understand your individual approach to early learning.

If someone asked you to explain your personal philosophy in early childhood education, what would you say? How would you begin to formulate a statement that captures the essence of your beliefs about teaching and learning?

It can include -

How children learn,

Your role as the educator,

the Role of the community,

Your understanding of early childhood education,

Your commitment to further professional development,

Role of families

The following are some of the most important areas you may want to address in your personal philosophy.

Take some time to express your thoughts about the job of an educator. Include your thoughts on child-led vs. teacher-led activities, the educator's involvement in playtime and the presenting of brand new ideas vs. discoveries made by the children on their own. Include a statement that expresses your true hopes and expectations for the children.

What are your thoughts on how youngsters learn best? What kinds of activities and opportunities do you think should be included in the environment to help all children learn to their full potential, regardless of their preferred learning style? What impact might the child's preferred learning style have on the child's position as a knowledge receiver? Include both planned and open-ended learning activities, and discuss what you believe is the appropriate ratio of each in the room.

As you educate diverse children, talk about how you'll handle varied personalities, learning styles, special needs, and cultural diversity. Include a statement on how children with unique learning needs will be welcomed in your classroom, as well as your specific tactics for fulfilling their needs as well as the requirements of others children. Embracing diversity is critical to creating a warm and welcoming learning environment. You'll want to make sure you clearly outline how you'll address a variety of demands when writing your philosophy.

Plan out your curricular orientation, including details on how you came to hold the values you do. However, be careful not to disparage alternative ways when discussing this stage. Instead, consider tying your curricular orientation information to your prior assertions regarding the educator's role in early childhood education.

Describe how you handle any behavioural difficulties that arise in this part, as well as why you think your method will succeed. Provide examples.

Finally, decide how parents and other primary caregivers will be included. Outline your plan for involving parents and keeping lines of communication open with family members.

Clear statements about what you believe and how you intend to implement and support your beliefs.

Explain the values that guide your teaching beliefs.

Including specific examples of teaching theories and approaches

Include child development theorists that you like and provide examples

Relate your philosophy to current trends and theories, as this philosophy should guide your actions as an early childhood educator.

Links to the EYLF (or approved learning framework), Code of Ethics

It is truly up to you to create a philosophy that accurately expresses your unique teaching style, values and beliefs when it comes to early childhood education. A good way to think of it is by writing down some of your beliefs regarding children's development and learning.

Questions To Think About

Use the following questions to help you think about your beliefs regarding teaching young children. It is not necessary to respond to each of these questions in your written philosophy. You may also decide to comment on additional issues as well. Take some time to think about each one in some depth.

How do you view young children?

What is the child's role in their development and learning?

What do you believe about how young children learn?

How do you view your role as an Educator?

How will your views influence your teaching?

What kind of environment do you hope to create? How does this relate to your basic beliefs about young children and learning?

What do you hope young children will become?

What do you want them to achieve, accomplish, learn, feel, etc.?

What kind of assessment in childcare will you use to be sure that children have met objectives?

Looking back at the history of early childhood education, who or what approaches have the greatest impression on you, and why?

Examples Of Personal Philosophies

Here are some examples of personal philosophies:

I believe that each child is an individual and as an educator, I will value and develop each child's strengths, interests, skills, abilities and knowledge to extend their learning.

I believe that children learn through play. I will provide opportunities for children to explore, discover, create and imagine.

I believe in cultural diversity. I will celebrate the benefits of diversity with each individual child and enable them to understand and acknowledge differences.

I believe young children are very concerned about themselves and the small world they live in: family and home. However, each child is unique with different interests, backgrounds, and developmental stages.

I believe the environment plays a major role in the success of an early childhood program. It should enhance the children's interests in all developmental domains. I believe learning in an early childhood environment is done most successfully through stations that can be visited, explored, and revisited again and again. The environment should take into consideration the social skills, communication skills, physical abilities or challenges, and learning styles of the children being served.

I consider families a vital aspect of my program. Parents who are able to spend time in the classroom occasionally are more aware of the details of their child's day. Observing what goes on first-hand helps a parent know what to ask the child at the end of the school day."

The early years of a child's life are busy. I believe learning is happening all the time and is interwoven through all developmental domains. These include: physical, social/emotional, cognitive and communication. Therefore, the goal of my program is to make this ongoing learning experience safe, positive, and fun, nurturing the whole child as I strive to guide them into the next stage of development with confidence in themselves and an excitement for continued learning.

Children need the assurance of being loved and cared for while they are enjoying an educational environment. Teaching children is my passion. Security and trust are very important components as well, of my relationship with each child.

In planning my program I would strive for a developmentally appropriate, child-centred atmosphere where children have the opportunity to master new challenges through activities and topics that are meaningful to them, thus building their self-esteem as they develop and learn.

Children should be given choices, responsibilities, and opportunities to initiate their own learning. I believe observations and assessments are excellent tools to use when planning a curriculum. Observations, not only aid in creating the curriculum but also give insight into the development, knowledge and skill levels of each individual child.

I believe that as an early childhood educator I am responsible for providing infants, toddlers and young children with positive learning experiences. I strive to model respect, patience, and care for children and adults I come in contact with. Children have the right to have their needs met and receive the proper education while in the care of their caregivers.

My philosophy is based on theorists, Jean Piaget, and Lev Vygotsky, and the early childhood movement from Reggio Emilia, Italy. I believe that children benefit from practices that are grounded in research.

Children are motivated to learn when they have opportunities to make choices in an environment that is enriching and stimulating. Children are curious from infancy and have a desire to learn from their environment and those around them. When children are encouraged to interact with their peers and adults in positive ways, they feel safe to explore their surroundings.

As a teacher, I seek to guide children from needing assistance with a task to accomplishing a task independently by providing experiences that are challenging yet attainable for every child. I facilitate learning through the in-depth study of a subject that is of interest to children. Children can be highly motivated, feel actively involved in their own learning and produce work of high quality when they have the time to engage in short and long term projects.

My role as a teacher is to be a facilitator and provide enriching activities so that children are supported as they learn about their strengths and work on their weaknesses. As a facilitator, I support children as they embark on a journey to make discoveries about themselves and learn to recognize and name their feelings.

My goal as a teacher is to provide children with a rich environment where they feel safe to explore, initiate learning, and feel free to express themselves.

As a teacher, I seek to form a close relationship with each child under my care, and their families. I make use of our communities' resources and incorporate the child's community into the program. I see each child as a unique individual with a great capacity to learn and able to make positive contributions to those around him or her. I strive to provide an environment where children and families from different cultural backgrounds feel welcomed and accepted.

My role as a teacher is to be a facilitator and provide enriching activities so that children are supported as they learn about their strengths and work on their weaknesses. As a facilitator, I support children as they embark on a journey to make discoveries about themselves and learn to recognize and name their feelings.

My goal as a teacher is to provide children with a rich environment where they feel safe to explore, initiate learning, and feel free to express themselves.

As a teacher, I seek to form close relationships with each child under my care, and their families. I make use of our communities' resources and incorporate the child's community into the program. I see each child as a unique individual with a great capacity to learn and able to make positive contributions to those around him or her. I strive to provide an environment where children and families from different cultural backgrounds feel welcomed and accepted.

Personal Philosophy Template

The Personal Philosophy template enables Educators to write and display their personal philosophy within their centre.

To download: Personal Philosophy Template
When writing your personal philosophy remember:

Use present tense, in most cases. Write the paper in first-person (which is the most common and easiest for your audience to read).

Write in language and concepts that can be broadly appreciated. A general rule is that the statement should be written with the audience in mind. It may help to consider a school administrator (e.g., school principal) as your audience.

Write a paper that will let your audience know where you stand in regard to important educational theories and practices. By including specific examples of teaching theories and approaches, you are able to let your reader take a mental "peek" of your classroom.

Make the paper memorable and unique. Think of this teaching philosophy as part of a job application where your readers are seeing many of these statements. What is going to set you apart from others? What about you are they going to remember? Create a vivid portrait of yourself as someone who is intentional about teaching and committed to his/her career.

Once you've finished, make sure your personal philosophy statement is accessible to Educators and families within the service. Explaining the principles that influence your teaching and the overall teachings of service will assist other Educators in ensuring that their own teaching techniques are in keeping with the type of environment you wish to create.

Families will also benefit from hearing about your personal philosophy on early childhood education. During orientation, consider giving them a copy of your statement. This may assist parents in determining whether your approach to education aligns with their own values and whether the service is a good fit for their child.

Creating a personal philosophy should not be intimidating, in fact, it is an excellent opportunity to clarify your teaching philosophies and beliefs and commit them to paper.

Foundations Of Early Childhood
Developing A Personal Philosophy Of Teaching
Developing A Personal Philosophy Of Early Childhood Education
How to Develop a Personal Philosophy of Early Childhood Education, Early Childhood Education Blog
Jones, M., Shelton, M. (2011). Developing Your Portfolio--Enhancing Your Learning and Showing Your Stuff: A Guide for the Early Childhood Student or Professional, Second Edition. Routledge.

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Writing A Personal Philosophy For Childcare - Aussie Childcare Network

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Provides information writing a personal philosophy including details of what can be included, questions to think about, examples of personal philosophies.

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Introduction to Early Childhood Education

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Introduction to Early Childhood Education provides current and future educators with a highly readable, comprehensive overview of the field. The underlying philosophy of the book is that early childhood educators’ most important task is to provide a program that is sensitive to and supports the development of young children. Author Eva L. Essa and new co-author Melissa Burnham provide valuable insight by strategically dividing the book into six sections that answer the “What, Who, Why, Where, and How” of early childhood education. Utilizing both NAEYC (National Association for the Education of Young Children) and DAP (Developmentally Appropriate Practice) standards, this supportive text provides readers with the skills, theories, and best practices needed to succeed and thrive as early childhood educators.

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If you're like most adults, you didn't spend much time thinking about early childhood education (ECE) until you or a loved one had a child. You may have fond memories of your preschool days but can't recall much besides taking turns in games, singing songs, getting dirty outside, making friends and napping on the floor.

These activities often seem like merely fun and games, so it's easy to overlook the importance of early childhood education. But educators know the truth: Young children learn best through play, and starting early sets them up for success in life and school. In fact, children start learning from their parents and environment in utero, according to Dr. Hawani Negussie, assistant professor of early childhood education at UMass Global.

We enlisted Dr. Negussie's ECE expertise to help answer some important questions, like "What is ECE?" and "Why is early childhood education important?" Keep reading for an insightful introduction to this rewarding field.

What is early childhood education?

Simply put, early childhood education is considered the official term for teaching young kids. More specifically, it refers to formal and informal educational programs that guide the growth and development of children throughout their preschool years (birth to age five). Children at these ages are entirely dependent on their adult caregivers, including parents, daycare providers, babysitters, extended family members and teachers.

ECE encompasses a wide variety of activities designed to promote children's cognitive and social development before entering kindergarten. Some programs primarily focus on school and academic readiness while others embrace a "whole child" approach that emphasizes mental and emotional preparedness.

One challenge that ECE educators face is the fact that their work is often dismissed or devalued as "simply playtime." This could not be farther from the truth, according to Dr. Negussie.

"This misconception around what ECE teachers do is very common," she shares. "Often, stakeholders, like parents, community members and even other educators, have the attitude that whatever happens in preschool doesn't matter because learning only begins once they enter kindergarten."

Young children have incredibly impressionable and elastic minds that are constantly soaking up information from their surroundings and learning from interactions and experiences. They are born to learn and hardwired to perceive, imitate, experiment and explore. This is one of the reasons why ECE is important.

What is the purpose of early childhood education?

The purpose of ECE is to provide children with strategies that help them develop the emotional, social and cognitive skills needed to become lifelong learners. The Zero to Three Foundation considers the following skills to be the most important for young learners to master:

1. Language and literacy: Language provides the foundation for the development of literacy skills. Learning to communicate through gestures, sounds and words increases a child's interest in - and later understanding of - books and reading.

2. Children are born with a need to understand how things work. In their everyday experiences, they use and develop an understanding of math concepts, such as counting and sorting, and problem-solving skills that they will need for school.

3. Self-control: This refers to the ability to express and manage emotions in appropriate ways and is essential for success in school and healthy development overall. It enables children to cooperate with others, cope with frustration and resolve conflicts.

4. Self-confidence: When children feel competent and believe in themselves, they are more willing to take on new challenges. Self-confidence is also crucial for navigating social challenges, such as sharing, competition and making friends.

The fact that all of this early childhood learning can be facilitated without homework or tests is still difficult for some adults to believe. "There are always parents who don't understand that children learn best when they have the option to do so in a manner that is pleasurable," Dr. Negussie explains.

Making something fun helps them absorb the lesson. Play really is everything to kids.

ECE curriculums are set up to encourage young students to learn about themselves and the world via experiences. This could include indoor or outdoor play, cooperative or individual play, domestic play, sensory play and constructive play, to name just a few types.

Why is early childhood education important?

A newborn baby's brain is about a quarter of the size of an adult brain. Incredibly, it will double in size by the child's first birthday and will have completed 90 percent of its growth by age five. During the early childhood years, the brain is making millions of synapses every second. These neural connections allow us to move, think, communicate and comprehend the world around us. To say that this is a critical window of development is an understatement.

There is a large body of research that suggests a high-quality ECE program can have a positive long-term effect on the lives of children. The National Education Association (NEA) states that research shows children who receive a high-quality education before they turn five enjoy significant medium- and long-term benefits. Children in early childhood education programs are:

Less likely to repeat a grade

Less likely to be identified as having special needs

More prepared academically for later grades

More likely to graduate from high school

More likely to be higher earnersin the workforce

"We have a lot of scientific data about brain development at this age, but there is a huge gap between figuring out what young brains need to thrive and actually making policies or funding programs based on that information," Dr. Negussie shares.

