Early childhood Performance Task
Katerria1
pv004_A_Winslow.docxRunning Head: BUILDING BLOCKS LEARNING CENTER IN HANSVALE COUNTY 1
BUILDING BLOCKS LEARNING CENTER IN HANSVALE COUNTY 7
Building Blocks Learning Center in Hansvale County
Angel Winslow
Walden University
Date: November 20, 2019 (Revised )
PV004: Impact of Current Issues and Trends on the Field
Performance Task
Changing demographics
The changing aspects of the demographics of Hansvale County have a significant impact on the center as well as its progress in the center. The critical differences experienced include ethnicity change, cultural, and social changes.
Study shows that whites' mothers are comparatively stable economically compared to the blacks, and hence, the black are employed more than whites and high salary differences between the races (Johnson, 2013); this affect the center when children join their early childhood development. Parents who earn low income may sometimes face difficulties while paying for the services in the centers affecting the center progress and operation. It may lead sometimes to slow offering of the necessary services in the centers. Additionally, regarding the population depiction in any of the government schools in Hansvale County, it illustrates that the white children in schools who come from less fortunate families with low incomes are about 40%. (McLoyd, 1998).
However, cultural variations have adverse effects on the work procedures at the center. Guardians take their children to a center which favors their social belief and feel their children are safe in the centers. For example, the elementary public schools in the County of Hansvale, do not have an Indian student in the school due to culture differences (Uskov, 2016). These have harmfully jammed on the center's motive to enforce the learning equity plans. According to the population basis of this County, higher figures of children who talk other languages other than English in their homesteads upsurges from around 9.20% in the year 2005 to 10.20% in the year 2015. Therefore, linguistics problem has a significant effect on young children performance with regards to their family backgrounds (Johnson, 2013). Hence, such types of students tend towards being in school for a more extended period than the others.
Poverty and its impact on child development
Poverty is an enduring condition for families that may inhibit effective modification to development tasks apart from schoolwork. Children who are raised in a low income earning backgrounds become an exposure to social and academic challenges in conjunction with poor health services offered to them and their well-being (Buss, 2014). These destabilize their living systems, therefore, affect them in their day to day development and their adaptation to the environment surrounding them. Children are crucial beings and need to be raised in a manner affecting them positively.
Moreover, building block centers can always fine-tune to achieve the needs of families living in poverty through the establishment of a caring environment and for instance, getting to know each student by name, determining the interest of the student, and also through identifying the learning characteristics of the student (Johnson, 2013). Besides that, the center can also conduct surveys on students to understand their family background and their daily practices to keep their curriculum standard for the benefits of all students regardless of their family background condition. The members of the staff can also help in the promotion of health improvement and knowledge by organizing events such as paying a visit to the children's home or inviting parents for small discussions about their children. My contribution to the families helps in funding for medical services and the creation of public policy encouragement that is geared to establishing favorable outcomes that benefit the families and honors its promises in delivering its services.
There are policies introduced by different states that are used for advocacy for equality in all the children regardless of their differences. The Pyramid Equity Project is an example of a policy introduced for support for the fairness and justice of all the children. The policy found in Clifton is used to show how children, as well as their families, thrive well in the same environment without any bias. Such a policy can impact the center by giving knowledge to the professionals in it on how to treat children from different families equally in any environment (Johnson, 2013).
Brain research and child development
Brain research and child development is a topic that discusses the health and the well-being of a child. Brain research involves the study of the development of children’s brain in early childhood as the child transits from one stage to the other. Brain development has been proved to be abundant during early childhood. The brain development rate increases at a rate of about 63%. A child is able to learn and try new things around his/her environment. Child development involves different crucial changes, such as physical development and social development. According to investing in the foundation of sustainable development, childhood development varies in management and quality with insufficient and unbalanced access. The study shows that 43% of children less than five years old in third world countries are at risk of not reaching their evolving capabilities due to different factors and the environment they are exposed to (Buss, 2014). Besides that, childhood strategies are essential to achieve creativity, intellectual abilities, and well-being to become responsible and healthy adults. Therefore, as the study states, it is significant to increase the quality programming that entails safety, responsive caregiving, learning at a young age, and the most relevant health of the children for the achievement of development of the brain.
