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The importance of early childhood education

The best sign of good completion is a good start. The old quotation is true today as it was first said for so long that no one can clearly say who first spoke about these words. In the education of young children, this proverb is of such great importance that it is difficult to overestimate its importance. Every learning and life experience takes on the form that the child does in the first year of his life. The influence of the family is of great importance, but the impact of the educational opportunities offered to young children is equally strong and in some respects stronger. Because the impact of early childhood education determines the behavior of a child towards primary or secondary formal education.

Today's world is a problematic place. We seem to hate each other more and more. They seem less and less able to accept people who are different from us. In the world of violence, crime, harassment, chaos and unpredictability, we need to ask important questions. Why is it so that some children

Do not be violent?

Do not be harassed?

Do not be depressed?

Do not you hate yourself and others? life?

These are not necessarily the deepest issues in today's world, but these are the most important ones. Where can we turn to recognizing the answers to these questions? What do we know that can help us extract embedded issues and get an idea of ​​how to raise and educate young children?

Answers to these and other issues related to children are the result of new research that the human brain is growing and developing. While we are far from knowing exactly how to prevent violence and depression, we learned a good deal of how to help the brain's potential as a body that helps children to contribute to society's productive and productive members. Before we discover the consequences of some research, we need to briefly examine the five development areas that every child passes in childhood.

Understanding Child Development

There are five development areas that children grow into while growing young adults. These steps appear sequentially in a rather predictable order. They are not the steps of ladders leading to higher and higher levels. Rather, they are like spiral sections through which the child is endless as they grow and mature. At a certain point, the highest level of access can not be achieved in a given area, but that does not mean that the child can not move to other areas of the spiral.

Five Areas of Child Development:

o Physics





"PILES" can be easily memorized with an unfortunate abbreviation.

Physical Development

This area of ​​child development is undoubtedly the easiest to understand and observe. Physical development includes gross engine power, fine engine performance, engine control, motor coordination, and kinetic feedback. Show all of them briefly.

oGross motor skills are the movements of the legs, torso and the arms of the big muscles

oFinual motor skills are the movement of the small muscles of the fingers and hands

o The motor control can move these large and small muscles.

o Coordinating the motor is the ability to move these muscles with a smooth and fluid motion pattern.

o Aesthetic feedback means the body's ability to absorb muscles from the outside environment to know where your body is in space.

Spiritual Development

This area relates to the level of intelligence of a child generally and to various aspects of intelligence that affect the overall level of general ability. Many of these are the following:

oVerbals' abilities – we are able to communicate with words through our thoughts, attitudes, beliefs, thoughts and emotions.

o Nonverbal Skills – Our ability to use visual and spatial perception capabilities to interpret the world around us.

oAttention span – the ability to concentrate enough time on a stimulus to understand and understand it.

oConcentration – we are able to pay attention to different stimuli as much as necessary for accurate analysis.

oEasy-motor skills – the ability to coordinate the movement of eyes and hands to effectively manipulate objects.

o Visual-perception skills – the ability to analyze stimuli visually without necessarily manually manipulating them.

oMemory – can be audible or visual (or even chinese as with memorable dancing steps) and can be divided into several important subtypes:

– Immediate recall ability to leave enough time to remind you immediately if needed

– Short-term memory can hold the input for a longer period of time, or minutes or hours

– The long-term memory input capability of input and callbacks is long after it has been detected, perhaps days or months, even years later.

Language development refers to language use. Similarly to other areas of child development, it can be classified in subgroups

o Occupying language – our ability to understand the spoken language when we hear it

oExpressive language – the ability to use spoken language to communicate with others

oPragmatical language – the ability to understand humor, irony, sarcasm, and how to respond to what the other said or asked and knew when to wait and listen

oSelf Talk – the ability to use inner, silent language to solve problems, manage difficulties, and postpulse deferral

oThe Thinking – the ability to think about problems, usually in the omelet, but at other times loudly, create action plans with words

o Creative thinking – though not necessarily a language function here, because many people use the language creatively, novelly and creatively (eg Joyce, Beckett)

Emotional development

is development, perhaps one the most underrated but still most important aspect of learning is how to live in the world. No matter how excellent spiritual, physical and linguistic development, we may suffer life frustration and it is difficult if we have not received satisfactory emotional development. This includes:

oFrustration tolerance – is able to cope effectively if things do not go as we want or expect

oImpulse control – able to think before we act and not everything that comes into our minds

o Leadership to resolve a conflict without the use of verbal or physical violence

oInter-personal intelligence-understand the attitudes, beliefs and motivations of others

o Intra-Personal Intelligence – Understand Our Behavior, Consciousness, and Motivation

Social Development

oSharing-knowing how to ask the other

oTurn knowledge when your line is to do something and when you have to ask if you can do it

oCooperation – the willingness to cooperate with others to reach a collective goal

oCollaboration – Interpretation of communication capability of communication, in cooperation with others.
Again, it must be recalled that emotional and social development plays a very important role in our ability to live dignity and respect. They also largely determine how well we work with our staff, bosses and loved ones, including our life partners.

When we recognize that every child passes through every development area, we are designing an educational program that is progressively appropriate. Most kindergartens just did this. Unfortunately, many adjustments in the early years are depressing and drive children towards academic goals and goals, sometimes almost obsessive. Moreover, the curriculum for young and older infant classes is largely inadequate for development. Too teacher, parent-centered, and too little child-centered. Regardless of whether it is appropriate or inappropriate, it is not enough to focus on child development in our work with young children. You have to start to recognize the hidden potential of the child's brain.

