Early childhood educators play such an important role in a child’s development. They inspire young minds, expose them to the joys of learning, and give them the foundation for lifelong success.
Here are five reasons to study early childhood education. Read More
Every child learns differently—some prefer looking at photos, others like to listen, and some like to move around. That’s why it’s important for early childhood educators to understand different learning and teaching styles to benefit all of their students.
Here are a few learning styles and strategies that you can explore in your own classroom. Read More
If you’re a new parent or a parent-to-be, you want the best for your children. If you’re looking for an early childhood program for any portion of the years before kindergarten, you want to make the right choice. As you look into various programs, you’re likely to see some (but not all) touting accreditation.
Many people, upon first learning of it, are surprised to hear that early childhood program accreditation is a thing. Is this really the same kind of accreditation that private schools, colleges, and universities achieve? And is it really meaningful? Read More
Many people have reservations about the importance of pre-kindergarten education. This was clearly manifest in 2006 when the California legislature unsuccessfully attempted to pass a law that would make pre-school education mandatory for all children. Many Californians did not agree with the importance of using tax payer funds to fund mandatory pre-school programs, including parents desiring to educate their children themselves. Read More
Simply put, ethics involves learning what is right or wrong, and then doing the right thing — but “the right thing” is not nearly as straightforward as conveyed in a great deal of business ethics literature. Most ethical dilemmas in the workplace are not simply a matter of “Should Bob steal from Jack?” or “Should Jack lie to his boss?”
(Many ethicists assert there’s always a right thing to do based on moral principle, and others believe the right thing to do depends on the situation — ultimately it’s up to the individual.) Many philosophers consider ethics to be the “science of conduct.” Twin Cities consultants Doug Wallace and John Pekel (of the Twin Cities-based Fulcrum Group; 651-714-9033; e-mail at firstname.lastname@example.org) explain that ethics includes the fundamental ground rules by which we live our lives. Philosophers have been discussing ethics for at least 2500 years, since the time of Socrates and Plato. Many ethicists consider emerging ethical beliefs to be “state of the art” legal matters, i.e., what becomes an ethical guideline today is often translated to a law, regulation or rule tomorrow. Values which guide how we ought to behave are considered moral values, e.g., values such as respect, honesty, fairness, responsibility, etc. Statements around how these values are applied are sometimes called moral or ethical principles. Read More
Global business is a term used to describe both international trade and the act of a company doing business in more than one area (i.e. country) of the world. Some examples of well-known global businesses include Google, Apple, and eBay. All of these companies were founded in America, but have since expanded to other areas of the world.
In academics, global business encompasses the study of international business. Students learn how to think about business in a global context, meaning that they learn about everything from different cultures to the management of multinational businesses and expansion into international territory. Read More
In recent years interest has grown in ‘pedagogy’ within English-language discussions of education. The impetus has come from different directions. There have been those like Paulo Freire seeking a ‘pedagogy of the oppressed’ or ‘critical pedagogy’; practitioners wanting to rework the boundaries of care and education via the idea of social pedagogy; and, perhaps most significantly, governments wanting to constraint the activities of teachers by requiring adherence to preferred ‘pedagogies’.
A common way of approaching pedagogy is as the art and science (and maybe even craft) of teaching. As we will see, viewing pedagogy in this way both fails to honour the historical experience, and to connect crucial areas of theory and practice. Here we suggest that a good way of exploring pedagogy is as the process of accompanying learners; caring for and about them; and bringing learning into life. Read More
I have been meaning to write this post for a while, as a condensed conclusion from my long essays, Education’s coming revolution and In the beginning was the conversation. But the the spark that has persuaded me to get it down on paper was given to me by a Twitter conversation with Pete Bell, an ICT Examiner, who quoted J Bruner saying “Teaching is the canny art of intellectual temptation”. The argument of this post is that teaching is a lot more than that. Read More
Several centuries ago, “historic”and “historical” were considered synonyms. However, over time, their definitions diverged, and the two words are now far from interchangeable, despite how similar they may seem. Both words are adjectives used to describe something related to the past, but the correct word is determined by the significance of the noun being described. Read More
NGO stands for “non-governmental organization” and its function can vary widely from service organizations to human-rights advocacy and relief groups. Defined as “an international organization that is not founded by an international treaty” by the United Nations, NGOs work to benefit communities from the local to international levels.
NGOs not only serve as checks-and-balances for government and governmental watchdogs but are crucial cogs in wider governmental initiatives such as relief response to a natural disaster. Without NGOs’ long history of rallying communities and creating initiatives around the world, famine, poverty, and disease would be a much bigger issue for the world than it already is. Read More