Early Childhood Practices Essay

The early development of children is very important with regard to their cognitive development and socialization. They development important skills and acquire experience that contributes to their further development. At the same time, children need the assistance of adults to enhance their progress at the early stage of their development. In this regard, educators may play an important part and they may use various tools, such as Tools of Mind, that help educators to maximize the effectiveness of learning, cognitive development and socialization of children at the early stage of their development, but there are also other tools, including the use of art and various programs that also aim at the enhancement of children development at the early age.

E. Bodrova and D. Leong (2001) argue that many children come to school lacking the self-regulation that is necessary for learning and academic success. They developed the Tools of the Mind, the early childhood curriculum that is based on Vygotsky’s perspective on cognitive and social-emotional self-regulation of children in the course of their development. Tools of the Mind curriculum is designed to produce short-term and long-term results linked to the research of self-regulation, which children use in the course of their learning and social-emotional development (Bodrova & Leong, 2001). Bodrova and Leong (2001) argue that a necessary condition for the emergence of self-regulation is children’s learning and internalization of specific cultural tools that would allow them to eventually use self-regulatory behaviors independently.

Bodrova and Leong (2001) stick to Vygotsky’s principles of the cognitive development of children through self-regulation. Such approach has proved to be effective but it is the classical approach that still may need further improvements. At any rate, early childhood practices keep progressing and new approaches may be used. In such a situation, the use of traditional approaches or approaches based on classical Vygotsky’s ideas are effective and are recommended for use by educators, who are not certain in positive outcomes of experimental methods and want to be certain in positive effects of their teaching, then they should use such approaches as Tools of Mind. These approaches are quite effective and have proved to be helpful to stimulate the effective development of children at the early stage of the development.

M.A. Conroy and colleagues (2013) investigated the effects of a classroom-based intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success. The researchers (Conroy, et al., 2013) revealed the fact that the teachers’ use of the BEST in CLASS practices including rules, precorrection, opportunities to respond, behavior-specific praise, and instructive and corrective feedback increased from baseline to completion of the intervention and these increases maintained. In addition, children’s engagement increased while their problem behaviors decreased. In such a way, the cognitive development and learning of children at the early stage of their development occurs effectively through the focus on the specific behavior patterns and elaboration of desirable behavioral patterns in children through practices. The socialization is also play an important part in the cognitive and social development of children and the BEST in CLASS practices are very effective in terms of the socialization of children. Such approach may complement and enhance traditional early childhood practices based on Vygotsky’s ideas and principles. At the same time, the BEST in CLASS practices also comply with Vygotsky views concerning the zone of the proximal development. Such approach has proved to be quite effective due to the focus on cognitive needs of employees.

N. Nelson, E. Coon, and A. Chadwick (2015) explored the impact of art therapy and impact of animals on the development of children in the early childhood and revealed the positive effect of such practices on the cognitive, emotional and social development of children at the early stage of their development. The progress of the children development involves the development of emotional, social and other skills. In this regard, findings of N. Nelson, E. Coon, and A. Chadwick (2015) are particularly noteworthy and they expand the scope of studies conducted by M.A. Conroy and colleagues (2013) and E. Bodrova and D. Leong (2001) because the researchers focus on the use of art and animals in the enhancement of the emotional, cognitive and social development of children. Their findings open new ways for the development of cognitive and social skills of children at the early stage of their development. At the same time, the authors reveal the positive impact of emotions which children have while contacting with animals or art have a positive impact on children cognitive development. They acquire new experience that helps them to keep progressing and acquire new experience. The use of art and animals in the development of children is very prospective because this is a relatively new approach, which needs the development of specific methodologies that are applicable and effective for the development of children at the early stage of their life.

Thus, contemporary early childhood practices vary and involve the use of different approaches that are very effective, including the Tools of Mind, the BEST in CLASS practice, and the use of art and animals. The use of such approaches contributes to the enhancement of the cognitive, social and emotional development of children. The development of children may be very effective, if educators find the right approach to meet needs and current level of development of children.

References:

Bodrova, E. and Leong, D. (2001). Tools of the Mind. Retrieved from http://www.ibe.unesco.org/fileadmin/user_upload/archive/Publications/innodata/inno07.pdf

Conroy, M.A., et al. (2013). Early Childhood Teachers’ Use of Effective Instructional Practices and the Collateral Effects on Young Children’s Behavior, Journal of Positive Behavior Interventions. Retrieved from http://journals.sagepub.com/doi/abs/10.1177/1098300713478666

Nelson, N., Coon, E. and Chadwick, A. (2015). Engaging With the Messiness of Place in Early Childhood Education and Art Therapy: Exploring Animal Relations, Traditional Hide, and Drum, Canadian Children. 40(2), 42-55. Retrieved from http://web.b.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authENGINE=crawler&jrnl=08337519&AN=117176255&h=D7bSeSheB%2fbB0mozgyBEf64dbbl1Mp7FUs4QTpSSYEwPo8IOUXsL8D56huTYhxPd26HHfNAelBP%2f%2fjL56qKXsA%3d%3d&crl=c&resultNs=AdminWebAuth&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d08337519%26AN%3d117176255

The terms offer and acceptance. (2016, May 17). Retrieved from

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"The terms offer and acceptance." freeessays.club, 17 May 2016.

[Accessed: March 28, 2024]

freeessays.club (2016) The terms offer and acceptance [Online].
Available at:

[Accessed: March 28, 2024]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: March 28, 2024]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: March 28, 2024]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: March 28, 2024]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: March 28, 2024]
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