Early Childhood Education and Care

Running Head: EARLY CHILDHOOD EDUCATION AND CARE
Early Childhood Education and Care
Student’s Name
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Author’s Note

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EARLY CHILDHOOD EDUCATION AND CARE
Article 1: https://www.naeyc.org/resources/pubs/tyc/oct2015/using-blooms-taxonomy-
questioning
This article begins with an interesting story of how early life learners can be enticed towards
innovation and learning. When they engage in group discussion regarding what different could
have been done in context to the story so that the tree did not fall over, they automatically share
their ideas with other as well as inherit others’ ideas so that they could understand the flaws in
their own ideas. The story ends with a hope where Mr. Benson mentions that might be some day
during the choice time of the play school, the students will also be able to come up with the
Innovative ideas where buy they might easily find out some idea by which it will be possible to
strong the hold all the letters and still make the tree stand erect. As a consequence of this activity,
the story refers in the end that most of the children are feeling enthusiastic to go to the earth
centre in order to develop model of the Chicka Chicka Boom Boom tree which we can make to
stand is it with all the letters on it. This is the zest for innovation that this innovative study
session was able to instil into them. The article evidently questions that after reading this story
The Reader who is a preschool teacher will definitely ponder whether he or she conducts a
preschool session which is sufficiently interactive in order to make new ideas Bloom in the mind
of the students. The efficiency of the article lies in the fact that it identifies the nature of
interaction needed to be conducted with children in Play School or preschool which is not
common place and which can efficiently Kindle the Quest of finding and answer to any question
which the students are not able to solve with their immediate intellect. The article argues that
questions like “what colour is this?” or “how many are there?” and “what is this?”definitely
serves a purpose. However, it has been analysed by researchers like Strasser and Bresson (2019),
identify that efficiency of a child's brain, in the 21st century grows more with the increased

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EARLY CHILDHOOD EDUCATION AND CARE
exposure to critical thought processes. This is why higher order questions like “if 6 children are
having supper, how many bowls, we might need?”can be a more in-depth question which will
not only required the children to remember numerical information but rather explore in their
mind the whole arrangement that the question is presenting before them.
In context to the above presented idea in the article, there is also the specific description of
bloom's taxonomy which present 6 levels of questions which makes the students remember,
understand, reply, synthesise, analyse as well as evaluate. Immediately after the development of
this taxonomy, in 1956, which became popular among the teachers, to question the students
based on this technique and the arrangement of learning curriculum as well as assessment
framework of students there also based on this taxonomy.
However, based on the research conducted in this article and drawing inspiration from the ideas
of........it can be argued that it is necessary that apprehending how the learning of a child is
being accomplished, the educator will have to keep on making the difficulty level of the
question, higher. This will require further deep thinking for the child to respond to the question.
This process has been experimentally performed in many social setting and the most evident
outcome of this process is that maximum of the three year old learners are measured and
concrete thinkers. 3 year old learners might not be able to answer complicated questions, but
they show the attitude of Thinking out of the box for finding solution to Complex questions.
However, the researchers in this article depict that it is possible for 4 year old students to relate
one scenery with another, in order to deliver solutions to Complex problems.
However, the article would have been incomplete, if it would have not provided a concrete
process of recording the progress of a child. It is not essential to track the progress of the child by