Wednesday, March 4, 2020
Scholar Practitioners as Program Evaluators
I believe the contents that I will gain from this course will help me as an educator by strengthening my knowledge of the importance of evaluation programs. I would like to teach ECE courses at a junior college or maybe a four-year university and knowing this new knowledge of evaluation programs will help me a lot. I have been in early childhood education since 2001 and I have noticed a lot of changes that licenses have passed. I believed that they are taking the fun out of teaching young children and not letting teachers be creative like back in the days. Sometimes I sit and wonder if I am really a "babysitter". For example, children cannot learn how to write his or her names using dot to dot anymore. Children are allowed to get up during circle time and play if they wish not to sit. They play more than learning their academics. A lot has changed and I feel worried because it will confuse them when they enter kindergarten. We are taught not to have children sit for a long time but when they go to kindergarten they will have to sit. We cannot use worksheets but they will be using worksheets in kindergarten. I would like to know what you all think about these issues? When I do become an instructor and teach ECE courses, I can use my experiences as an ECE educator and explain what I learned from evaluation programs at the centers I use to teach. Also, I would like to become an advocate for recruiting more males in ECE. I enjoy working with awesome female teachers but sometimes I would like to see more males teaching young children. We can collaborate with one another about how we can make ECE fun for the children. That would be great. C. Curry
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Christopher,
ReplyDeleteYour concerns are valid; however, also very sensitive. There are pros and cons to both sides of how to deliver instruction to young children effectively. I believe there is a constant shift in how and what programs should be implemented. What we can agree on is how “society has slowly shifted its focus from starting children in school at the age of six to beginning children in school as early as possible,” (Phillips, 2019). The driving factors vary from both parents being employed, single-family units increasing, demands from families that early aged education provides advantages, and early intervention services are needed before beginning school. Politicians and children advocates have also contributed to the growth of early childhood education (Phillips, 2019). Nonetheless, parents are still receiving the message on the importance of their role. Parents are their child’s first teachers.
I believe your concern with how your program being delivered and how children are directed depends on the type of Pre-School Curriculum your center has adopted-philosophies. According to Lynch (2018), six types of preschool programs are typically chosen. The six programs include Montessori (child-centered), Waldorf (structured creative learning, Reggio Emilia (project-based learning), High-Scope (academics), Bank Street (learning through social sciences), and Emergent (student needs and skills). It is of personal opinion; many times, teachers are adequately trained and not provided following professional development to embrace the educational philosophical approach effectively.
Reference
Lynch, M. (2018, September 24). 6 Types of Preschool Programs. Retrieved from https://www.theedadvocate.org/6-types-preschool-programs/
Phillips, K. (2019). Early Childhood/Preschool Education. Salem Press Encyclopedia. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=ers&AN=89164170&site=eds-live&scope=site.
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ReplyDeleteThank you for your response to my blog. I agree to everything you say and did not think that way when creating this blog. You are correct. I need to think about the curriculum. Thank you again. C. Curry
ReplyDeleteChris,
ReplyDeleteYou mentioned children are given the freedom to get up during circle time and do what they want. This doesn’t seem thought-out at all. This sounds like a major distraction to other children in the classroom. What age group do you work with? Moreover, how is this teaching them structure? Play in ECE is pivotal. However, though many may disagree, structure is important for children as well because it can provide certainty and creates expectations of what is need of the child.
Christopher,
ReplyDeleteThank you for sharing! Years ago, teachers used dittos, time out’s, paddling with rulers, but with research and results, numerous data has shown us they are best practices for teaching young children. The National Association for Education of Young Children is a huge advocate for teaching children through play in stress-free environments using positive reinforcements (National Association for the Education of Young Children, 2019). However, a lot of the restrain on teachers teaching falls on the management, curriculum, and teaching styles and the type of program. Children can learn so much if they develop their skills and work on the process instead of the product.
When my teachers first were told that children could walk away from circle time, it was a disaster waiting to happen. However, with support and teaching teachers how to create engaging circle time or how to identify problem areas or children that needed additional support, success occurred. But it was not easy. I think it’s essential to make sure that a program mission matches a teacher’s vision and passion or challenges that can dampen a teacher’s fire can occur.
On another note, I think that there is a gap between early childcare and Kindergarten teaching practices and teaching styles on how children should learn to accomplish the standards or meet achievements. Yet, I believe all teachers can teach children lifelong skills through play so they can acquire better skills set for more enormous tasks.
Reference
National Association for the Education of Young Children. (2019). A Conversation About Play. NAEYC. https://www.naeyc.org/resources/pubs/books/spotlight-young-children-exploring-play-a-conversation-about-play