Childhood Education Essays and Research Papers

Instructions for Childhood Education College Essay Examples

Title: Career Research and Exploration Paper for childhood education

  • Total Pages: 2
  • Words: 606
  • Works Cited:2
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Briefly describe/summarize the tasks and responsibilities of a childhood education teacher
Describe the skills, experience, and educational background needed for being a childhood education teacher that you already have that relate to this field and that you still need to develop and/or obtain to be successful in field
.
Specifically, indicate the career- related skills and experiences that you
hope to obtain
Indicate where you obtained the career information for this report.
In general, Attempt to locate information that deviates from the
mundane and stereotypical tasks and duties associated with your
prospective profession.

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References

Gardner, H. (2006). The Disciplined Mind: Beyond Facts and Standardized Tests:

The K-12 Education That Every Child Deserves. New York: Penguin Putnam.

Lloyd, S. "Evidence-based educational methods." Educational Psychology in Practice,

Vol. 21, No. 3; (2005): 252-253.

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Title: creative curriculum early childhood education

  • Total Pages: 2
  • Words: 497
  • Bibliography:0
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: Answerr each in 1 - 2 paragraphs:

1. Ramona is a student in your early childhood education classroom. Ramona's grandmother, Mrs. Reymundo, doesn't understand why you're planning to close the program for one afternoon so that you can attend an early childhood conference in another city. Write a letter to Mrs Reymundo that explains the importance of current research and theory to your practice.

2. Your program director has just hired a new preschool teacher, Mrs Chavez. As a more experienced teacher, you're asked to help Mrs. Chavez arrange her computer area for her students. Provide a detailed description of the props, activities and experiences that you recommend she use in her computer area, Include a description of the furniture, equipment and other supplies needed for the center; the location of the center, and an overview of the environment.

3. Imagine that you're interviewing for a position as a preschool teacher and are speaking with the program Director. Explain the second component of the Creative Curriculum to the program director and describe how it will help you to promote children's development and learning.

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Title: Comparison of American and Japanese early childhood education

  • Total Pages: 50
  • Words: 14069
  • Sources:30
  • Citation Style: Harvard
  • Document Type: Essay
Essay Instructions: "Comparison of American and Japanese early childhood education”. The development and changes of early childhood education in the US and Japan since World War II. How the systems differ, how they are similar and what's the foreseeable future for both.

The paper should cover education of children between the ages of 3 and 6.?

Areas that should be covered are:
a. Teacher’s training & education
b. Teaching methods
c. Federal/state regulations (ex: size of classes, safety, teaching objectives, etc.)
d. Special needs children in the kindergarten
e. Handling of language/cultural problems with children of immigrant families
f. Parental involvement in children education until age 6
g. Differences and similarities between private and public structures.

All sources should obviously be quoted, but the number of times is at the discretion of the writer (citations and footnotes as well).

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Bibliography

Adams, M.J., Treiman, R., & Pressley, M. (1998). Reading, writing, and literacy. In W. Damon (Ed.), Handbook of child psychology: Child psychology in practice, 4, 275-355. New York: Wiley.

Albertson, L., & Kagan, D. (1988). Dispositional stress, family environment, and class climate among college teachers. Journal of Research and Development in Education, 21(2), 55-61.

Amidon, E. (1980). Personal Teaching Style Questionnaire. Philadelphia: Temple University, College of Education.

Allison, Anne. (1996). Producing mothers. In Anne E. Imamura (Ed.), Re-imaging Japanese women (pp. 135-155). Berkeley: University of California Press.

Amidon, E., Flanders, N., & Casper, I. (1985). The role of the teacher in the classroom. St. Paul, MN: Paul S. Amidon & Associates.

Boocock, Sarane Spence. (1989). Controlled diversity: An overview of the Japanese preschool system. Journal of Japanese Studies, 15(1), 41-65.

Britzman, D. (1986). Cultural myths in the making of a teacher: Biography and social structure in teacher education. Harvard Educational Review, 56, 442-458.

Brophy, J.E. (1983). Classroom organization and management. Elementary School

Journal, 83, 265-285.

Brophy, J.E., & Good, T.L. (1986). Teacher behavior and student achievement. In M.D.

Wikttrock (Ed.), Handbook of research on teaching (3rd ed., pp. 328-375). New York: Macmillan.

Carter, K. (1990). Teachers' knowledge and learning to teach. In W.R. Houston (Ed.), Handbook of research on teacher education (pp. 291-310). New York: Macmillan.

Carter, K., & Doyle, W. (1996). Personal narrative and life history in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 120-142). New York: Simon & Schuster.

Cohen, J. (1999). Beginning preservice teachers' perceptions of their reward and punishment histories and teaching style (Doctoral dissertation, Temple University, 1999). Dissertation Abstracts International, 60, 7.