Besides that, other analysis also gives valid discussion based on brain research and child development through experiments. A sample study is done on children from different areas regardless of gender and economic conditions to test for on their love for technology and also check their brain growth capacity. It results proved that almost all children with access to a computer have a positive attitude towards technology regardless of their status. However, technology at times can be harmful, especially to developing children (McLoyd, 1998). Technology use among children should be controlled to avoid addiction and other associated adverse effects.
A recent study on brain and child development showed that a child's state of knowledge develops and increases as the child's brain develops (Healy, 2011). A child can learn new things as the brain develops. Another study illustrates that brain development is affected by the surroundings and is a product of the environment a child is exposed to (Abbott, 2015). If a child is exposed in a fearful mood, less atmosphere, his possibilities of fast brain development are limited. For proper brain development and child development, the environment should be appreciatable. Another study indicates that a child's brain development is affected by the parent's genes and moods (Healy, 2011). If the mothers taking care of the child have bad tempers, this will affect the child since this is their first love companions. The development can be retarded by varying moods and exposing the child in fearful atmospheres.
Practical uses of technology in the classroom
Knowledge is an essential tool for the growth of a child, it is passed to the children from different perspectives such as exposure frequent learning hence impact them with knowledge. Research shows that the use of technology in class opens doors to a child in terms of opportunities for academic growth and higher ethics of and advanced tactics to learning. Children can apply technology in classroom through ways such as using laptops to see diagrams and charts that improve their understanding. However, professionals need to make sure technology among children is used in the right manner. Technology has significant benefits to a child in learning during classes (Uskov, 2016). As a child grows, he gets to understand the basic things faster through exposure to computer programs like games; he or she receives the know to concentrate and learn independently. They open up and increase the learning ability of their minds.
Also, technology has an impact on teachers in that it helps them deliver knowledge more naturally through the use of graphics and multimedia document that makes the learning process enjoyable to children and hence more understandable. Research done on Hansvale on high-speed internet adoption in 2013 shows a positive welcome of technology to society in terms of a salary earned (Buss, 2014). Technology is an essential faculty in the life and development of children. It comes along with its demerits that affect child performance and development in early childhood. Technology can cause disease and disorders associated with it in its respective area. For example, a child can be exposed so much to a mobile phone and develop eye problems due to the interaction with the light radiation of the phone. It can also cause addiction; a child can be addicted to playing games and fail to spend their leisure time appropriately in developing their social life.
In summary, early childhood is a vital sector that needs deep attention from different perceptions. The stage during rapid childhood development should be considered in a manner that will help promote the development of the children positively. Professionals need to have a good relationship with children in their centers to identify the challenges that may face the children. The teachers need to treat all the children equally regardless of any differences (Shonkoff, 2000). They should act as role models and shapers of the children they are taking care of in the centers. Teachers need to be skillful in this sector since it is a way of molding the children to more fabulous people in society in the coming future.
References
Abbott, R., & Burkitt, E. (2015). Child Development and the Brain: An Introduction. Bristol, England: Policy Press.
Baby and The Brain: Advances in Child Development. (2003, November 28). Retrieved from https://www.annualreviews.org/doi/abs/10.1146/annurev.publhealth.21.1.455
Buss, A. H., & Plomin, R. (2014). Temperament (PLE: Emotion): Early developing personality traits. Psychology Press.
Healy, J. (2011). Your Child's Growing Mind: Brain Development and Learning From Birth to Adolescence. Harmony.
Johnson, C. (2013). Leading learning for children from poverty: Six effective practices can help
teachers help students from poverty succeed. Association for Middle Level Education Magazine.
McLoyd, V. C. (1998). Changing demographics in the American population: Implications for research on minority children and adolescents. Studying minority adolescents: Conceptual, methodological, and theoretical issues, 3-28.
Shonkoff, J. P., & Meisels, S. J. (2000). Handbook of Early Childhood Intervention. Cambridge, England: Cambridge University Press.
The Developing Brain - From Neurons to Neighborhoods - NCBI Bookshelf. (n.d.). Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK225562/
