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Assignment - Foundations of Teaching and Learning

Task - Explain how below topics applies to early childhood education as outlined in the Early Years Learning Framework (EYLF).

Topic 1 - THE NATURE AND PURPOSE OF SCHOOLING

Topic 2 - TEACHING PRACTICE TO PROMOTE EQUITY

Topic 3 - ATTACHMENT THEORY AND RELATIONSHIP

Solution -

Topic 1 - The nature and purpose of schooling

Early years learning framework works on to describe the principles, practices and outcomes of the young children of age from birth to the age of five years. Both early education and care is governed by National quality framework and the early years learning framework makes up a key component of the same. The vision of the programme to facilitate the learning experience for early education children and also it will work on to facilitate the early childhood services to develop their own strategies to implement the objectives of the programme. Within the context and domain of this framework, the following part of the discussion focuses on three different topics related with early childhood education.

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The nature and purpose of schooling

Early childhood education is basically something just more than preparation of the children for primary education. This is the age where in the brain will undergo remarkable growth and the people in this age will be influenced by lot by the environment surrounding them as well as the people there in their vicinity. The purpose of this part of the early childhood education is to enable them to take maximum advantage of the impact of the surroundings as well as the people there in their surroundings. Early childhood education people will be provided with all the necessary social, emotional, cognitive and physical needs for the developing them to face the future challenges of lifelong learning and the wellbeing in the society. Early childhood schooling will work on to nurture the children, will take care of them and also will work on to provide the necessary grooming of the kids to become more capable and responsible citizens of future. The immediate objective of the schooling at this age is to prepare children to get transition into the primary education or elementary school. Children nurtured in early childhood education programme will be provided with a positive head start and will be prepare them to take up the challenge of the primary educations (steinburg, 2018). Children at the age of three years will be having maximum capacity to learn the new things. Brain at this age will be receptive to learn both new language as well as the new motoring skills; early childhood schooling will enable the children to take advantage of this feature. They will be provided with the necessary learning and cognitive skills, which can be of immense use for their future requirements. Early childhood education will enable the children to develop the necessary competency to develop the socio-emotional aptitude. Such development will make the children accustomed to the primary education with much ease and it will not rise the necessity to nurture the children for mental health care and well being after moving to primary education. Another important feature of schooling at this age to do screening of the children for their competency in cognitive development, speech, vision, hearing, co-ordination, emotional skills and other social skills. If during the screening process if the children are found to be deficient in any of these attributes, they will be provided with necessary correction and remedy to eliminate the possible learning delay which can happen in the aftermath of the early childhood education for the kid. As a whole the early childhood education will provide the children the necessary framework of good habits. Children attended early childhood education will develop the numeracy skills and literacy skills much easily than other children. Children will develop the emotional resilience, they will enjoy a successful future as they will be prepared to learn more and excel in life. Children will be motivated towards a learning experience; they will continue the habit of learning and prosper in life. Early childhood education will provide the foundation for children to excel in life. Children will develop the skills of enthusiasm, communication skills as well as social connectivity as part of their early childhood education programme (Urban et al., 2018).

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Topic 2 - Teaching practice to promote equity

