Sample Term Paper

Words 1,500

Introduction

Preschools are organized toward providing educational familiarity for

children before they enter school. Article 29 (a) of the UN Convention on the Rights of the Child states that:

“the education of the child shall be directed to the development of the child’s personality, talents and mental and physical abilities to their fullest potential”.

Obvious in this Article is an extensive statement of purpose, which recognizes that children’s education is complex. Early childhood education, in particular, should not seek to realize narrowly defined educational conclusions but be linked to children’s social, emotional, cognitive development and their general well being. In The vision for preschool education in the school, I am working for is related to encouraging in children the development of positive attitudes, skills, and knowledge and acknowledges children as conscious and dynamic members of the community. An efficient early childhood education system is based on an understanding of the versatile nature of children’s learning and development, managed by policy frameworks concerned with children’s well-being and has the flexibility to be responsive to the individual needs of children and families and community circumstance.

The critical leadership Incident

The school administration introduced a new standard of categorizing the grouping of children, in this case, the three and four-year-olds who had separate teacher and playgroup leaders were asked to combine classes and to instruct the two different stages of children together. This action created a larger group with 15-16 children instead of 7-8 in a group with two teachers managing them.

The act created an imbalance in teachers as one had to become a leader. In addition, there was a great deal of confusion associated with it in reference to the impact on children, their reaction was initially not very positive, with the younger set of children being overshadowed to a certain degree by the older section. In addition, in the case where the teachers were not in sync with each other more serious problems were faced. The action was named A1.

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