She wishes that more people would understand that children have an impact on everyone - not just parents. "We forget that kids grow up and become leaders and decision-makers," she poses. "ECE should be at the forefront of political, social, state and federal discussions because every single child deserves a high-quality education, regardless of race, ethnicity or class."

What does a high-quality ECE program look like?

Successful childhood learning programs are dynamic, challenging, enriching and carefully planned. A typical ECE curriculum might incorporate songs, books, art, games, toys, experiences and nature exploration into the daily lesson plans for a class or group.

According to the Learning Policy Institute (LPI), the most important elements of a quality ECE program include:

Sufficient learning time and small class sizes with low student-teacher ratios

Well-prepared teachers who provide engaging interactions and classroom environments that support learning

Research-based, developmentally appropriate early learning standards and curricula

Assessments that consider children's academic, social-emotional and physical progress

Ongoing support for teachers, including coaching and mentoring

Meaningful family engagement

Dr. Negussie adds that for any ECE curriculum to be truly relevant and effective, it should be informed by the child's culture. "Children come to the classroom with background knowledge that is saturated in their particular culture," she explains. "Teachers shouldn't think of it as a foreign, exotic thing that we don't touch. Traditions, routines, communication styles - these are all steeped in culture."

Help shape success for the next generation

Now that you understand what early childhood education is and the crucial role it plays in society, you may feel a calling to build a career in this impactful field. Find out if you have what it takes in our article "Signs you should consider pursuing an early childhood education career."

You'll eventually need a degree to make your mark as an ECE professional. Learn more about UMass Global's flexible, affordable bachelor's degree in early childhood education.

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what is purpose of early childhood education

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What is early childhood education? | UMass Global

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What is ECE? The importance of early childhood education cannot be overstated. Learn more about its purpose and the profound impact it has.

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What is Early Childhood Education? | Goodwin College

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Early childhood education is a period of foundational learning for young children. Learn what ECE is, and what it means to be an early childhood educator today.

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From my point of view, Teachers College Record's shift to supporting critical perspectives and different research methods in early childhood education is a positive and necessary change. It promotes a more inclusive approach that values the real experiences of young children, challenging outdated and biased frameworks that have long dominated the field. This progress is essential for creating a more equitable and comprehensive understanding of early childhood education.

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Taking Early Childhood Education and Young Children’s Learning Experiences Seriously - Jennifer Keys Adair, 2023

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For decades, important early childhood scholars who critiqued normative ideas about early childhood frameworks, guidelines, and assessments have been silenced i…

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In my opinion Early childhood education is teaching young children. It can be formal and informal educational program to guide children's growth and development from birth to five years of age.The purpose of Early childhood education is to provide foundation to develop children's language, cognitive, physical, emotional and mental stability and skills.

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The understanding of early childhood helps to recognise tje first few years of the child from birth to eight years and this is the important years for the child development and it shows the rapid growth of the child in various domains like physical, emotional and social development. There are fsome aspects like brain development, learning through play,social and emotional development, language and literacy, role of enivoronment and this factors helps parents and teachers to understand and create the opportunity that support optimal development during these formative years

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My understanding of early childhood education is what children are capable to learn and understand using physical, emotional, social and creative skills with educators guidance in an early childhood centre. Educators follow certain guidance and procedures in order to achieve goals.

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According to my opinion, Early Childhood Education is the phase of education that involves teaching and care of physical, emotional, personal, creative and cognitive learning in children.

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Early childhood education is devoted to the development of the brain and cognitive abilities. It entails trained educators organising play-based learning opportunities for children.

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The Australian Government's webpage on early childhood education provides an overview of the country's approach to early childhood education and care (ECEC). It emphasizes the importance of high-quality ECEC for children's development and learning, focusing on the benefits of early learning, support for families, and the development of a skilled ECEC workforce. The site also outlines key initiatives and policies aimed at improving access and quality in ECEC services across Australia.

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What does the Australian Government do?

Child Care Subsidy

The Australian Government, through the Department of Education and Services Australia, administers the Child Care Subsidy (CCS). CCS is generally paid to providers who pass it on to families as a fee reduction. Providers must be approved by the department to receive CCS.

The department is also responsible for the legislation that underpins CCS. This legislation is called Family Assistance Law (FAL). All providers that receive CCS must follow the rules under FAL. The department monitors providers' compliance with FAL.

Services Australia provides frontline services so families can receive CCS.
Find out more about CCS Find out more about approval Find out more about the rules Read the legislation Visit Services Australia
Grants

The department also runs grant programs for disadvantaged, regional, remote and Indigenous communities.
Find out more about grant programs
Preschool

The Australian Government funds states and territories to deliver preschool. The department delivers this through a funding agreement. Preschool is available to children in the year before school.
Find out more about preschool funding
Closing the Gap

We're investing in measures to improve the lives of Aboriginal and Torres Strait Islander children through better access to quality early childhood education and care.
Learn about Closing the Gap in early childhood education and care

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About early childhood education and care in Australia

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Early childhood education and care is delivered by approved providers and services. The Australian Government subsidises the cost of care. State and territory governments ensure the health, safety, wellbeing and educational outcomes of children.

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Early childhood education is define as a fundamental phase in the child’s life and development which is critical to their health and plays a crucial role to their further development by offering them the essential experiences that are needed to become healthy, competent and responsible adults.

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Early childhood education, delivered by qualified educators, promotes healthy development and prepares children for school by instilling social, physical, emotional, personal, creative, and cognitive learning.

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Early childhood education is a fundamental right of every child and represents a crucial phase in human development. It is a specialized field governed by professional standards that ensure educators are well-prepared and practice effectively. The stage of learning lays the foundation for lifelong learning and development, highlighting its significance in shaping a child’s future.

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If you're like most adults, you didn't spend much time thinking about early childhood education (ECE) until you or a loved one had a child. You may have fond memories of your preschool days but can't recall much besides taking turns in games, singing songs, getting dirty outside, making friends and napping on the floor.

These activities often seem like merely fun and games, so it's easy to overlook the importance of early childhood education. But educators know the truth: Young children learn best through play, and starting early sets them up for success in life and school. In fact, children start learning from their parents and environment in utero, according to Dr. Hawani Negussie, assistant professor of early childhood education at UMass Global.

We enlisted Dr. Negussie's ECE expertise to help answer some important questions, like "What is ECE?" and "Why is early childhood education important?" Keep reading for an insightful introduction to this rewarding field.

What is early childhood education?

Simply put, early childhood education is considered the official term for teaching young kids. More specifically, it refers to formal and informal educational programs that guide the growth and development of children throughout their preschool years (birth to age five). Children at these ages are entirely dependent on their adult caregivers, including parents, daycare providers, babysitters, extended family members and teachers.

ECE encompasses a wide variety of activities designed to promote children's cognitive and social development before entering kindergarten. Some programs primarily focus on school and academic readiness while others embrace a "whole child" approach that emphasizes mental and emotional preparedness.

One challenge that ECE educators face is the fact that their work is often dismissed or devalued as "simply playtime." This could not be farther from the truth, according to Dr. Negussie.

"This misconception around what ECE teachers do is very common," she shares. "Often, stakeholders, like parents, community members and even other educators, have the attitude that whatever happens in preschool doesn't matter because learning only begins once they enter kindergarten."

Young children have incredibly impressionable and elastic minds that are constantly soaking up information from their surroundings and learning from interactions and experiences. They are born to learn and hardwired to perceive, imitate, experiment and explore. This is one of the reasons why ECE is important.

What is the purpose of early childhood education?

The purpose of ECE is to provide children with strategies that help them develop the emotional, social and cognitive skills needed to become lifelong learners. The Zero to Three Foundation considers the following skills to be the most important for young learners to master:

1. Language and literacy: Language provides the foundation for the development of literacy skills. Learning to communicate through gestures, sounds and words increases a child's interest in - and later understanding of - books and reading.

2. Children are born with a need to understand how things work. In their everyday experiences, they use and develop an understanding of math concepts, such as counting and sorting, and problem-solving skills that they will need for school.

3. Self-control: This refers to the ability to express and manage emotions in appropriate ways and is essential for success in school and healthy development overall. It enables children to cooperate with others, cope with frustration and resolve conflicts.

4. Self-confidence: When children feel competent and believe in themselves, they are more willing to take on new challenges. Self-confidence is also crucial for navigating social challenges, such as sharing, competition and making friends.

The fact that all of this early childhood learning can be facilitated without homework or tests is still difficult for some adults to believe. "There are always parents who don't understand that children learn best when they have the option to do so in a manner that is pleasurable," Dr. Negussie explains.

Making something fun helps them absorb the lesson. Play really is everything to kids.

ECE curriculums are set up to encourage young students to learn about themselves and the world via experiences. This could include indoor or outdoor play, cooperative or individual play, domestic play, sensory play and constructive play, to name just a few types.

Why is early childhood education important?

A newborn baby's brain is about a quarter of the size of an adult brain. Incredibly, it will double in size by the child's first birthday and will have completed 90 percent of its growth by age five. During the early childhood years, the brain is making millions of synapses every second. These neural connections allow us to move, think, communicate and comprehend the world around us. To say that this is a critical window of development is an understatement.

There is a large body of research that suggests a high-quality ECE program can have a positive long-term effect on the lives of children. The National Education Association (NEA) states that research shows children who receive a high-quality education before they turn five enjoy significant medium- and long-term benefits. Children in early childhood education programs are:

Less likely to repeat a grade

Less likely to be identified as having special needs

More prepared academically for later grades

More likely to graduate from high school

More likely to be higher earnersin the workforce

"We have a lot of scientific data about brain development at this age, but there is a huge gap between figuring out what young brains need to thrive and actually making policies or funding programs based on that information," Dr. Negussie shares.

She wishes that more people would understand that children have an impact on everyone - not just parents. "We forget that kids grow up and become leaders and decision-makers," she poses. "ECE should be at the forefront of political, social, state and federal discussions because every single child deserves a high-quality education, regardless of race, ethnicity or class."

What does a high-quality ECE program look like?

Successful childhood learning programs are dynamic, challenging, enriching and carefully planned. A typical ECE curriculum might incorporate songs, books, art, games, toys, experiences and nature exploration into the daily lesson plans for a class or group.

According to the Learning Policy Institute (LPI), the most important elements of a quality ECE program include:

Sufficient learning time and small class sizes with low student-teacher ratios

Well-prepared teachers who provide engaging interactions and classroom environments that support learning

Research-based, developmentally appropriate early learning standards and curricula

Assessments that consider children's academic, social-emotional and physical progress

Ongoing support for teachers, including coaching and mentoring

Meaningful family engagement

Dr. Negussie adds that for any ECE curriculum to be truly relevant and effective, it should be informed by the child's culture. "Children come to the classroom with background knowledge that is saturated in their particular culture," she explains. "Teachers shouldn't think of it as a foreign, exotic thing that we don't touch. Traditions, routines, communication styles - these are all steeped in culture."

Help shape success for the next generation

Now that you understand what early childhood education is and the crucial role it plays in society, you may feel a calling to build a career in this impactful field. Find out if you have what it takes in our article "Signs you should consider pursuing an early childhood education career."

You'll eventually need a degree to make your mark as an ECE professional. Learn more about UMass Global's flexible, affordable bachelor's degree in early childhood education.

# data[].attributes.attachment_link.keywords[]
what is purpose of early childhood education

# data[].attributes.attachment_link.keywords[]
why is early childhood education important

# data[].attributes.attachment_link.keywords[]
the importance of early childhood education

# data[].attributes.attachment_link.keywords[]
what is the importance of early childhood education

# data[].attributes.attachment_link.keywords[]
how important is early childhood education

# data[].attributes.attachment_link.keywords[]
importance of early childhood education research

# data[].attributes.attachment_link.keywords[]
why is early childhood education ece important

# data[].attributes.attachment_link.keywords[]
importance of early childhood education pdf

# data[].attributes.attachment_link.keywords[]
objectives of early childhood care and education

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role of early childhood educator in kindergarten

# data[].attributes.attachment_link.keywords[]
what is the purpose of early childhood education

# data[].attributes.attachment_link.title
What is early childhood education? | UMass Global

# data[].attributes.attachment_link.description
What is ECE? The importance of early childhood education cannot be overstated. Learn more about its purpose and the profound impact it has.

# data[].attributes.body
Cognitive, social, and emotional development is much enhanced by early childhood education (ECE). Particularly in language, literacy, and numeracy, academic study in this area investigates several pedagogical strategies, including play-based learning, and how they affect fundamental abilities. Examined regularly are theories such as Piaget's phases of cognitive development and Vygotsky's sociocultural theory to help one better grasp how young children create knowledge and grow in critical thinking. Recent research underlines the requirement of quality interactions between teachers and children as well as the effect of socioeconomic elements on early learning results, therefore stressing the need for fair access to high-quality ECE.

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If you're like most adults, you didn't spend much time thinking about early childhood education (ECE) until you or a loved one had a child. You may have fond memories of your preschool days but can't recall much besides taking turns in games, singing songs, getting dirty outside, making friends and napping on the floor.

These activities often seem like merely fun and games, so it's easy to overlook the importance of early childhood education. But educators know the truth: Young children learn best through play, and starting early sets them up for success in life and school. In fact, children start learning from their parents and environment in utero, according to Dr. Hawani Negussie, assistant professor of early childhood education at UMass Global.

We enlisted Dr. Negussie's ECE expertise to help answer some important questions, like "What is ECE?" and "Why is early childhood education important?" Keep reading for an insightful introduction to this rewarding field.

What is early childhood education?

Simply put, early childhood education is considered the official term for teaching young kids. More specifically, it refers to formal and informal educational programs that guide the growth and development of children throughout their preschool years (birth to age five). Children at these ages are entirely dependent on their adult caregivers, including parents, daycare providers, babysitters, extended family members and teachers.

