Free Essay

Pre School Education

In: Other Topics

Submitted By cielomae
Words 2412
Pages 10
THE BENEFITS OF READING it is extraordinary how people’s minds can be expanded by reading. In order to have this experience, the mind must follow the reading wherever it goes. For example, if one read about a story that happens on the ocean when the sun rises with some dolphins playing around in a beautiful landscape, the reader must imagine the place where the story is happening. In addition,
Valentine (2001) states, “Reading books expand your knowledge, introduces us to new ideas and may even improve our writing skills” (para1). Therefore reading is a very powerful activity because it improves concentration, helps people to become more imaginative and allows one to understand other people point of view.
Reading improves our concentration. This happens because reading makes our mind follow the description of the lecture. While we are reading, we are following-through the reading and being concentrated. It means that we are paying attention to the reading. For example, a person gets very submerged in the lecture when they are reading. One time I was talking to a friend and she started reading a magazine while I was talking to her. She got very submerged in the lecture that she wasn’t even paying attention anymore to what I was telling her.
Reading submerges readers to a place where they can imagine what the lecture is about. As soon as the reader starts reading, the person makes images in his mind about what the lecture says. According to Shaw (2001), “Also it is critically important that students are given the opportunity to create, modify, and internalize requirements and standards in the process of reading…“ (p.189). From my experience, when I read, I imagine the description the author gives http://www.exampleessays.com/viewpaper/17805.html SUPPORTING IMPROVED READING COMPREHENSION
As technology continues to become a staple of every-day learning, educators continue to integrate Assistive Technology (AT) tools into the classroom. Incorporating AT into the curriculum can provide for the student multiple means to complete their work and focus on achieving academic success. In the case of computer-based instruction, powerful applications can be used to complement the curriculum. AT provides a method to collect and analyze data, provide immediate feedback, and provide individualized instruction on the basis of the student's ability level and specific needs.
Students with special educational needs are being educated in inclusive classrooms where grade-level performance is expected. As a result, educators are turning to AT as a means to deliver individualized instruction to students with diverse learning needs, abilities, and disabilities. Inclusion of a strategic AT program should be targeted towards assisting all students, regardless of subject area or age/grade level. Literacy is the gateway to all learning; Assistive Technology improves reading comprehension for students, while building confidence, independence, and self-directedness.
Assistive Technology is the use of “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities” (Individuals with Disabilities Education Act, 1994). AT reading tools, or text-to-speech tools, include hardware and software designed to make text-based materials more accessible for individuals who experience difficulty with reading. Common features of AT reading tools include scanning, reformatting, navigating, or speaking of text out loud.
The most common AT reading tools come in the form of text-to-speech (TTS) recognition. TTS technology may be appropriate for improving the comprehension of below-average and reading-disabled readers (Leong, 1995). Literacy is an area in which AT can act as a scaffold to students with learning disabilities (LD). As many as 8 to 10 students with LD have reading problems so significant that they cannot read and understand grade-level material (Lerner, 2003). According to Lerner (2003), AT literacy tools can be effective in four ways: (1) by making it possible for students to correct or build on deficient skills that will make them more self-sufficient; (2) by making the learning experience more effective and enjoyable whereby a greater volume of learning will take place; (3) allowing for self-monitoring and self-evaluation; (4) providing self-instruction. http://www.exampleessays.com/viewpaper/202830.html?page=2 TEACHING BALANCED LITERACY IN THE FIRST GRADE
