Projects Essay Example

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Educators not only focus on academic excellence of children but also play a big role in developing social, cognitive, and physical wellbeing of a child. To achieve this, the educators must work out ways of meeting the ever-dynamic needs of children such as the need for security, comfort, supportive learning, and encouragement of motor, cognitive, and social growth (Anning & Edwards, 2006). How do educators meet them?

Firstly, they guarantee security of the children through education policies that require parents to drop their children to school daily or use a trusted family member. Alternatively, a school bus can pick them from their homes but it has to be accompanied by the teacher. Moreover, most schools are fenced and out of bounds for the public unless the head teacher or the responsible school management grants permission. The educators can accompany children to playing grounds and risky places like toilets to guarantee their safety because children come to school at different developmental ages (DeVries & Zan, 1994).

According to Anning & Edwards (2006), children’s comfort can be promoted through offering frequent meals and ensuring they sit on comfortable desks and chairs. The classrooms are located in noise free environments and the teachers needs to appreciate them in equal measure without biases. To stimulate learning, variety of teaching materials such as the videos, pictures, music, songs and literature reading is important. Moreover, cognitive development is fostered using challenging quizzes, puzzles, and competitions carefully to cater for different children cognitive level.

Regular games in between learning session are important. Doing practical work in groups is also vital for psychomotor and social development. School rules are set to regulate behavior, by rewarding morally upright behavior and punishing for wrong behavior. A combination of the above approaches provides the right environment for growth and learning which provide a basis for most parent’s choice of a good school for their children (Burns, Griffin, & Snow, 1999; Elias, 1997).

Reference list

Anning, A., & Edwards, A. (2006). Promoting children’s learning from birth to five: Developing the new early years professional. McGraw-Hill International. Retrieved from

Burns, M. S., Griffin, P., & Snow, C. E. (1999). Starting out right: A guide to promoting children’s reading success. National Academies Press. Retrieved from

DeVries, R., & Zan, B. (1994). Moral classrooms, moral children: Creating a constructivist atmosphere in early education (Vol. 47). Teachers College Press. Retrieved from

Elias, M. J. (1997). Promoting social and emotional learning: Guidelines for educators. ASCD. Retrieved from


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Crain (1992) In psychoanalytic theories category, Sigmund Freud stages of psychosexual development theory proposes that events and experiences in the childhood determine the personality in adulthood. He names the three stages as oral, anal, phallic, latency and genital. A child who does not complete each stage successfully develops a fixation that reveals itself in adulthood personality. In the same category is the Erik Erikson theory that proposed a theory based on conflicts that people encounter in different stages of growth from childhood up to the late adulthood. Success or inability to deal with conflict in a certain stage can lead to impaired overall functioning and development of a child

, argues that theories developed related to the development of a child have developed due to speculation that development that occurs in childhood influence adulthood. It created a renewed interest on child development among the psychological, behavioral, as well as social theorists. However, few theories have stood the test of time and are regarded as valid up to date. This essay will describe them based on four categories; psychoanalytic theories, cognitive theories, behavioral theories and social development theories.(Tyson, 1993) In cognitive theories category, Jean Piaget describes stages of cognitive development that proposes children are ‘little scientists’ who think differently than adults in an attempt to understand the world. In behavioral theories, Skinner considers child development and behavior as influenced by stimuli, rewards, and punishment that come with it

.(Thomas, 1985) In the social development category, John Bowlby theory of Attachment explains how a child’s attachment with caregivers influences their development into adulthood

.(Goldberg et al., 2013). In the same category, Albert Bandura theory of social learning explains how children learn new behaviors by observing what other people are doing (Thomas, 1985) In conclusion, the above theories explain how different aspects of childhood influence child’s development. All of them hold some truth that is reliable in understanding the behavior of an individual in childhood and adulthood

.(Sullivan, 2013).

Reference list

Crain, W., 1992. Theories of Development 5 th Ed. Pearson Education.

Goldberg, S., Muir, R., Kerr, J., 2013. Attachment theory: Social, developmental, and clinical perspectives. Routledge.

Sullivan, H.S., 2013. The interpersonal theory of psychiatry. Routledge.

Thomas, R.M., 1985. Comparing theories of child development. Wadsworth Pub. Co.

Tyson, P., 1993. Psychoanalytic theories of development: An integration. Yale University Press.


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The National Quality Framework in Australia is meant to introduce quality standards that improve early education and care provided to the children in their schools or day care centers. It raises the quality of care and aids in driving continuous improvement of childhood learning and care (Farrell, 2004). It is applied to pre-prep, long day care, out of school hour’s care and family day care services through adherence to Education and Care Services national Law and Education and care Services National regulations. It describes the inputs for service providers, families, and educators to achieve the set standards (Council of Australian Governments, 2009).

Among the issues under the regulations is description of the required student educator ratio and better care giver qualifications. Moreover, the National Quality Standards are concerned with outcomes for children. The outcome expected include to nature children who have a sense of belonging, wellbeing and confident effective communicators and contributors in national matters. Belonging, being and becoming summarizes the expected outcome of implanting legislation on early childhood education and care (Council of Australian Governments, 2009).

The legislations and the applicable early years learning frameworks have greatly revolutionized not only childhood education but also the entire education system. The educators, guardians and other stakeholders are keener on promoting quality of education. Children have more attention and this translates to more skilled workforce emanating from an education system that meets international standards (Common Wealth of Australia, 2009).

Consequently, it creates more jobs for teachers and caretakers. The set ratio of educator-learner is responsible for that. However, the educators will be required to increase their capital while setting up schools or care centers because resources will be continually evaluated. Besides, children in Australia are the direct beneficiaries (Richardson & Prior, 2005). They have the privilege of undergoing through early childhood that lays a good foundation for their adult life. Families and guardian might incur extra expenses to pay in form of school fees and materials required to implement the frameworks (Common Wealth of Australia, 2009).

Reference list.

Common Wealth of Australia. (2009). BELONGING, BEING AND BECOMING.

Council of Australian Governments. (2009). National Quality Standard for Early Childhood Education and Care and School Age Care.

Farrell, A. (2004). Child protection policy perspectives and reform of Australian legislation. Child Abuse Review, 13(4), 234–245.

Richardson, S., & Prior, M. (2005). No time to lose: The wellbeing of Australia’s children. No Time to Lose: The Wellbeing of Australia’s Children, viii.