An individual realizes his/her full potential in life when granted the best possible beginning. In as much way, children deserve a proper care that would help them realize their full potential. Children often develop to adapt the activities conducted in their early childhood years. Children between five years and birth often develop quickly. Usually, their experiences in these years dictate their future lives. In its own right, the establishment of a safe and happy childhood is indispensable. It is crucial for the parent to develop appropriate parenting and convenient early childhood education. The education provided should be geared towards helping the child to develop their talent and learn about their environment and other significant aspects of life. It is necessary for the children to develop the most out of their abilities (North Central Regional Education Laboratory, 2005). The Early Years Foundation Stage (EYFS) provides a standard for the early childhood providers in a bid to equip them with parenting skills to facilitate safe and healthy education for the children (Smith, 2007). This way, it enhances teaching and learning in order to develop children with a broad range of capabilities. Such a foundation is vital in developing a healthy future for the children.
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The EYFS is endowed with the responsibility of ensuring a favorable environment that would help the children realize their full potential in the future. The EYFS is obliged to ensure quality and consistency in institutions of early learning. It ensures that every child within such institutions is offered preferential treatment that would help him/her realize their full potential in the future. This way, it ensures that every child is granted considerable attention that would help him/her develop a successful future. The EYFS also enhances close relation between the early years practitioners and the parents of children. The EYFS stipulates the requirements that uphold the children’s right and enhance learning and development. It also provides specific requirements that promote children’s welfare. The requirements that regulate the development and learning cover the areas of learning and development. It also covers early learning goals as well as assessment arrangements (Smith, 2007). Early learning goals require the early years practitioners to help the children achieve their full ability. Assessment arrangements involve the various methods employed to measure the progress of children by the practitioners.
The establishment of foundational abilities that would develop children into confident learners and communicators is imperative in the early childhood years of a child. Such knowledge also helps the child develop into a confident and responsible member of the society (Bruce, 2010). Science often equips the child with the knowledge to assess the knowledge of “why,” “how,” or “how to.” The scientific experiments often equip the child with the ability to investigate the various occurrences on their own (Nebraska Department of Education, 1996).
Most experts on early childhood developments believe science equips the child with the ability to conduct critical evaluation. Most scientific investigations are conducted to ascertain various environmental and natural phenomena. This way, the study of science directly enhances the child to develop environmental awareness. Most scientific concepts require theoretical explanations, which are investigated experimentally (Kennedy, 1997). Usually, scientific concepts are not applicable in the daily lives of the children. However, the scientific concepts are often employed in the lives of the children. The scientific concept helps the child in identifying explanations and descriptions. This would help them to make sense in their explanations. In as much, the scientific processes help the child understand fundamental processes in the lives of an individual. Some information is crucial in the development of the child. For instance, it is imperative for the child to able to distinguish an animal from a bird, or be able to identify a living thing from a non-living thing. Scientific knowledge forms a vital part of the child’s life. It is appropriate for the child to be able to acquire scientific knowledge in order to maintain proper hygiene (Wenham, 1995). Scientific knowledge on teeth and dental care enhances the well-being of the child. Such knowledge would influence the child to develop a responsible parenthood in the future.
Teaching the science topic materials is a necessary part of introductory science for primary school children. This is because materials consist of the items in the surrounding environment with which the children interact. The teacher should collect different items in the classroom or from outside and use them as samples of the different materials that make things. The teacher should also enable the children to note that different things can be made from the same material. The other notable aspect of materials that the children should learn is the use of senses. Senses can be used to find out about different materials such as touch and sight. This should include different materials such as wood, glass, cotton, and metallic keys. The class should be divided into groups and supplied with the different materials (eyfsonline, 2012). The teacher then encourages them to describe the materials using their senses.
The next step in the lesson involves the significance of different properties of materials. The children should be given exercises that involve using the materials provided. An example of such exercise is making a dress for a doll. The teacher asks for suggestions on what should be used for that. The focus of this exercise is to determine the properties of the materials that make them useful for the task. This task can also involve exercises to determine the rigidity and flexibility of materials. The children should engage in determining the properties of different materials and determining how they make the materials useful in different objects (Bruce, 2010).
Another vital aspect is to understand the different properties of materials and change. The teacher should establish the two aspects of change: reversible and irreversible change. The children should come up with actions to show reversible and irreversible change. Before conducting any of the experiments, the teacher has to ask the children to write what they expect to happen and why. Then conduct experiments and have the children determine the type of change. In case of reversible change, the children should discuss in their groups the change can be reversed. Class activities should be included in the experiments in order to enable the children observe the changes and record them. The teacher should ensure that the class is divided into groups to enable increased interaction among the students. This also increases the children’s confidence by enabling discussion with colleagues (Brown, 2004).
In conclusion, it is essential to consider that the learning process of infants is a sophisticated undertaking. Therefore, only qualified individuals should be given the responsibility of teaching them. The study of materials is a necessary topic for children. It should be taught with all the necessary visual aids in order to ensure that children learn what they should learn in their early years. Engaging the children practically enables them to interact with the materials and gain confidence in learning the different characteristics of materials. Teaching children about materials is a fundamental science topic, which has the potential to affect their lives as they continue studying science. Having practical activities improves children’s love for science because they use materials and objects that are familiar to them.
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