Critical Analysis of Teaching and Learning in Early Childhood Education

This document provides a critical analysis of teaching and learning in early childhood education. It explores the importance of early childhood education and its impact on child development. The document discusses teaching and learning methods, developmental characteristics, and the role of Bible principles. It also delves into the effect of constructivism, humanism, and postmodernism on early childhood education.

Running Head: PSYCHOLOGY
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Critical analysis of teaching and learning in the early years
Kids between the ages of two and three years are primarily educated in early adolescence.
More frequently known as kindergarten, mid-kindergarten, daycare, nursery or just early
schooling. They all have the same objective that is preparing kids for elementary college,
notwithstanding their distinct names. Teaching and learning in the first years enable kids to give
unique focus to their future in their run-up to primary school. Brain in early adolescence takes
into account the environment and education climate that furthermore challenges kids and
motivates them for proceeding (Bredekamp, 2014). Early childhood education forms the basis of
life and helps child development mentally and academically. Early childhood education and
theeffect it has on children's lives are crucially recognized. Effective early childhood curriculum
and teaching encourage and develop vocabulary and language skills. Throughout playing and
learning, kids learn social skills and how to cope with others and create values of their own. A
significant role for early childhood educators or teachers is in the growth of a child. They inspire
young minds, make them aware of the pleasures of learning and provide them with the basis of
lifelong achievement. Neurological study reveals that early days play of children a significant
role in the growth of kids nervous system.
From an early era, kids learn about the globe around them, which is both prenatal,
perinatal (pre-and post-birth) and post-natal (Bers et al., 2014). Early childhood experiences,
together with their bonds to parents and first learning experiences, have a profound impact on
their future physical, mental, mental and social growth.
Maximizing early childhood is the most excellent way of guaranteeing the child’s future
success by teaching and learning. The Convention on the Rights of a Child of the United Nations
says that all kids are entitled towards participation. The importance of' education by playing in

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both countries and globally is thus reinforced (Roskos, 2017). Playing leads to better adaptation
of further learning and, above all, to a love of teaching. Once kids can play and learn innovative
stuff, they find that learning can be fun and that studying can continue to be something pleasant
instead of a waste of time. Early education and learning is not only a teaching medium or
academia; it is more essential to play with children and to communicate with them. Children’s
brain observes the climate and teaching atmosphere, and thus the very first training of children
happens in the schooling which provides and motivates them (Sullivan & Bers, 2016). It is
essential for parents and teachers to know that kids also have their own thinking and quality
education centred on treatment. Culture and the community must even acknowledge that learning
and teaching provided during early years is really important in child cognitive and intellectual
growth, thus providing not only kids but parents with more efficient education because the early
childhood education is the most effective investment for the community.
Link to principles of Bible
Towards early childhood education, the learning of the Bible about educational values
and learning consists of the religious and moral development of faithful in general, and kids in
specific (Shortt, 2014). The understanding of Christ and of his works is highly valued. All of this
defines and establishes the moral and spiritual fruits of this understanding. As per the Bible,
specific forces influence its growth from the time a kid is born (Tannenbaum, 2017). With its
legacy and trend, Christ assumes the features of adulthood. The biblical principle covers and
interacts with the surroundings and will. However, physical maturity does not end with human
development. Some character faculties are able to expand and refine into an era (Van Zandt,
2014). This continuing complete process of growth, be it in children or adults, is geared to

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particular goals. Biblical education aims to direct the development process towards God's
purpose for human beings: the piety of nature and action. It strives to this ideal person of God,
who is fully equipped for all excellent works. In view of both the Bible, of obligation the student,
a distinctive person made for a particular goal for both the project of God, focuses on the
instructional method (Luke & Carmen, 2018). If one is to play his collaborative role, he must be
correctly skilled and inspired. It is essential to note that religious teaching can not accomplish its
objective without a regenerated, ready student.
Some Bible citations from the Biblical worldview of early childhood learning that may be
associated with the critical evaluation of early childhood education in the first years are as
follows.
Proverbs 22:6
Train up a child in the way he should go; even when he is old, he will not depart from it.
Deuteronomy 11:19
You shall teach them to your children, talking of them when you are sitting in your house, and
when you are walking by the way, and when you lie down, and when you rise.
Psalm 127:3
Behold, children are a heritage from the Lord, the fruit of the womb a reward.
Proverbs 22:15
Folly is bound up in the heart of a child, but the rod of discipline drives it far from him.
Psalm 127:3-5
Behold, children are a heritage from the Lord, the fruit of the womb a reward. Like arrows in
the hand of a warrior are the children of one's youth. Blessed is the man who fills his quiver
with them! He shall not be put to shame when he speaks with his enemies in the gate.
Isaiah 54:13
All your children shall be taught by the Lord, and high shall be the peace of your children.

