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The main goal of this site is to provide guidance for young children up to the age of 5 with the relevant support and care that will enhance both their social and emotional development. The center aims at providing training and technical assistance to curb challenging behavior among children. Such behavior if not addressed professionally may otherwise hinder children’s full participation in the society once they are fully developed. Working closely with professional organizations, the center aims at providing guidance to early childhood special education and use of evidence- based practices aimed at promoting a healthy lifestyle among children. Aimed at providing informative information to the public, the website about “The Center on the Social and Emotional Foundations for Early Learning (CSEFEL)” provides a resource center for research on child development. The site provides relevant tools that enable competence in young children’s behavior. Started 5 years ago, the center maintains an advisory board from different professions with the leadership of Dr. Mary Louise Hemmeter. The site also provides information and materials necessary for training and technical assistance to promoting positive child behavior during the stages of development.
The Pyramid Model
The center provides its services with regard to a pyramid model. Based on the public health model, the pyramid model is divided into three conclusive stages which include the universal, secondary and tertiary intervention. A child is expected to be fully developed after passing through the above stages. At the universal level, the social development of the children is put into consideration. This stage mainly involves supporting and promoting the child emotionally through being responsive to their emotional needs as they arise and change with age. On the secondary level, preventing children from risks that may influence their behavior negatively is addressed. The model provides ways and methods which when enacted will ensure the response that the children give when faced with challenging behavior does not affect them negatively. The final stage involves the provision of direct assistance to children who are usually faced with persistent challenges. Having a solid base of an effective workforce the model implements methods that are effective in addressing challenging behavior. The technical assistance center on social emotional intervention for young children, places the responsibility of nurturing with families, children and colleagues, in order to promote social completeness. This model also advocates for the need of relationships especially with people who spend lots of time with the children such as teachers or caregivers. Since these people are able to engage the children in a positive and responsive interaction, their attitude toward the children affects their relationship with their families and the community at large. The relationships involve supporting children involvement in their daily activities and even responding to the children’s conversations in a positive attitude. Another method commonly used in universal promotion is provision of supportive environments within the community and at home. However, children with development delays or disabilities, receive instruction and support within inclusive environments to enhance their social skills. Parenting issues have a role in the development of a Childs emotional and social response. Families that provide a healthy and positive behavior support to their children usually enjoy the full benefits of the pyramid model. The model provides professionals and a set of programs that cater for the needs of young children.
Decision Making Guidelines
In order to make informed decisions that will ensure one reaps the full benefits of the pyramid model program, the guidelines below ensure that a child’s total emotional and social development is enhanced. The purpose of the guidelines below, however is not to recommend any given curricula but to offer detailed information that will ensure one chooses the best curricula that will meet their requirements. Since early childhood development is one of the primary developments in human beings, it is therefore fundamental, to choose a structure that will promote the development. The basic step is to choose a willing body that is willing to cooperate to the inputs necessary in the development of the child. The team must be composed of willing directors, service providers and family members. The next step after assembling the team involves them asking all the relevant questions that may arise in the process. The issues addressed at this stage enhance a full featured curriculum development that meets the requirements for social-emotional development. A key question that commonly arises is whether the developed curriculum needs to be reviewed to meet all the issues that may arise. If the issues addressed in the curriculum have not been scientifically proved to produce viable outcomes, it is essential to consider revising the curriculum and ensure that the methods incorporated as learning activity tools will provide the desired outcome to the parties in need. To learn and acquire methods that will work and provide the desired outcomes, it is pivotal to carry out extensive research and ensure that the methods incorporated are tested and give positive results. Sometimes it is even essential to consider if such a curriculum has ever been adopted by similar programs. The team may contact a similar service provider to acquire a deeper understanding of the advantages and disadvantages of implementing a similar program. The final thing to put into consideration is the fact that obtaining the best curriculum is not guaranteed to obtaining maximum results. However, for the later to hold, the implementation of the curriculum should be done under supervision ensuring that every detail is put into consideration for maximum results to be obtained.
Application To Professionals
Professionals have an advantage when it comes to the resources provided by the pyramid model. Some of these include; being incorporated in decision making such as drafting of the curriculum that will be used in early childhood learning activities. Training offered to staff during the implementation of the curriculum is carried out by professionals who took part in the design and research of the curriculum.