Choose the Theory of Development/Model of Early Childhood Education that most closely matches...?

Question

...your own philosophy.
Choose the Theory of Development/Model of Early Childhood Education that most closely matches your own philosophy. This will be the basis for your research paper in which you will research the theory of development in depth discussing how the theory relates to physical development, social development, emotional development, intellectual development. Identify the theory of development you have chosen along with a brief statement why you have chosen that theory.

Answer 1

As soon as babies are born, they’re ready and willing to start learning and all of their five senses are active. One important way in which they learn is through touching.



Babies may be unable to communicate verbally with other people until they’re older, but they can still learn effectively about the world around them through their five senses. One of these, touch, can play a vital role in their learning ability and help them get to know the objects, people, home and environment in which they live. This is helpful, as young babies need to make sense of their world, look at things and see how different things feel.



A baby’s use of touching inevitably goes hand-in-hand with the other senses too. For example, as well as touching things with their hands, it’s natural for the next step to be putting an item in their mouth – so they can feel and taste it. As they make sense of objects by looking at them, just as cuddly toys or a mobile on their cot, they normally want to reach out and touch things too, so they can feel what they’re like and make sense of the different textures of objects.



Of course, you do have to be aware of safety issues too, as it’s not safe for babies to touch everything. Due to this, parents need to have a careful think about the potential dangers lurking in the home and the elements that could be harmful to babies. For example, it could be from plugs that could be touched by babies as they begin to crawl, to small objects left on the floor that could be picked up and even swallowed by a young child.



Ways To Help Your Baby Learn Through Touching



There are many ways in which you can help your baby learn through touching. Here are a few ideas to get you going, but hopefully you’ll be inspired to come up with your own ideas too.



Babies love to explore different textures (rough, smooth, shiny, matt, etc) and there are lots of baby-friendly toys and books that incorporate these features that you can buy to use with your baby.

Rattles and other toys that make noises are fun to use with babies. They enjoy holding or touching the object themselves and get the added surprise when it makes a noise too.

When they start to move onto solid foods, babies love to explore their menu through touch. Although a bit messy, let your baby have the freedom to touch their foods, like bananas, mashed vegetables or rice, so they can get to know the texture and feel through their hands, as well as what it’s like when it’s in their mouth and they eat it.

As well as in the house, babies can explore the outside world too, such as in the garden. When the weather is nice, and assuming the garden is safe and without immediate hazards, put a blanket on the lawn and let your baby feel the air and crawl around on the blanket (but not in hot sunshine). Touching the grass and feeling the earth will introduce them to what lawn feels like and it’s always good for them to be outside in fresh air.



In addition to touching and feeling the objects in the world around them, babies learn too by the touch of their parents. Cuddles are always great and help a baby learn that they’re loved and cared for, so give plenty!

Answer 2

a great well being practitioner has following factors.. *His social or communique skills with the sufferers which constitutes the two verbal and non-verbal (physique language) communique...As our occupation is a community provider. *He could be a place type (a doctor who tells his/her sufferers to quit smoking should not be considered smoking outdoors the well being midsection 5 minutes after the affected person leaves.. the place's the intergrity in this suited?) *He could be waiting to talk in a manner the affected person is familiar with (no longer likely off on the residences of amino acids... etc. etc) as this might come out as conceitedness *He, ideally could persist with up on his sufferers ... provide them telephone calls to work out how they are doing *The well being practitioner could be prepared to instruct!!... this is going alongside pleased with preventive well being care. The well being practitioner could provide the sufferers the fishing rods, rather than the fish. If a doctor is familiar with the thank you to instruct his/her affected person what to do and what to no longer do, the well being practitioner would be waiting to assist the affected person substitute his existence-sort for the extra useful so as that the affected person does not could save coming returned. *>And final yet no longer the least he could be smart, as much as date, And maximum Of all ethical. Dr Suraj A ok

Answer 3

State-of-the-art teaching facilities demonstrate to early childhood intervention specialists the most effective methods for working with parents, infants and young children. The facility responds to the critical shortage of professionals trained to implement early childhood programs. It fills this void through technology driven in-service education, including interactive video conferencing to demonstrate family-center practice techniques, course development on the World Wide Web, and teacher mentoring through intensive on-site summer programs.



The goal of the Model Early Childhood Education Facility is to promote optimal development of every child who is deaf or hard of hearing. This facility aims to achieve this goal through respect for the individual nature of each child, use of current early childhood development knowledge, effective partnerships with families and educational settings, use of state of the art diagnostic practices, and use of research-based clinical and educational practices.



The Center is staffed with individuals who have expertise in early childhood education, childhood hearing loss/deafness, auditory/communication development, and social emotional growth. These individuals work in collaboration with local and regional school districts to provide a continuum of services that will support the overall growth and development of children with hearing loss. Services provided through this facility include:



* Comprehensive assessment of children’s auditory, speech, language, cognitive, social, emotional, and academic development.



* Consultation to school districts regarding the deaf or hard-of-hearing child’s level of development, listening technology options, educational considerations, social-emotional supports and communication needs.



* In-services and workshops to assist service providers, parents, and educators in addressing the specialized expertise needed to facilitate the development of deaf and hard-of-hearing children.



* Parent-Infant home visits modeling best practices for guiding parents in their understanding of how to foster the development of their young deaf or hard-of- hearing child.



* Toddler and preschool classrooms modeling developmentally-appropriate early childhood practices for deaf and hard-of-hearing children.



* Classroom and individual speech therapy sessions demonstrating use of instructional strategies for enhancing a child’s auditory, speech and language development in the home and educational environments.



* Classroom use and integration of current listening technologies in the early childhood educational environment.



* Individual, classroom-based, and family counseling sessions promoting the social-emotional development of the child and family.



* Collaboration with local and regional universities by providing training sites and supervision for pre-service deaf educators, audiologists, and speech-language pathologists.