Many of the early childhood practices of today were generated from roots established by past historical figures such as Jean Piaget, John Dewey, Lev Vygotsky, Bloom's Taxonomy and Maria Montesorri whose early childhood theories and curriculum are being utilized, (Morrison, G. 2009). See links for more information on each of the individuals listed above.
It is a very exciting time to be an early childhood professional in a field that has grown more in the last 10 years than it has in the previous 50 years. Through scientific research, past theorists and early childhood educators we have begun to embark upon an early childhood journey that will frame the future of for this field, (Morrison, G. 2009). As an early care teacher, you are on a path to becoming an instructional leader, and as a leader you are be expected to plan developmentally appropriate learning activities using the individual needs and interests of children, creating a child centered environment. You will be held accountable through on-going personal and child assessments for children's outcomes. This accountability will encourage personal, and professional growth, as well as contribute to the growth and development of the children you teach.
What is quality?
New Roles for Early Childhood Professionals
With the rapid growth in the field of early childhood, as an educator you will be presented with new ideas and methods; embrace them and a whole new world will open up for you. Connecticut State Legislators are aware of the importance for all children to be able to have access to a high quality early childhood experience, and are working toward meeting their goal of providing universal preschool for all children to ensure children are prepared for kindergarten, (Morrison, G. 2009). There is a growing demand for high quality early childhood programs that must be able to ensure children succeed in school, develop appropriate social and behavioral skills, giving children a love of learning, while also being inclusive of all children’s needs, (Morrison, G. 2009).
1. Bloom, M. (2004). Eitorial--primary prevention and early childhood education: An historical note on maria montessori. Journal of Primary Prevention, 24(3), 191. Retreived from http://search.proquest.com/doview/219945252?accountid=28180 7. Montessori, (2011). The international montessori index. Retrieved from http://www.montessori.edu/maria.html 2. Crawford, P. A., Roberts, S. & Hickmann, R. (2010). Nurturing early childhood teachers as leaders: Long-term professional development. Dimensions of Early Childhood, 38(3), 31-38. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=60102499&site=ehos -live 3. Eber, P. A. & Parker, T. S. (2007). Assessing student learning: Applying bloom's taxonomy. Human Service Education, 27(1), 45-53. Retrieved from http://search.ebscohost.com/login.aspx&direct=true&db=ehh&AN=27875275&site=ehost-live 4. Goldstein, L. (2008). Teaching the standards is developmentally appropriate practive: Strategies for incorporating the sociopolitical dimension of DAP in early childhood teaching. Early Childhood Education Journal, 36(3), 253-260. DOI 10.1007/s10643-008-0268-x 5. Krechevsky, M., Ricard, M., & Burton, F. R. (2010). Accountability in three realms: Making learning visible inside and outside the classroom. Theory Into Practice, 49(1), 64-71. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=47377592&site=ehos -live 6. Lev Vygotski Archive Retrieved from http://www.instructionaldesign.org/theories/social-development.html 8. Morrison, G. S. (2009). Early childhood education today. New Jersey: Pearson. 9. Nichols, S. & Parsons, J. (2011). Dewey's dream of democracy for teachers. New Zealand Journal of Teachers' Work, 8(1), 47-54. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=65208161&site=ehost-live 10. Reifel, S. (2011). Observation and early childhood teaching. YC: Young Children, 66(2), 62-65. Retreived from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=60001537&site=ehost-live 11. Rous, B., McCormick, K., Gooden, C., & Townley, K. F., (2007). Kentucky’s early childhood continuous assessment and accountability system: Local decisions and state supports. Topics In Early Childhood Special Education, 27(1), 19-33. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=26116543&site=ehos -live