As an educator, my mission is to provide a supportive, all inclusive curriculum, develop partnerships with parents, and respect cultural diversity, while encouraging students to learn through interaction, exploration, and experimentation. Among these things, I plan to teach balanced literacy in my first grade classroom. My classroom will be student centered, encouraging my students to be active participants. They will be encouraged to explore and seek out new things on their own. Inclusion is very important in my classroom, as it should be in any classroom. I will make sure all of my students feel that they are a part of the class. For example, if I have a student who does not speak in my classroom, I will always try to incorporate something into the lesson where he can show me his answer, whether it is by picture, by sign, or any other means that he can express himself. I will also make sure that he is included in groups. For instance, he would do partner work just like the other students. I think it is important that all teachers realize the vitality of making sure every student is included in all aspects of the classroom and school communities. The only exception would be for students who need a specific accommodation that calls for them to be in an individual setting to better suit their needs.
Balanced literacy will be a priority in my first grade classroom because I want to share the importance of reading and writing with my students. It will be especially important with my first graders because they are still in the process of learning how to read and how to use the reading strategies. Balanced literacy involves techniques to help all students read and write, with the main one being gradual release of responsibility. Defined by Ellen Levy, gradual release of responsibility is a successful approach for moving classroom instruction from teacher-centered, whole group delivery to student-centered collaboration and independentpractice (Levy, 2007). This may also be referred to as "I do it, we do it, you do it, which lends itself to a plan of instruction that calls for demonstration, prompting, and practice (Levy, 2007). The teacher models, does guided practice with the students, the students do independent practice, and the student then apply what they have learned not only in reading, but across the curriculum. There are three main components of a balanced literacy approach; reading, writing, and word study. The balanced literacy approach bases its focus on different types of reading and writing. The types of reading and writing are found within the Reading and Writing Workshops.
My students will know the purpose of them reading and writing every day. I will simply tell them that reading is something that they use every day in almost everything they do. It connects to all of the content areas. I will then go on to give them examples. For instance, I would say something like when you are given a word problem in math; you have to be able to read the words in order to solve it. I will also tell my students that we not only read to new information, but for fun as well. The reading workshop consists of a read aloud, shared reading, guided reading, reading conferences, and independent reading. It is important that students know what level they are at, so I will make it my priority to inform my students of their reading levels and make sure that they are choosing books that are appropriate for their level.
Students are learning how to work together, make choices, talk about what they have read, and set goals for themselves. During the reading workshop, I will first give a book talk then a mini-lesson. In the minilesson, I will introduce one concept and give clear examples so that students understand why they are learning what I am teaching. At the end of the mini-lesson, I will remind students why they learned the concept and how they will use it when they read independently. Afterwards, I will have students engage in independent reading. Independent reading needs to be a quiet time where students read by themselves.
At the start of the school year, I will give mini-lessons on how to select books and what they should be doing during each part of the workshop. Next I will confer with students and share ideas. When conferring with students, they should be thinking about themselves as readers. My students will be introduced to the term "metacognition", so that they know how to think critically and "think about their thinking". I will always have my students reflect on their learning. Guided reading is next during the reading workshop, and during guided reading, I will select a text to introduce to the students while working on one of the comprehension strategies or concepts that they need to know in the first grade, such as character traits. I will model what I want students to do and they will then apply what they have learned. http://www.exampleessays.com/viewpaper/201222.html?page=3 Reading Comprehension Instruction of Effective Grades 5 and 6 Saint Lucian Teachers
Sargusingh-Terrance, Lisa Merlene
Identifier: http://hdl.handle.net/10289/2506
Date: 2008
Type: Thesis
Degree Name: Master of Education (MEd)
Publisher: The University of Waikato
Rights: All items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
-------------------------------------------------

