I Want to Be a Early Childhood Teacher
Most of my life I have been surrounded by children especially my cousins, nieces and nephews.
I have chosen to go into this field because I want to be one of those early childhood teacher that get children ready for important part of life. Having little cousins to watch growing up as well my own children and see them grow in their early education has shown me that I want to be part of that. I love the thought of being the first person to get the children started with their education by helping them along the way with fun filled classroom activities and games.
The early childhood are the most vital time for learning, therefore observations, assessments, planning and evaluation are an important part of the curriculum for children’s learning and within early childhood centres and teaching practices. These all work in correlation to support learning for children. These terms will be discussed in this essay, along with appropriate teaching strategies to support children’s learning in the physical, temporal and interpersonal aspects for an optimal learning environment.
Observations serve a number of purposes. When reflected on the planning cycle observation which can be termed under the heading of ‘notice’. Observations help us learn about the children in centres, how centre programmes work and to gather information about children’s learning. To narrow it down it is the foundation of assessment, planning and evaluation (Penrose, 1998). It is important that consideration to ethics is apparent, and that consent has been granted, so the rights of those being observed are respected when conducting observation. The word ‘observes’ can be interpreted in which it is important that teachers need to decide what to observe and weather to be subjective or need to be objective (Penrose, 1998). Formal observations include, anectodal, running record, time sampling is defined as being an objective observation. Informal observations is “something that happens from minute to minute
I have chosen to go into this field because I want to be one of those early childhood teacher that get children ready for important part of life. Having little cousins to watch growing up as well my own children and see them grow in their early education has shown me that I want to be part of that. I love the thought of being the first person to get the children started with their education by helping them along the way with fun filled classroom activities and games.
The early childhood are the most vital time for learning, therefore observations, assessments, planning and evaluation are an important part of the curriculum for children’s learning and within early childhood centres and teaching practices. These all work in correlation to support learning for children. These terms will be discussed in this essay, along with appropriate teaching strategies to support children’s learning in the physical, temporal and interpersonal aspects for an optimal learning environment.
Observations serve a number of purposes. When reflected on the planning cycle observation which can be termed under the heading of ‘notice’. Observations help us learn about the children in centres, how centre programmes work and to gather information about children’s learning. To narrow it down it is the foundation of assessment, planning and evaluation (Penrose, 1998). It is important that consideration to ethics is apparent, and that consent has been granted, so the rights of those being observed are respected when conducting observation. The word ‘observes’ can be interpreted in which it is important that teachers need to decide what to observe and weather to be subjective or need to be objective (Penrose, 1998). Formal observations include, anectodal, running record, time sampling is defined as being an objective observation. Informal observations is “something that happens from minute to minute