Early Childhood Learning Report

This report discusses the importance of early childhood learning, focusing on effective literacy programs and strategies to enhance children's educational experiences. It includes an analysis of current practices and recommendations for improvement, emphasizing the role of educators and parents in fostering a supportive learning environment.

Running head: EARLY CHILDHOOD LEARNING
Early Childhood Learning
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EARLY CHILDHOOD LEARNING
Table of Contents
1. Introduction........................................................................................................................3
2. Discussion..........................................................................................................................3
2.1. Analysis of the Present Literacy Setting.....................................................................4
2.1.1. Shared Reading Program......................................................................................4
2.1.2. Reading Aloud.....................................................................................................4
2.1.3. Guided Reading....................................................................................................5
2.1.4. Missing Word.......................................................................................................5
2.1.5. Enhancement of Vocabulary................................................................................5
2.1.6. Interactive Writing...............................................................................................5
2.1.7. Reading Patterns...................................................................................................6
2.2. Instructions to a better setting of Early Learning........................................................6
2.2.1. Workshops............................................................................................................6
2.2.2. Disabilities............................................................................................................7
2.2.3. Health and Nutrition.............................................................................................7
2.2.4. Food experience...................................................................................................7
2.2.5. Group Work.........................................................................................................8
2.2.6. Socialization.........................................................................................................8
2.2.7. Cooperation..........................................................................................................8
2.2.8. Respect.................................................................................................................8
2.2.9. Respecting Diversity............................................................................................9

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3. Conclusion..........................................................................................................................9
4. References........................................................................................................................11

EARLY CHILDHOOD LEARNING
1. Introduction
Early childhood learning refers to the education given to young children up to the age
of eight, formally as well as informally. Toddler or Infant education is a part of early
learning, which denotes the type of education given to them from their birth to the age of two.
It emerged in the European countries, which have high rate of literacy, for developing the
personality of a child. In modern days, it has become a very important part of study, as the
government bodies provide funding for the preschools and pre kindergartens (Ahmad & Esa,
2017).
The report highlights the necessity or importance of early childhood learning in order
to provide a balanced effective literacy program. Often, it focuses on playful learning, which
meets the intellectual, physical, emotional, social and language needs of the children. A
child’s imagination and curiosity enhances in this way. It allows the development of a child’s
imagination power. A child gain knowledge and learn efficiently through activities like social
games, art and dramatic play (Baquedano-López, Alexander & Hernandez, 2013).
The report throws light on the detailed analysis of a balanced and effective literacy
program, in the early primary school setting for young children. The observations and
information are collected from an educator in this field. It further includes the current setting
of the literacy program and what more can be done to make it more effective.
2. Discussion
Children learn the most when they are young. They adopt all the new experiences,
new words, new behavior which comes their way. A child’s parents have a larger impression
on his/her future. Early childhood learning is the basis of a child’s lifelong journey. It proves
to be beneficial for the development of a child’s personality. It helps children learn

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cooperation and socialization in order to overcome their shyness and gain confidence
(Bredekamp, 2016).
2.1. Analysis of the Present Literacy Setting
Early education given to children guides them to accept and appreciate the differences
of the society and become accustomed with those. Children must understand that each and
every person is special and unique in a specific way, in accordance with their culture,
ethnicity and beliefs. This part of the report contains a brief analysis of the present literacy
setting for childhood education, which is acquired after visiting classrooms and interviewing
the educators (Brooks-Gunn, Berlin & Fuligni, 2013).
2.1.1. Shared Reading Program
It is basically an interactive process of reading in which the educator and the children
share a text and reads it. It helps in building the reading skills of a child, taking care of the
accuracy and fluency. The educator reads out the text clearly and loudly, keeping in mind the
reading speed, and the students repeat the sentences. It also helps in enhancing the students’
vocabulary which is beneficial for their future. Shared readings help the students gain
knowledge and skills (Bruce, 2012).
2.1.2. Reading Aloud
Reading aloud is a specific process where the educators select a passage and ask the
student to read it aloud in front of the whole class. This helps in building self confidence
among the children and enhances their listening skills as well as out knowledge. Children
become more attentive in class through this procedure. Teachers must also give stress on their
pronunciation patterns (Calderon, 2012).