-------------------------------------------------
Abstract:
This study set out primarily to investigate the nature of reading comprehension instruction in Saint Lucia, and to examine the explanations of teachers with regard to the factors that they perceive contribute to Grade 6 students' failure in the main idea comprehension test in the national Common Entrance Examination in Saint Lucia. Four effective Grades 5 and 6 teachers (two per grade) from two Saint Lucian primary schools participated in a total of four individual semi-structured interviews and were observed in their regularly scheduled reading comprehension lessons. A total of 27 lessons were observed and audio tape-recorded to examine the nature of reading comprehension instruction in the classrooms. From this cohort of lessons, a sample of 16 lessons was randomly selected and transcribed to determine the presence of direct instruction in comprehension strategies, and the quality of instruction that took place. This quality was measured and described in terms of the elements of the Direct Instruction Model (Pearson Dole, 1987), the nature of questioning, and time allotted to instruction. This data was also used to make comparisons between Grades 5 and 6 classes. The results show that the four teachers perceived that there are four areas of blame for students' poor performance in reading comprehension: the teacher's inability to instruct, the students' poor decoding and comprehension abilities, the inadequacy of the main idea test, and the teaching materials available for teaching comprehension. However, the main factor perceived by teachers as contributing to the students' poor performance is teachers' inability to instruct. Nonetheless, the observation of the Grades 5 and 6 effective teachers' reading comprehension lessons showed that these teachers were indeed teaching a number of comprehension strategies. They relied predominantly on the question answering strategy in all their lessons which was mainly taught in combination with other strategies. However, it was the teaching of summarization through the main idea that was the dominant strategy more explicitly taught in 7 of the 16 lessons observed, appearing more frequently in the Grade 6 classes. An assessment of the quality of the reading comprehension instruction revealed that 11 of1 6 lessons, included all the four elements of direct instruction, and were rated as 'excellent' in quality. None of the lessons had fewer than two elements identified on the model. An assessment of the types of questions asked also showed that questioning was used both for the purpose of assessment and as an instructional strategy. The timing of the lessons support the quality of instruction, as 90% of the total time observed was allotted to instruction. The greater portion of that time went to guided practice (38%) and independent practice (33%) of reading comprehension strategies. This study shows that explicit comprehension instruction of strategies is evident in the reading comprehension classes of the 4 effective Saint Lucian Grades 5 and 6 teachers. It is therefore recommended that educational officials ensure that similar practices are maintained in other Saint Lucian classes, that the reading comprehension instruction practices of a wider cross section of Saint Lucian teachers be examined, and that future research looks into other probable causes of students' failure on the main idea comprehension test. http://researchcommons.waikato.ac.nz/handle/10289/2506 Author: Rebecca J. Baier
Title: Reading Comprehension and Reading Strategies
Graduate Degreemajor: MS Education
Research Advisor: Dr. Amy Carole Schlieve
MonthNear: December, 2005 Number of Pages: 53 Style
Manual Used: American Psychological Association, sth edition
ABSTRACT
It was hypothesized that students who use reading comprehension strategies while reading retain more information and comprehend the text better. It was also hypothesized that students who have good reading comprehension skills perform better on reading comprehension tests. Fourteen sixth grade students in a small town private school were identified for this study. The students were given the Qualitative Reading Inventory - 4 reading comprehension pretests after determining their individual reading levels. The students then began a six-week long study of the Self-Questioning Reading Strategy. At the conclusion of the study the students were again given the Qualitative Reading Inventory - 4 reading comprehension posttests. A comparison of the percent correct on the reading comprehension pretests and posttests was taken. Twelve of the fourteen sixth grade students demonstrated improvement in the reading comprehension scores. Two of the fourteen students resulted in no change in the reading comprehension scores. There were no students that exhibited a decline in scores. It was concluded that the sixth grade literature students performed better on the posttests where they used the Self-Questioning Reading Strategy. Further study recommendations included completing this study on different age groups or using different reading comprehension strategies.
http://www2.uwstout.edu/content/lib/thesis/2005/2005baierr.pdf