Cooper, J. (1999). Classroom teaching skills. Boston: Houghton Mifflin. Cullingford, C. (1995). The effective teacher. New York and London: Redwood Books.

Curwin, R.L., & Mendler, a.N. (1988). Packaged discipline programs: Let the buyer beware. Educational Leadership, 1, 68-73.

Deci, W.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.

Delpit, L. (1998, Fall). Lessons from home. Teaching Tolerance, 7(2), 15-19.

Deshler, D.D., Schumaker, J.B., Alley, G.R., Warner, M.M., & Clark, F.L. (1983).

Learning disabilities in adolescents and young adult populations: Research implications (Part 1). Focus on Exceptional Children, 15(1), 1-12.

Dreikurs, R., & Grey, L. (1968). A new approach to discipline: Logical consequences

New York: Hawthorn Books.

Goodlad, J. (1983). A study of schooling: Some findings and hypotheses. Phi Delta Kappan, 64, 465-470.

Greenfield, P.M., & Suzuki, L.K. (1998). Culture and human development: Implications for parenting, education, pediatrics and mental health. In W. Damon (Ed.), Handbook of child psychology: Child psychology in practice (Vol. 4, pp. 1059-1112). New York: Wiley.

Glasser, W. (1990). The quality school: Managing students without coercion. New York:

Harper & Row.

Haberman, M. (1996). Selecting and preparing culturally competent teachers for urban schools. In J. Sikula (Ed,), Handbook of research on teacher education (pp. 747-760). New York: Simon & Schuster.

Hawkes, T., & Furst, N, (1973). An investigation of the (mis)conceptions of pre- and inservice teachers as to the manifestation of anxiety in upper elementary school children from different racial-socioeconomic backgrounds. Psychology in the Schools, 10(1), 23-32.

Henderick, J. (1998). Total learning: Development curriculum for the young child. Columbus, OH: Merrill.

Henry, C. (1999). The role of reflection in student teachers' perceptions of their professional development, Art Education, 52(2), 14-20.

Hitz, R., & Driscoll, a. (1988). Praise or encouragement? Young Children, 43(5), 6-13.

Hollingsworth, S. (1989). Prior beliefs and cognitive change in learning to teach. American Educational Research Journal, 26(2), 160-189.

Holloway, Susan D. (1988). Concepts of ability and effort in Japan and the United States. Review of Educational Research, 58(3), 327-345.

Hyman, I.A. (1997). School discipline and school violence. Boston: Allyn & Bacon.

Jones, F.H. (1987). Positive classroom discipline. New York: McGraw-Hill.

Joseph, P., & Burnaford, G. (1994). Images of schoolteachers in twentieth-century America. New York: St. Martin's Press.

Kamii, C. (1984). The aim of education envisioned by Piaget. Phi Delta Kappan, 65(6), 410-415.

Kaplan, C. (1992). Teachers' punishment histories and their selection of disciplinary strategies. Contemporary Educational Psychology, 17, 258-265.

Karpov, Y.V., & Haywood, H.C. (1998). Two ways to elaborate Vygotsky's concept of mediation. American Psychologist, 53(1), 27-36.

Kazdin, a.E. (1975). Behavior modification in applied settings. Pacific Grove, CA: Brooks/Cole.

Kazdin, a.E. (1994). Behavior modification in applied settings (5th ed.). Pacific Grove, CA: Brooks/Cole.

Kohn, a. (1993). Punished by rewards: The trouble with gold stars, incentive plans, a's, praise and other bribes. New York: Houghton Mifflin.

Kostelnik, M.J., Stein, L.C., Whiren, a.P., & Soderman, a.K. (1998). Guiding children's social development (2nd ed.). New York: Delmar.

Kounin, J.S. (1970). Discipline and group management in classrooms. New York: Holt,

Rinehart & Winston.

Lepper, M.R., & Greene, D. (1975). When two rewards are worse than one: Effects of extrinsic rewards on intrinsic motivation. Phi Delta Kappan, 56(8), 565-566.

Lewis, R.B., & Doorlag, DH (1995). Managing classroom behavior: Teaching special students in the mainstream. New York: Merrill/Macmillan.

Lippitt, R., & White, R. (1943). The "social climate" of children's groups. In R.G. Baker, J.S. Kounin, & H.F. Wright (Eds.), Child behavior and development (pp. 485-507). New York and London: McGraw-Hill.

MacDonald, R., & Healy, S. (1999). A handbook for beginning teachers. New York: Longman.

Marshall, H.H. (1995). Beyond "I like the way..." Young Children, 50(2), 26-28.

McGillicuddy-De Lisi, a., & Sigel, I. (1995). Parental beliefs. In M. Bornstein (Ed.), Handbook of parenting (Vol. 3, pp. 333-358). Mahwah, NJ: Erlbaum.

McLaughlin, H.J. (1991). Reconciling care and control: Authority in classroom relationships. Journal of Teacher Education, 42, 182-195.

