Advocating For Early Childhood Students

The NYSED’s 100.3 Program Requirements for Students in Grades Prekindergarten through Four (2015) state that “the instructional program for prekindergarten and kindergarten should be focused on the children’s ages, interests, abilities, and needs.” Such learning scenarios must involve differentiated teaching to encourage the development of new concepts and skills. Teachers may draw from Piaget’s Cognitive Development Theory and Gardner’s Multiple Intelligences when designing customised lessons for their students. Teachers can “create courses that embrace each distinct type of intelligence” (Miniland, n.d.) using Gardner’s many bits of intelligence theory, enabling their students to “adapt to their learning strengths” (Miniland, n.d.). Additionally, Piaget’s theory of cognitive development gives teachers knowledge about the intellectual growth of a typical child at each stage.

Furthermore, we must be aware of the developmental areas in which children are ready to learn before we can differentiate their education. For instance, we can read aloud to our children books in the Language/Literacy Developmental area to “help prepare children to identify new words from context, as well as enhance their general phonological awareness” (Mead, n.d.). Additionally, teachers should encourage their pupils to ask questions about the world and the systems that govern it in the Cognition and General Knowledge Developmental domain (Mead, n.d.). Children’s curiosity “may motivate them to delve into areas of interest and build background knowledge that will improve their reading comprehension and other key academic abilities” (Mead, n.d.).

In light of this, educational specialists are just one of the many options available to help kids with their unique requirements. Professionals specialising in a particular topic may collaborate with educators to create lesson plans that may be taught effectively and satisfy the needs of every student in the classroom.

According to Johnson (2009), differentiated teaching “provides equal learning activities that cater to students’ abilities while bringing all students to the same learning target” Since lessons and activities are targeted to each student’s needs, differentiating teaching for early childhood pupils will boost their developmental domains and aid them in succeeding in other subject areas in the long run.

Overall, I like curriculums for young children that include differentiated learning. We appreciate you taking the time to read this message.

References

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