Guidance in Early Childhood Education

Guidancein Early Childhood Education

InstitutionAffiliation

Earlychildhood education might be challenging due to diversity issues likelanguage, and change of environment that young children face prior tothe admission into reception at school. Hence, need for guidance inearly childhood education to create an enabling environment for bothyoung people and the instructors to create an enabling learningenvironment. A good guidance towards early childhood education musthave strategies that states rules for the education programs, shouldschedule and predict activities to enable children adapt with the newenvironment among others. Guidance in early childhood helps teachersin developing supportive environments for young children, theirparents, and their instructors in developing an effectivecommunication in dealing with diversity issues. The essay paper usesthe knowledge to analyze a case study of an inexperienced teacher andhow, the teacher deals with two problematic children. The paperstarts by identifying the problems in the case study, who owns theproblem and why. The paper further describes guidance strategiesappropriate for the case scenario alongside the discussion for theproblem context.

Identifiedproblem in the case scenario

Thecase scenario identifies three problems acknowledged in the earlychildhood education programs. Those problems comprise of lack of acurriculum to state the rules, structures, and routines in theclassroom environment. In addition, there is a problem of poorbehavior modeling in the classroom to guide children on what they areexpected to do and what not expected to do[ CITATION Dei10 l 1033 ].Finally is the problem of poor classroom organization that does notcreate an appropriate environment for children to developappropriately. Theteacher in the case scenario owns the entire problem since it is theresponsibility of the teacher to develop a curriculum that will guidethe children’s routine. It is also, the responsibility of theteacher to state models that will govern the behaviors of children onthat they are expected to do or what they are not expected to do atany given time. Finally, the teacher owns all the problems as theteacher failed to organize the classroom environment in anappropriate manner that will enable children develop appropriately.

Lackof a curriculum is like working without a vision. The problem is achallenge to effective communication between the children and theteachers as the children may not be aware of what they are expectedwhile on the other side, the teachers expects the children to beaware of their expectation. Poor modeling of behaviors also hinderseffective communication between the instructor and the child. When achild does the mistake, it is important for the instructor to make itknown to the child. For instance in the case study, where the twochildren remained in the center activity while others had shifted tocircle time activities, it is important for the teacher to explain tothe two children that that was a mistake. However, by just takingtheir hands and leading them to the circle time activities withoutexplaining to them that they had done a mistake of not joining theothers for the circle time activities then, the way the teacher wasmodeling the behaviors of the children was not right. Finally, thepoor organization of the classroom environment also leads to poordevelopment of those young ones.

Guidancestrategies appropriate for the case scenario

Variousstrategies guide the early childhood education programs. Suchstrategies include: 1) the appreciation of positive behaviors of thechildren, 2) increased predictability, and scheduling, 3) adaptationof curriculum that provides rules and routines for young children, 4)alteration of the classroom environment and finally the increasedroom for young children to make choice. According to the casescenario, the guidance strategies that might help mitigate theproblems identified are as follows.

Increasedpredictability and scheduling

Itis important for any teacher to develop a schedule that states theexpectation of children at any given time. A proper time schedulewill state the rules and routines that will enable children topredict that at a given time they are expected to do a particularactivity. In the case scenario provided, the teacher needs to preparea regular daily schedule and ensure that the children are aware ofthe schedule. This will aid the children to understand that, at aparticular time they are expected to participate in center activitiesand at another given time, they are expected to change to circle timeactivities[ CITATION Gor13 l 1033 ].Forthat matter, Zachary and Harper would have easily predicted f whatthey were expected of was it there proper scheduling. Moreimportantly, in the strategy, the teacher needs to alert youngchildren of the transition process from one activity to another. Thealert will enable the children to have enough time to finish whatthey were doing before embarking on a different thing.

Alterationof the classroom environment

Thestrategy comprises the behaviors in which teachers tend to modifyclassroom environment to enhance a better concentration of thechildren. The makeup of children differs with different children.There are those children, who are easily distracted, those with lowconcentration, deaf among other challenges. To respond to all thosedemands, instructors need to develop study carrels, carpet squares,circle activities, and center activities. Such environmentmodification will help trigger the behaviors of children’s that inreturn will lead to effective communication for better development ofthe young children. In the case scenario, the teacher needs to alterthe classroom environment to create an effective environment thatwill help young children to grow in an appropriate manner. Forinstance, the arrangement of learning centers should be far enough toreduce disruption of noise and other center activities of one centerfrom that of the other. Using the argument one may argue that thearrangement of the center activities was not far apart, when theteacher said that time for center activities was over, Zachary, andHarper did not get that due to noise and disruption.

Thestrategy of curriculum adaptation

Inthe strategy, the teacher adapts some modifications that will enablea child to complete a given activity with easy. For instance in thecase scenario, the two children were taking much time in centeractivity that the teacher expected. Maybe for Zachary and Harper,center activity was of too difficult or so interesting hence reasonfor taking much time in the activity. The strategy demands theteacher to modify the nature of the activity to make it adaptive toproblematic children.

Strategyof allowing children to make decisions

Thestrategy gives the children room to express feelings concerningvarious programs and activities. The strategy seems challenging as itseems to deprive the teachers their rights to give young onesinstruction. However, from the previous studies conducted, thestrategy is essential especially when dealing with children ofvarious disabilities. For instance in the case study, maybe the twochildren had a disability like impaired hearing and the teachershould give them room to make decisions on how they want activitiesto be conducted so as not to interrupt with the progress of theentire class.

Discussionof the guidance strategies

Theteacher need to develop an increased predictability and schedulingstrategy to make the children aware of their expectation alongsidebeing able to predict different activities at different periods. Thestrategy of allowing children to make decisions is important. Thisenable the instructor to understand those children hence ability todeal with them with easy. Further, the curriculum adaptation strategyis essential in modifying the nature of activities at different agelevels in attempt to better the performance of all the children[ CITATION Wea09 l 1033 ].Finally is the chief strategy of altering the classroom environmenttocreate an effective learning environment for children for them todevelop in an appropriate manner. Such modification in thearrangement reduces any sort of disruption that would have otherwisejeopardized the effective communication between the teacher and thestudents.

Conclusion

Guidancein early childhood is essential as it states strategies and processto facilitate a better learning environment. It is important for allteachers whether experienced or inexperienced to develop suchguidance strategies to enable then guide children without difficult.Such strategies aid to understand the children, their needs, and tomake them aware of their expectation at any given time. As from thecase scenario, for the teacher to effectively, administer to all thechildren, the teacher need to develop and implement guidancestrategies.

References

Deiner,P. L., &amp Deiner, P. L. (2010).&nbspInclusiveearly childhood education: Development, resources, and practice.Belmont, CA: Wadsworth, Cengage Learning.

Gordon,A. M., &amp Browne, K. W. (2013).&nbspBeginnings&amp beyond: Foundations in early childhood education.Belmont, Calif: Wadsworth.

Wearmouth,J. (2009).&nbspAbeginning teacher`s guide to special educational needs.Maidenhead: McGraw-Hill/Open University Press.