Early childhood is considered the most crucial time of child development. It is a period of fast physical and mental development. As children learn to walk, communicate, and engage with the world around them, children develop a sense of personal and cultural identity (McCoy et al., 2018). Partnerships can make it simpler for parents, schools, and governments to seek and rely on one another for educational assistance for their children.
The most crucial aspect in this stage is to ensure language development in order to help children develop successfully. While each kid grows at his or her own rate, generic milestones can be used by school settings as a guide to normal development (Bornstein et al., 2020). Crying is a child’s first form of linguistic expression, with unique sounds signifying hunger, pain, and the need to be held (Iverson, 2021). The majority of youngsters develop talents in sequential order, with each new ability building on the one before it (Gervin, 2018). When children develop talents at various periods, there is usually nothing to be concerned about. The youngster is always learning and listening, aiding the comprehension of his environment. Furthermore, if the parents are concerned about their child’s language development, a visit to a therapist or doctor will only assist in steering the language development in the right direction. In general, however, this critical idea is created by and under the supervision of parents.
Early Childhood Development in Education Facilities
It is critical to understand techniques for teaching reading in schools and kindergartens and their value in terms of children’s development. A strong reading and linguistic foundation may have a positive impact on all elements of academic development. The value of early childhood education is well acknowledged since early language proficiency and literacy are viewed as leading markers of children’s educational development (Raymond-West & Rangel, 2020). Delivering targeted literacy procedures that might potentially predict future academic accomplishment is one method of learning that should be prioritized in the education process (Raymond-West & Rangel, 2020). Furthermore, it is critical that you coordinate your activities and operate as a team with the youngster. Instead of conveying knowledge, schools should focus on contact and cooperation, which is something that educators frequently miss.
For example, one of the recognized approaches for the early childhood settings is the Montessori method. Montessori recognized the value of a child’s linguistic environment and included it in her curriculum. She focused on reading and language challenges but also highlighted the need of the child’s independence (Isaacs, 2018). Children can work in groups or alone, depending on their interests and pace (Isaacs, 2018). Montessori materials concentrate on the interests of children based on their developmental stage and on the premise that manipulating physical items helps children build knowledge and abstract thinking (Isaacs, 2018). These materials allow youngsters to explore and experiment on their own, as well as provide opportunities for repetition, which helps with focus (Isaacs, 2018). In this setting, the instructor pays close attention to each child’s interests and gives possibilities for individual work and, as a result, independence.
Reggio Emilia’s Approach
Another valuable approach, which can be applied in different settings during early childhood stage is Reggio Emilia’s method. It is a philosophy of education that focuses on early childhood education developed after World War II by a teacher in Reggio Emilia (Edwards and Gandini, 2018). Children are regarded as active, capable, and valued members of society, according to the core concepts of this approach. They are encouraged to explore and interpret the world in their early years since a firm foundation of experience helps each child attain their full potential (Edwards and Gandini, 2018). Reggio Emilia’s philosophy takes environmental challenges, both physical and socio-emotional, very carefully. This method stresses environmental factors because it thinks that if children are put in a beautiful location with appealing things to engage with, they will be driven to explore and enjoy their surroundings.
Contemporary Issues in the Setting
Despite the importance of early childhood education, few benefits and professional assistance are widespread, emphasizing the need for the government’s participation in the process coordination. Programs that primarily serve low-income children, for example, are less likely to have the resources to support trained instructors, putting children at risk of high levels of stress and knowledge gaps (Haslip & Gullo, 2018). The construction of a high-quality preschool education system is also hampered by a lack of resources. Raising financing is one of the current strategies being applied to simultaneously cut expenses for low- and middle-income households, promote high-quality services, and enhance working conditions.
Early childhood is crucial period in child’s life, through which the foundation of the further development is built. Stimulating and supporting initiatives that promote socioeconomic, ethnic, and linguistic integration, as well as inclusive classrooms that address the particular needs of children in poverty and children with special needs, is an essential element. The government must also engage closely with preschools, teacher organizations, and families directly to develop an effective, high-quality early education system. Developing these concepts through systemic reform will benefit early childhood educators and the children and families that rely on them.
Bornstein, M. H., Putnick, D. L., Bohr, Y., Abdelmaseh, M., Lee, C. Y., & Esposito, G. (2020). Maternal sensitivity and language in infancy each promotes child core language skill in preschool. Early Childhood Research Quarterly, 51, 483-489.
Edwards, C. P., & Gandini, L. (2018). The Reggio Emilia approach to early childhood education. In Handbook of international perspectives on early childhood education. Routledge.
Gervain, J. (2018). The role of prenatal experience in language development. Current Opinion in Behavioral Sciences, 21, 62-67.
Haslip, M. J., & Gullo, D. F. (2018). The changing landscape of early childhood education: Implications for policy and practice. Early Childhood Education Journal, 46(3), 249-264.
Iverson, J. M. (2021). Developmental variability and developmental cascades: Lessons from motor and language development in infancy. Current Directions in Psychological Science, 30(3), 228-235.
McCoy, D. C., Waldman, M., Team, C. F., & Fink, G. (2018). Measuring early childhood development at a global scale: evidence from the Caregiver-Reported early development instruments. Early Childhood Research Quarterly, 45, 58-68.