Missing Links in Early Childhood Education - Cloze

Text and activity set by: Feb Paquera

First, do this activity: Vocabulary. Listen to the recordings if necessary: MP3 (slow), MP3 (fast). Fill in all the gaps with the missing words, then press "Check" to check your answers. Use the "Hint" button to get a free letter if an answer is giving you trouble. You can also click on the "[?]" button to get a clue. Click the this button again for another letter. You can also click on "[?]" for a different hint. Note that you will lose points if you ask for hints or clues! Finally, do the Quiz.

Primero, haz la actividad de vocabulario. Escucha la grabación si es necesario. Rellena los espacios en blanco con las palabras que faltan. Haz click en "Check" para comprobar tus aciertos. Si te resulta difícil la respuesta utiliza el botón "Hint" y te revelará una letra de la casilla en la que te encuentres, puedes clickear varias veces en "Hint" y te dará cada vez una letra más de la palabra. Para obtener ayuda también puedes clickear en el botón "[?]" y te dará una pista. Perderás puntos con las pistas.

   accommodated      afford      ample      awareness      believe      bloomers      confinement      contentious      counterparts      devote      disappointment      endeavors      engaged      enhanced      forceful      hamper      homelike      imposed      innate      intrinsically      jumpstart      latter      means      naturalist      neglected      outlying      patterns      pave      pitfall      preconditions      question      reforms      regardless      remarkable      short      stem      store      sustained      tap      thereby      thriving      thus      track   
Missing Links in Early Childhood Education
of various kinds have been introduced to the global scene of early childcare, and pre-school education is an increasingly issue for parents and stakeholders. Groups that call for educational approaches are diverse, holding dissimilar premises. Disagreements on best methods of raising and preparing children for academic success do not always from humane intentions. But they have one thing in common - all aim for high academic achievement. If such is the goal, is it supposed to water down the aspirations of children or should the same inspire stakeholders to into every child’s natural inclination, such as their social, emotional and creative nature? For some, the end justifies the in that as long as you get a child to score high in standardized tests (or better than their peers) you are on the right track, of opportunities you or your child might have missed along the way. For others, the means to achieving academic goals are more profound and tied to the needs of the child. I believe the is not only more effective, but also morally correct.
Childhood is such a unique part of life that one cannot to miss. Much is lacking in monotonous and highly-structured instructional practices. If children are not given space to be themselves by exploring the natural world out of their own curiosity, they will not be able to see the connection between what they are asked to do and what life, at their age, truly has in . According to Piaget, children in the pre-operational stage are highly imaginative and enjoy games of pretend. They see the world from their own point of view. , it is essential for preschoolers to have enough room for inquiry, interaction with nature, and creativity, which many education programs tend to restrict due to their repetitive structure and to a lot of indoor drills.
Furthermore, Vygotsky suggested that social interaction influences cognitive development. One cannot expect a child’s cognitive skills to fully develop without their having been exposed to a social environment. Language development, essential to strengthening various cognitive and social abilities, can be best achieved when a child is constantly in playful activities with other children. Therefore, the old belief that children are here to play remains true today. But what kinds of play are most useful for a child’s preparation for formal schooling? In a report from the Alliance for Childhood, it is recommended that kindergarten make room for all types of play that contribute to children’s development, such as make-, sensory, language, construction, large and small-motor, and mastery play.
In addition, unstructured outdoor activities often provide more freedom for learning and self-expression making it possible for intellectual skills to develop faster and in a non- manner. In his paper entitled Ecological Human Brain and Young Children’s Naturalist Intelligence, Hyun stated that young children tend to exhibit intelligence more than adults. The most famous example of a naturalist, according to Howard Gardner, is Darwin because “he saw so deeply into the nature of living things”. If children possess such great strength, it may be a crucial resource that educators must use to ensure that they are not wasting key for a child’s development and academic preparedness.
Whether or not one can a child’s cognitive or intellectual ability, is a of priority. If the child’s cultural, social, and creative inclinations are effectively used to stimulate their thinking skills, such combined immersion offers a good prospect for increased preparedness for academic demands and school success later in life. However, if one’s priorities run counter to the factors involved in the child’s development, good academic performance may be -lived. “Super kids” are a product of two things combined: gifts and cultivated skills. What is innate to a child (such as love for nature, curiosity, creativity, and playfulness) must therefore be respected as one to increase their child’s abilities. It is true that there are critical periods to human learning and development which include preschool. But the way a parent (or teacher) chooses to use a child’s early years can either the way for long-term academic success perhaps slowly but surely, or just seemingly produce rapid results yet sustainable development. The right types of stimulation are needed to avoid such ; they must be appropriate to the child’s age and other developmental factors. It is not right to expect a child to become motivated in the long run if the stimulation one provides is mainly or highly constrained. It is not unlikely that surprising will occur because a child’s critical period was spent in ways that seemed right to the parents but not in ways that his/her developmental needs.
In a paper entitled "When Should a Kid Start Kindergarten", Elizabeth Weil mentioned that in Finland, where children are top achievers in math, reading, and science, children start school at a later age of 7 and even their first school years mainly to social development and play. The same age for formal schooling applies in Sweden, where students’ literary scores are and preschoolers are not expected to learn how to read or write but are given the freedom to choose their activities indoors and outdoors and to take part in a community. Prior to formal schooling, parents have a crucial role in exposing their child to the world around them as well as to his/her innate gifts. If their child goes to preschool, there has to be proper collaboration with teachers to their child’s development.
Certain factors by many could predict a young child’s academic success. Among the list are enough maturity or social, cultural, physical, emotional and cognitive adjustment, sustained motivation for learning, and personal of one’s gifts, interests, and purpose. Late have a big chance of catching up better than their younger because they are better able to incorporate learned from past experiences. It is, therefore, never too late to learn.

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