Sandra Candelas Child Development 258 Professor: Hunter

Why Am I ready To Become a Preschool Teacher?

Throughout the semester I have read and learned how to create developmentally appropriate activities which reflect the NAEYC standards for early childhood education. My child development class 258 has given me the opportunity to have a field experience where I was able to apply my past child development knowledge as well as class lectures into the preschool classroom setting. During my pre practicum, I was able to make individual as well as small group child observations with particular activities, to know where exactly a child is developmentally and what I must do to help the child reach a goal. I have what it takes to be a teacher since I have the innate nurture and patience for children which is a very valuable tool to be able to handle the everyday demands children bring into the classroom setting. Therefore, I am ready to be a teacher, knowing how to apply the principles of DAP and creating meaningful play based and structured curriculum for children. I love working with children and their differences amaze me because every single child has creativity and is unique in her/his own way. I know how to create developmentally appropriate activities based on child development theory that takes into consideration the developmental milestones in each age group. For example, child development knowledge requires a teacher to know that fine motor activities for an infants would not involve cutting with scissors or pasting with glue, since this particular age group tends to be in the oral stage. Activities can be created to help those particular skills emerge in order for children to have the readiness to reach certain goals. There are many principals

surrounding DAP, and one of them is to plan activities involving the whole child which includes creating activities in all developmental domains. Each particular domain has its specific goals, and a teacher must target and create activities that encompass the development of the whole child concept. As discussed in the text, the physical domain targets goals such as helping children gain confidence in controlling their bodies, understanding spacial awareness, developing healthy eating habits, maintaining healthy hygiene, hand washing , brushing teeth, and keeping their environment clean is part of the discipline. The language domain has four components in which the focus is listening, speaking, writing and reading. Goals for this domain focus on helping children articulate thoughts, feelings, ideas and to interpret receptive language. (Marjorie J. Kostelnik, 2011)Activities that can stimulate areas of language include book readings. As teachers read to children, students grasp the concept meaning behind alphabet letters which later promotes reading readiness. Reading books not only conveys print meaning, but also sharpens listening skills. Teachers can also encourage children to express comprehension after a reading, therefore enhancing and expanding language in children. The Affective domain, focuses on helping children gain self-knowledge, emotion regulation and intrapersonal well being (Marjorie J. Kostelnik, 2011). When academic materials are the main focus, many programs neglect this subject but should be taken in more into consideration. As an adult, I have noticed many people seriously need self-regulation skills, and I believe it should be taught starting from early childhood to the upper grades. Teachers can apply discussions or book readings about specific emotions and teach how to deal with difficult feelings to help children understand themselves. Activities that promote self-esteem like

identifying and drawing things that they like about themselves, are some activities teachers can have students do to help children understand and appreciate themselves. The creative domain, involves children using innovating problem solving skills and using creativity in every area of the curriculum not only art. To be able to bring forth innate creativity in children, teachers ask open ended questions where there is no wrong or right answers. Every child is unique and perceives situations in her/his own way. Therefore, open ended questions expand not only that childs innovating thinking but other children. Every child no matter who they are, is unique and special and has thoughts and feelings that are different as well as creative. Music, dance and the visual arts help children become aware of their own aesthetic awareness. The arts are also helpful in dealing with emotion regulation where a child can use drawing, painting or even dancing as a way to get rid of difficult emotions. The Cognitive domains main focus is helping children acquire, apply and reinforce new and previously learned concepts. The domain revolves around math and science. Problem solving, spacial concepts and representational knowledge where children can us symbolic play, are notions that help children with cognitive development (Marjorie J. Kostelnik, 2011). Children are like little scientists and curious to find out how the world works, and teachers can take advantage as they help students develop the necessary skills children need to help them grow. When children are challenged, there is an increase of neurological connections in the brain which helps childrens cognition. Moreover, providing safety and emotional support is an increasingly important factor since early experiences can have potential effects on future cognitive and learning problems in children. For example, some children who are in dangerous situations or live in chaotic environments are affected in brain growth and neuron connections. An increase in a hormone called cortisol in the brain can manifest as anxiety disorders and

impulsive behaviors which in turn has an impact on academic success. (Marjorie J. Kostelnik, 2011). In the social domain, the emphasis is to help children develop social competence and awareness in a culturally diverse country. These activities help with social awareness. For example, students learn what other cultures eat and dress like by reading multicultural books. Teachers can compare similarities and differences in cultures but always respecting diversity. Conflicts in classroom setting are ways that social skills can be encouraged in children. Children do need help practicing social skills that help them gain and maintain friendships with other children, but also allowing them to figure out what approaches work (Marjorie J. Kostelnik, 2011). I am also able to observe and assess children in areas of development. During my experience, I was able to apply my observation knowledge with children. When presenting an activity to children, I would observe what they were able to grasp and what was not so clear. For instance, if I had an activity where children had to identify colors, I observed who was able to identify the colors and who was not. Writing anecdotal notes helped me keep an accurate record. Therefore, I was able to make up more activities or simplify them in order for the child to understand the activity. Assessing children helps a teacher understand what areas a child has strength and or need help. Every activity that I had introduced to children during my field experience, had both simplified and challenging versions to fit the individual child. I have the patience and knowledge to work well with children. I am aware that children need to feel safe and have a trusting bond with their teacher in order for them to grow in all areas of development. I personally know from experience not only thru school but as a mother of three children, how being emotionally secure is important. According to Brain research, Children learn

better and are more focused when care, affection and security are demonstrated (Marjorie J. Kostelnik, 2011). knowing how to talk and scaffold activities takes patience which I possess and perceive as qualities in a teacher. Finally, I am ready to become a teacher because I have the skills and qualities to become one. Such qualities infer to child development knowledge, patience, enthusiasm, observation and social skills that are excellent tools for teaching. I know the role of a teacher as a facilitator is to promote creativity in children with planed structured activities. Activities need to be a focused on the whole child which fall under the developmental domains of Physical, Emotional, Social, Language, Cognitive and Creative. Children learn through play, and as a teacher, I am able to set the classroom curriculum based on this knowledge. Furthermore, every child goes through the same developmental stages but at different times and providing different levels of activities for children, acknowledges this individuality. The concept of developmental appropriate practices in early childhood education is what many early child development practitioners practice, which is based on the ideas of early childhood theorists and philosophers. As a future teacher, it is my job and honor to challenge and help children reach their potential in all areas of development.

References
Marjorie J. Kostelnik, A. K. (2011). Developmentally Appropriate Curriculum. PEARSON.