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Curriculum And Methods Of Early Childhood Educations

1901 words - 8 pages

Introduction
Contemporary curriculum approaches in early childhood education stress the magnitude of making available to the young children experiences that foster holistic development and promote positive attitudes. They should also be developmentally appropriate to the life and learning of the young children. Early childhood teachers therefore must acquire the knowledge necessary to implement and develop child centered curriculum practices that inherently stimulate and motivate the young ones desire to become engaged in their own learning. The realistic goals is to help a child achieve intellectual growth, develop a positive self concept, increase competence in skills in writing, reading, ...view middle of the document...

The educator presents information to the class and whole groups. He or she structures or drills a practical lesson where they teach discrete skills and isolate facts. These lessons are fast paced and ensure consistency in classrooms (Guide, 1998). Being skill oriented, it emphasizes on use of small groups, face to face instructions by aides and teachers carefully articulating lessons which cognitive skills are sequenced deliberately after being broken down into small units and taught explicitly. Direct instruction offers one of the most empirically effective and validated curricula for all types of children. These are the gifted, the average, disadvantaged and the developmentally delayed. It stands on the certainty that one should not introduce subject matter to children when they are developmentally unprepared (little, 1979).
For developmental appropriateness, the student teacher interaction is highly emphasized to improve the children’s self esteem and improve their self expectations. The National Association for the Education of Young Children in 1998 stated that outdated practices that included extensive whole group and intensive drill and practices on isolated skills were not effective and suitable. Direct instruction though is always in small groups which provide the kids with the opportunity to interact and participate with other kids while receiving their teacher’s individual attention. The small groups become learning communities allowing the children to share individual and group goals, valorized identities and moral principles. The length of lessons in direct instruction is adjusted according to the attention spans and activity levels of children in different ages.
Faulty instructions are the overwhelm causes of children crippling intellectually and if a student has not learned then a teacher has not taught. Therefore, direct instruction has a consistency with the literature on how to design instructions that children induce or construct concepts and generalizations. Dividing lessons into short exercises that are related but slightly different upholds children interest levels and helps them synthesize knowledge from diverse exercises into a larger whole. This is because the ability to read and write does not develop naturally without careful instruction and planning and excellent instruction builds on what they already know and are able to do hence providing them with skills, knowledge and dispositions for life long learning(International Reading Association and the National Association for the Education of Young Children, 1998).
One of the major features of direct instruction is careful planning. This is carefully crafting the sequence of learning and tasks, practice and logical form of teacher-student communication. One should also teach with a variety of methods to encompass great diversity of the children. One should also teach them social competence to help them advance their language, social and cognitive skills. You should...

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