Similar Documents

Free Essay

Importance of Pre School Education

...Preschool education is a hot topic among parents and early childhood educators today. If you are the parent of a preschooler (or younger child) you need to ask yourself why you should care about preschool learning. There are three key reasons why you should not only concern yourself with your child's preschool education but become actively involved in it as well. First, you must remember that preschool education is the foundation for your child's education. The skills and knowledge (not to mention aptitude and attitude) that your child develops in the preschool years will have a dramatic impact on your child's success when formal schooling begins as well as life success. Today we expect children to know more by the time they start kindergarten. While previous generations learned basics like color identification and the alphabet in school, today's children are expected to possess these basic skills by the time they start kindergarten. Another reason to care about your child's preschool education is that by actively promoting and encouraging your child's preschool learning you will promote his or her self esteem as well. Help your child gain confidence by making learning fun and easy at this age and you will help make your child an eager lifelong learner. Finally, preschool education is important because it can give your child the edge in a competitive world and education climate. While children who do not receive the fundamentals during their preschool years will be taught...

Words: 382 - Pages: 2

Free Essay

Doctor

...CAUSES OF FAILURE IN TERTIARY INSTITUTIONS By Oke, T.D. Ph.D Department of Psychology, Guidance and Counselling Federal College of Education, Abeokuta Failure is real. Nobody likes or desires it, but most earn it. It is a bitter pill to swallow. A student who has not successfully passed all his subjects/courses with the needed requirements may be asked to repeat the class, given an extra session, bags a carry over, asked to withdraw from school or graduate with low/poor grades. Virtually all students dread failure because of its attendant effects. Failure is inability to make headway in all human endeavours. With respect to tertiary institutions, it is the inability to make the required score(s) in each of the courses a student is offering. Students fail in their examinations most often not because they are not academically brilliant but because of so many factors. These factors are grouped in to three: 1. Physical/Moral causes of failure. These includes: a. Absence from lectures/practicals b. Refusal to do assignment c. Hatred for lecturers d. Hatred for some courses e. Procrastination f. Use of unsuitable textbooks g. Carnal comparison h. Laziness i. Examination malpractice 2. Social/Environmental causes of failure. These are: a. Late commencement of studies b. Uncultured freedom c. Mismanagement of time d. Misplacement of priorities e. Distractions of social life ...

Words: 339 - Pages: 2

Premium Essay

Stanley

...FEDERAL COLLEGE OF EDUCATION (SPECIAL), OYO MINUTE OF THE MEETING OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) WITH LIASON OFFICERS HELD ON TUESDAY, 18TH MAY, 2012 AT ICT CENTRE 1.0 ATTENDANCE 1. Mr. Giwa, N ICT Director/ Chairman 08033849997 2. Mr. Bisi Adeniran ADAB Member 08035820322 3. Mr. Olaniran, O School of Science Member 08038360860 4. Olasebikan, A. I School of Language Member 08038384757 5. Mr. Soji Adeomi ICT Centre Member 08035389298 6. Mr. Tunde Olonade Exams &Records Member 08033643663 7. Mr. Ojebisi,A. O. School of Education Member 08035624949 8. Mr. Alabi, A. B. School of Arts & Sos Member 08053939531 9. Mr. Omolaye C. ICT Centre Member 07034314543 2.0 COMMENCEMENT The meeting commenced at 10:30am with an opening prayer said by Mr. Adeniyi. The chairman welcome members to the meeting and urged members to always be punctual attend meeting regularly. 3.0 BUSINESS FOR THE DAY 4.1 Submission of 2011/2012 100Level Semester Results The chairman informed members that a specimen of the format for computation of 100level results had been sent to schools for necessary action. He informed the meeting the rationale behind the format was to allow students to access their results online. After an extensive deliberation the committee mandated all school Liason Officers to ensure that their schools submitted their results on or before 14th May, 2012. 4.2 Students Online Registration The issue of students’...

Words: 494 - Pages: 2

Free Essay

Why Do We Need Preschools.

...The Benefits Of Having Children Attend Pre School Education Essay Abstract This report covers the benefit of sending children to pre-school before kindergarten. Literature review is used to explore the research existing in this field. It will help us to understand what effect pre-school has on children. Such programs are also discussed in the paper which is conducting training for preschoolers for their development. This paper not only covers that academic aspect but also sheds light on the benefits preschool education has on social and emotional aspects of children's life. After collecting this information, it will be collaborated with the findings of this research paper using different research technique. In the end, the paper will be concluded along with some suggestions. Introduction In this competitive world it is very important to train the children in such a way that they are not left behind. Study shows that with pre-school training, children show much developed skills of learning when they enter kindergarten. If a child is being read to at home, visits museums, learns how to play a game and reads along someone then it is more likely that his/her learning abilities are polished and ready for kindergarten (Stube & Patrick, 2010). Pre-school is a planned program for children before they start their formal education. It deals with the learning ability of a child. Children are trained in such a way that their learning abilities are enhanced. Specified techniques are...

