The Psychology of Education - Assignment Example

The Psychology of Education (College) The Psychology of Education A core curriculum for children’s learning establishes clear values, principles as well as learning purpose in the field of education. This marks the basis for a child to develop their confidence, responsibilities, and capacities and to become effective contributors in all spheres of life. Besides giving children a head start, an early childhood education that focuses on brain development paves a solid foundation for future success (EPR Properties, 2008-2015).A good core curriculum also enhances and helps improve the early childhood education. The manner in which a childs education life is handled highly influences their future progress in academics (Feeney & Freeman, 1999). There might be differences in good early childhood settings, just in the same way as good professional preparations may result in several pathways aimed at helping the learners find their high standards which is for the sake of supporting children (NAEYC Governing Board, 2009). This study mainly purposes to assess the importance of the core curriculum for children’s learning and analyze some of the factors within the school context, which might undermine or enhance that learning. The Core Curriculum In attempts to offer the highest quality of learning, the core curriculum for childrens learning should take play and technology into consideration. “Technology should be integrated into the early care and education curriculum as developmentally age appropriate, as well as when used to supplement and/or enhance the curricular activity” (New Mexico Early Childhood Higher Education Task Force, 2011). For technology to be integrated into the early childhood curriculum, the early childhood teachers must be familiar with the ways in which technology offered may support opportunity for young children. This includes the modeling and teaching of ethical practices that come with technology. When it comes to play, the curriculum should be designed in a way allowing children to play and relax their minds after every lesson or two. However, as much as play is taken into account, the lessons should not be too much with a given academic day. What makes technology a core element in a childs learning curriculum is that the ongoing convergence of technology is the driving force of the contemporary society (Rocci, 2010). Entertainment is yet another part of the core curriculum of a childs learning stage in life. However, a curriculum that indulges so much into this might end up transforming the learning institution into a care taking rather than educational (Kenway & Bullen, 2001). The entertainments include watching animations and comedies, and watching magicians. All these must be limited within a specified time span so that it does not get to be too much for the brain development. The significance of entertainment in the learning is that most entertainments have got some lesson to be learnt in the end. Besides that, entertainment also induces creativity. Censoring Helsinki (2004) the core curriculum for childrens learning entails language teaching, playing, exploration and engaging in physical activities. The literature reveals that in the very beginning children are most interested with their environment, all the things that move around them including pictures and buildings. At this stage their only way of communication is physical expression of the body. As the child grows, the function of language in supporting cognitive processes also grows. This explains why language teaching is done early enough. Physical activities and exploration alike are matters to be attended to on occasional basis. This is because physical activities wear out the children and exploration is an extra ordinary learning. The physical activities are fundamental to a childs well-being and healthy growth (Helsinki, 2004). At such times, the children think, express feelings, gain new experiences and learn new things which are the intended purpose of the curriculum. Innately, children possess the sense of exploration and winder (Helsinki, 2004). This also happens to be the best way of learning as the curiosity of the children gets satisfied. Exploration also offers instances of trial and error as well as moments of insight. “In the majority of instances, activities on offer to children are wide-ranging yet carefully planned to extend interest and learning.” (Scottish Executive, 2007). Factors that might undermine or Enhance Learning UNESCO (2007) argues that factors which may undermine or enhance learning in schools are mainly tied to the ability or inability for the children to gain access to the appropriate facilities for the for them to learn. The article gives examples of inadequate number of well trained teachers as a limiting factor that undermines learning and the availability of interaction as a positive factor that enhances learning. Despite the existence of global efforts to reach out for children opportunities, several schools across the globe are not adequately responding to the needs of their learners (UNESCO, 2007). A study from Virtual Medical Center (2010) also reveal that the social environment of a child influence their educational attainment. Factors that might Undermine Learning Just as argued earlier by UNESCO (2007), inability of the child to access some facilities such as the teaching stuff negatively influences their learning. Now let us the take the absence of well trained teachers as a factor, this is an implication that the children will not get someone who understands their needs well, leave alone delivering the knowledge. This is there for an implication that the children will go past their childhood education without proper or poorly built foundation. Since the early childhood education marks the pillar of their future success as we already discussed earlier, the child might end up having problems in the future basically because their learning was undermined. Social relationship is yet another factor that could possibly undermine childhood learning. Take for instance, is a child is often ignored or simply disliked by others in school due to one reason or another; the child is most likely to lead a lonely life. Normally children are so emotional that any form of slightest rejection induces the feeling of absolute rejection in them. Therefore, undermining of a childs social life greatly interferes with their learning as it denies them the pleasure of togetherness and these way they acknowledge least importance in education. Learning in a school environment can also be undermined by limited learning facilities. Normally children have the perception of the setting in a school especially if they have been to one, read somewhere about one or simply watch a school setting in the television. Now in the case that the child reaches a school and all they keep experiencing is learning under a shade while at the same time struggling to share resources as text books they get discouraged. This is an implication of a poor learning environment that brings no hope for a better future to the learners. The learning could also be undermined by a poor curriculum. Take for instance a curriculum that gives children little time to play and more time to be study is not healthy for their psychological development. Children like playing and limiting them to what they like most is just one way of ruining their learning. It is therefore paramount for school curriculum to be adjusted in a manner suiting the young learners interests. References Feeney S., & Freeman K., S., 1999. Ethics and the Early Childhood Educator: Using the NAEYC Code. National Association for the Education of Young Children. [Online] 105-pages. NAEYC Governing Board, 2009, July. NAEYC Standards for Early Childhood Professional Preparation Programs. A Position Statement for the National Association for the Education of Young Children. [Print]. New Mexico Early Childhood Higher Education Task Force, 2011, April. Common Core Content, Early Childhood Educator. COMMON CORE CONTENT and COMPETENSIES for Personnel in Early Care, Education and Family Support in New Mexico. [Print] pp. 1-100. EPR Properties, 2008-2015. Early Childhood Education. Return on Insight. [Online] Retrieved on: April 29, 2015. Retrieved from: http://www.eprkc.com/portfolio-overview/early-childhood-education/ Kenway J., Bullen E., 2001. Consuming children: education—entertainment—advertising. New York: Open University Press. [Online] 212-pages. Helsinki, 2003. National Curriculum Guidelines on Early Childhood Education and Care in Finland. [Print] Retrieved from: https://www.thl.fi/documents/605877/747474/vasu_english.pdf Rocci L., 2010. Technoethics and the Evolving Knowledge Society: Ethical Issues in Technological Design, Research, Development, and Innovation: Ethical Issues in Technological Design, Research, Development, and Innovation. Boston: IGI Global. [Online] 323-pages. Scottish Executive, 2007. A Curriculum for Excellence: Building the Curriculum (2). Active Learning in Early Years. [Print] pp. 1-19. Retrieved From: http://www.educationscotland.gov.uk/images/Building_the_Curriculum_2_tcm4-408069.pdf UNESCO, 2007. Enhancing Learning From Access to Success. Report of the first Experts Meeting: Defining Areas of Action. [Print] Printed in France. Virtual Medical Center, 2010. Parenting, the Social Environment and its Effects on Child Development. [Online] Last Updated on: September 24, 2010. Retrieved from: http://www.myvmc.com/lifestyles/parenting-the-social-environment-and-its-effects-on-child-development/ Read More