ECE encompasses a wide variety of activities designed to promote children's cognitive and social development before entering kindergarten. Some programs primarily focus on school and academic readiness while others embrace a "whole child" approach that emphasizes mental and emotional preparedness.

One challenge that ECE educators face is the fact that their work is often dismissed or devalued as "simply playtime." This could not be farther from the truth, according to Dr. Negussie.

"This misconception around what ECE teachers do is very common," she shares. "Often, stakeholders, like parents, community members and even other educators, have the attitude that whatever happens in preschool doesn't matter because learning only begins once they enter kindergarten."

Young children have incredibly impressionable and elastic minds that are constantly soaking up information from their surroundings and learning from interactions and experiences. They are born to learn and hardwired to perceive, imitate, experiment and explore. This is one of the reasons why ECE is important.

What is the purpose of early childhood education?

The purpose of ECE is to provide children with strategies that help them develop the emotional, social and cognitive skills needed to become lifelong learners. The Zero to Three Foundation considers the following skills to be the most important for young learners to master:

1. Language and literacy: Language provides the foundation for the development of literacy skills. Learning to communicate through gestures, sounds and words increases a child's interest in - and later understanding of - books and reading.

2. Children are born with a need to understand how things work. In their everyday experiences, they use and develop an understanding of math concepts, such as counting and sorting, and problem-solving skills that they will need for school.

3. Self-control: This refers to the ability to express and manage emotions in appropriate ways and is essential for success in school and healthy development overall. It enables children to cooperate with others, cope with frustration and resolve conflicts.

4. Self-confidence: When children feel competent and believe in themselves, they are more willing to take on new challenges. Self-confidence is also crucial for navigating social challenges, such as sharing, competition and making friends.

The fact that all of this early childhood learning can be facilitated without homework or tests is still difficult for some adults to believe. "There are always parents who don't understand that children learn best when they have the option to do so in a manner that is pleasurable," Dr. Negussie explains.

Making something fun helps them absorb the lesson. Play really is everything to kids.

ECE curriculums are set up to encourage young students to learn about themselves and the world via experiences. This could include indoor or outdoor play, cooperative or individual play, domestic play, sensory play and constructive play, to name just a few types.

Why is early childhood education important?

A newborn baby's brain is about a quarter of the size of an adult brain. Incredibly, it will double in size by the child's first birthday and will have completed 90 percent of its growth by age five. During the early childhood years, the brain is making millions of synapses every second. These neural connections allow us to move, think, communicate and comprehend the world around us. To say that this is a critical window of development is an understatement.

There is a large body of research that suggests a high-quality ECE program can have a positive long-term effect on the lives of children. The National Education Association (NEA) states that research shows children who receive a high-quality education before they turn five enjoy significant medium- and long-term benefits. Children in early childhood education programs are:

Less likely to repeat a grade

Less likely to be identified as having special needs

More prepared academically for later grades

More likely to graduate from high school

More likely to be higher earnersin the workforce

"We have a lot of scientific data about brain development at this age, but there is a huge gap between figuring out what young brains need to thrive and actually making policies or funding programs based on that information," Dr. Negussie shares.

She wishes that more people would understand that children have an impact on everyone - not just parents. "We forget that kids grow up and become leaders and decision-makers," she poses. "ECE should be at the forefront of political, social, state and federal discussions because every single child deserves a high-quality education, regardless of race, ethnicity or class."

What does a high-quality ECE program look like?

Successful childhood learning programs are dynamic, challenging, enriching and carefully planned. A typical ECE curriculum might incorporate songs, books, art, games, toys, experiences and nature exploration into the daily lesson plans for a class or group.

According to the Learning Policy Institute (LPI), the most important elements of a quality ECE program include:

Sufficient learning time and small class sizes with low student-teacher ratios

Well-prepared teachers who provide engaging interactions and classroom environments that support learning

Research-based, developmentally appropriate early learning standards and curricula

Assessments that consider children's academic, social-emotional and physical progress

Ongoing support for teachers, including coaching and mentoring

Meaningful family engagement

Dr. Negussie adds that for any ECE curriculum to be truly relevant and effective, it should be informed by the child's culture. "Children come to the classroom with background knowledge that is saturated in their particular culture," she explains. "Teachers shouldn't think of it as a foreign, exotic thing that we don't touch. Traditions, routines, communication styles - these are all steeped in culture."

Help shape success for the next generation

Now that you understand what early childhood education is and the crucial role it plays in society, you may feel a calling to build a career in this impactful field. Find out if you have what it takes in our article "Signs you should consider pursuing an early childhood education career."

You'll eventually need a degree to make your mark as an ECE professional. Learn more about UMass Global's flexible, affordable bachelor's degree in early childhood education.

# data[].attributes.attachment_link.keywords[]
what is purpose of early childhood education

# data[].attributes.attachment_link.keywords[]
why is early childhood education important

# data[].attributes.attachment_link.keywords[]
the importance of early childhood education

# data[].attributes.attachment_link.keywords[]
what is the importance of early childhood education

# data[].attributes.attachment_link.keywords[]
how important is early childhood education

# data[].attributes.attachment_link.keywords[]
importance of early childhood education research

# data[].attributes.attachment_link.keywords[]
why is early childhood education ece important

# data[].attributes.attachment_link.keywords[]
importance of early childhood education pdf

# data[].attributes.attachment_link.keywords[]
objectives of early childhood care and education

# data[].attributes.attachment_link.keywords[]
role of early childhood educator in kindergarten

# data[].attributes.attachment_link.keywords[]
what is the purpose of early childhood education

# data[].attributes.attachment_link.title
What is early childhood education? | UMass Global

# data[].attributes.attachment_link.description
What is ECE? The importance of early childhood education cannot be overstated. Learn more about its purpose and the profound impact it has.

# data[].attributes.body
Based on my own understanding, ECE is teaching or sharing knowledge and caring to children from birth to the age of eight with an emphasis on different strategies such as play-based learning to support the different aspects of their lives such as their cognitive, social, emotional, and physical development.

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What is Early Childhood Education? | Goodwin College

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Early childhood education is a period of foundational learning for young children. Learn what ECE is, and what it means to be an early childhood educator today.

# data[].attributes.attachment_link.readable_text
If you're like most adults, you didn't spend much time thinking about early childhood education (ECE) until you or a loved one had a child. You may have fond memories of your preschool days but can't recall much besides taking turns in games, singing songs, getting dirty outside, making friends and napping on the floor.

These activities often seem like merely fun and games, so it's easy to overlook the importance of early childhood education. But educators know the truth: Young children learn best through play, and starting early sets them up for success in life and school. In fact, children start learning from their parents and environment in utero, according to Dr. Hawani Negussie, assistant professor of early childhood education at UMass Global.

We enlisted Dr. Negussie's ECE expertise to help answer some important questions, like "What is ECE?" and "Why is early childhood education important?" Keep reading for an insightful introduction to this rewarding field.

What is early childhood education?

Simply put, early childhood education is considered the official term for teaching young kids. More specifically, it refers to formal and informal educational programs that guide the growth and development of children throughout their preschool years (birth to age five). Children at these ages are entirely dependent on their adult caregivers, including parents, daycare providers, babysitters, extended family members and teachers.

ECE encompasses a wide variety of activities designed to promote children's cognitive and social development before entering kindergarten. Some programs primarily focus on school and academic readiness while others embrace a "whole child" approach that emphasizes mental and emotional preparedness.

One challenge that ECE educators face is the fact that their work is often dismissed or devalued as "simply playtime." This could not be farther from the truth, according to Dr. Negussie.

"This misconception around what ECE teachers do is very common," she shares. "Often, stakeholders, like parents, community members and even other educators, have the attitude that whatever happens in preschool doesn't matter because learning only begins once they enter kindergarten."

Young children have incredibly impressionable and elastic minds that are constantly soaking up information from their surroundings and learning from interactions and experiences. They are born to learn and hardwired to perceive, imitate, experiment and explore. This is one of the reasons why ECE is important.

What is the purpose of early childhood education?

The purpose of ECE is to provide children with strategies that help them develop the emotional, social and cognitive skills needed to become lifelong learners. The Zero to Three Foundation considers the following skills to be the most important for young learners to master:

1. Language and literacy: Language provides the foundation for the development of literacy skills. Learning to communicate through gestures, sounds and words increases a child's interest in - and later understanding of - books and reading.

2. Children are born with a need to understand how things work. In their everyday experiences, they use and develop an understanding of math concepts, such as counting and sorting, and problem-solving skills that they will need for school.

3. Self-control: This refers to the ability to express and manage emotions in appropriate ways and is essential for success in school and healthy development overall. It enables children to cooperate with others, cope with frustration and resolve conflicts.

4. Self-confidence: When children feel competent and believe in themselves, they are more willing to take on new challenges. Self-confidence is also crucial for navigating social challenges, such as sharing, competition and making friends.

The fact that all of this early childhood learning can be facilitated without homework or tests is still difficult for some adults to believe. "There are always parents who don't understand that children learn best when they have the option to do so in a manner that is pleasurable," Dr. Negussie explains.

Making something fun helps them absorb the lesson. Play really is everything to kids.

ECE curriculums are set up to encourage young students to learn about themselves and the world via experiences. This could include indoor or outdoor play, cooperative or individual play, domestic play, sensory play and constructive play, to name just a few types.

Why is early childhood education important?

A newborn baby's brain is about a quarter of the size of an adult brain. Incredibly, it will double in size by the child's first birthday and will have completed 90 percent of its growth by age five. During the early childhood years, the brain is making millions of synapses every second. These neural connections allow us to move, think, communicate and comprehend the world around us. To say that this is a critical window of development is an understatement.

There is a large body of research that suggests a high-quality ECE program can have a positive long-term effect on the lives of children. The National Education Association (NEA) states that research shows children who receive a high-quality education before they turn five enjoy significant medium- and long-term benefits. Children in early childhood education programs are:

Less likely to repeat a grade

Less likely to be identified as having special needs

More prepared academically for later grades

More likely to graduate from high school

More likely to be higher earnersin the workforce

"We have a lot of scientific data about brain development at this age, but there is a huge gap between figuring out what young brains need to thrive and actually making policies or funding programs based on that information," Dr. Negussie shares.

She wishes that more people would understand that children have an impact on everyone - not just parents. "We forget that kids grow up and become leaders and decision-makers," she poses. "ECE should be at the forefront of political, social, state and federal discussions because every single child deserves a high-quality education, regardless of race, ethnicity or class."

What does a high-quality ECE program look like?

Successful childhood learning programs are dynamic, challenging, enriching and carefully planned. A typical ECE curriculum might incorporate songs, books, art, games, toys, experiences and nature exploration into the daily lesson plans for a class or group.

According to the Learning Policy Institute (LPI), the most important elements of a quality ECE program include:

Sufficient learning time and small class sizes with low student-teacher ratios

Well-prepared teachers who provide engaging interactions and classroom environments that support learning

Research-based, developmentally appropriate early learning standards and curricula

Assessments that consider children's academic, social-emotional and physical progress

Ongoing support for teachers, including coaching and mentoring

Meaningful family engagement

Dr. Negussie adds that for any ECE curriculum to be truly relevant and effective, it should be informed by the child's culture. "Children come to the classroom with background knowledge that is saturated in their particular culture," she explains. "Teachers shouldn't think of it as a foreign, exotic thing that we don't touch. Traditions, routines, communication styles - these are all steeped in culture."

Help shape success for the next generation

Now that you understand what early childhood education is and the crucial role it plays in society, you may feel a calling to build a career in this impactful field. Find out if you have what it takes in our article "Signs you should consider pursuing an early childhood education career."

You'll eventually need a degree to make your mark as an ECE professional. Learn more about UMass Global's flexible, affordable bachelor's degree in early childhood education.

# data[].attributes.attachment_link.keywords[]
what is purpose of early childhood education

# data[].attributes.attachment_link.keywords[]
why is early childhood education important

# data[].attributes.attachment_link.keywords[]
the importance of early childhood education

# data[].attributes.attachment_link.keywords[]
what is the importance of early childhood education

# data[].attributes.attachment_link.keywords[]
how important is early childhood education

# data[].attributes.attachment_link.keywords[]
importance of early childhood education research

# data[].attributes.attachment_link.keywords[]
why is early childhood education ece important

# data[].attributes.attachment_link.keywords[]
importance of early childhood education pdf

# data[].attributes.attachment_link.keywords[]
objectives of early childhood care and education

# data[].attributes.attachment_link.keywords[]
role of early childhood educator in kindergarten

# data[].attributes.attachment_link.keywords[]
what is the purpose of early childhood education

# data[].attributes.attachment_link.title
What is early childhood education? | UMass Global

# data[].attributes.attachment_link.description
What is ECE? The importance of early childhood education cannot be overstated. Learn more about its purpose and the profound impact it has.

# data[].attributes.attachment_caption
The UNICEF webpage on early childhood development highlights the critical importance of the early years (from birth to age 8) in shaping a child's future. It covers aspects such as health, nutrition, security, and learning, emphasizing that quality early childhood experiences are essential for a child's overall development and well-being. UNICEF advocates for investments in early childhood development to ensure all children can reach their full potential.

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Early childhood education, or ECE, covers children's age span from birth to around eight years olds. This fuels their learning and development. Early childhood education (ECE) promotes methods suitable for every child's age, learning by play, and development in all spheres of their life—including mental, social, emotional, and physical well-being. Its objectives are to inspire a child's passion of learning and offer secure, loving surroundings fit for their particular need. Including the whole family is quite crucial as it enhances learning. ECE gets every kid ready for both academic and personal success as it is customised to their degree of development and need. Children develop and learn all their lifetime from this.

