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| Many people have a calling to work in education, but it takes a special
kind of educator to work with young children in their first five years
of life. These teachers are tasked with supporting basic cognitive,
behavioral, social and physical developmental milestones. Patience,
creativity, a love for the field and a bachelor’s degree in child
development are important elements of being an effective early childhood
educator. Read on to learn more about these and other qualities that
lead to success in the classroom and throughout their career.Teacher training for early years or nursery education
A Passion for Early Childhood Education Education is not a field that just anyone can go into and be both successful and fulfilled in their career. Prospective educators must have a passion for teaching young children. This enthusiasm should reach beyond playground fun and focus on helping young children meet developmental milestones. Patience and a Sense of Humor Young children are full of energy and curiosity. Early childhood educators should bring a great deal of patience and a dose of humor to the classroom to keep children engaged in the day’s lessons. Creativity Reaching children and helping them learn requires creativity while guiding students in connecting the dots and relating lessons to their current stage of development. Early childhood educators should be able to adapt lesson plans to concepts that children can understand. Incorporating learning games and other teaching techniques can keep children engaged and focused throughout the day. Communication Skills Children are sponges at this early age, but they are also new to learning. Early childhood educators must be able to communicate with young learners on their level, including being able to break complex subjects into easily digestible pieces. They must be able offer details about classroom progress to parents so they are aware of their child’s performance and achievement level. Communication helps parents identify teachable moments in everyday situations and boost their child’s kindergarten readiness. Flexibility Even the best early childhood teachers will go off course throughout the day due to unforeseen circumstances or learning hiccups. While creating a lesson plan to outline important concepts that should be addressed in curriculum is important for any classroom, even the best plans sometimes don’t happen the way we hope. Being flexible can help lessen stress levels and keep things on track. Understanding Diversity Children come from different home environments and backgrounds, which can lead to different learning styles. Early childhood teachers should be able to accept these differences and be willing to work with varied learning styles to ensure all students leave the classroom having achieved the identified learning objectives. A Bachelor’s Degree in Child Development Early childhood education is not a one-size-fits-all teaching career, but with the right education future teachers can gain valuable knowledge and experience to drive their success in the classroom. A degree in child development and education ensures educators understand basic learning objectives and developmental milestones for young children. This credential also gives teachers the skills to support kindergarten readiness and future academic achievement. A bachelor’s degree prepares early childhood educators to be advocates who understand the value of pre-K education as the foundation for a child’s future academic success. | ||
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| When schools all over the country are dismissed each afternoon, how do
the millions of children and adolescents spend their out-of-school time?
Increasingly, what children and adolescents do during after-school
hours has become a public concern among parents, educators, and policy
makers. “Familiar activities like sports, piano lessons, religious
classes, and scout troops still dot the afternoons and weekends of many
children, but other youngsters are adrift after school. Too many fend
for themselves in libraries, congregate in subway stations and
neighborhood stores, or spend their afternoons behind the locked doors
of city apartments and suburban houses” (David and Lucile Packard
Foundation, 1999:4). Programs after school and during weekends and
summer hours may provide an opportunity to engage these children and
adolescents as partners in their own development by ensuring that they
have access to the kinds of constructive learning and development
opportunities that they both need and want during their out-of-school
time.Weekend activity programmes for children
On October 21, 1999, under the auspices of the Committee on Community-Level Programs for Youth, a workshop was convened by the Board on Children, Youth, and Families to review the current knowledge base about after-school programs as a strategy for ensuring the safety, security, development, and well-being of children and adolescents ages 5 to 14 and to consider the implications of this knowledge for the next generation of Suggested Citation:"After-School Programs to Promote Child and Adolescent Development." Institute of Medicine and National Research Council. 2000. After-School Programs that Promote Child and Adolescent Development: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/9944. × after-school programs. This workshop was planned to coincide with the release of the Packard Foundation’s fall 1999 issue of The Future of Children, entitled “When School Is Out.” To create a framework for workshop discussions, presenters were asked to address the following questions: What are the developmental needs, challenges, and opportunities of children and adolescents ages 5 to 14? What types of after-school programs are most likely to address those needs? What are the components of high-quality after-school programs? What are the different models of after-school programs? What are the challenges in evaluating these programs? What should the next generation of research, policy, and design of after-school programs look like? This report summarizes the presentations and discussion that took place at the workshop. It is not intended to provide a complete review of the literature on adolescent development or after-school program evaluation literature or to be an overview of all of the different types of after-school programs. Rather, the report should be seen as a reflection of ideas expressed by workshop presenters and participants that may lead to continued and enhanced support of existing programs, new program models, additional and different research, and more collaboration among researchers, policy makers, and practitioners. Given the limitations of both time and scope, this workshop could not address a variety of issues that are certainly important when considering how children and adolescents spend their after-school hours. There was no discussion about substantive evaluation findings that specifically demonstrate the tangible impact of after-school programs on children and adolescents. The workshop also did not examine the full range of after-school programs that exist, review the evaluation and research literature on after-school programs, nor the theory on which after-school programs are designed. Workshop participants acknowledged the importance of afterschool programs in providing opportunities for developing cross-cultural and intercultural skills, as well as the importance of staffing programs with individuals who are sensitive to issues of diversity. However, the workshop highlighted only the general developmental needs of children and adoles- | ||
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