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2.1.3. Guided Reading
It allows the educators to create small groups and differentiate those in order to
deliver instructions of reading at each student’s particular level of reading. Reading aloud and
shared readings are mainly done for the benefit of the entire class. Guided readings help in
enhancing the behavioral skill of a student to a particular level (Campbell et al., 2012).
2.1.4. Missing Word
This procedure of the educators involves the strategy of knowingly removing some
words from a particular paragraph or passage. The students are asked to identify the missing
word and complete the sentence. This helps in engaging the students into analytical or
problem solving behaviors, which in turn, enhances their reading and problem solving skills.
This practice helps them from making spelling errors and knowing the right meaning of the
sentences (Duhn, 2012).
2.1.5. Enhancement of Vocabulary
It is a part of balanced literary program which involves the student in decoding the
meaning of each and every word. The educators read out difficult words and make the student
understand the meanings of each and every word. Phonetically learning words helps in
enhancing the students’ vocabulary and spelling power (Egan, 2012).
2.1.6. Interactive Writing
It is the process where the educators as well as the students write together. The
teacher may write the introductory paragraph, on the other hand, students are asked to
complete the paragraph as per their wish. This helps the students to enhance their creative and
innovative skills and write according to their choices. It also gives a student full freedom to
utilize his/her knowledge, thus promoting creativity (Essa, 2012).

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2.1.7. Reading Patterns
In many pre schools and kindergartens, children are taught in the form of music and
dance. It helps them enhance their memorizing power, as the words are repetitive and it runs
in their minds. It is seen that children tend to learn more if they are taught in playful ways.
Surveys have shown that, it helps children remember things more efficiently and effectively.
They also enjoy this rhythmic style of learning; hence, it increases their knowledge and
memorizing ability (Gordon & Browne, 2013).
2.2. Instructions to a better setting of Early Learning
A balanced and comprehensive approach to early learning can help the children learn
more efficiently. Essential procedures must be undertaken at schools and homes as well, in
order to have a better setting of early learning. Many preschools lack the basic requirements
which result in slow development of the children’s skills and knowledge. This section of the
report discusses about the areas of improvement. Following are some instructions to a better
setting of early learning (John & Sons, 2014).
2.2.1. Workshops
Various workshops help in engaging the students’ parents. It helps them know the
condition of their kids and how they are improving. The parents must be given a mini lesson
on how to tackle their kids. Children must be given independent time to read in order to
develop a specific strategy of reading. Parents should be interactive and playfully teach their
kids, keeping in mind the child’s psychology (McWayne et al., 2013). It should be kept in
mind that children must have the opportunity to do what they love; otherwise they will
become stubborn in nature. Similarly, they must be given their own time to write small
paragraphs, which will help in enhancing their writing strategies and skills, stressing on their
handwriting (Lascarides & Hinitz, 2013).

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2.2.2. Disabilities
Children with disabilities must be taken care from an early age. For example, parents
of a deaf child must be affluent with sign languages, which will help the child in learning
through natural processes. Parents and educators must be interactive in case of disabled
children; otherwise their learning procedure gets hampered. It is to be taken care that they
must not face any difficulty in the development of their language. Many a times, it is seen,
that disabled children lack confidence. It is the duty of their parents and educators, to build-in
the confidence in them, so that they do not feel left out. They must be given an early training
of dealing with their incapability, but in a positive manner (Sandra, 2011).
2.2.3. Health and Nutrition
Children must also be given proper education on health and nutrition, in preschools
and at their homes as well. It enhances their ability and desire for a healthy living in future.
They must be given the basic trainings on hygiene and other physical activities for their well
being. It is important to educate them at this early stage, regarding nutrition, hygiene, safety
and prevention of diseases, in a playful manner (Spodek & Saracho, 2014).
2.2.4. Food experience
Students must receive trainings on washing their hands before eating food. Moreover,
they must acquire knowledge on healthy nutrition. For instance, preschools must organize
picnics or events like, “Fruit Friday”, where the students must be encouraged on eating fruits
and vegetables, letting them know the nutritional value of the fruits and vegetables which
they will bring. Children will enjoy this process, at the same time; they will gain certain
nutritional values. They must be given education on healthy as well as unhealthy foods, and
the foods they should avoid. Furthermore, sharing of foods must be encouraged (Sandra,
2011).