Words: 2476 - Pages: 10

Premium Essay

Saga to Iriz

...INTEGRATED CASE STUDY MAF680 FROM INFANT TO PRE-SCHOOL AC2208K Muhamad Nasir Bin Jamaludin 2011642324 Prepared for: Associate Professor Dr. Mohd Ismail Bin Ramli EXECUTIVE SUMMARIES Early childhood care and education (ECCE) in Malaysia is divided into two age groups, which is 0-4 years and 4-6 years old. The first group (0-4 years), comes under the Ministry of Women, Family and Community Development (MWFCD) which coordinates national programmes on the growth and development of children. Through its Department of Social Welfare, MWFCD keeps a register of all childcare centres (also known as taska) in the country. Pre-school education for the second group (4-6 years) comes under three ministries/agencies, which are the Ministry of Education, the Ministry of Rural and Regional Development, and the National Unity Department. The Malaysian government places a strong emphasis on ECCE and has formulated the National Policy for Early Childhood Education. Under this policy, programmes have been introduced to meet the diverse needs of the crucial early years of newborns till the age of six. These programmes provide a solid foundation for healthy growth and development which expose them to activities in nation building and enhance their readiness for primary school education. The government's involvement in ECCE is evident from its numerous initiatives to make early childhood programmes more accessible especially for less fortunate children and those in rural areas...

Words: 865 - Pages: 4

Premium Essay

Pre Education

...STUDY OF FACTORS INFLUENCING CHILDREN ENROLMENT IN PRE-SCHOOL EDUCATION IN MOLO DISTRICT, ELBUGON DIVISION KENYA DECLARATION This Research is my original work and has not been submitted to any other university or college for the award of a degree or any other assessment in part or whole. DEDICATION This research work is dedicated first to the Almighty God who gave me the life, strength, patience and whose word has been a booster to my ego. ACKNOWLEDGEMENTS TABLE OF CONTENTS ………………………………………………. PAGE Declaration ……………………………………………………………………….ii Dedication ………………………………………………………………………. iii Acknowledgements ……………………………………………………………... iv Table of contents ……………………………………………………………..….. v Abstract ………………………………………………...………………………...vi Acronyms………………………………………………………….…………… vii CHAPTER ONE - INTRODUCTION 1.1 Background of the Study..…………………………………………………….1 1.2 Statement of the problem.………………………………………….………….5 1.3 Purpose of the study…….…………………………………….……………….6 1.4 Objectives of the study………………………………………………………...6 1.5 Research Questions…….……………………………………………………...7 1.6 Significance of the study.…………………………………………………..….7 1.7 Scope of the study….……………………………………………………..…...8 1.8 Limitations of the study..……………………………………………………...8 1.9 Definition of Terms ……………………………………………….……….....9 1.10 Organization of the study ……………………………….……………….…10 vi CHAPTER TWO – LITERATURE REVIEW 2.1 Historical Development of Early Childhood Care & Education in Kenya……………………………………………………………………...17 2.2 Importance...

Words: 6198 - Pages: 25

Premium Essay

Children First

...Title of module: Early Care & Education Practice Module Code: 5N1770 Level: 5 Assessment Technique: Assignment 1 Assessment Weighting: 30% Date Brief Issued: 22nd September 2015 Assessment Submission Date: 3rd November 2015 Assignment title: Historical Perspective on the development of the ECCE sector in Ireland Introduction: Aim: My aim is to investigate and present a comprehensive and informative profile of the history of the Early Childhood Education and Care (ECCE) sector today in Ireland. Objectives: My objectives are to: * Present informative overview of the history of the ECCE provision in Ireland and the development of the ECCE sector. * Examine and provide a detailed description of the legal regulations and the rights of the child in the ECCE sector in Ireland today. * Present range of occupations of the ECCE sector in Ireland and their role. * Investigate the qualifications and experience necessary with one chosen occupation in the ECCE sector. * Investigate career opportunities that are available in the childcare sector. Rationale: It is important for me to have a good knowledge and the history of the ECCE provision in Ireland as this is my chosen career. It is very important for me to understand how the Early Childhood Care and Education (ECCE) has progressed over the years and also investigate the different range of occupations in the ECCE sector. As it’s my chosen career it is important for me to have a good...

Words: 3952 - Pages: 16

Premium Essay

Global Education System

...Global Education Systems Name: Institution: Global Education Systems Education system outlines how education is obtained from the trainers. The education systems differ from one country to another. This is mainly dictated by the region or other factors. From a general point education system is localized to the country according to its education policies (Terri, 2000). From a global perspective, education is compulsory for all children between the ages of three years and generally fifteen years. The education levels vary with the basic necessities of the country. For example, the education system in the USA is only compulsory between the age of 3 years and 14 years (Jan, 2009). Looking at the basic education system, it can be sub-divided into four basic sections each taking a different duration. The first part is the pre-school level. This level varies from country to country mostly running from two years to three years (Terri, 2000). This level is not compulsory in most countries but it is very essential since it creates the educational base for the child. In most countries, the teachers in this level are not employed by the government thus this poses a major challenge in the education sector. This also makes the level to be omitted when the education system states of the years spent in school. The classes undertaken in pre-school education are most on basic skills and memory training. The children are subjected to several speed test and storytelling sessions which helps...

