early childhood education preferably a preschool or primary school teacher to answer please

Question 1

This question requires you to read an article which was published in partnership with The Hechinger Report:
Mongeau, L. (2016, January 10). School’s out(doors). The Straits Times. Retrieved from http://www.straitstimes.com/opinion/schools-outdoo…

1. (a) Based on what the author advocates, describe the early childhood educators’ role and the assumptions made about what young children need in the United States today.

1. (b) Discuss if Singaporeans need to have a paradigm shift if we were to promote more outdoor learning for young children. Propose the kinds of policies and educational practices that would be required to support Singapore’s early childhood educators to promote outdoor learning. In your response, demonstrate your current understanding of local policies/practices, as well as knowledge of child development.

—–> yes, Singaporeans need to have a paradigm shift. Do elaborate on what kind of shift is required, and why?

Current Singapore’s policies:

1. currently, Singapore requires Gross motor activities to be carried out (For full day services) 1 hour daily, with at least 30 minutes outdoors or 45 minutes thrice weekly outdoors or equivalent, or (For half day services) 30 min thrice weekly, with at least one session outdoors or equivalent

(reference: page 29 https://www.ecda.gov.sg/Documents/Resources/Guide%20to%20Setting%20up%20an%20Early%20Childhood%20Development%20Centre.pdf)

2. Every child care centre shall have access to outdoor play space. The outdoor playground must be within walking distance from the child care centre, i.e. the children should not cross any vehicular roads to reach the playground. For playgrounds located on different levels, staircases must not be more than 2 flights of steps (maximum 10 steps each). (reference: https://www.childcarelink.gov.sg/ccls/uploads/CCC_Guide.pdf Appendix C, or page 5) (too safe?)

3. “The GUSTO cohort is based in Singapore, a high-income country where screen use is among the highest globally. At 2 years of age, about 75% of our study children exceeded the recent AAP recommendations for 2 and 3 year old children. Similarly to previous reports in older children, we found that SVT tracks moderately between 2 and 3 years. An increase in SVT between 2 and 3 years was mostly due to an increase in hand-held device SVT, consistent with findings from a cross-sectional study among Singaporean children aged 2 years and below.” (Proof that Singaporean toddlers have too much screen time?)

(Reference: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5584344/ )

4. “Several parental behavioral predictors were also observed. Maternal television viewing time ≥ 3 h/day was among the strongest predictors of children’s total SVT and television viewing time, but not of hand-held device viewing time. Paternal television viewing time ≥ 2 h/day was associated, although less strongly, with total and device-specific SVT. Previous studies have reported that the presence of frequent screen users in the household is associated with children’s screen behavior. Altogether, the evidence suggests that children’s screen use behavior is strongly influenced by parental behavior. Targeting parental behavior in early childhood may be a potentially effective avenue for interventions aimed at reducing children’s SVT.” (There need to be a shift in parent’s mindset? Root of the problem?”

(Reference: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5584344/ )

— I’m not sure if you can find any other articles on Singapore’s childcare policies.

— Also, include on other good policies you may know from other countries to implement in Singapore.

1. (c) The theme for the annual ECDA Conference 2019 is “Beyond the Classroom: Take Learning Outdoors” and a national outdoor learning guide will be shared with the EC sector.

Using Google Scholar and/or the SUSS library databases, select and review TWO recently published (i.e., in the last 5 years) journal articles that provides evidence to advocate for young children’s outdoor learning.

—-> I have attached 4 journal articles which MAY or MAY NOT be useful. Do choose the best 2, otherwise do help me to outsource your own.

Discuss what you have learned from these two articles and think about THREE things that you would do to support either 3-year-olds’ OR 5-year-olds’ (select one age group) enjoyment of and learning in the outdoors.

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Question 2

This question relates to your current field placement experience or work experience in a child care or kindergarten in Singapore.

Analyse the kinds of fundamental tasks found in: (a) an early childhood teacher’s work; and (b) an early childhood leader’s work.

In your response, examine how a teacher’s and a leader’s work relates to specific characteristics or goals of their programme/centre. And classify the tasks according to the five areas suggested in Chapter 1 of Copple & Bredekamp (2009).

Create additional categories where necessary to classify the tasks that are fundamental in a leaders’ work. For clarity of presentation, please use tables or figures where necessary.

——> The five areas are Community of Learners, Teaching, Curriculum, Assessment, and Families. Please refer to Chapter 1 here: at https://www.dropbox.com/sh/tx6e8lwk9s7kryl/AABCpf0…

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, D. C.: National Association for the Education of Young Children.

——> An early childhood leader’s work are not limited to https://sso.agc.gov.sg/SL-Supp/S890-2018/Published/20181228?DocDate=20181228)

a) To manage the staff of a centre to ensure the proper provision of early childhood development services at the centre.

b) to ensure that the daily operations of the centre are carried out effectively.

(Also other tasks such as liaising with families, etc)

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