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ECE304 Early Childhood Care and Education

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Charles Darwin University

   

Early Childhood issues (ECE304)

   

Added on  2020-02-18

ECE304 Early Childhood Care and Education

   

Charles Darwin University

   

Early Childhood issues (ECE304)

   Added on 2020-02-18

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Running head: BACHELOR OF EARLY CHILDHOOD LEARNING1Issues Critical to Contemporary Early Childhood Care and EducationAuthor Name(s)InstitutionAuthor Note
ECE304 Early Childhood Care and Education_1
BACHELOR OF EARLY CHILDHOOD LEARNING2AbstractEarly childhood education in has overgrown for the past few decades. Even though this culture has become this complexity, its growth owes to the limited discussion within the educational mainstream, change of policies, and some investment in the research early childhoodeducation and care (ECEC) development. This paper will be a critical review of some of the notable changes in the educational programs that have significantly contributed to this evolution. In particular, this paper will look at the major issues in the contemporary early childhood education and care. In overall, these problems will be the well-being movement in early childhood, technology, and children readiness and transition to school life. Keywords: Well-being, Transition, Readiness, Technology, Media
ECE304 Early Childhood Care and Education_2
BACHELOR OF EARLY CHILDHOOD LEARNING3Issues Critical to Contemporary Early Childhood Care and EducationIn the past 20 years, most sectors of growth and investment have been partnering with schools to provide subsidies and promoting care for young children in their early childhood education. Before then, there was less focus on developmental topics for children, and little emphasis was given in empowering ECEC. Wellbeing Movement in Early ChildhoodWellbeing in early years has various meanings. For example, in the health sector, well-being looks at the child's deficit model. On the side of education, well-being looks at the child's behavior and skills that a child can demonstrate (Page and Page, 2014). To acquire well-being growth in children, the educators need a clear concept of well-being. In the (Dodge et al., 2012), well-being comprises of good health and overall satisfaction. Wellbeing is integral to holistic development from birth-to-eight-years of life transition. In (Bloomquist, 2013), wellbeing can also mean both internal and external behaviors which include, trust, happiness, humor, and satisfaction. It also means a cumulative advancement of skills from birth through eight years with progressing capacities in self-regulation, prosocial skills, and positive change From birth, well-being develops a solid basis for attachment and loving relationships (Page and Page, 2014). After developing a healthy and safe protected relationships with the first adults around, they then develop confidence in exploring the provided safe environment. As babies grow, their physical mobility increases and brings increased occasion to interact and explore their world around. From this point, their well-being starts developing the capacity to manage emotions and to persist with activities even when they go contrary to their expectations. As the children progress in developing a sense of achievement in their skills, they start developing self-esteem, and their well-being grows into preschool ages. After entering a formal
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BACHELOR OF EARLY CHILDHOOD LEARNING4schooling, they improve flexibility which allows them to accommodate a range of behaviors and interactions (Bloomquist, 2013). Wellbeing indicators like dispositions and skills are a part of a child’s learning trajectories. Bloomquist (2013) suggests five social and emotional developmentsin children as an organization, getting along, confidence, persistence, and resilience. The Path of Wellbeing in Early ChildhoodIn (Bernard, 2012), the work states that children commence their formal schooling with the essential well-being skills. It is these abilities that empower them in maximizing their full learning potential. This notion suggests some of the indicators of the trajectories of positive well-being, which ECEC should assess, support and improve. On the other hand, the study puts it clear that well-being, social and emotional competency are things that a child develops starting from the earliest days of life. In this support (Piccolo et al., 2016), states that brain science teaches that neuroplasticity is at optimum in the early years of child’s development, and therefore it is during this crucial stage that the society has excellent opportunities of positively influencing this development. Another important factor that determines children’s progression of well-being is the executive brain function. Starting from birth, infants start encountering a continuous stream of information which requires them to start processing it quickly. At birth, children respond by trying to connect social and emotional things happening around (Piccolo et al., 2016). Many of the children skills exhibited in the development of well-being are a result ofexecutive brain function. It allows children to avoid distractions when they want to concentrate,and to control responses to things around. In turn, this helps children to remain on task, managetheir time effectively and become productive (Bernard, 2012). Children who have richcumulative and repetitive opportunities for developing their executive functioning at their early
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