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NAEYC Standards:
Standard 1.
Standard 1. CHILD DEVELOPMENT
We see a plethora of different theorist and beliefs/strategies throughout child development. Being a very open minded person, I seem to connect on some level of understanding with all or most. Family systems theory, John Dewey, Maslow's hierarchy of needs, Piaget theory, Vygostsky, Erikson's theory, and many more.
Standard 2.
Standard 2. FAMILY & COMMUNITY
Being blessed with the background I have I’ve learned to be incredibly open minded and flexible throughout my years. One of the main aspects of child development is the many cultures and family systems you experience. Greeting each family/child and getting to know them will not only help the family become more comfortable but help guide you in how to best teach/help this child. Creating a relationship where open communication is not only done but encouraged, creates a connection between home and school to the best development of the child.
Standard 3.
Standard 3. OBSERVATION AND ASSESSMENT
Throughout observation and assessment, the efficiency and positive outcomes of all the theorists and tips/suggestions are noted and documented. I personally connect with the Reggio Emilia pace, setting, and classroom environment/center dynamics. Within Reggio, you tend to see more project based work, as well as much observation and assessment done throughout, on an on-going basis. Artwork is kept and displayed for periods of times, along with teachers know there own class and each child's unique developmental needs.
Standard 4.
Standard 4. DEV. EFFECTIVE APPROACH
Erikson's theory shows us the different stages of experimental norms of social/emotional development. This theorist is one to keep in mind and always refer back to, as you want to make sure these experiences and stages are positively occurring throughout the child's development. Along with, Developmentally Appropriate Practice in Early Childhood Programs, Third Edition by Carol Copple and Sue Bredekamp. NAEYC is another great resource for Childcare professionals to make sure they're obtaining current and appropriate effective techniques.
Standard 5.
Standard 5. CURRICULUM
In a young childhood atmosphere, I do personally encourage minor usage of technology, however not an excessive or majority use. Things such as drawing tablets, dancing/movement technology, learning with or through videos/games; These are all things that can be positively put into play and action in the classroom during supervised and limited time. I also encourage creative arts, as this is a prime and perfect way for children to further learn, explore and express themselves. Most of all in their own unique ways.
While writing curriculum, you want to keep in mind the developmental domains (physical, intellectual, emotional, and social) and also the different developmental stages and previous observations or assessments done.
Standard 6.
Standard 6. PROFESSIONALISM
With all of the positive teaching strategies and learning opportunities and experiences created that I've learned about throughout my years of experience and coursework, I plan to have the best positive developmental outcome on each child I can, and that I come in contact with. I want to be able to shape the young minds and hearts of our future. I want to give them warmth and happiness and positive opportunities, that each and every one of our youth deserve. I like to keep in mind as well, that what we teach and give to our young children, is what they will then take and teach to future generations. Children, are literally our future.
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