Behavioral theories

NAEYC standards for early childhood

Implications for early learning and best teaching practices

They usually tend to relate more on learnt skills to be used later.

These they fall under teacher’s direct instructions.

It emphasizes on checking students work regularly as well as proving feedback and encouragement.

It believes that students should be taught only what is important not out of context.

Directions from teachers and tutorials always should dominate in the class (Helms, 1990.).

They tend to put in place a bar for student achievement.

The children acquire experience to the wider world through reinforcement of the repeated experiences.

Children depend on human interaction to learn new skills.

Teachers only need to present information in a sequence that students can easily understand.

Children are shown how to relate with newly learnt information to their life.

Safety and well being of every child greatly determines the child concentrations in class (Creswell, 2009).

Emphasis on more sense in teaching for it enables the brain to accommodate information very fast.

Emphasis on different teaching practices is that primary students should practice in addressing children differences (Glanz, Rimer, & Viswanath, 2008).

Emphasis on the kind of expectations pre school age child has to know and do.

It shows what children experience before they start school; it is important in shaping or determining their success.

These implications perceive young children as capable learners compared to current practices.

Children should have knowledge of what to do prior to kindergarten as it facilitates shared understandings.

A well defined standard of what children should learn enables teachers to be more intentional in their teaching practices.

Children are considered to be conversant with what the school expects of them even before joining kindergarten (Cassidy & Shaver, 2008).

The above information is the key difference between the three research conducted on the issue education ground. The main areas were on behavior practices by teachers and children, NAYEC standards and implications from early learning and teaching practices.

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