Effective program and practices putting it all together

This is achieved through the development and implementation of an effective program and practice. This essay takes a closer look at this process and the various ways in which this process impacts early childhood education in a classroom setting. To be able to come up with feasible, long lasting educational programs, a lot of emphases have to be laid on quality and effectiveness. In this case, quality and effectiveness refer to the extent to which the educational program in question fulfills the desired targets of the program. Although it may look like a fairly trivial matter, most education systems have been unable to deliver the targeted results. As mentioned earlier, there are a number of different parties that need to work together to provide a wholesome learning experience for a child.

Relationships may be formed throughout the educational development of a child, but they do not always end up in a partnership. For two parties to form a meaningful and productive partnership they have to identify and share the responsibility towards reaching a specified goal or target; In this case, the target is the educational development of the child. The parties involved also need to have a platform where they can engage, share ideas and develop methods of dealing with their differences in opinion as far as the educational processes are concerned (Hedefalk, Almqvist & Ostman 2015). It is not uncommon to come across situations where parents take their children to school and then expect the teaching staff to handle everything from that point forward.

At this stage in their lives, the kind of learning programs that are designed for children needs to factor their age in the equation. This begins with the learning environment. The classrooms that these children are in need to look and feel different as compared to those of more advanced learners. They need to create an environment that allows them to simulate real-life situations that will allow them to develop a relationship between what they are being taught and what they see in their day to day lives (Britto et al. This allows them to begin to develop context and relate all that they learn in school with what happens in the real world. When they come into the classroom, they may be subjected to a uniform and standard kind of learning process.

However, it is important to note that these children will develop different understandings of the same kind of material because of their backgrounds (Black et al. Although most learning institutions may subscribe to the idea that standardization would be a remedy for this kind of situation, it is unlikely to be productive because one cannot separate a child from their background. As soon as they leave for their places of residence, they are placed in the cultural environment that they are likely to grow up in for the foreseeable future. This may make them feel a sense of detachment from the learning institutions because a major part of their lives and identity have not been factored in. The second is to align high quality and comprehensive standards, curriculum and assessments as a continuum from pre-kindergarten all though to grade school (NECATC 2007).

This kind of action would have advantages and drawbacks in certain areas. Some of the advantages that are likely to be seen include the following; Streamlining the early childhood education system would cut out a lot of bureaucracy and allow instructors to come up with accepted systems of learning. This would ensure that there is uniformity in the sector, and there are minimum standards that are set to ensure that all the children that go through these systems have an equal chance of making something out of themselves (NECATC 2007). This means that the children would not be subject to bias as a result of the school the learning institution that they attend as they grow up. References Black, M. M. , Walker, S.