Teacher Techniques – Research Paper Example

Teacher Techniques: Early Childhood The Consultative Group on Early Childhood Care and Development (2009) defines early childhood as “the period of a child’s life from conception to age eight” (par. 6). At this stage of development, learning is most critical in terms of finding and implementing the most effective teaching techniques that would address their developmental needs. Prior to proffering the teaching strategies and techniques in early childhood programs, it is critical to identify the learning objectives at this phase of development, to wit: development and use of the five senses, enhancing interaction skills, and learning basic reading, math, arts, and music, among others.
Characteristics of Children at this Age Group
According to Wardle (2008), children at this age group manifest the following characteristics: “concrete learners who are very interested in using newly learned symbolic representation - speaking, writing, drawing (including maps and geometric figures) and using numbers. Further, children this age are extremely active and mobile. They often have difficulty sitting still; they need frequent changes in learning modalities; and they want a variety of physical experiences involving dance, physical play, climbing and sports. Preoperational children are also are continuing their mastery of language, and exploring various facets of social behavior” (par. 3).
Teaching Techniques
The teaching techniques most effective for children at these age group are: games and playing which incorporates lessons on early reading (letters), identification of colors, shapes, and other basic learning tools; audio stimulation techniques (classical music, nature and environmental sounds, music of various patterns and rhythms); drawing, writing, and even the use of technology: computers, internet resources, audiovisual technologies (compact discs, videotapes), and other educational aids (field trips, visits to museums, etc.) (The Praxis Series, 2008, 3).
The U.S. Department of Education supports a high quality of education for the early childhood group through the use of effective modules and instructional materials which would aid in the holistic development of children. In their report, it was averred that “the U.S. Department of Education and the U.S. Department of Health and Human Services are working together to ensure that our children have a strong foundation in both the educational and the social-emotional domains that provide children with the preparation they need to enter kindergarten ready for success” (par. 2).
Works Cited
The Consultative Group on Early Childhood Care and Development. What is ECCD? 2009.
Web. 28 September 2010. < http://www.ecdgroup.com/what_is_ECCD.asp>
The Praxis Series. Principles of Learning and Teaching: Early Childhood. 2008. Web. 28
September 2010. < http://www.ets.org/Media/Tests/PRAXIS/pdf/0521.pdf>
The U.S. Department of Education. Prepare My Child for School: Early Childhood Education
(Archived Information). N.d. Web. 28 September 2010.
< http://www2.ed.gov/parents/earlychild/ready/resources.html>
Wardle, Francis. The Role of Technology in Early Childhood Programs. 2008. Web. 28
September 2010.