The Human Brain

There are options in the brain that create a human being. We were born with the following options:

oLove Hate

oPatience mistrust

o The level of violence

oHope Desperation

oTrust Suspicion

oDignity Corruption

oRespect Revenge

It is the responsibility of adults to dissolve the positive potential of the brain and to prevent the negative from appearing.

Everyone's learning experience in the early years – in fact, all the educational experience of children throughout the school year puts great emphasis on releasing the positive potential of the brain. The latest brain research conducted by dr. Bruce Perry, Texas, has six major strengths, all of which are related to the development and development of the brain, the development of which requires the development of appropriate educational programs for young children.

The six Core Strengths

Bruce Perry and Texas Child Trauma Academics have identified six strengths that are related to the predictable order of brain development and development. These six strengths, if properly nourished and fed, will help a child become a productive member of society. These are:


oSelf regulation






The first of six major strengths occurs in childhood. This is a loving bond between the baby and the primary carer. Early Binding Theoretical Ideas are a primary nurse as a mother, but today they have recognized that they can be the father, grandparent or any loving person. The primary donor, when delivering consistent and predictable nutrition to babies, creates what is called a "safe" binding. This is accomplished in rhythmic dance between the infant and the caretaker; the loving greetings, embraces, smiles and noises that pass through the caretaker and the infant. If this dance leaves the step, an unpredictable, very controversial or chaotic "uncertain" bond is created. When the attachments are safe, the infant learns that he is loved and loved, the adults take care and care, and that the world is a safe place. When instability is uncertain, the infant learns the opposite.

When a child grows from a secure bonded base, she is ready to be loved and friendly. Secure attachment creates the creation and maintenance of healthy emotional ties. Attachment is the template through which we look at the world and people.


Self-regulation can think before you act. Young children are not in this situation, they learn this ability as they grow when they are directed to care for adults who show them how to stop and think. Self-regulation is the ability to know our primary urge, such as hunger, mortality, comfort, and control. In other words, the ability to postpone the meeting and wait for it to arrive. Good self-regulation prevents outbreaks of anger and impatience and helps us cope with frustration and endure stress. This is a viability that needs to be learned and, like all the essential forces, are rooted in neuronal relationships within the brain.


Affiliation is a healthy human relationship affixed. When children are taught in the environment and promote positive interactions through game and creative group learning projects, they improve the relationship. This ability to "join" and work with others to create something stronger and more durable than one person usually creates. Association allows you to create something more powerful and creative than you do alone. A member of the child brings to the child's awareness that he is not a "self" but a "we" together.


Attraction is the power to see ourselves too. It is able to recognize the strengths, needs, values ​​and interests of others. Addressing simply begins in childhood. The child first recognizes that I am a girl, boy. In the early years of education it becomes increasingly colorful: it comes from India and loves other meals like me, comes from Kenya and speaks with other pronunciation than me. Adaptation helps children to create similarities between similarities and differences as the child advances with different skin colors and with different speech modes that people are much more resembling the other. This leads to the following core strength:


When the child develops the most important power of attitudes, he realizes that this difference is not so important. The child learns that this difference is easy to tolerate. With this learning, the child develops awareness, a difference that unites all human beings. Tolerance depends on attitudes and patience and opportunity to experience and learn with people who seem to look "different" at first glance. We must overcome the fear of difference in order to become more tolerant.


The last core strength is respect. Respect for lifelong development. Respect for honor from honor to other people. This is the most important strength for development, the creation of an appropriate environment, and an opportunity to meet different people. His true respect celebrates diversity and seeks it. Children who respect other children who have developed this seed are not afraid of those who seem to be different. An environment in which many children are grouped to learn, discover, and play promotes the fundamental power of respect.

How Brain develops

The brain grows from below. Each of the fundamental strengths is the scene and location of brain growth. In childhood, bond bonds have been acquired and deep emotional signals are defined in the brain. At the same time, the brainstem sees that body functions are self-regulating. Later, in childhood, the emotional centers of the brain are intensified, so the temperament tantrums disappear and the child controls their emotional life. In childhood childhood, the child's brain begins to develop the ability to think and reflect the external environment. This section starts at the stage where the frontal areas of the brain are worthy and at this stage the brain is developing, when the fundamental strength of affiliation, attitudes, tolerance and respect is also worthy.

The classroom and the brain core Strengths

Teaching young children is done with the most important strengths. Classrooms where peace and harmony are available in a wide range of children provides opportunities for affiliation, tolerance, and respect for development. These classrooms should be characterized by game play, creative mapping of objects, activity based lessons and lectures for teachers. The brain must be challenged by innovative lessons and educational methods. Co-operative learning activities should be part of the school's day. Occasionally, there is a chance for co-operative, mixed-team work in the classroom. Be able to explore long-term thematic projects. Teachers should be guided, always keeping in mind their main strengths, always watching the children and discovering what needs more structures and guidance as they grow through the main strengths. The teacher should also have a person whom the children consider predictable, caring, patient, and kind; a person who does not choke himself over the mistakes.

Who is responsible?

We have learned that the child's brain grows in a predictable order and is linked to this growth, the six most important forces in the world for a healthy lifestyle. Each child is born into a brain who has the potential to fully develop these main strengths. However, every brain should be able to interact with a classroom and home environment that facilitates the development of these strengths. The responsibility of adults, especially parents and teachers, is to be correct.

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