Quality of Early Childhood Education (ECE)
Student’s Name
Institutional Affiliation
Quality of Early Childhood Education (ECE)
High-quality early childhood education (ECE) is vital for early development and subsequent performances in school in different areas such as language use and other academic skills. People working in the ECE sector need to know that the quality of experience of children ECE is directly linked to the knowledge, expertise, and temperaments of the adults mandated to take of them (Swim & Watson, 2014). Quality in early childhood programs is crucial since it promotes optimal development and learning for the toddlers and the adults in their lives. A debate on what constitutes quality early childhood education has defined the ECE landscape for a long time. Educators who understand the implications of quality in early childhood education will be able to impact their practice in such settings directly. Quality ECE measures affect all spheres of the programs, including their philosophies, curriculum, expectation and qualifications, and interactions and relationships.
The Sunlight ECE Center operates under the principle of Montessori, which in all its aspects, emphasizes quality. Montessori is a philosophy that is based on the assumption that children are naturally oriented towards acquiring new knowledge. Hence when they are placed in an enriched environment, with well-designed materials and skilled teachers, they are bound to learn quickly through hands-on experience (“Early Childhood Professional Learning”). The Montessori principle is thus steered by quality, starting from the quality of learning materials to experienced and knowledgeable trainers. These two requisites will ensure that children that are placed in such a setting acquire knowledge and practical skills within a shorty time. At Sunlight ECE Center, the focus is on fostering children’s self-construction through engaging them through self-directed learning activities in a specialized environment. There is a connection between ECE and the capacity of a child to incorporate knowledge given by their teacher (Kim and Watson, 2014). Tightening the requirements for quality at Sunlight ECE Center will not only allow the institution to achieve its agenda but will also contribute to the molding of independently learning students.
Montessori is known for its individually paced learning and fostering autonomy, an approach that requires a well-thought-out and quality curriculum. The Montessori approach was designed and later underwent a series of improvements to help young children better develop cognitive skills. The approach was initially designed for children with difficulties to make them better than normal children who had undergone other methods of early childhood education. The subsequent application with normal children proved a success and informed its extensive use (Sibel et al., 2016). The secret to the extensive implementation of Montessori philosophy lies in its quality curriculum model. The Montessori based curriculum is planned with individual children in mind. At Sunlight ECE Center, the trainers are required to keep records for each learner. The records are indicative of a child’s progress throughout the year, and they help target specific developmental areas that might have been missed. For new learners at the center, their initial learning is based on past experiences with other children. Teachers are encouraged to commence observing the children from the first day. The quality of Montessori based learning at the Sunlight ECE Center is hinged on the curriculum planning process.
Quality is the bedrock of the curriculum planning process at the Sunlight ECE Center. The availability of information from the past helps establish the curriculum planning process. The teachers first analyze the available records to identify any challenges or unaccomplished goals. The goals are expected to be consistent with available research and developmental principles in ECE. Second, administrative strategies for curriculum design and implementation are evaluated in line with the available information. With reviewed organizational strategies and information, the next step is to provide a curriculum framework based on the Montessori principle. The framework then forms the basis for developing learning plans whereby teachers at each level prepare learning materials and activities for learners. Kim and Watson (2014) provide the concept of the “three As-Attention, Approval, and Attunement,” which requires teachers to be considerate of what they teach children. In planning a curriculum at Sunlight ECE Center, positive intention, together with responsiveness to developmental aspects of individual learners are prioritized.
Teaching infants and toddlers require one to have a given set of skills that each trainer at Sunlight ECE Center must endeavor to hone. The leadership of the center emphasizes that teachers must exhibit professionalism since, in its absence, quality is greatly affected. ECE teachers should specialize in developing the learning, social, and physical needs of young learners. As such, the learning environment should be safe and comfortable not only for academic work but also for social and adaptive skills. The management at Sunlight ECE Center agrees with Kim and Watson (2014) that both physical and mental health is essential for ECE educators. A teacher who is physically fit will have the required energy in caregiving.