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The knowledge, concerns and provisions pertaining to early childhood education involves the study of developmental theories, research findings and policies pertaining to the facilitation of young learners.

my approach on teaching philosophy is based on ⁠Collaborative Learning: Organizing activities within a group that will let the kids interact with each other and learn to cooperate with each other.

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Early Childhood Education is a broad term and its aim is to nurture and enrich the child through specific activities which supports their overall development including social, physical and cognitive.

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In my view, early childhood education refers to the holistic development of child social, emotional and cognitive and physical development and it also refer to the period of learning that take place from birth to eight years old focusing on the development of children knowledge.

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In my opinion academic reading purpose is to get knowledge about an area of interest, this is about developing critical thinking and a way to acquire information and put this into practice. While children are learning they are thinking and finding ways to solve problems. Every little piece of information we learn as a result of academic reading is a win.

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Engaging children in reading experiences presents infinite opportunities for developing language and emergent literacy skills.

Overview

This section explores effective pedagogies for creating reading experiences that embed the following learning foci for emergent literacy:

concepts of print

fine motor

phonological awareness

phonics

making meaning and expressing ideas

exploring and creating texts

For an exploration of how oral language can be embedded within this teaching practice, refer to reading with children (interacting with others).

The benefits of reading with children for emergent literacy

When educators share reading experiences with children, it provides numerous opportunities for language and literacy learning. Reading with children is an opportunity to support children to make meaning from texts, and to learn "how texts work" (for example, exploring texts).

Children can also "rehearse" their emergent literacy skills (for example, concepts of print, phonological awareness, making meaning) through the supportive scaffolding from educators.

Texts for different ages

All children's literature should:

engage children emotionally

invite involvement

provide opportunities for interaction by educators to increase children's understanding of the book

be aesthetically pleasing and include interesting illustrations/photographs

Other suggested features of children's literature suitable for different ages and learning levels are included in reading with children (interacting with others).

When choosing a book for emergent literacy experiences, think about:

the age and language skills of the children

what aspects of emergent literacy (making meaning, concepts of print, phonological awareness, phonics, text structure) can highlighted and embedded within the book reading experience

how the characters, events, and messages within the story will appeal to children

the length of the book

For an overview of types of children's literature (including ICT texts) refer to the learning focus exploring and creating texts.

Pedagogies for emergent literacy during reading

Reading with children provides numerous opportunities for embedding an emergent literacy focus into the experience (for example, concepts of print, phonological awareness, phonics, making meaning through texts).

During this kind of reading experience, the role of the educator is to scaffold children's engagement with the text to develop their emergent literacy skills.

While reading together, children and adults engage in different reading behaviours that are grounded in the gradual release of responsibility model (Duke and Pearson, 2002).

This model describes the role of the educator as initially leading reading experiences (modelled reading), and gradually decreasing responsibility as children start to share (shared reading),and eventually lead reading experiences (independent reading). This model is based on Bruner's (1990) key concept of scaffolding.

Modelled reading behaviours

educators lead the reading process, and bring the text to life

children listen and make meaning from adults' narration of and interaction with the text

modelled reading allows educators to develop children's awareness of various emergent literacy foci (for example, concepts of print, phonological awareness, making meaning and expressing ideas through texts etc.)

during modelled reading, educators can engage in print referencing, where they point out aspects of print nonverbally (pointing, showing) and verbally: "where do we start reading?" "look at this word, it starts with an uppercase letter" "Is this a P?"; Justice et al., 2010)

educators use modelled reading behaviours when texts are too difficult for children to make meaning from them on their own

Educators provide opportunities for children to engage with texts in collaboration with them. Educators make the reading experience enjoyable and exciting for children. Children comment, describe, and narrate parts of the text they recognise or are familiar with children join in on the repetitive, predictable parts of books (e.g. the repeated sections in books like Brown Bear Brown Bear What Do You See? by Bill Martin Jr, illustrated by Eric Carle).

Shared reading is sometimes called Shared Book Experience (Holdaway, 1979; Tompkins, 2009) suggested stages of shared reading include (Holdaway, 1979):

Discovery-children share the book reading with the educator for the first time, attempting to join in, or read along as the educator points to the words, making meaning throughout

Exploration - educators and children reread the text together (for example, on the next day, or subsequent days), children are more able to join in as they become familiar with the text

Independent experience and expression - children are scaffolded to discuss the text and what it meant to them, and express their understanding through play, sociodramatic play, performing/fine arts

Independent reading behaviours

children engage with texts independently without assistance from educators

educators may observe children during independent reading or leave them to engage with the text by themselves

In early childhood settings, rather than seeing the above reading pedagogies as fixed or separate, it's useful to model and scaffold these patterns of reading behaviours in a fluid and dynamic way.

Therefore, educators can work to encourage modelled/shared/guided/independent reading behaviours, depending on factors like the child's previous reading experiences and their familiarity with the text.

This allows educators to create learning experiences that are responsive, intentional, and driven by the needs of individual children (i.e. child-centred) (VEYLDF, 2016).

Facilitating comprehension

Meaning making from texts (emergent reading comprehension) is a key learning focus for emergent literacy.

The pedagogical strategies that follow are used for engaging children's emergent reading comprehension. Educators should consider children's ages and language levels, the levels of question difficulty, and the use of closed or open-ended questions. The teaching practice discussions and investigations contains information on choosing question types.

Using background knowledge

Children's understanding of texts is dependent on their being able to relate the text to the real world. Background knowledge is the awareness and understanding of various concepts and ideas from children's lives and text experiences. Background knowledge is key to children having successful meaning making experiences with texts.

Fellowes and Oakley (2014) note:

Effective educators constantly help children increase their world knowledge and conceptual knowledge through a range of activities across the curriculum, along with appropriate discussion. They also help children make connections between their existing knowledge, their personal experiences, and what is encountered in texts.
Fellowes and Oakley (2014, p. 295).

For ways of creating rich language and literacy learning experiences, refer to any of the other teaching practices for interacting with others and emergent literacy.

With support, children can call upon their background knowledge during reading experiences, in order to make sense of texts and how they relate to the world.

Educators should encourage children to think about what they know about topics that relate to the text, before during and after reading experiences:

Have you heard of these ...... before?

Does anyone know what this word means? [choose vocabulary that will come up in the text]

This book is like [book name] that we read yesterday!

Have you heard of ..... before?

Have you ever done ..... before?

Where have you seen these?

Was that like something we did before?

This book was the same/different to [book name] wasn't it?

What did we learn from this book today?

Predicting

Encouraging children to predict helps to build a sense of anticipation during shared book reading. When prompted, children learn to wonder and predict what might be coming next.

This allows them to practise the behaviours of an emergent reader: "Skilled readers learn to expect the actions, events and ideas that are coming up in the text" (Davis, 2015, p. 51).

Educators can encourage children to predict before, during and after the reading:

I wonder what kind of book this is, can someone have a guess?

Who is going to be in this book?

What is this text going to be about?

What might happen in the story?

What might we learn from this book?

I wonder what will happen next? What do you think?

Why do you think .... will happen next?

What do you think will be on the next page?

But how will they [escape/get it back/find home etc.]?

So what do you think will happen, now the story is finished?

Visualising

Duke and Pearson (2002) argue that children can enhance their meaning making when they create mental images of what is being read, because "a visual display helps readers understand, organise, and remember some of those thousand words" (p. 218).

Encouraging children to visualise the text using their five senses can support their comprehension of the text. When being read to, using an illustrated text, children are already provided rich visual and verbal information.

However, educators can prompt children to think about their other senses as the text is read, including:

what sounds they can hear in their mind

what smells are associated with the text

what tastes might be associated with the text

what they can imagine touching as the text is read

In early childhood, educators can help children to develop reading comprehension behaviours, like visualisation, before independent reading emerges. Later, readers can use this visualisation strategy, with some describing it as like "having a movie going on in your mind while you read" (Davis, 2015, p. 61).

Asking and answering questions

Educators can also prompt children to ask questions about the text as it is read. Children can be encouraged to wonder, inquire, and clarify ideas as they arise in the text.

Educators should model how to ask questions using "think-alouds", for example during the text Little Red Riding Hood, the educator can think aloud the following questions:

'Why has grandma got bigger ears than usual?'

'Why has Little Red Riding Hood got birthday cake in her basket?'

'Why is the wolf's mouth watering?'

While reading texts to children, educators can periodically stop and allow children to think up a question. - Fellowes and Oakley (2014, p. 305)

After modelling how to ask questions, educators can prompt children to ask their own questions, and spark discussion (as prompted in sustained shared thinking: Siraj-Blatchford, 2010).

An example discussion is:

Educator: I wonder what is going on here...

Child 1: Is that a puddle?

Educator: What do you think?

Child 2: It's wet.

Educator: Are puddles wet and muddy?

Child 1: He fell in the puddle. It's slippery

Educator: It must be very slippery! He's slipped into the puddle... And how does he look now?

In this example, when children ask questions educators can often ask another question, instead of giving the answer straight away. This can encourage other children to think deeper, share their ideas, and make meaning collaboratively.

Summarising

This involves children learning to talk about the main ideas, or the "essence" of a text. To support children's ability to summarise texts, educators can model how to talk through the main ideas from the text, and what the text is really about.

For a story/narrative text, this involves discussing the start, middle, end of the story; for a non-fiction text, this involves talking about the main topic and ideas covered in the text and some important details or new knowledge.

Helping children to explore and create texts, and build their awareness of how texts work, can help children develop their summarisation skills. Fellowes and Oakley (2014) argue that children who understand that a story has a beginning, middle and end (or an orientation, complication and resolution) are better equipped to identify the main ideas in a story:

''Children who have learnt about text structures usually find [summarising] easier because they have a framework to put their summary into'' (p. 308).

Prompts that educators can use to ask children for a summary of the text includes

Stories and narrative texts:

What happened in the story?

What was the main event in the story?

What happened in the end?

How did the characters feel?

What did the characters learn?

Informative and expository texts:

What was that book about?

What was something new that we learnt?

Tell me about what you liked in this book?

Children can also use other modes of communication to express their meaning making from texts including: storytelling, play, sociodramatic play, performing arts and fine arts.

Bringing the book to life

Educators should consider how to help the story come to life, and provide engaging experiences for children, including dramatic use of their spoken words, voice, gestures, body language and facial expressions, and characterisation.

It's important for reading experiences to be interactive for children, allowing children to become involved in the reading process in various ways. Sipe's (2002) theory of expressive engagement explains ways for children to get involved, including:

Dramatisation

Children may spontaneously act out parts of the texts, like when the wolf enters the story, they may bare their teeth, and pull a scary face.

Educators can encourage children to act out or join in with words or actions in the text, to support their meaning making

Talking back

This is a form of "audience participation" where children call out to the characters or the reader, with their ideas, like yelling 'watch out!' to one of the three little pigs.

Educators can encourage children to participate and add their own ideas to the book reading, by using prompts like: "Oh look! What is she going to do?"

Critiquing and controlling

This is where children will comment on what they would do if they were the author/storyteller, like children saying "I would tell the pigs to call the police!"

Inserting

This occurs when children insert themselves or someone they know into the story, like if children say "My dad would be the third pig in this story, because he makes good towers!"; or "I could be the wolf in this story... I love blowing out candles."

While too many insertions can interrupt the flow of the text reading, educators can allow children to insert themselves or others into the text, as part of enjoying and making meaning from the text.

Educators can also model how they would insert themselves, (e.g. "I would definitely be the second pig in this story; my house is made of wood like his.")

Taking over

This is the most advanced form of engagement, where children want to turn the text into a completely different story.

Children may be comfortable enough to take the story and alter the setting, characters, plot, ending etc. to suit their preferences.

This resembles the freedom of children to imagine and create during sociodramatic play (interacting with others)

Print referencing

When educators highlight and talk about different aspects of print during book reading experiences, it supports children's engagement with texts, particularly their knowledge of concepts of print (Justice et al., 2010). Print referencing is defined as:

an adult's use of nonverbal and verbal cues to direct a child's attention to the forms, features, and functions of written language. These cues are embedded into the shared storybook reading interactions of adults ...and young children...

Print-referencing cues can be nonverbal, such as pointing to print or tracking the print when reading, or verbal, such as asking questions about print, making comments about print, or posing requests about print.- Justice and Ezell (2004, p. 25)

Nonverbal references to print include (Justice and Ezell, 2004; Baker, 2013):

pointing to print - adults point to particular aspects of printed text (e.g. letters, words, punctuation, sentences);

tracking print - adults track finger along printed text as they read it.

Verbal references to print include (Justice & Ezell, 2004; Baker, 2013):

questions about print - e.g. "what's this letter?" "what do you think this part says"

comments about print - for example, "this says: 'rumble and tumble'", "that's an exclamation point, it means we read it with more excitement"

requests about print - for example, "show me where the O is", "can you help me read these words?"

Baker (2013) summarised the following scaffolding opportunities during emergent reading experiences:

Point to print - following modelling, adults can scaffold children to point to:

the title of the book or author

where to begin reading

where to go when finished reading a page

the first and last word on a page

various punctuation marks

Highlight aspects of print - model how to find particular letters and print features (e.g. upper vs. lower case), then you can scaffold children to find:

an uppercase/lowercase letter

the letter a child's name begins with

the letter with the "b" sound

a one-, two-, or three-letter word

Highlighting emergent literacy foci during reading experiences

While reading with children, educators can take the opportunity to highlight various aspects of literacy, to develop children's emergent reading skills. Some examples of ways to highlight emergent literacy learning foci are below.

Concepts of print

Engage in print referencing behaviours during reading, where educators highlight aspects of print nonverbally (pointing, showing) and verbally ("look at this word, it is an upper case" "Is this a P?"; Justice et al., 2010).

During book reading allow children to explore and point our pictures, symbols, and letters they recognise.