Mercer, C.D., & Mercer, a.R. (1993). Teaching students with learning problems (4th ed.). New York: Merrill/Macmillan.

Mosston, M., & Ashworth, S. (1990). The spectrum of teaching styles. New York: Longman.

Peck, C. (1985). Increasing opportunities for social control by children with autism and severe handicaps: Effects on student behavior and perceived classroom climate. Journal of the Association for Persons With Severe Handicaps, 10(4), 183-193.

Peters, D., Neisworth, J.T., & Yawkey, T.D. (1985). Early childhood education: From theory to practice. Monterey, CA: Brooks/Cole.

Polloway, E.A., & Patton, J.T. (1993). Strategies for teaching students with special needs (5th ed.). New York: Merrill/Macmillan.

Rademacher, J.A. (1991). Designing an effective classroom management routine.

Rodd, J. (1996). Understanding young children's behavior: A guide for early childhood professionals. New York: Teachers College Press.

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Title: eucational theories

  • Total Pages: 11
  • Words: 3738
  • References:11
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: go to ebook online@http://online.vitalsource.com/#/books
user id is shaunitak@hotmail.com
password is 7082nita


go to chapter 12 you can review pages 204-219 of the online book, and review the theories of the theorist listed below... You will select three Early Childhood Theories from the nine Theorists discussed in the text; Friedrich Froebel, John Dewey, Maria Montessori, Erik Erickson, Jean Piaget, Lev Vygotsky, Howard Gardner, Fred Rogers, Emmi Pikler as a basis for the project.

I do not know what theories you would feel comfortable with researching, so, I did not choose the three for you. However, please answer all of the questions thoroughly that are related to this paper listed below.

In this research project, you will demonstrate an understanding of how educational theories impact the development and administration of early childhood education programs.





Research Project

Early Childhood Theorists provide a framework by which Administrators and Teachers design curriculum, environments, and understanding of how children learn.

In this research project, you will demonstrate an understanding of how educational theories impact the development and administration of early childhood education programs.

You will select three Early Childhood Theories from the nine Theorists discussed in the text; Friedrich Froebel, John Dewey, Maria Montessori, Erik Erickson, Jean Piaget, Lev Vygotsky, Howard Gardner, Fred Rogers, Emmi Pikler as a basis for the project.

The project must be 10-15 double-spaced pages in length and formatted according to APA style. You must use a minimum of five external sources other than the text for this assignment. This final project will contribute to 35 % to the course grade.

The research project will have four required sections:

In Section 1, must include:

Title Page including title of paper, you name, course name and number, instructor's name, date submitted
A detailed discussion of three individual educational theories selected from those included in the text
A comparison and contrast discussion of the three Theories discussed
A discussion of common threads found with each of the works
A discussion how these theories are currently practiced in early childhood program environments, curriculum, and practices.
In Section 2, must include:

Students will develop a Vision Statement, and a Mission Statement for an Early Childhood Education Program developed with a demonstrated understanding of at least one Educational Theory
Discussion of the Program's Educational Philosophy including how this philosophy reflects the early childhood theories discussed in this paper
In Section 3, must include:

A narrative description of the Program's classroom and playground environment including specifics of how this facility design supports young children's learning based on one or more of the theories discussed as well as the stated Vision, Mission and Educational Philosophy.
Development of the Program's Curriculum Model and a comprehensive statement as to how this curriculum supports the Program's Vision, Mission and Educational Philosophy.
In Section 4, must include:

Statement of your personal beliefs/theory of early education.
A conclusion of how the study of Educational Theories has impacted your personal beliefs of early education.
.

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References:

References

Bruno, H.(2008). Leading on purpose: Emotionally intelligent early childhood administration. London: McGraw-Hill Higher Education

Coon, D., & Mitterer, J.(2008). Introduction to psychology: Gateways to mind and behavior. London: Cengage Learning.

Cross, T. (2005). The social and emotional lives of gifted kids: Understanding and guiding their development. New York: Prufrock Press Inc.

Lenz-Taguchi, H.(2010). Theory/practice divide in early childhood education: Introducing an intra-active pedagogy. London: Taylor & Francis.

Marsh, S. (2007). Effects of labeling: Teacher perceptions and attitudes towards students with special needs. Walden: Walden University.

McAdams, D.P. (2005) The Person: a New Introduction to Personality Psychology, Michigan, J. Wiley & Sons.

Miller, T. (2009). Hand Book of Stressful Transitions across the Lifespan, New York, Springer.

Nevid, J.(2008). Psychology: Concepts and applications. London: Cengage Learning.

Oakley, L. (2004). Cognitive Development. London: Routledge.

Parke, R., Clarke-Stewart, A.(2010). Social development. New York: Wiley Publishers.

Shaffer, D., & Kipp, K. (2009). Developmental psychology: Childhood and adolescence. New York: Cengage Learning.

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