Words: 3441 - Pages: 14

Premium Essay

Madrasa Education

...BANGLADESH EDUCATIONAL ASSESSMENT Pre-primary and Primary Madrasah Education in Bangladesh Prepared by: Amr Abdalla, Ph.D. A. N. M. Raisuddin, Ph.D. Suleiman Hussein, M.A. With the assistance of Dhaka Ahsania Mission Photo Credit: Seth Spaulding, Ph.D. Prepared for: Basic Education and Policy Support (BEPS) Activity United States Agency for International Development Contract Number: HNE-I-00-00-0038-00 Creative Associates International, Inc. Prime Contractor July 2004 The content and conclusions of this report are those of the authors and do not reflect the policies and opinions of the United States Agency for International Development (USAID). Pre-primary and Primary Madrasah Education in Bangladesh TABLE OF CONTENTS List of Tables………………………………………………………………………………...…..iii Glossary of Terms……………………………………………………………………………….iv List of Acronyms ........................................................................................................................... v Executive Summary ..................................................................................................................... vi I. Background ........................................................................................................................... 1 A. Alia Madrasahs ................................................................................................................ 2 B. Qawmi Madrasahs...............................

Words: 15734 - Pages: 63

Premium Essay

Walking

...right to education. If we all know that education is one of the main factors to help better our society, why is it when we need to make cuts to help keep Texas running. This decision doesn’t make sense to the common person so why is it congress to agree so easily on these cuts. Texas is currently looking at a 27 billion short fall for the next two years, which means a 9.6 billion cut to public schools and 375,000 loosed jobs. What kind of an impact are these cuts going to have on the future of our children and society? If Texas is in the budget crisis it’s in now, how will it proceed to get any better if education is the first to be impacted? One of the first programs looking at cuts in education is the Pre-K program in Public schools. When one thinks of Pre-K, what one may consider is what kind of importance is this program provides for our children. When one thinks of what consist in the day of preschooler; typically one thinks of coloring and playing and maybe even snack. Really in reality the children in these programs are learning a lot from one another and their teachers. Most of the children in these types of programs are Hispanic (99%) and economically disadvantaged (86%), taking away or cutting the program could affect these children with being ready for public school. Being that majority of the children are Hispanic, English is either a second language or not spoken at all in the home. Pre- K program is helping provide easier transition into the public school systems...

Words: 839 - Pages: 4

Premium Essay

Fayetteville State University Monies Case Study

...monies to various schools and colleges housed within the university’s system. The provost allocates a specific amount of money to the Elementary Education Department that is housed in the School of Education. Once the money is released to academic affairs the Dean of the School of Education disperses the allocated money to various departments. The Dean of School of Education relinquishes the money to the Elementary Education Department where the Chair divides the money to address three areas, to include departmental bills, supplies for faculty, and money to professional development and travel for full-time faculty members. Monies part of the budget are used to aid in the functioning of the department. The Elementary...

Words: 479 - Pages: 2

Free Essay

Ret Academy for International Journals of Multidisciplinary Research (Raijmr)

...International Journal for Research in Education (IJRE) Vol.1, Issue: December: 2012 ISSN: Research Paper-Education EFFECT OF YOGA EXERCISES ON ACHIEVEMENT, MEMORY AND REASONING ABILITY Nilesh Gajjar Assistant Prof. SVS Edu. College, P. G. Dept., Nagalpur, Mehsana. ABSTRECT Now, we are living in the world of 21st century which is known as the world of ‘Mental Stress’ in these circumstances, knowledge amplifies day by day. There is a Knowledge explosion in the world, hence each and every person tries to get this Knowledge by new & most recent Medias & they also use it. In this direction there is a qualitative growing up in the person for in receipt of Knowledge & its use by appreciative. In the same way, we notice the qualitative addition in the Educational organization, teachers, & the students, which are going to get Knowledge. In these circumstances, teachers & students feel a perplexity. So there is a question against us that, this growth in the education organization, teachers & in the students will have no proper direction for the Academic achievement of students. If we get an affirmative answer of this question, we must do the fundamental change in the teaching learning process of Education. In the present day, each person including the students and the teachers face anxiety, frustration, etc. Due to these factors, the students cannot keep much interest in their study, academic activity & their performance in the entire exam. Consequently, in this way it is very...