Introduce alphabet knowledge using themed alphabet books that show how letters can start words and represent concepts.

Fine motor

Encourage children to handle books, and help with the turning of pages and pointing out pictures and words.

Start with sturdier books like board books and soft material books, and later move onto regular books.

Phonological awareness

Educators should exploit the language features of stories to enhance children's phonological learning. - Fellowes and Oakley (2014, p. 92)

Children's literature and music can be used for highlighting phonological awareness, particularly rhyme and alliteration.

Use books that have rhyming patterns for example, Growl Like a Tiger by Alison Lester:

I can quack like a duck(alliteration: same final sound)

on a bright sunny day, and cluck like a hen that's ready to lay. (rhyme)

encourage children to join in saying the repetitive sections of a story

use books with alliteration (words that start or end with the same sound)

Hairy Maclary's Rumpus at the Vetby Lynley Dodd has great alliteration examples as well as rhyming:

There were miserable dogs,
cantankerous cats,
a r abbit with pimples and rickety rats.

As children become familiar with the story and the patterns, they can start to guess the rhyming word that comes last in the line.

For syllable awareness, clap to show the rhythm and beat of the story as it is read (clapping for each syllable; Fellowes and Oakley, 2014, p. 92).

For example, What's the Matter Aunty May? By Peter Friend:

I tried to dust your bookshelves, too. Could that have been what bothered you?

Or was it, Aunty, when I tried to fix your bathroom sink, inside - and then I heard that funny thud that burst your pipes and caused that flood?

Verses from A House for Donfinkle by Choechoe Brereton:

Donfinkle looks proudly
from chimney to gate,
and dreams of logs crackling
as evenings grow late. (rhyme)

When down swoops a Flooble
to babble and squawk,
A bothersome taunt full of
troublesome talk. (similar sounding words: assonance).

Donfinkle is fuddled
by the FIoobIe's whine, (alliteration)
so changes the roof,
and the walls and the pine.

Phonics

Introduce simple sound-letter (phonics) patterns using books organised by sound/letter, for example, Possum and Wattle: My Big Book of Australian by Bronwyn Bancroft

Use books with lots of alliteration to show how letters make sounds at the start of words

Use these books as an opportunity to talk about the first sounds you can hear in words, and to highlight the letter that makes those sounds, for example, The Hairy Maclary series by Lynley Dodd.

Making meaning and expressing ideas in texts

Use comprehension strategies (explored above) to practise emergent reading comprehension, including: using background knowledge, predicting, visualising, asking and answering questions, and summarising.

Integrate text reading with experiences allowing children to express their understanding of the text (for example, through play, sociodramatic play, fine arts, performing arts).

Exploring and creating texts

Read a range of text types with children, including:

imaginative (stories and narratives)

personal (letters and messages)

informative (non-fiction and visual texts that explain or describe concepts; procedural texts like instructions and recipes; and persuasive texts like posters and videos that are convincing you of something)

Highlight text structures (start, middle, end; introduction, examples, conclusion) before, during, and after reading to help familiarise children with how texts work.

Theory to practice

Bruner's concept of "scaffolding" (Wood, Bruner & Ross, 1976) was influential in the development of the "gradual release of responsibility model" (Duke and Pearson, 2002), where educators initially lead reading experiences (modelled reading), and gradually decrease as children start to share (guided and shared reading) and eventually lead reading experiences (independent reading).

The concept of scaffolding, is tied to Vygotsky's zone of proximal development: where children are able to achieve more than they can alone, by collaborating with more capable peers or adults (Vygotsky, 1967).

Vygotsky argued that children develop best when they are guided by adults to learn what they would not be able to learn on their own.

Vygotsky emphasised that:

Language is vital in mediating relationships where less capable persons learn from more capable others. This joint meaning-making is supported by the languages of interaction between child and adults and takes many forms including sounds, gestures, body language, movement, graphic images and symbols.
- Paraphrased by Richards (2017, p. 128)

When engaging in modelled reading behaviours, an educator creates an opportunity for children to see and hear what skilled reading and text engagement looks like (Duke and Pearson, 2002).

During modelled reading, children gain practice in constructing images of events, people and objects removed from themselves (Heath, 1983).

Through this scaffolding, children begin to imitate and internalise the modelled reading strategies, gradually experiencing more independent success (Bruner, 1986). During modelled and shared reading, it is anticipated that children will develop an appreciation and passion for literature.

Shared reading is sometimes called Shared Book Experience (Holdaway, 1979; Tompkins, 2009), and involves adults and children engaging in texts collaboratively. When engaging in shared reading behaviours, children are helped to join a "community of readers" (Tomkins, 2009).

Holdaway's suggested process for shared reading is Discovery, Exploration and Independent Experience and Expression. Tompkins (2009) suggests pre-reading, reading, responding (discussions, arts), exploring (re-read text and analyse it), and applying the knowledge to other contexts (for example, through performing/fine arts, play experiences).

Guided reading refers to reading experiences where children are provided with limited guidance by an educator. Children can be supported to make meaning from the text almost independently (Duke and Pearson, 2002).

Guided reading allows children to practise and consolidate their own emergent reading strategies, which they have learnt from their educator's modelling and scaffolding of reading. In early childhood settings, it's not expected that children will independently "read" written texts

However, educators can engage in guided reading pedagogies to encourage children to make meaning using a combination of text, illustrations, and other literacy modes.

Evidence base

Numerous studies support the importance of reading with children for the development of emergent literacy skills. In a summary of emergent reading research, Piasta (2016) noted that:

shared book reading is considered a best practice ... However, impacts of shared reading may depend on mediation by adults to intentionally target specific emergent literacy skills. Piasta (2016, p. 236)

The research evidence on reading experiences with children indicates the particular importance of embedding print referencing (concepts of print), phonological awareness, and oral language (including vocabulary, grammar, narrative/expository skills) into these experiences.

Research that has investigated the effectiveness of print referencing has found that:

Preschool teachers who embedded explicit references to print during regular whole-class read-alouds significantly increased children's print knowledge compared to teachers who did not.- Justice et al. (2010, p. 513).

Later studies have also supported print referencing as an important pedagogical strategy for developing children's emergent literacy (Gettinger & Stoiber, 2014; Justice & Ezell, 2004; Justice, Kaderavek, Fan, Sofka, & Hunt, 2009; Justice, McGinty, Piasta, Kaderavek, & Fan, 2010; Piasta, Justice, McGinty, & Kaderavek, 2012).

Similarly, highlighting the sound patterns and structures within books promotes children's phonological awareness, another important aspect of emergent literacy (Lefebvre, Trudeau, & Sutton, 2011; Mihai et al., 2015).

In a systematic review of 64 longitudinal studies, Hjetland et al. (2017) found that developing children's oral language (vocabulary, grammar, use of language) and code-related skills (phonological awareness and phonics) were key to developing reading comprehension-with oral language (particularly reading comprehension) becoming increasingly important in the later years of primary school.

This demonstrates the importance of using reading experiences with very young children, to develop their emergent literacy (and oral language) skills.

Other important factors that influence the effectiveness of reading with children include (Fisher, Flood, Lapp & Frey, 2004):

setting a clear learning intention for the reading

selecting books that are interesting for the children

becoming familiar with the book beforehand

reading in an animated and fluent fashion

encouraging discussion before, during, and after the reading and making connections to children's independent exploration of texts

Outcome 1: identity

Children develop knowledgeable and confident self-identities:

use their home language to construct meaning

develop strong foundations in both the culture and language/s of their family and the broader community without compromising their cultural identities.

Outcome 2: community

Children become aware of fairness:

begin to understand and evaluate ways in which texts construct identities and create stereotypes

Outcome 3: wellbeing

Children take increasing responsibility for their own health and physical wellbeing:

respond through movement to traditional and contemporary music, dance and storytelling of their own and others' cultures.

Outcome 5: communication

Children engage with a range of texts and get meaning from these texts:

view and listen to printed, visual and multimedia texts and respond with relevant gestures, actions, comments and/or questions

sing chant rhymes, jingles and songs

take on roles of literacy and numeracy users in their play* begin to understand key literacy and numeracy concepts and processes, such as the sounds of language, letter-sound relationships, concepts of print and the ways that texts are structured

explore texts from a range of different perspectives and begin to analyse the meanings

actively use, engage with and share the enjoyment of language and texts in a range of ways

recognise and engage with written and oral culturally constructed texts

Children express ideas and make meaning using a range of media:

share the stories and symbols of their own cultures and re-enact well-known stories

use the creative arts, such as drawing, painting, sculpture, drama, dance, movement, music and story-telling, to express ideas and make meaning

Children begin to understand how symbols and pattern systems work:

begin to make connections between, and see patterns in, their feelings, ideas, words and actions, and those of others

develop an understanding that symbols are a powerful means of communication and that ideas, thoughts and concepts can be represented through them

begin to be aware of the relationships between oral, written and visual representations

begin to recognise patterns and relationships and the connections between them

listen and respond to sounds and patterns in speech, stories and rhyme

Children use information and communication technologies to access information, investigate ideas and represent their thinking:

use information and communication technologies to access images and information, explore diverse perspectives and make sense of their world

use information and communications technologies as tools for designing, drawing, editing, reflecting and composing

engage with technology for fun and to make meaning

Experience plans and videos

Early communicators (birth - 18 months

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Reading with children (emergent literacy)

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Engaging children in reading experiences presents infinite opportunities for developing language and emergent literacy skills.

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Early childhood curriculum contains elements such as, Relationship Curriculum, Physical Curriculum, and Development Curriculum. It is applied in daycares and it applies at all the points of the day.

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If you're like most adults, you didn't spend much time thinking about early childhood education (ECE) until you or a loved one had a child. You may have fond memories of your preschool days but can't recall much besides taking turns in games, singing songs, getting dirty outside, making friends and napping on the floor.

These activities often seem like merely fun and games, so it's easy to overlook the importance of early childhood education. But educators know the truth: Young children learn best through play, and starting early sets them up for success in life and school. In fact, children start learning from their parents and environment in utero, according to Dr. Hawani Negussie, assistant professor of early childhood education at UMass Global.

We enlisted Dr. Negussie's ECE expertise to help answer some important questions, like "What is ECE?" and "Why is early childhood education important?" Keep reading for an insightful introduction to this rewarding field.

What is early childhood education?

Simply put, early childhood education is considered the official term for teaching young kids. More specifically, it refers to formal and informal educational programs that guide the growth and development of children throughout their preschool years (birth to age five). Children at these ages are entirely dependent on their adult caregivers, including parents, daycare providers, babysitters, extended family members and teachers.

ECE encompasses a wide variety of activities designed to promote children's cognitive and social development before entering kindergarten. Some programs primarily focus on school and academic readiness while others embrace a "whole child" approach that emphasizes mental and emotional preparedness.

One challenge that ECE educators face is the fact that their work is often dismissed or devalued as "simply playtime." This could not be farther from the truth, according to Dr. Negussie.

"This misconception around what ECE teachers do is very common," she shares. "Often, stakeholders, like parents, community members and even other educators, have the attitude that whatever happens in preschool doesn't matter because learning only begins once they enter kindergarten."

Young children have incredibly impressionable and elastic minds that are constantly soaking up information from their surroundings and learning from interactions and experiences. They are born to learn and hardwired to perceive, imitate, experiment and explore. This is one of the reasons why ECE is important.

What is the purpose of early childhood education?

The purpose of ECE is to provide children with strategies that help them develop the emotional, social and cognitive skills needed to become lifelong learners. The Zero to Three Foundation considers the following skills to be the most important for young learners to master:

1. Language and literacy: Language provides the foundation for the development of literacy skills. Learning to communicate through gestures, sounds and words increases a child's interest in - and later understanding of - books and reading.

2. Children are born with a need to understand how things work. In their everyday experiences, they use and develop an understanding of math concepts, such as counting and sorting, and problem-solving skills that they will need for school.

3. Self-control: This refers to the ability to express and manage emotions in appropriate ways and is essential for success in school and healthy development overall. It enables children to cooperate with others, cope with frustration and resolve conflicts.

4. Self-confidence: When children feel competent and believe in themselves, they are more willing to take on new challenges. Self-confidence is also crucial for navigating social challenges, such as sharing, competition and making friends.

The fact that all of this early childhood learning can be facilitated without homework or tests is still difficult for some adults to believe. "There are always parents who don't understand that children learn best when they have the option to do so in a manner that is pleasurable," Dr. Negussie explains.

Making something fun helps them absorb the lesson. Play really is everything to kids.

ECE curriculums are set up to encourage young students to learn about themselves and the world via experiences. This could include indoor or outdoor play, cooperative or individual play, domestic play, sensory play and constructive play, to name just a few types.

Why is early childhood education important?

A newborn baby's brain is about a quarter of the size of an adult brain. Incredibly, it will double in size by the child's first birthday and will have completed 90 percent of its growth by age five. During the early childhood years, the brain is making millions of synapses every second. These neural connections allow us to move, think, communicate and comprehend the world around us. To say that this is a critical window of development is an understatement.

There is a large body of research that suggests a high-quality ECE program can have a positive long-term effect on the lives of children. The National Education Association (NEA) states that research shows children who receive a high-quality education before they turn five enjoy significant medium- and long-term benefits. Children in early childhood education programs are:

Less likely to repeat a grade

Less likely to be identified as having special needs

More prepared academically for later grades

More likely to graduate from high school

More likely to be higher earnersin the workforce

"We have a lot of scientific data about brain development at this age, but there is a huge gap between figuring out what young brains need to thrive and actually making policies or funding programs based on that information," Dr. Negussie shares.

She wishes that more people would understand that children have an impact on everyone - not just parents. "We forget that kids grow up and become leaders and decision-makers," she poses. "ECE should be at the forefront of political, social, state and federal discussions because every single child deserves a high-quality education, regardless of race, ethnicity or class."

