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Essay / Research Paper Abstract
A 4 page paper that presents a teacher's philosophy of ECE. The specific age range discussed is 3-5 years. A general philosophy of early childhood education is presented, followed by the ECE domain areas as identified by NAEYC and adding the spiritual domain. The five dimensions of ECE practice as specified by NAEYC are also reported. The writer identifies the kind of program to be used, the expected outcomes, the purpose and the mission of the program. Bibliography lists 4 sources.
Page Count:
4 pages (~225 words per page)
File: MM12_PGeceph.rtf
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Unformatted sample text from the term paper:
but the overriding philosophy is that the classroom must be developmentally appropriate, caring and nurturing. This is basically the same philosophy as that offered by the NAEYC (National Association for
the Education of Young Children) (NAEYC, Principles, 1996). First, we must remember that children are experiencing giant changes as they move through these ages. Second, we must remember that
the most beneficial environment for the child is one where the childs family is directly and actively involved with their childs education. Third, we need to remember that not all
children develop at the same rate, thus, an individual approach is needed if each child is going to be successful. Young children develop and construct knowledge as a result of
meaningful experiences and this tenet becomes part of my own philosophy. The NAEYC identifies five domains of child development: physical, social, emotional, and cognitive (NAEYC, Principles, 1996). To that
list, we add spiritual development. The development in any one domain is influenced and related to the development in the other domains (NAEYC, Principles, 1996). This is a very
important concept and one that is embedded in my own philosophy of ECE. During these ages, children are developing physically, emotionally, psychologically, socially and linguistically. A good ECE program
will focus on all of these areas. Children are also developing morally and need to have lessons that help them distinguish between right and wrong behavior. For instance, it is
not right to take a toy away from another child nor is it right to hit another child. These lessons may be incorporated into the general curriculum and instructional processes.
The NAEYC also writes there are "five interrelated dimensions of early childhood professional practice" (NAEYC, Guidelines, 1996). These are identified as creating a classroom that enhances both the normal development
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