Words: 6593 - Pages: 27

Premium Essay

Important of Early Childhood Education

...Many people have reservations about the importance of pre-kindergarten education. This was clearly manifest in 2006 when the California legislature unsuccessfully attempted to pass a law that would make pre-school education mandatory for all children. Many Californians did not agree with the importance of using tax payer funds to fund mandatory pre-school programs, including parents desiring to educate their children themselves. Research has show that children enrolled in Head Start programs benefit by receiving formal education before kindergarten. According to some studies, children enrolled in these programs are more behaved and have higher IQ scores upon enrolling kindergarten than their peers without formal education. Likewise, it was shown that children enrolled in Head Start programs learned quicker than children not enrolled in these programs. Critics of pre-kindergarten education claim the differences between children enrolled in pre-school programs and children not receiving formal education are only discernible during kindergarten, first, and second grade. During subsequent years, children who've not received formal education prior to kindergarten test at the same level and behave like their peers with pre-kindergarten formal education. Therefore, Head Start children may be at an advantage for a couple of years, but after that, their classmates perform at similar levels. Another major problem with Head Start programs is that children qualifying for these programs...

Words: 287 - Pages: 2

Premium Essay

Prekindergarten: the Foundation of Early Learning and Its Importance

...Writing course. Prekindergarten: The Foundation of Early Learning and its Importance Pre-kindergarten plays a critical role in early childhood education. It builds the foundation of the student's learning before they attend kindergarten. Research shows that children who attend a high-quality pre-kindergarten are successful in their years of schooling. Therefore, high-quality pre-kindergarten programs should be implemented just as regular elementary schooling. Public schools are becoming challenging with heightened accountability requirements because of the No Child Left Behind Act. Pre-kindergarten has become an important approach to promote school readiness and close achievement gaps in elementary school and beyond. It would produce large academic gains, especially for children of low-income families. Richard Coley's research pointed out that, "More than 30% of low-income children have no familiarity with print. That is, they do not know that books are read from left to right or where a story starts or ends. Seventeen percent of children from middle-income families and 8% of those whose parents have a bachelor's or higher degree also lack this knowledge. About 60% of low-income children and more than a third of middle-income children do not know the alphabet. Only 6% of poor and 18% of middle-income children understand numerical sequence" (Coley, 2002). High-quality universal pre-kindergarten programs will also open the door to more successful results, and provides children...

Words: 1562 - Pages: 7

Free Essay

Declaration of Independence

...T Program Pre-Application Form “Bright from the Start: Georgia Department of Early Care and Learning is proud to support Georgia’s early care and education professionals through the FIRST program. This limited-time program is intended to help boost standards in our state while at the same time providing individuals an incentive to achieve a first-time credential in the field of early care and education. We also encourage FIRST recipients to enhance and continue their journey in professional development with the Department’s SCHOLARSHIPS & INCENTIVES programs.” --Holly A. Robinson, Commissioner The FIRST program is Georgia’s First-time Incentive to Raise Standards for Teachers. The FIRST incentive is for an individual who attains his or her first valid early care and education or school-age care credential from an eligible institution. Eligible credentials are the Child Development Associate (CDA) credential, the Technical Certificate of Credit (TCC), the Technical College Diploma (TCD), and the Associate Degree if earned between September 1, 2009 and February 28, 2011. Deadline extended to 7/1/2011 To Pre-Qualify for F I R S T ✓ ❑ program of study leading to your first early childhood education (ECE) credential or degree. Those qualifying are: • Child Development Associate (CDA) issued by the Council for Professional Recognition, or • Technical Certificate of Credit (TCC), or • Technical College Diploma (TCD) or You must be pursuing an early childhood education ✓ ❑ September...

Words: 1602 - Pages: 7