What does a high-quality ECE program look like?

Successful childhood learning programs are dynamic, challenging, enriching and carefully planned. A typical ECE curriculum might incorporate songs, books, art, games, toys, experiences and nature exploration into the daily lesson plans for a class or group.

According to the Learning Policy Institute (LPI), the most important elements of a quality ECE program include:

Sufficient learning time and small class sizes with low student-teacher ratios

Well-prepared teachers who provide engaging interactions and classroom environments that support learning

Research-based, developmentally appropriate early learning standards and curricula

Assessments that consider children's academic, social-emotional and physical progress

Ongoing support for teachers, including coaching and mentoring

Meaningful family engagement

Dr. Negussie adds that for any ECE curriculum to be truly relevant and effective, it should be informed by the child's culture. "Children come to the classroom with background knowledge that is saturated in their particular culture," she explains. "Teachers shouldn't think of it as a foreign, exotic thing that we don't touch. Traditions, routines, communication styles - these are all steeped in culture."

Help shape success for the next generation

Now that you understand what early childhood education is and the crucial role it plays in society, you may feel a calling to build a career in this impactful field. Find out if you have what it takes in our article "Signs you should consider pursuing an early childhood education career."

You'll eventually need a degree to make your mark as an ECE professional. Learn more about UMass Global's flexible, affordable bachelor's degree in early childhood education.

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what is purpose of early childhood education

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why is early childhood education important

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the importance of early childhood education

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what is the importance of early childhood education

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role of early childhood educator in kindergarten

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what is the purpose of early childhood education

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What is early childhood education? | UMass Global

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What is ECE? The importance of early childhood education cannot be overstated. Learn more about its purpose and the profound impact it has.

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Introduction to Early Childhood Education

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Introduction to Early Childhood Education provides current and future educators with a highly readable, comprehensive overview of the field. The underlying philosophy of the book is that early childhood educators’ most important task is to provide a program that is sensitive to and supports the development of young children. Author Eva L. Essa and new co-author Melissa Burnham provide valuable insight by strategically dividing the book into six sections that answer the “What, Who, Why, Where, and How” of early childhood education. Utilizing both NAEYC (National Association for the Education of Young Children) and DAP (Developmentally Appropriate Practice) standards, this supportive text provides readers with the skills, theories, and best practices needed to succeed and thrive as early childhood educators.

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According to my understanding early childhood education is considered the official term for teaching young children. More specifically, it is a formal and informal teaching structure that guide the growth and development of children in their pre school years.

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My understanding for early childhood education is involve a wide variety of activities designed to promote children's cognitive and social development before entering kindergarten.

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Based on my understanding, Early Childhood Education (ECE) refer to the teaching and caring young children from their birth to aged 8, focusing on their development, health and well-being, as well as learning through play, become socialised and grow into healthy and competent adult.

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From birth to eight, early childhood education (ECE) is a vital period as it shapes a child's cognitive, social, emotional, and physical development.

Academic research underline the significance of play-oriented education and developmental appropriate activities as they promote general growth and involvement by means of which Emphasising individual differences, ECE programs involve families in the learning process, assist to explain specific variances, and assist to construct a suitable classroom. Over long terms, good early childhood education (ECE) dramatically affects social and academic performance, therefore supporting the demand of professional, evidence-based early learning and development programs.

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Engaging children in reading experiences presents infinite opportunities for developing language and emergent literacy skills.

Overview

This section explores effective pedagogies for creating reading experiences that embed the following learning foci for emergent literacy:

concepts of print

fine motor

phonological awareness

phonics

making meaning and expressing ideas

exploring and creating texts

For an exploration of how oral language can be embedded within this teaching practice, refer to reading with children (interacting with others).

The benefits of reading with children for emergent literacy

When educators share reading experiences with children, it provides numerous opportunities for language and literacy learning. Reading with children is an opportunity to support children to make meaning from texts, and to learn "how texts work" (for example, exploring texts).

Children can also "rehearse" their emergent literacy skills (for example, concepts of print, phonological awareness, making meaning) through the supportive scaffolding from educators.

Texts for different ages

All children's literature should:

engage children emotionally

invite involvement

provide opportunities for interaction by educators to increase children's understanding of the book

be aesthetically pleasing and include interesting illustrations/photographs

Other suggested features of children's literature suitable for different ages and learning levels are included in reading with children (interacting with others).

When choosing a book for emergent literacy experiences, think about:

the age and language skills of the children

what aspects of emergent literacy (making meaning, concepts of print, phonological awareness, phonics, text structure) can highlighted and embedded within the book reading experience

how the characters, events, and messages within the story will appeal to children

the length of the book

For an overview of types of children's literature (including ICT texts) refer to the learning focus exploring and creating texts.

Pedagogies for emergent literacy during reading

Reading with children provides numerous opportunities for embedding an emergent literacy focus into the experience (for example, concepts of print, phonological awareness, phonics, making meaning through texts).

During this kind of reading experience, the role of the educator is to scaffold children's engagement with the text to develop their emergent literacy skills.

While reading together, children and adults engage in different reading behaviours that are grounded in the gradual release of responsibility model (Duke and Pearson, 2002).

This model describes the role of the educator as initially leading reading experiences (modelled reading), and gradually decreasing responsibility as children start to share (shared reading),and eventually lead reading experiences (independent reading). This model is based on Bruner's (1990) key concept of scaffolding.

Modelled reading behaviours

educators lead the reading process, and bring the text to life

children listen and make meaning from adults' narration of and interaction with the text

modelled reading allows educators to develop children's awareness of various emergent literacy foci (for example, concepts of print, phonological awareness, making meaning and expressing ideas through texts etc.)

during modelled reading, educators can engage in print referencing, where they point out aspects of print nonverbally (pointing, showing) and verbally: "where do we start reading?" "look at this word, it starts with an uppercase letter" "Is this a P?"; Justice et al., 2010)

educators use modelled reading behaviours when texts are too difficult for children to make meaning from them on their own

Educators provide opportunities for children to engage with texts in collaboration with them. Educators make the reading experience enjoyable and exciting for children. Children comment, describe, and narrate parts of the text they recognise or are familiar with children join in on the repetitive, predictable parts of books (e.g. the repeated sections in books like Brown Bear Brown Bear What Do You See? by Bill Martin Jr, illustrated by Eric Carle).

Shared reading is sometimes called Shared Book Experience (Holdaway, 1979; Tompkins, 2009) suggested stages of shared reading include (Holdaway, 1979):

Discovery-children share the book reading with the educator for the first time, attempting to join in, or read along as the educator points to the words, making meaning throughout

Exploration - educators and children reread the text together (for example, on the next day, or subsequent days), children are more able to join in as they become familiar with the text

Independent experience and expression - children are scaffolded to discuss the text and what it meant to them, and express their understanding through play, sociodramatic play, performing/fine arts

Independent reading behaviours

children engage with texts independently without assistance from educators

educators may observe children during independent reading or leave them to engage with the text by themselves

In early childhood settings, rather than seeing the above reading pedagogies as fixed or separate, it's useful to model and scaffold these patterns of reading behaviours in a fluid and dynamic way.

Therefore, educators can work to encourage modelled/shared/guided/independent reading behaviours, depending on factors like the child's previous reading experiences and their familiarity with the text.

This allows educators to create learning experiences that are responsive, intentional, and driven by the needs of individual children (i.e. child-centred) (VEYLDF, 2016).

Facilitating comprehension

Meaning making from texts (emergent reading comprehension) is a key learning focus for emergent literacy.

The pedagogical strategies that follow are used for engaging children's emergent reading comprehension. Educators should consider children's ages and language levels, the levels of question difficulty, and the use of closed or open-ended questions. The teaching practice discussions and investigations contains information on choosing question types.

Using background knowledge

Children's understanding of texts is dependent on their being able to relate the text to the real world. Background knowledge is the awareness and understanding of various concepts and ideas from children's lives and text experiences. Background knowledge is key to children having successful meaning making experiences with texts.

Fellowes and Oakley (2014) note:

Effective educators constantly help children increase their world knowledge and conceptual knowledge through a range of activities across the curriculum, along with appropriate discussion. They also help children make connections between their existing knowledge, their personal experiences, and what is encountered in texts.
Fellowes and Oakley (2014, p. 295).

For ways of creating rich language and literacy learning experiences, refer to any of the other teaching practices for interacting with others and emergent literacy.

With support, children can call upon their background knowledge during reading experiences, in order to make sense of texts and how they relate to the world.

Educators should encourage children to think about what they know about topics that relate to the text, before during and after reading experiences:

Have you heard of these ...... before?

Does anyone know what this word means? [choose vocabulary that will come up in the text]

This book is like [book name] that we read yesterday!

Have you heard of ..... before?

Have you ever done ..... before?

Where have you seen these?

Was that like something we did before?

This book was the same/different to [book name] wasn't it?

What did we learn from this book today?

Predicting

Encouraging children to predict helps to build a sense of anticipation during shared book reading. When prompted, children learn to wonder and predict what might be coming next.

This allows them to practise the behaviours of an emergent reader: "Skilled readers learn to expect the actions, events and ideas that are coming up in the text" (Davis, 2015, p. 51).

Educators can encourage children to predict before, during and after the reading:

I wonder what kind of book this is, can someone have a guess?

Who is going to be in this book?

What is this text going to be about?

What might happen in the story?

What might we learn from this book?

I wonder what will happen next? What do you think?

Why do you think .... will happen next?

What do you think will be on the next page?

But how will they [escape/get it back/find home etc.]?

So what do you think will happen, now the story is finished?

Visualising

Duke and Pearson (2002) argue that children can enhance their meaning making when they create mental images of what is being read, because "a visual display helps readers understand, organise, and remember some of those thousand words" (p. 218).

Encouraging children to visualise the text using their five senses can support their comprehension of the text. When being read to, using an illustrated text, children are already provided rich visual and verbal information.

However, educators can prompt children to think about their other senses as the text is read, including:

what sounds they can hear in their mind

what smells are associated with the text

what tastes might be associated with the text

what they can imagine touching as the text is read

In early childhood, educators can help children to develop reading comprehension behaviours, like visualisation, before independent reading emerges. Later, readers can use this visualisation strategy, with some describing it as like "having a movie going on in your mind while you read" (Davis, 2015, p. 61).

Asking and answering questions

Educators can also prompt children to ask questions about the text as it is read. Children can be encouraged to wonder, inquire, and clarify ideas as they arise in the text.

Educators should model how to ask questions using "think-alouds", for example during the text Little Red Riding Hood, the educator can think aloud the following questions:

'Why has grandma got bigger ears than usual?'

'Why has Little Red Riding Hood got birthday cake in her basket?'

'Why is the wolf's mouth watering?'

While reading texts to children, educators can periodically stop and allow children to think up a question. - Fellowes and Oakley (2014, p. 305)

After modelling how to ask questions, educators can prompt children to ask their own questions, and spark discussion (as prompted in sustained shared thinking: Siraj-Blatchford, 2010).

An example discussion is:

Educator: I wonder what is going on here...

Child 1: Is that a puddle?

Educator: What do you think?

Child 2: It's wet.

Educator: Are puddles wet and muddy?

Child 1: He fell in the puddle. It's slippery

Educator: It must be very slippery! He's slipped into the puddle... And how does he look now?

In this example, when children ask questions educators can often ask another question, instead of giving the answer straight away. This can encourage other children to think deeper, share their ideas, and make meaning collaboratively.

Summarising

This involves children learning to talk about the main ideas, or the "essence" of a text. To support children's ability to summarise texts, educators can model how to talk through the main ideas from the text, and what the text is really about.

For a story/narrative text, this involves discussing the start, middle, end of the story; for a non-fiction text, this involves talking about the main topic and ideas covered in the text and some important details or new knowledge.

Helping children to explore and create texts, and build their awareness of how texts work, can help children develop their summarisation skills. Fellowes and Oakley (2014) argue that children who understand that a story has a beginning, middle and end (or an orientation, complication and resolution) are better equipped to identify the main ideas in a story:

''Children who have learnt about text structures usually find [summarising] easier because they have a framework to put their summary into'' (p. 308).

Prompts that educators can use to ask children for a summary of the text includes

Stories and narrative texts:

What happened in the story?

What was the main event in the story?

What happened in the end?

How did the characters feel?

What did the characters learn?

Informative and expository texts:

What was that book about?

What was something new that we learnt?

Tell me about what you liked in this book?

Children can also use other modes of communication to express their meaning making from texts including: storytelling, play, sociodramatic play, performing arts and fine arts.

Bringing the book to life

Educators should consider how to help the story come to life, and provide engaging experiences for children, including dramatic use of their spoken words, voice, gestures, body language and facial expressions, and characterisation.

It's important for reading experiences to be interactive for children, allowing children to become involved in the reading process in various ways. Sipe's (2002) theory of expressive engagement explains ways for children to get involved, including:

Dramatisation

Children may spontaneously act out parts of the texts, like when the wolf enters the story, they may bare their teeth, and pull a scary face.

Educators can encourage children to act out or join in with words or actions in the text, to support their meaning making

Talking back

This is a form of "audience participation" where children call out to the characters or the reader, with their ideas, like yelling 'watch out!' to one of the three little pigs.

Educators can encourage children to participate and add their own ideas to the book reading, by using prompts like: "Oh look! What is she going to do?"

Critiquing and controlling

This is where children will comment on what they would do if they were the author/storyteller, like children saying "I would tell the pigs to call the police!"

Inserting

This occurs when children insert themselves or someone they know into the story, like if children say "My dad would be the third pig in this story, because he makes good towers!"; or "I could be the wolf in this story... I love blowing out candles."

While too many insertions can interrupt the flow of the text reading, educators can allow children to insert themselves or others into the text, as part of enjoying and making meaning from the text.