Mental stability is equally considered when hiring trainers at the center since managing young children can prove to be a daunting task. Such policies at the ECE center are designed to protect children as well as adults. ECE teachers are required to have a positive self-image in that they should be confident in executing their mandates. Kim and Watson (2014) note that confidence gives educators strengths to take risks, solve problems, and make sound decisions. It is, however, crucial for one to acknowledge that one’s knowledge base is the central pillar in establishing a formidable career in ECE (Schachter et al., 2016). An ECE teacher must be well trained to be able to guide learners through educational materials and activities. Besides the above requirements for ECE trainers at the center, the management requires that the teachers be caring and respectful. According to Kim and Watson (2014), high-quality care is pegged on the ability of a teacher to have acceptable behavior and considerate. Caring and respectful attributes show that one values the children under their care. These characteristics enable the educators to establish healthy relationships not only with the trainers but also with teachers and parents.
Interaction and relationships are crucial aspects of any learning environment since they help establish a positive learning environment. Young children need strong and positive relationships with adults if they are to thrive in all spheres of development (Kim & Watson, 2014). How one interacts with children also influences how the learners also interrelate amongst themselves. In a positive environment, each child is valued, and teachers assist learners to respect and acknowledge diversity in others. Creating a caring environment at the center does not only involve understanding cues from learners but also aiding them in decoding signs from the teachers. When children are able to understand the emotions and abilities of others, they will have beneficial interactions. Confidence will enable the learners to be able to interact amongst themselves and with adults, including their parents. At Daylight ECE Center, the focus is not predominantly on children but also on their families. The working philosophy at the center is that quality education and, thus, development extends to the families of the learners.
The underlying goal of ECE education is to provide high-quality experiences for both family members and children. Kim and Watson (2014) provide a guideline that defines how ECE’s connect with learners and their families. The key provisions of the guideline are reciprocal relationships, regular two-way communication, knowledge sharing, and involving parents in the day to day running of an ECE center. At Sunlight ECE Center, the emphasis is on mutual respect, collaboration, and negotiation of conflicts to achieve common goals. Quality ECE education cannot be achieved in the absence of free sharing of information. According to Cook (2017), communication among all stakeholders is crucial in a learning environment since it helps preempt any instance of unhealthy transition in the learning processes. The sharing of information helps teachers and families of young children to establish formidable relationships. Sharing information such as assessment and learners’ progress is a crucial aspect of quality ECE education. Irrefutably, communication is a two-way process and requires the active participation of both educators and parents. Each party should objectively present their feelings and ideas to streamline service delivery.
Quality is a critical element in early childhood education. It influences areas such as curriculum planning, philosophy of a learning center, expectation and qualifications of educators, and interactions and relations among the stakeholders. Sunlight Center, which operates under Montessori philosophy, prioritizes the quality of its programs. The teachers at the center are highly trained and use high-quality materials for learning purposes. The curriculum used at the center is thoroughly planned with the needs of the learners taking center stage. Teachers are required to carry themselves with decorum and have a caring and respectful attitude towards young learners. Professionalism is a crucial driving factor at the center, without which quality will be affected. A teacher should be both physically and mentally healthy if they are to discharge their duties effectively. Last, relationships are the glue that keeps the Sunlight ECE Center together. Learners are taught how to interact with each other and with their educators. On the other hand, parents’ and educators’ relationship is hinged on information sharing and objectively solving issues.
References
Cook, K. D., Dearing, E., & Zachrisson, H. D. (2017). Information sharing between teachers and early education programs during school entry in Norway: associations with children’s school adjustment and success in the first year. International Journal of Child Care and Education Policy, 11(1), 14.
Early Childhood Professional Learning. Types Of Early Childhood Program Philosophies [Ebook] (1st ed.). Retrieved 14 February 2020, from www.eclearningil.org/sites/default/files/hero-resources/early_childhood_progam_philosophies.pdf.
Schachter, R. E., Spear, C. F., Piasta, S. B., Justice, L. M., & Logan, J. A. (2016). Early childhood educators’ knowledge, beliefs, education, experiences, and children’s language-and literacy-learning opportunities: What is the connection?. Early Childhood Research Quarterly, 36, 281-294.
Sibel, A. T. L. I., Korkmaz, A. M., Tastepe, T., & AKYOL, A. K. (2016). Views on the Montessori approach by teachers serving at schools applying the Montessori approach. Eurasian Journal of Educational Research, 16(66), 123-138.