Research Paper on "Comprehensive Proposal for Development of an Early Childhood Education Program"

Research Paper 5 pages (1742 words) Sources: 5

[EXCERPT] . . . .

Early Childhood Educational Center

Program's center vision statement

The vision of the multicultural childhood center (MCC) is to structure a learning program that, whilst generally informative and inspiring, is individually catered to the character and potentialities of each child.

It aims to integrate families and the various ethnic communities into this education. It also aims to approach the child's education from a holistic perspective, integrating all senses and tools into providing a challenging and developmentally appropriate curriculum. It furthermore aims to maintain a safe and protective environment and will consistently endeavor to reflect on and augment its practices.

Mission statement

The multicultural childhood center (MCC) sees all children, regardless of race and ethnic origin, as being individuals and worthy of respect and opportunities that enable them to recognize and actualize their opportunities. The mission of the MCC is to dedicate attention to each child in accordance with his or her specific talents and personality so that the child recognizes his specific talents and is encouraged to pursue lifelong learning.

Educational philosophy including summary of child development theory on which philosophy is based

Drawing on Hahn's educational principles (Dr. Kurt Hahn )- I would premise a philosophy that calls forth and develops qualities of character and compassion. This would be developed by real, hands-on practical challenges suitable to the level of age and ability of the children.

According to Kurt Hahn, there are six declines of modern youth: (a) decline of fitness (due to modern aptitude to be stationary; (b) decline of initiative and enterprise (due to TV and, nowadays Internet -- tendency to be spectators); (c) decline of memory and imagination -- due to the same reasons; (d) decline of skill and care (due to weakened tradition of craftsmanship; (e) decline of self-discipline (due to ubiquitous presence of stimulants and tranquilizers; and (f) decline of compassion (due to haste of modern life). (6 declines of modern youth; Kurt Hahn)

I find these ills to be as relevant -- if not more so - than when first promulgated and, therefore, have decided to adopt Hahn's philosophy and corresponding antidotes to the decline that will be featured later in my curriculum.

The whole will also be supported on the behavioral child development theory (pioneered by Watson, Pavlov, and Skinner) that espouses environment to be the structuring formulate of the developing child and comes about via a paradigm of rewards, punishment, stimuli, and reinforcement. Focusing primarily on environment and action to exclusion of thinking and development of thought (Esquith, 2009), I find behaviorism to be appropriate to the age level of the child and in accordance with Hahn's philosophy.

Curriculum model and explanation re. how this model supports Vision, Mission, and Educational Philosophy

The curriculum model would be constructed around the four antidotes to the declines of modern youth as observed by Dr. Hahn.

The curriculum would, therefore, incorporate:

1. Fitness training -- where children would be encouraged to chase each other; and be introduced to sports on their level such as beginner's volleyball, bowling, mini golf; and basket ball.

2. Expeditions -- where children would be accompanied by teachers and parents on field trips that would not only be multi-disciplinary (i.e. involving museums and trips that incorporate both scientific, historical, and natural themes), but would also draw out themes of their particular culture.

3. Projects -- A range of supervised projects streamlined to the child's level and skill will be introduced. These include cooking, art, and origami, and may involve others of an advanced level such as woodwork, and sewing

4. Rescue service - rudiments of first aid will be taught. This is so as to evoke compassion. (Four antidotes to the declines of modern youth -- Kurt Hahn)

All four quadrants serve to expand the imagination and fitness of the children whilst enhancing his or her practicality and making him a more compassionate individual. All would also move him from spectator to participator, and augment his skill and care.

The curriculum coheres well with the behavioral philosophy in that it sees environment and action as the modifying forces. Through modifying the child's environment with action-directing and skill-enhancing techniques that are conducted in a stimulating and positive reinforcing manner, we are providing antidotes to the 6 destructors of the modern day environment.

Equally so, we are catering to each child per his character, potential and talents (as described in the mission and vision), and accomplishes all in a safe environment with the participation of parents and community engaging all senses and a full range of tools -- a s described in the Center's Vision -- in order to achieve this goal.

Description of classroom and playground environment (inc. how specifics supports growth and development)

Since the environment -- as described in behavioral psychology -- is fundamental to the development of the child, the classroom will be a welcoming place with home-like touches and equipment that develops the child's skills and reflects a multitude of cultures as well as a range of possibilities. The room and playground will be designed in such a way so as to encourage the child to freely explore and experiment with the range of materials (such as clay, water section, books on diverse subjects, music instruments and so forth). The materials will be age appropriate, easy, accessible, safe and interesting to the child's level.

The classroom will be divided into strategically located interest areas with noisy activities separated from quiet ones. Materials will be rotated, and new materials often introduced so as to continuously stimulate children.

The playground will be focused on climbing equipment and equipment that encourages children to move around and to keep them fit. Adult gym equipment may be introduced on a level that is congruent to the child's age and skill.

Summary of strategies for inclusive practices

Inclusive practices ensure that all children feel welcome in the institution regardless of differences in ability or culture.

Cultural differences will be addressed by promoting an atmosphere where questions are easily and readily asked about different cultural practices and interest shown with activities and trips organized around these different cultural experiences and rituals.

The environment constructed in such a way sot that physical handicaps are seen to, and each child will be accorded attention on his or her level will address differences in disability. Students will be given the necessary time to work through their individual projects, and acceptance will be given to all, with projects slanted to the individual's specific ability and encouragement handed that he or she can do it.

When faced with individuals who have physical or mental limitations, the Center, in lieu with family, will accommodate the individual's specific needs, so that the child has equal opportunity to find success in the classroom (Schreiner, E. Strategies to promote inclusive practice. E-How)

Teacher position description inc. qualifications and recommendations

All primary teachers will be certified in early childhood education, but their major requirements is that they be compassionate and have experience in dealing with young children. Their histories will be thoroughly investigated so as to ascertain that they be trusted around young children. Creativity, innovation, imagination, and desire to extend them will be taken into consideration as well as tolerance and curiosity of different cultures.

The teachers will be suited each to a specific craft that they will be teaching (such as exercises, cooking, first-aid and so forth). Rather than a hierarchy of teachers, teachers will be on the same level and adapted to their specific activity.

Staff professional growth plan

There will be training programs for staff in Hahn's philosophy as well as in a comprehensive survey and background of leading child development theories. Staff will be encouraged to do their own volunteer reading and research. In general, skills and growth will likely be accrued through involvement in the Center's projects, trips, interactions with diverse cultures, and other activities. Behavioral techniques will be applied to staff too, in terms of positive reinforcement and rewards as well as a stimulating and conducive environment that will inspire staff on a trajectory of continuous learning and growth.

Program center's discipline policy

A relatively liberal environment will be encouraged where staff will be encouraged to innovate and act according to their own temperament and personality. The few and key principles in place include projection, respect, tolerance, and care of each child; respect towards each staff member and human being involved with the school (including family) and this cannon prohibits gossip mongering and unkind words; and general truthfulness, integrity and an ethical character

Plan for staff / family communication including orientation, daily exchanges, and monthly communication

The staff will have regular, consistent, and open communication with family with a weekly report card detailing the child's accomplishments of the week supported by actual exhibits whenever possible. Focus will be placed on positive practices with, when needed, recommendations as to improvement in various factors rather than disparaging statements. The parent will also receive a phone call or handwritten note detailing a child's specific exemplary conduct when appropriate. Monthly… READ MORE

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