Educators can also model how they would insert themselves, (e.g. "I would definitely be the second pig in this story; my house is made of wood like his.")

Taking over

This is the most advanced form of engagement, where children want to turn the text into a completely different story.

Children may be comfortable enough to take the story and alter the setting, characters, plot, ending etc. to suit their preferences.

This resembles the freedom of children to imagine and create during sociodramatic play (interacting with others)

Print referencing

When educators highlight and talk about different aspects of print during book reading experiences, it supports children's engagement with texts, particularly their knowledge of concepts of print (Justice et al., 2010). Print referencing is defined as:

an adult's use of nonverbal and verbal cues to direct a child's attention to the forms, features, and functions of written language. These cues are embedded into the shared storybook reading interactions of adults ...and young children...

Print-referencing cues can be nonverbal, such as pointing to print or tracking the print when reading, or verbal, such as asking questions about print, making comments about print, or posing requests about print.- Justice and Ezell (2004, p. 25)

Nonverbal references to print include (Justice and Ezell, 2004; Baker, 2013):

pointing to print - adults point to particular aspects of printed text (e.g. letters, words, punctuation, sentences);

tracking print - adults track finger along printed text as they read it.

Verbal references to print include (Justice & Ezell, 2004; Baker, 2013):

questions about print - e.g. "what's this letter?" "what do you think this part says"

comments about print - for example, "this says: 'rumble and tumble'", "that's an exclamation point, it means we read it with more excitement"

requests about print - for example, "show me where the O is", "can you help me read these words?"

Baker (2013) summarised the following scaffolding opportunities during emergent reading experiences:

Point to print - following modelling, adults can scaffold children to point to:

the title of the book or author

where to begin reading

where to go when finished reading a page

the first and last word on a page

various punctuation marks

Highlight aspects of print - model how to find particular letters and print features (e.g. upper vs. lower case), then you can scaffold children to find:

an uppercase/lowercase letter

the letter a child's name begins with

the letter with the "b" sound

a one-, two-, or three-letter word

Highlighting emergent literacy foci during reading experiences

While reading with children, educators can take the opportunity to highlight various aspects of literacy, to develop children's emergent reading skills. Some examples of ways to highlight emergent literacy learning foci are below.

Concepts of print

Engage in print referencing behaviours during reading, where educators highlight aspects of print nonverbally (pointing, showing) and verbally ("look at this word, it is an upper case" "Is this a P?"; Justice et al., 2010).

During book reading allow children to explore and point our pictures, symbols, and letters they recognise.

Introduce alphabet knowledge using themed alphabet books that show how letters can start words and represent concepts.

Fine motor

Encourage children to handle books, and help with the turning of pages and pointing out pictures and words.

Start with sturdier books like board books and soft material books, and later move onto regular books.

Phonological awareness

Educators should exploit the language features of stories to enhance children's phonological learning. - Fellowes and Oakley (2014, p. 92)

Children's literature and music can be used for highlighting phonological awareness, particularly rhyme and alliteration.

Use books that have rhyming patterns for example, Growl Like a Tiger by Alison Lester:

I can quack like a duck(alliteration: same final sound)

on a bright sunny day, and cluck like a hen that's ready to lay. (rhyme)

encourage children to join in saying the repetitive sections of a story

use books with alliteration (words that start or end with the same sound)

Hairy Maclary's Rumpus at the Vetby Lynley Dodd has great alliteration examples as well as rhyming:

There were miserable dogs,
cantankerous cats,
a r abbit with pimples and rickety rats.

As children become familiar with the story and the patterns, they can start to guess the rhyming word that comes last in the line.

For syllable awareness, clap to show the rhythm and beat of the story as it is read (clapping for each syllable; Fellowes and Oakley, 2014, p. 92).

For example, What's the Matter Aunty May? By Peter Friend:

I tried to dust your bookshelves, too. Could that have been what bothered you?

Or was it, Aunty, when I tried to fix your bathroom sink, inside - and then I heard that funny thud that burst your pipes and caused that flood?

Verses from A House for Donfinkle by Choechoe Brereton:

Donfinkle looks proudly
from chimney to gate,
and dreams of logs crackling
as evenings grow late. (rhyme)

When down swoops a Flooble
to babble and squawk,
A bothersome taunt full of
troublesome talk. (similar sounding words: assonance).

Donfinkle is fuddled
by the FIoobIe's whine, (alliteration)
so changes the roof,
and the walls and the pine.

Phonics

Introduce simple sound-letter (phonics) patterns using books organised by sound/letter, for example, Possum and Wattle: My Big Book of Australian by Bronwyn Bancroft

Use books with lots of alliteration to show how letters make sounds at the start of words

Use these books as an opportunity to talk about the first sounds you can hear in words, and to highlight the letter that makes those sounds, for example, The Hairy Maclary series by Lynley Dodd.

Making meaning and expressing ideas in texts

Use comprehension strategies (explored above) to practise emergent reading comprehension, including: using background knowledge, predicting, visualising, asking and answering questions, and summarising.

Integrate text reading with experiences allowing children to express their understanding of the text (for example, through play, sociodramatic play, fine arts, performing arts).

Exploring and creating texts

Read a range of text types with children, including:

imaginative (stories and narratives)

personal (letters and messages)

informative (non-fiction and visual texts that explain or describe concepts; procedural texts like instructions and recipes; and persuasive texts like posters and videos that are convincing you of something)

Highlight text structures (start, middle, end; introduction, examples, conclusion) before, during, and after reading to help familiarise children with how texts work.

Theory to practice

Bruner's concept of "scaffolding" (Wood, Bruner & Ross, 1976) was influential in the development of the "gradual release of responsibility model" (Duke and Pearson, 2002), where educators initially lead reading experiences (modelled reading), and gradually decrease as children start to share (guided and shared reading) and eventually lead reading experiences (independent reading).

The concept of scaffolding, is tied to Vygotsky's zone of proximal development: where children are able to achieve more than they can alone, by collaborating with more capable peers or adults (Vygotsky, 1967).

Vygotsky argued that children develop best when they are guided by adults to learn what they would not be able to learn on their own.

Vygotsky emphasised that:

Language is vital in mediating relationships where less capable persons learn from more capable others. This joint meaning-making is supported by the languages of interaction between child and adults and takes many forms including sounds, gestures, body language, movement, graphic images and symbols.
- Paraphrased by Richards (2017, p. 128)

When engaging in modelled reading behaviours, an educator creates an opportunity for children to see and hear what skilled reading and text engagement looks like (Duke and Pearson, 2002).

During modelled reading, children gain practice in constructing images of events, people and objects removed from themselves (Heath, 1983).

Through this scaffolding, children begin to imitate and internalise the modelled reading strategies, gradually experiencing more independent success (Bruner, 1986). During modelled and shared reading, it is anticipated that children will develop an appreciation and passion for literature.

Shared reading is sometimes called Shared Book Experience (Holdaway, 1979; Tompkins, 2009), and involves adults and children engaging in texts collaboratively. When engaging in shared reading behaviours, children are helped to join a "community of readers" (Tomkins, 2009).

Holdaway's suggested process for shared reading is Discovery, Exploration and Independent Experience and Expression. Tompkins (2009) suggests pre-reading, reading, responding (discussions, arts), exploring (re-read text and analyse it), and applying the knowledge to other contexts (for example, through performing/fine arts, play experiences).

Guided reading refers to reading experiences where children are provided with limited guidance by an educator. Children can be supported to make meaning from the text almost independently (Duke and Pearson, 2002).

Guided reading allows children to practise and consolidate their own emergent reading strategies, which they have learnt from their educator's modelling and scaffolding of reading. In early childhood settings, it's not expected that children will independently "read" written texts

However, educators can engage in guided reading pedagogies to encourage children to make meaning using a combination of text, illustrations, and other literacy modes.

Evidence base

Numerous studies support the importance of reading with children for the development of emergent literacy skills. In a summary of emergent reading research, Piasta (2016) noted that:

shared book reading is considered a best practice ... However, impacts of shared reading may depend on mediation by adults to intentionally target specific emergent literacy skills. Piasta (2016, p. 236)

The research evidence on reading experiences with children indicates the particular importance of embedding print referencing (concepts of print), phonological awareness, and oral language (including vocabulary, grammar, narrative/expository skills) into these experiences.

Research that has investigated the effectiveness of print referencing has found that:

Preschool teachers who embedded explicit references to print during regular whole-class read-alouds significantly increased children's print knowledge compared to teachers who did not.- Justice et al. (2010, p. 513).

Later studies have also supported print referencing as an important pedagogical strategy for developing children's emergent literacy (Gettinger & Stoiber, 2014; Justice & Ezell, 2004; Justice, Kaderavek, Fan, Sofka, & Hunt, 2009; Justice, McGinty, Piasta, Kaderavek, & Fan, 2010; Piasta, Justice, McGinty, & Kaderavek, 2012).

Similarly, highlighting the sound patterns and structures within books promotes children's phonological awareness, another important aspect of emergent literacy (Lefebvre, Trudeau, & Sutton, 2011; Mihai et al., 2015).

In a systematic review of 64 longitudinal studies, Hjetland et al. (2017) found that developing children's oral language (vocabulary, grammar, use of language) and code-related skills (phonological awareness and phonics) were key to developing reading comprehension-with oral language (particularly reading comprehension) becoming increasingly important in the later years of primary school.

This demonstrates the importance of using reading experiences with very young children, to develop their emergent literacy (and oral language) skills.

Other important factors that influence the effectiveness of reading with children include (Fisher, Flood, Lapp & Frey, 2004):

setting a clear learning intention for the reading

selecting books that are interesting for the children

becoming familiar with the book beforehand

reading in an animated and fluent fashion

encouraging discussion before, during, and after the reading and making connections to children's independent exploration of texts

Outcome 1: identity

Children develop knowledgeable and confident self-identities:

use their home language to construct meaning

develop strong foundations in both the culture and language/s of their family and the broader community without compromising their cultural identities.

Outcome 2: community

Children become aware of fairness:

begin to understand and evaluate ways in which texts construct identities and create stereotypes

Outcome 3: wellbeing

Children take increasing responsibility for their own health and physical wellbeing:

respond through movement to traditional and contemporary music, dance and storytelling of their own and others' cultures.

Outcome 5: communication

Children engage with a range of texts and get meaning from these texts:

view and listen to printed, visual and multimedia texts and respond with relevant gestures, actions, comments and/or questions

sing chant rhymes, jingles and songs

take on roles of literacy and numeracy users in their play* begin to understand key literacy and numeracy concepts and processes, such as the sounds of language, letter-sound relationships, concepts of print and the ways that texts are structured

explore texts from a range of different perspectives and begin to analyse the meanings

actively use, engage with and share the enjoyment of language and texts in a range of ways

recognise and engage with written and oral culturally constructed texts

Children express ideas and make meaning using a range of media:

share the stories and symbols of their own cultures and re-enact well-known stories

use the creative arts, such as drawing, painting, sculpture, drama, dance, movement, music and story-telling, to express ideas and make meaning

Children begin to understand how symbols and pattern systems work:

begin to make connections between, and see patterns in, their feelings, ideas, words and actions, and those of others

develop an understanding that symbols are a powerful means of communication and that ideas, thoughts and concepts can be represented through them

begin to be aware of the relationships between oral, written and visual representations

begin to recognise patterns and relationships and the connections between them

listen and respond to sounds and patterns in speech, stories and rhyme

Children use information and communication technologies to access information, investigate ideas and represent their thinking:

use information and communication technologies to access images and information, explore diverse perspectives and make sense of their world

use information and communications technologies as tools for designing, drawing, editing, reflecting and composing

engage with technology for fun and to make meaning

Experience plans and videos

Early communicators (birth - 18 months

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Reading with children (emergent literacy)

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Engaging children in reading experiences presents infinite opportunities for developing language and emergent literacy skills.

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Stressing a child's cognitive, social, emotional, and physical development, early childhood education (ECE) spans the time from birth to age eight.

Academic studies stress the need of play-oriented education and developmental appropriate strategies since they support general growth and involvement. ECE projects acknowledge individual variations, include families in the learning process, help to explain unusual deviations, and support to create an appropriate classroom. Good early childhood education (ECE) significantly affects academic and social performance over long terms, thereby supporting the need of professional, evidence-based early learning and development initiatives.

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What is early childhood education, and how does it lead to lifelong benefits for young learners? Learn more about Early Childhood Education.

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my understanding of Early childhood education is that crucial as it helps in the development of brain of a child, be socially active and also in holistic development of a child

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Early childhood refers to critical period from birth to 8 years, during which essential skills, emotional development, and cognitive growth take place , laying the groundwork for future learning and behaviour.

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What is early childhood education, and how does it lead to lifelong benefits for young learners? Learn more about Early Childhood Education.

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Early childhood, therefore refers to the provision of structured and informal learning to children from a tender age of infancy to eight years. It focuses on core areas of learning which include the cognitive, emotional and social as well as physical development. This stage is very crucial as it determines child future learning, behaviour, and health which determine outcomes in their entire lifetime.

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Early childhood education ( ECE), also known as nursery education, is a branch of education theory that relates to the teaching of children (formally and informally) from birth up to the age of eight. Traditionally, this is up to the equivalent of third grade. ECE is described as an important period in child development.

ECE emerged as a field of study during the Enlightenment, particularly in European countries with high literacy rates. It continued to grow through the nineteenth century as universal primary education became a norm in the Western world. In recent years, early childhood education has become a prevalent public policy issue, as funding for preschool and pre-K is debated by municipal, state, and federal lawmakers. Governing entities are also debating the central focus of early childhood education with debate on developmental appropriate play versus strong academic preparation curriculum in reading, writing, and math. The global priority placed on early childhood education is underscored with targets of the United Nations Sustainable Development Goal 4.

