One Child at a Time

  Education is not just about putting information in. Education, we forget, begins in the child’s heart.  The first five years of a child’s life are crucial because they are, as Gowmon states, innately wise and capable beings. As early educators, we should be the beacon of inspiration to the children in our care-be who can help them be learners for life. As a preschool teacher, I have the opportunity to help them lay a solid foundation, unleash their potentials, and be well prepared for life. Taking this class has deepened my belief that children are not just objects to be molded but are people waiting to be unfolded. The bond between child and caregiver lays the foundation for interpersonal connections throughout the lifespan.       I want to give all my classmates a shoutout for their participation in the class discussions and blog posts, especially Myrna and Jennifer, for their insightful posts and in-depth blog posts. I learned so much from them. Thank you, guys! I wish you all t

                                        The Whole-child Approach In Education      The 21st-century challenges require a new education method to prepare children for academics, careers, and society. Research, practice, and common sense affirm that a whole-child approach to education will promote and equip students for today’s and tomorrow’s demands and opportunities by approaching students’ whole needs through students’ shared responsibility, families, schools, and communities. The whole-child approach to teaching promotes and feeds all areas of children’s development and learning–from social-emotional and cognitive skills to literacy, math, and science understanding, and is a powerful approach as preschool children transition to kindergarten. It encourages children’s learning and thinking by being responsive to children’s perceptions, cares, and skills, empowering them to develop their natural inquisitiveness and enthusiasm to explore and learn, says Costanza (the Cheif academic offic

                Children in Poverty Impoverished environments impact children at all developmental stages and those impacts increase over time (Haynie, 2014). Poverty resulting from other areas of children’s ecosystems like family housing resources and security, neighborhood factors, and reduced social control contribute indirect impacts on child developmental outcomes (Haynie, 2014)       The toxic effects of stress on the brain are mechanisms through which poverty affects children and adults’ health and well-being. Evidence abounds through research on the impacts of poverty on physiologic and neurobiological development and their link to poverty-related lags in academic achievement and children’s lifelong physical and mental health in poverty. (Blair & Raver, 2016).      Children in poverty experience starvation, disease, uncertainty, vulnerability. They are more prone to experience low academic achievement, obesity, behavioral problems, and social and emotional development setba