Equity can be described as a typical process for elimination of privilege, oppression, disparities and disadvantages. These ailments are historically troubling the people as social menace. Teaching practice committed for promotion of equity need to work on to recognize, understood, and appreciate the social values, wellbeing at personal, interpersonal, institutional and cultural levels. Typical practices in early childhood education need to be considerate towards the children's right to the language, their access to the diverse books. Also during the learning and teaching practice, they need to appreciate the racial equity and also high light the anti-racist teaching practices. Teaching practices will eliminate the practices, policies, attitudes and the cultural messages which can contribute towards differential outcomes by race. Other practices like no bias towards the colour of the boys either for privileges of teaching or for punishment is another such fair practice of equity. Institutional discrimination will not be encouraged in any form in the teaching practices. Teaching practices of equity also will be based on the belief that all children do have the same learning capacity and it is believed that all the children irrespective of any bias do have similar strength of learning. Irrespective of the facilitator capabilities and professional language competencies, the programme and teaching practices will be developed to include the language and cultural norms of all the children participating in the education programme. Programme will equitably consider and establishes a framework for liaison between the children home and schooling environment. Facilitating diversity in the linguistic environment so that all children do feel inclusive in the programme is one of the aspects of the teaching practice of equity in early childhood education programme (Boaler, 2016). Within the early child hood education programme, children will be provided with access to diverse and high quality books, which in no way will contain any element of inequity included in detailing. Typical coverage of the content like diverse abilities of the families as well as diverse identities makes up one of the key element of the equitable teaching practice. Other practices may include promoting teachers from all communities and races of the children attending the programme (Sailor, 2017). Teachers as part of their teaching and non-teaching interference with children should foster an inclusive culture. They do embrace age appropriate conversations related to the diversity and social justice. Administration and teachers will be having a plan ahead of any sort of incidence that can happen to the children. For any sort of discrimination or harassment reported, the teacher and administrators will be having a necessary plan of action to face the same. Teaching and practice of tolerance will be part of the demonstration of equity in the school programme. Totally in three phases, viz., curriculum, teaching and learning, disparities of any type will be removed off and equity will be provided in totality (Mclaughlin et al., 2016). In all the practices of the teaching, a sense diversity ensuring environment will be present in an ideal early childhood education. Further the inclusion environment will promote a sense of belonging for all the children. Making allowances for differences and enabling practices and methods to enable participation of all children makes up the vital feature of the equity based teaching practice in these children.

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Topic 3 - Attachment Theory and Relationship

Attachment theory is all about the perspective of the kid towards adults in his environment and the consequent implications. In an ideal case, attachment theory postulates that when a child has positive relationship with adults in his surroundings, he will develop the necessary confidence and enthusiasm to explore the surroundings. This will boost up his self esteem as well. Positive relationship will be contained in the belief that someone will take care of his; someone will attend for his needs and so and so forth. In an ideal relationship case, children will believe that the someone will attend and take care of him, in all possible issues like when he feels hunger, when he is frightened or when he need assistance in exploring something new or to know about something new. In all such cases, he will develop trust on some adults in his vicinity and will start developing confidence in them as well will develop self esteem and positive spirits to attach and related more with the surroundings (Fonagy, 2018). In early childhood education environment adult carers has much to do in this regard, they need to respond more for the needs of the children promptly as well in accordance with the needs of the children. If there is any need, adult care givers will respond promptly and will assure positive feelings to the children. Socio-emotional development of the children in the aftermath will depend on the security or the insecurity of the children in their attachment with relations. Cognitive development of the children also depends on the positive relationship of the children with the surroundings. Typical descriptors that can define well the secure relationship between the children and the surroundings include sensitive responsiveness, emotional availability. Typical dimensions of positive attachment include appropriate, timely and affectionate response towards the care needs of the children. Attachment and relationship more depend on the professional competency of the care givers (Von Rosalyn et al., 2016). Professional competency can be improved by providing the necessary training, developing a road map structured to meet the children needs, exposing the care givers to variety of videos and lectures for attachment and relationship development will yield better and positive outcomes. Further the attachment and relations can be measured systematically using structured tests and if there any deficiencies observed in the extent of the relationship, either the adult care givers can be changed or will be provided with additional care to render better attachment with the children. Comprehensively speaking it is the same emotional bond that develops between the children and parents will be attempted between the adult care givers and the children in the early childhood education programme. Such relationship and the attachment are very much needed for positive and healthy relationship development with the children. Incase if the children do not get the necessary positive attachment with the primary care giver, the immediate consequences can include anxiety, unhealthy cognitive and emotional development as well will develop disturbed social relationships as well. So early childhood education will be equipped and provided with a framework to focus on provide positive and ideal attachment and relationship as well (Singer, 2017).

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