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Constructivism, Humanism and postmodernism and effect over early childhood learning
and teaching
Constructivism is essentially a concept-based on experience and scientific research-of
how individuals know. How individuals discover. It suggests, by witnessing and reflecting on
these experiences, individuals build their own understandings and knowledge of the globe (Trif,
2015). When you find something fresh, you need to reconcile it with your past thoughts and
experience, perhaps change what you think or discard raw data as meaningless. In all cases, they
create our own understanding actively. To do so, you have to ask questions, investigate and
evaluate what you understand.
The constructivist perspective of learning in the classroom can point to various teaching
methods. Using current methods (experiments, solving real issues) generally implies encouraging
learners to generate knowledge, then to reflect and to discuss what they're doing and, and also
how their perception is evolving (Kivunja, 2014). The professor ensures that she knows the
established notions of the learners and directs the activity towards them. Constructivist educators
promote learners to evaluate the way they comprehend the exercise continually. When students
in the constructivist classroom interrogate themselves and their strategies, they ideally are
becoming "expert students." They thus become increasingly more able to continue to learn. The
learners learn how and where to discover in a well-designed classroom setting.
The humanistic term obtained from Humanism, linguistically. Humanism has its
significance as a scheme of thought that focuses and dominates man, interest and growth, tending
to exalt rather than the academic and the speculative, in a cultural and practical way (Sikandar,

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2016). Humanism is then the conviction that without the need for religion, individuals can attain
happiness and fulfilment. The adjective of Humanism is humanistic. The concept, situation, or
exercise is humanistic. In definitional Humanism, a hypothesis focuses on the issue of how each
person is affected and driven by his or her own observations (Long, 2017). The humanistic
perception that people have a prosperity of heart loaded with developmental potential.
The humanistic approach to education is based on the principles of Humanism and is
based on works by Abraham Maslow (1908-1970) as well as Carl Rogers (1902-1987) in
particular. They focus on the individual student and believe that teaching is about not just the
intelligence but also the education of both the' entire individual,' taking into consideration the
desires, aims and passion of the child in order to obtain full capacity (Ambert, 2014). The above
method of teaching is focused on learners who are encouraged not to be extrinsically motivated
but to take responsibility for their own learning. Humanistic education's primary objective is just
the wellbeing of human beings, as well as for supremacy of moral values, the development of
human potential and the recognition of human dignity.
Postmodernism, however, is a response to the contemporary perspective of the world.
The term "peculiarity" can define the postmodern approach. Post-modernity' is regarded as a
"flux, flowing, and fragmenting" society, with no confidence intervals, an outcome to the
domination of an overall faith in "Scientific" rationality and a unitary theory of progress, the
substitution of empirical representatives and reality concepts, and an enhanced increased focus
on both the significance of the Subconscious and on hovering indications and images (Levinson,
Cookson & Sadovnik, 2014). The educators of the postmodern era focus on differences of
thinking, understanding, discipline, and teaching methods, instead of on ' homogeneity.