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2.2.5. Group Work
Children must be given group tasks or group projects to make them become
cooperative with others. They must be encouraged in maintaining peace and harmony while
performing a group task. They must have the opportunity to mix with each and every group
which will enhance their learning procedure. Group works tend to be more beneficial as it
helps a child share his/her goals with others (Lascarides & Hinitz, 2013).
2.2.6. Socialization
As imparting education at an early age is a necessity, teaching them on how to
socialize with people is equally important. Children must be taught regarding socialization
with people other than his/her family, but in a safer environment. They must know to
differentiate between safe and unsafe environment. The earlier it is done; the more likely it
helps the child overcome his/her shyness and in turn gain self confidence. It also helps in
their social development (Gordon & Browne, 2013).
2.2.7. Cooperation
Children must be encouraged to cooperate with others, but in a safe environment for
learning. This is more important for an elder child, who may neglect sharing things with
his/her siblings. It is very crucial for them to learn these habits at an early stage. Parents need
to take part in this, by teaching them proper behavior and etiquettes. It helps them enhance
their cooperative skills and abilities (John & Sons, 2014).
2.2.8. Respect
Children must be taught the value of respecting others at an early stage. This does not
just mean their elder ones or relatives, but also includes the respect given to the environment,
both global and intermediate. Preschools and kindergartens must teach them the value of

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respecting the environment as well, in order to civilize them and make them a better human
being (Calderon, 2012).
2.2.9. Respecting Diversity
Valuing and respecting the differences and diversities is very crucial for the
development of a child. Early childhood learning guides a child to accept and appreciate all
the differences of the society and helps them become good and well rounded contributors of
the society. Children must understand that every individual is unique in the way they are and
they are special with their beliefs, ethnicity and culture. Preschools must teach these values in
a playful manner, in order to make them grow as a better human being (Duhn, 2012).
3. Conclusion
To conclude, as adults, every day we encounter certain situations, which tests our
patience. Children need certain opportunities to get involved in abundant social experiences,
which will help them practice and explore the social skills of patience. This should be taught
to the children through real life instances and experiences, which will help in developing their
patience. Moreover, a sense of well being helps in providing the children with self
confidence, self esteem and optimism, which in turn encourages them in exploring their own
talents, interests and skills.
Positive interactions help in promoting a healthy, secured and positive view of the
children, which will allow and encourage them in approaching any situation and problem
with utmost confidence all throughout their lives. During the preschool years, most of the
children explore new ways and opportunities to discover fresh and new experiences, new
environments and new friends. At this stage, the children’s minds are imaginative and lively,
which must be encouraged in various ways.

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Therefore, an educator needs to take care of all these things in order to develop early
childhood learning. It is the educator’s duty to provide challenging environment to the
children, where they can gain knowledge through their real life experiences. They may
experience tough situations or bruises or cuts, but this will make them strong. This will
enable them to cope up with greater and tough challenges, they will face in life.

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4. References
Ahmad, N. F., & Esa, A. (2017). Early childhood education. Psychology, 47787-47789.
Baquedano-López, P., Alexander, R. A., & Hernandez, S. J. (2013). Equity issues in parental
and community involvement in schools: What teacher educators need to
know. Review of Research in Education, 37(1), 149-182.
Bredekamp, S. (2016). Effective practices in early childhood education: Building a
foundation. Boston: Pearson.
Brooks-Gunn, J., Berlin, L. J., & Fuligni, A. S. (2013). Early childhood intervention
programs: What about the family?.
Bruce, T. (2012). Early childhood education. Hachette UK.
Calderon, R. (2012). Parental involvement in deaf children's education programs as a
predictor of child's language, early reading, and social-emotional
development. Journal of deaf studies and deaf education, 5(2), 140-155.
Campbell, F. A., Pungello, E. P., Burchinal, M., Kainz, K., Pan, Y., Wasik, B. H., ... &
Ramey, C. T. (2012). Adult outcomes as a function of an early childhood educational
program: an Abecedarian Project follow-up. Developmental psychology, 48(4), 1033.
Duhn, I. (2012). Making ‘place’for ecological sustainability in early childhood
education. Environmental Education Research, 18(1), 19-29.
Egan, K. (2012). Primary understanding: Education in early childhood (Vol. 27). Routledge.
Essa, E. L. (2012). Introduction to early childhood education. Cengage Learning.