Custom essays on The use of early childhood programs to promote and support children’s readiness for school and learning

In practice there is revealed a lack of awareness of the importance of early childhood period of life. Moreover, there is condescending attitude toward the problems of this age by parents and even some professionals. Numerous studies have shown that with adequate communication with older children and ensuring the conditions for successful development of the subject at an early age laid the most important and fundamental human abilities and personal qualities such as curiosity, perseverance, trust in people, confidence, etc. Much later in life and character of a person depends on how he spent his early childhood, how well have been implemented rich features of this period.
However, in actual practice parenting is often not realized by the huge reserves of young children. On the one hand, many parents and teachers still regard this period of childhood as a time of predominantly physical development and physiological maturity (providing proper nutrition, hygiene and conduct, etc.). Such an approach does not fully develop the potential of the baby, according to Issue Topic: Early Childhood Programs and Evaluation (2011).
On the other hand, in the last decade there is a growing fashion for the early development of a child. The desire of parents is as early as possible to prepare a child for school, give him success in later life leads them from an early age to teach the kid in school subjects – reading, speaking, writing, etc. Largely this contributes to the emergence of a large number of techniques which the authors promise to parents in the mild time to develop a child’s logical thinking, memory, attention, teach him to read and count, etc. Most of the games and activities, which are credited with the name of “developing” are collections help to discover new information and training any skills. This approach suggests that child development is understood solely as the assimilation of the information and mastering skills. At the same time emotional and social spheres of life, its own activity is not associated with the concept of “development”, which is a profound mistake. Lack of knowledge about the regularities of mental development, the possibilities of the young child and his methods of adequate education and development, leads to the fact that learning is reduced to “taming” memorization formal useless for baby’s life knowledge.
Actions dictated by an adult, as well as the correct answers to his questions are not true indicators of child development. Moreover, the installation of adults in formal child mastering the knowledge and skills are not relevant to his interests and capabilities of age may become a hindrance to development. With this training of the child does not provide freedom, being active and independent, and the acquired knowledge remains alien to him. In recent times there are different manifestations of “alienated knowledge” in young children. For example, 2 or 3 year old kids who have learned to read and amazing adult reading speed, often do not understand the content of reading. For them, reading – this is a mechanical skill that is not associated with their desire to read, with a love for books.
Studies in recent years have shown that acquired in early childhood literacy and numeracy are still not sufficient for the successful development of a child in the future curriculum and cognitive development in general. In addition, many children from an early age are focused on formal training, substitute a healthy development in later life are less initiative, insecure, and characterized by high anxiety. Dangerous consequence of mental and physical overload are caused by inadequate form and content of training may be the emergence of the child’s neurotic disorders (stuttering, obsessive-compulsive syndrome movements, tics, children’s fears, enuresis, etc.), according to Involving Parents in Early Childhood Programs (2010).
Current scientific evidence suggests that for young children do not apply many methods and techniques of teaching, which is used to work with schoolchildren: purely verbal explanations, instructions, frontal lessons do not reach their goal. For young children there is the need special of educational impact that meets their needs and capacities, and contribute to full development.
In the development of a child there is nothing small, that would not merit the attention of the parent. But it can, then give child development nature, that he understands the world spontaneously, he acquires the skills necessary for him without the help of an adult. Indeed, the innate ability to imitate a child learns a lot himself: to crawl, stand, walk, run. Adults only provide for the specific conditions or, if necessary, help. How much should understand the three-year old baby?! Four of the world points will develop him: the world of nature, man-made world, the world of the people themselves and the inner world. In each world the child must be guided by matching his needs and capabilities. Child will master the richness of the native language, his grammar and phonetics, learn to navigate in space and time, to recognize their own and others emotions, to enrich their sensory experience, according to Early childhood programs are at risk (2011).
Childhood education is as endless as it is infinite, varied life. What are the priorities for selection of information in an organized training, but in fact, conscious, and not spontaneous parenting? On this question, each family is responsible on their own, in accordance with their values, interests and family traditions. Of course, parents will be joys and failures. All in all, it should be noted that parents have to take care of their children and to provide them with the early childhood programs.