Federal or State Policy Influences

Early childhood education is that which children receive before getting into formal education. In most countries this may be before the age of five years old. In others, the education is for children below eight years of age. It is through this education that children gain skills and also are exposed to the outside world. Through this period, the brain of a child is developing therefore the type of childhood education they receive will affect their future learning processes. Early childhood education should be done by qualified personnel since the teaching process requires maximum care for the child in relation to the social, emotional and cultural environment (Anning, 2008).

For successful early childhood education, various regulations ought to be followed. The educator should have a healthy relationship with a child and his parents. This is because parents play a major role in the development of a child and relations of the child with others as well. The educator should also be in a position to be responsible of the child’s safety in the absence of the parent. The educator should not be bias regardless of the child’s background or social status. This is in regard to the increase in diversity in today’s education sector (Grotewell, 2008).

In light of avoiding biasness, the government of the United States came up with an act known as the No Child Left Behind policy which caters for childen with disadvqantaged backgrounds. This is mainly under the Title 1 policy. The NCLB act is responsible for organising tests and different criteria for determining the progress of a child. It is through the testing criteria of the No Child Left Behind act that the competence of educators and also to identify the most qualified educators. Due to this act, educators are more committed to their work thus ensure high quality education for the children. The Title 1 policy provides funds for children in poverty thus ensure equal education opportunities with the financially stable children.

The educators are also expected to be in constant communication with the parents in order to properly understand the temperament of the child and also communicate on the child’s progress in reference to how they respond to the new environment. This helps in ensuring that the child is not confused by a difference in instructions from the parent and teacher. Constant communication guarantees positive response of the child and also positive brain development which will eventually affect the schooling years of the child positively. In addition to communication with the parents, constant communication with other educators is relevant (Clark, 2007).

This is important in order to exchange ideas on different teaching methods and also sharing of new experiences that may have been experienced by previous educators. The educators are thus able to improve on their competence since they can be corrected by their colleagues. Through this relation educators are also able to increase their knowledge and skills in taking care of the children and also handling various personalities that develop in the children. It is also through communication between educators also known as teachers, that they are able to improve on their skills and identify areas that require attention such as improving the communication of children with each other and how they learn to live with others (Pianta, 2012).

In faith based institutions, the educators focus on educating children as well as teachings in their faith. Thus, qualification of educators in faith based institutions is different as compared to other educators. This is because the educators are required to have knowledge in religion in which the children have been raised in. This therefore contributes to the future religious beliefs of a child. In most religious teachings, the children are educated on their relationship with others thus enhancing their understanding in the basic curriculum, where they develop skills on social relationships.

In early childhood education, it may be hard to determine whether the education has impacted the child thus a testing criteria has to be carried out. This is because a child is required to have developed both emotionally and physically during the learning period. The testing criteria should focus on the development of the child physically, socially, emotionally, creatively and in intelligence. These can be tested by focusing on how the child relates with others in social development, how he responds to various situations in emotional development and also how the child develops in skills in the creative development sector.

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