ECE is also a professional designation earned through a post-secondary education program. For example, in Ontario, Canada, the designations ECE (Early Childhood Educator) and RECE (Registered Early Childhood Educator) may only be used by registered members of the College of Early Childhood Educators, which is made up of accredited child care professionals who are held accountable to the College's standards of practice.

The Developmental Interaction Approach is based on the theories of Jean Piaget, Erik Erikson, John Dewey, and Lucy Sprague Mitchell. The approach focuses on learning through discovery. Jean Jacques Rousseau recommended that teachers should exploit individual children's interests to make sure each child obtains the information most essential to his personal and individual development. The five developmental domains of childhood development include: To meet those developmental domains, a child has a set of needs that must be met for learning. Maslow's hierarchy of needs showcases the different levels of needs that must be met the chart to the right showcases these needs.

Physical: the way in which a child develops biological and physical functions, including eyesight and motor skills

Social: the way in which a child interacts with others Children develop an understanding of their responsibilities and rights as members of families and communities, as well as an ability to relate to and work with others.

Emotional: the way in which a child creates emotional connections and develops self-confidence. Emotional connections develop when children relate to other people and share feelings.

Language: the way in which a child communicates, including how they present their feelings and emotions, both to other people and to themselves. At 3 months, children employ different cries for different needs. At 6 months they can recognize and imitate the basic sounds of spoken language. In the first 3 years, children need to be exposed to communication with others in order to pick up language. "Normal" language development is measured by the rate of vocabulary acquisition.

Cognitive skills: the way in which a child organizes information. Cognitive skills include problem solving, creativity, imagination and memory. They embody the way in which children make sense of the world. Piaget believed that children exhibit prominent differences in their thought patterns as they move through the stages of cognitive development: sensorimotor period, the pre-operational period, and the operational period.

Vygotsky's socio-cultural learning theory

Russian psychologist Lev Vygotsky proposed a "socio-cultural learning theory" that emphasized the impact of social and cultural experiences on individual thinking and the development of mental processes. Vygotsky's theory emerged in the 1930s and is still discussed today as a means of improving and reforming educational practices. In Vygotsky's theories of learning, he also postulated the theory of the zone of proximal development. This theory ties in with children building off prior knowledge and gaining new knowledge related to skills they already have. In the theory it describes how new knowledge or skills are taken in if they are not fully learned but are starting to emerge. A teacher or older friend lends support to a child learning a skill, be it building a block castle, tying a shoe, or writing one's name. As the child becomes more capable of the steps of the activity, the adult or older child withdraws supports gradually, until the child is competent completing the process on his/her own. This is done within that activity's zone-the distance between where the child is, and where he potentially will be. In each zone of proximal development, they build on skills and grow by learning more skills in their proximal development range. They build on the skills by being guided by teachers and parents. They must build from where they are in their zone of proximal development.

However, teachers can enhance understandings and learning for students. Vygotsky states that by sharing meanings that are relevant to the children's environment, adults promote cognitive development as well. Their teachings can influence thought processes and perspectives of students when they are in new and similar environments. Since Vygotsky promotes more facilitation in children's learning, he suggests that knowledgeable people (and adults in particular), can also enhance knowledges through cooperative meaning-making with students in their learning. Vygotsky's approach encourages guided participation and student exploration with support. Teachers can help students achieve their cognitive development levels through consistent and regular interactions of collaborative knowledge-making learning processes.

Piaget's constructivist theory

Jean Piaget's constructivist theory gained influence in the 1970s and '80s. Although Piaget himself was primarily interested in a descriptive psychology of cognitive development, he also laid the groundwork for a constructivist theory of learning. Piaget believed that learning comes from within: children construct their own knowledge of the world through experience and subsequent reflection. He said that "if logic itself is created rather than being inborn, it follows that the first task of education is to form reasoning." Within Piaget's framework, teachers should guide children in acquiring their own knowledge rather than simply transferring knowledge.

According to Piaget's theory, when young children encounter new information, they attempt to accommodate and assimilate it into their existing understanding of the world. Accommodation involves adapting mental schemas and representations to make them consistent with reality. Assimilation involves fitting new information into their pre-existing schemas. Through these two processes, young children learn by equilibrating their mental representations with reality. They also learn from mistakes.

According to Piagetian theory, language and symbolic representation is preceded by the development of corresponding mental representations. Research shows that the level of reflective abstraction achieved by young children was found to limit the degree to which they could represent physical quantities with written numerals. Piaget held that children can invent their own procedures for the four arithmetical operations, without being taught any conventional rules.

Piaget's theory implies that computers can be a great educational tool for young children when used to support the design and construction of their projects. McCarrick and Xiaoming found that computer play is consistent with this theory. However, Plowman and Stephen found that the effectiveness of computers is limited in the preschool environment; their results indicate that computers are only effective when directed by the teacher. This suggests, according to the constructivist theory, that the role of preschool teachers is critical in successfully adopting computers as they existed in 2003.

Kolb's experiential learning theory

David Kolb's experiential learning theory, which was influenced by John Dewey, Kurt Lewin and Jean Piaget, argues that children need to experience things to learn: "The process whereby knowledge is created through the transformation of experience. Knowledge results from the combinations of grasping and transforming experience." The experimental learning theory is distinctive in that children are seen and taught as individuals. As a child explores and observes, teachers ask the child probing questions. The child can then adapt prior knowledge to learning new information.

Kolb breaks down this learning cycle into four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Children observe new situations, think about the situation, make meaning of the situation, then test that meaning in the world around them.

In recent decades, studies have shown that early childhood education is critical in preparing children to enter and succeed in the (grade school) classroom, diminishing their risk of social-emotional mental health problems and increasing their self-sufficiency later in their lives. In other words, the child needs to be taught to rationalize everything and to be open to interpretations and critical thinking. There is no subject to be considered taboo, starting with the most basic knowledge of the world that they live in, and ending with deeper areas, such as morality, religion and science. Visual stimulus and response time as early as 3 months can be an indicator of verbal and performance IQ at age 4 years. When parents value ECE and its importance their children generally have a higher rate of attendance. This allows children the opportunity to build and nurture trusting relationships with educators and social relationships with peers.[citation needed ]

By providing education in a child's most formative years, ECE also has the capacity to pre-emptively begin closing the educational achievement gap between low and high-income students before formal schooling begins. Children of low socioeconomic status (SES) often begin school already behind their higher SES peers; on average, by the time they are three, children with high SES have three times the number of words in their vocabularies as children with low SES. Participation in ECE, however, has been proven to increase high school graduation rates, improve performance on standardized tests, and reduce both grade repetition and the number of children placed in special education.

A study was conducted by the Aga Khan Development Network's Madrasa Early Childhood Programme on the impact that early childhood education had on students' performance in grade school. Looking specifically at students who attended the Madrasa Early Childhood schools (virtually all of whom came from economically disadvantaged backgrounds), the study found that they had consistently ranked in the top 20% in grade 1 classes. The study also concluded that any formal early childhood education contributed to higher levels of cognitive development in language, mathematics, and non-verbal reasoning skills.

Especially since the first wave of results from the Perry Preschool Project were published, there has been widespread consensus that the quality of early childhood education programs correlate with gains in low-income children's IQs and test scores, decreased grade retention, and lower special education rates.[citation needed ]

Several studies have reported that children enrolled in ECE increase their IQ scores by 4-11 points by age five, while a Milwaukee study reported a 25-point gain. In addition, students who had been enrolled in the Abecedarian Project, an often-cited ECE study, scored significantly higher on reading and math tests by age fifteen than comparable students who had not participated in early childhood programs. In addition, 36% of students in the Abecedarian Preschool Study treatment group would later enroll in four-year colleges compared to 14% of those in the control group.

Nathaniel Hendren and Ben Sprung-Keyser, two Harvard economists, found high Marginal Values of Public Funds (MVPFs) for investments in programs supporting the health and early education of children, particularly those that reach children from low-income families. The average MVPF for these types of initiatives is over 5, while the MVPFs for programs for adults generally range from 0.5 to 2.

The World Bank's 2019 World Development Report on The Changing Nature of Work identifies early childhood development programs as one of the most effective ways governments can equip children with the skills they will need to succeed in future labor markets.

According to a 2020 study in the Journal of Political Economy by Clemson University economist Jorge Luis García, Nobel laureate James J. Heckman and University of Southern California economists Duncan Ermini Leaf and María José Prados, every dollar spent on a high-quality early-childhood programs led to a return of $7.3 over the long-term.

The Perry Preschool Project, which was conducted in the 1960s in Ypsilanti, Michigan, is the oldest social experiment in the field of early childhood education and has heavily influenced policy in the United States and across the globe. The experiment enrolled 128 three- and four-year-old African-American children with cognitive disadvantage from low-income families, who were then randomly assigned to treatment and control groups. The intervention for children in the treatment group included active learning preschool sessions on weekdays for 2.5 hours per day. The intervention also included weekly visits by the teachers to the homes of the children for about 1.5 hours per visit to improve parent-child interactions at home.

Initial evaluations of the Perry intervention showed that the preschool program failed to significantly boost an IQ measure. However, later evaluations that followed up the participants for more than fifty years have demonstrated the long-term economic benefits of the program, even after accounting for the small sample size of the experiment, flaws in its randomization procedure, and sample attrition. There is substantial evidence of large treatment effects on the criminal convictions of male participants, especially for violent crime, and their earnings in middle adulthood. Research points to improvements in non-cognitive skills, executive functioning, childhood home environment, and parental attachment as potential sources of the observed long-term impacts of the program. The intervention's many benefits also include improvements in late-midlife health for both male and female participants. Perry promoted educational attainment through two avenues: total years of education attained and rates of progression to a given level of education. This pattern is particularly evident for females. Treated females received less special education, progressed more quickly through grades, earned higher GPAs, and attained higher levels of education than their control group counterparts.

The first World Conference on Early Childhood Care and Education took place in Moscow from 27 to 29 September 2010, jointly organized by UNESCO and the city of Moscow. The overarching goals of the conference are to:

Reaffirm ECCE as a right of all children and as the basis for development

Take stock of the progress of Member States towards achieving the EFA Goal 1

Identify binding constraints toward making the intended equitable expansion of access to quality ECCE services

Establish, more concretely, benchmarks and targets for the EFA Goal 1 toward 2015 and beyond

Identify key enablers that should facilitate Member States to reach the established targets

Promote global exchange of good practices

According to UNESCO, a preschool curriculum is one that delivers educational content through daily activities and furthers a child's physical, cognitive, and social development. Generally, preschool curricula are only recognized by governments if they are based on academic research and reviewed by peers.

Preschool for Child Rights have pioneered into preschool curricular areas and is contributing into child rights through their preschool curriculum.

Curricula in early childhood care and education (ECCE) is the driving force behind any ECCE programme. It is 'an integral part of the engine that, together with the energy and motivation of staff, provides the momentum that makes programmes live'. It follows therefore that the quality of a programme is greatly influenced by the quality of its curriculum. In early childhood, these may be programs for children or parents, including health and nutrition interventions and prenatal programs, as well as center-based programs for children.

Children's learning potential and outcomes are negatively affected by exposure to violence, abuse and child labour. Thus, protecting young children from violence and exploitation is part of broad educational concerns. Due to difficulties and sensitivities around the issue of measuring and monitoring child protection violations and gaps in defining, collecting and analysing appropriate indicators, data coverage in this area is scant. However, proxy indicators can be used to assess the situation. For example, ratification of relevant international conventions indicates countries' commitment to child protection. By April 2014, 194 countries had ratified the CRC3; and 179 had ratified the 1999 International Labour Organization's Convention (No. 182) concerning the elimination of the worst forms of child labour. However, many of these ratifications are yet to be given full effect through actual implementation of concrete measures. Globally, 150 million children aged 5-14 are estimated to be engaged in child labour. In conflict-affected poor countries, children are twice as likely to die before their fifth birthday compared to those in other poor countries. In industrialized countries, 4 per cent of children are physically abused each year and 10 per cent are neglected or psychologically abused.

In both developed and developing countries, children of the poor and the disadvantaged remain the least served. This exclusion persists against the evidence that the added value of early childhood care and education services are higher for them than for their more affluent counterparts, even when such services are of modest quality. While the problem is more intractable in developing countries, the developed world still does not equitably provide quality early childhood care and education services for all its children. In many European countries, children, mostly from low-income and immigrant families, do not have access to good quality early childhood care and education.

A lack of education during the early childhood years for orphans is a worldwide concern. Orphans are at higher risk of "missing out on schooling, living in households with less food security, and suffering from anxiety and depression." Education during these years has the potential to improve a child's "food and nutrition, health care, social welfare, and protection." This crisis is especially prevalent in Sub-Saharan Africa which has been heavily impacted by the aids epidemic. UNICEF reports that "13.3 million children (0-17 years) worldwide have lost one or both parents to AIDS. Nearly 12 million of these children live in sub-Saharan Africa." Government policies such as the Free Basic Education Policy have worked to provide education for orphan children in this area, but the quality and inclusiveness of this policy has brought criticism.

Neaum, S. (2013). Child development for early years students and practitioners. 2nd Edition. London: Sage Publications.

Learning Journey, Inspire Early. "Inspire ELJ New Child Care Preston | Montessori | Reggio Emilia". Archived from the original on 27 April 2018.

This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 License statement/permission. Text taken from Investing against Evidence: The Global State of Early Childhood Care and Education, 9-11, 16-18, 72-73, Marope, P.T.M., Kaga, Y., UNESCO. UNESCO.

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Early childhood education ( ECE), also known as nursery education, is a branch of education theory that relates to the teaching of children (formally and informally) from birth up to the age of eight. Traditionally, this is up to the equivalent of third grade. ECE is described as an important period in child development.