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Developmental characteristics
In childhood and adolescence, cognitive and social cognitive abilities take place
critically. Sadly, many children under the age of five have no growth potential in developing
countries. Researchers have partnered with learning Centres to evaluate the influence of
childcare in the development of kindergartens, an organization that aims to provide affordable
and high quality pre-primary education in rural areas (Hair et al., 2015). Initial results
recommend that scholarships have had a positive effect on the registration and performance of
various child development tests children generally offered bursaries without offering bursaries
for children over virtually all cognitive results. Early infancies are a time when changes in
production could have significant and lingering effects on the future of a kid. Experiments have
also shown that young children there is much more that is known cognitively, socially and
emotionally (Bornstein & Bradley, 2014). Kids start learning more about their world in
sophisticated ways, even in their earliest years. Growth continues quickly and cumulatively, with
rapid advancement trying to lay the basis for teaching in the long term. Enhanced first years of
training will endorse the sustainable development of children. Severe pressure or hardships, on
the other hand, can harm the developing brain and the advancement of a child in production.
Latest research has offered a better comprehension of the cognitive skills of young children that
are readily overestimated (Allen & Cowdery, 2014). In the intervening years, educationist has
been focused on simple, descriptive activities due to the prevalent belief that children are
"concrete" thinkers that they can't deal with abstraction or reason hypothetically. However,
experiments have shown that the imaginations of babies and toddlers are far more challenging
and complicated than their external conduct. Even children can explain other people's actions,

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intuitively introduce additional and suppressive elements, and reach conclusions regarding
determinism, for example (Black et al., 2017). Teachers can promote the growth of these
cognitive abilities by using a large amount of child-directed dialect in socialization, performing
and counting matches, speaking words on why someone looks disappointing or discovering what
takes place when objects clash.
The critical element of this interactive activity is that instead of being entirely guided by
the educator, it comes from the interaction between the teacher and the small child and its
context; the administrative staff notice, broaden and make a contribution to a further discovery of
the desires and answers of small children.
Learning connected to the learning process of the brain
The earlier than usual years of cultural production create the human brain fundamental
architecture and structure. This early stages of development period (interpretation between the
years of 6-8) impact the next step and the subsequent phase of human evolution. It is now better
understood how early life experience affects these different stages of development through
developmental neuroscience (Noble et al., 2015). Poor overall advancement influences
wellbeing, behaviour and learning and gaining knowledge in the latter part of the life
The structure and the operate of the brain constructs a series of experiences that influence
the architectural design and functioning of physiological pathways. The mechanism of the
neurons and neural pathways are distinguished by stimulation that is conveyed into the brain,
both pre-natally or after-natally and in the subsequent phases of life (Britto et al., 2017).
The memory of a kid grows as much as any moment in life from birth to age 5. As well
as premature adult neurogenesis lasts for the capacity of a child to understand and achieve

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successful learning and existence. During the first few years of a child's life, the qualities;
beneficial or harmful contribution to the development of their brain. The human brain, which is
the core of control of the whole body, does not evolve ultimately at childhood (Dinehart, 2015).
A neonatal brain has an average adult brain of about a quarter of the size. It incredibly doubles in
size during the first year and continues to grow to about 80% of adults by three years and 90%
by five years.
Most of the brain cells (nerve cells) one have for the remainder of life are found in a
newborn baby, but the connections (neurons in the brain) in them are how and why that makes
the brain function (Van Zandt, 2014). These connections occur at an incredible pace in early
adolescence–at least one million new neural connections every second and much more in the life
than in any other moment (Levinson, Cookson & Sadovnik, 2014). Young kids invite their
relatives and other parent caregivers to participate in their life. Babies cool, smile and weep; kids
are able to communicate more directly regarding their requirements and interests. Each of these
small offers gives the caregiver a chance to respond or disagree with the kid
This method of servicing and returning is essential to brain structure. For a kid to develop
safely, loving interactions with caregivers who regularly pay attention to, communicate with and
react to them are crucial. These partnerships start at home, with family members and with the
relatives, but also include childcare workers, teachers and other community members. Studies
have also shown that infants and young kids who develop up with lots of beneficial interactions
in secure, stable and healthy settings with parents and compassionate adults in their schools and
in their lives are more robust and more efficient (Roskos, 2017). Sadly, the contrary is also true.
Young kids without caring communication do not create as many useful brain links. All the
factors that can negatively affect early growth and consequently their future are famine,

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negligence and exposure to family violence. Therefore, supporting the healthy growth of young
kids is so crucial. Because early years are planted with the seeds of a competent, prosperous life.

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