assignment 8

PROPOSAL 2

Write a Proposal for the Signature Assignment

Akita Roberson

ECE-5002 V3: Growth and Development of Young Children

Northcentral University

March 13, 2021

The history of early childhood development has always been an issue when it comes to learning in children. A child's history does come with many advantages and disadvantages that may cause the child either to learn smoothly or not. It is, therefore, essential to understand and know the history of the child's early childhood development and instruction to be sure and know the best way to handle a child when it comes to learning (Ayling et al., 2020). Knowing what kind of issues a child has in his or her early childhood life, such as traumas, child violence, labor, poor parenting, unethical climate, and so on, would help the teacher decide what kind of services are best for the child's educational advancement. In many cases, teachers have found themselves struggling to deliver on their jobs effectively. Due to them not fully understanding what the learner wants, sometimes the children need more assistance in terms of service than they need their actual educational help.

The need to understand the child's early childhood development and instructions is critical. Trauma and child abuse from parents or guardians have always made the children less social, which has affected their growth as normal children and educational-wise. As a result, this is a severe problem relating to early childhood development and instruction that requires immediate and urgent attention, not only from teachers but also from the government and other relevant institutions (Ayling et al., 2020). The knowledge gained from this will still serve as a foundation for where instruction will begin and how it will be delivered. Students who had traumatic experiences in their early childhood lives need more affection and assurance; they need more love in learning than other students who have had average early childhood experiences. The importance of addressing this problem and seeking a solution makes the teacher's job easier. Still, it also ensures that the child usually grows, does not become different people, and realizes that they have a place in the world because they are loved.

There are many solutions to this problem of child abuse and trauma in early childhood development. One can take a perspective dealing with the issue by identifying the root cause and eliminating it, or one can tackle the problem as it presents itself already. This proposal will therefore look at the solution of the situation as it has presented itself. An essential key is to have programs run in schools that help identify the children who have such problems. Sometimes, the children who do have these issues do not always come forward and say what they are going through. One can only know if they are dealing with something closely observed and their behavior is monitored by the same (Ayling et al., 2020). Therefore, schools in partnership with the federal government should make sure that every school has a department that is fully dedicated to the welfare of the students, trying to observe them and know what they are going through. The purpose of these departments will be to have mandatory sessions with students and interact with them in a typical environment and study their behavior to see if there is any sign that can be seen that is related to early childhood abuse or traumatization.

Since this is a program with a lot of detail, it will take time to develop them. A period of 3 to 5 years after the responsible organizations have effectively disbursed the funding should suffice to keep the programs going (Black et al.,2019). The costs would include, first and foremost, the construction of facilities that will make it possible to carry out the activities necessary for the same level of success. Programs will need more funds to recruit and deploy professionals qualified to analyze student actions, diagnose issues, and provide adequate treatment and remedies if a problem is identified. The employment of professionals in these programs is significant because most of the children who have gone through this early development and instructional trauma are always afraid to speak their hearts out. Therefore the importance of having these professionals is not only to identify the behavior that the students are displaying but also have a specific way of establishing a rapport between them and the children to make them comfortable to open up and speak of the things that are disturbing them (Black et al.,2019). Teachers and the government will offer a lot of emotional help for these services as a result of this, as the issue will no longer be solely the responsibility of specialists. It is the duty of all those involved to look after the children's psychological well-being and how they are brought up in their early childhood lives.

Conclusion

Child neglect and early developmental trauma have hampered early childhood development and instruction. As a result, it's critical to talk about this issue, look for better options, and ensure that long-term solutions are put in place to improve children's lives and education (Todahl et al.,2019). It is crucial to ensure that this problem is tackled at its heart, regardless of the paper's explanation, to ensure that the children get tested to improve intuitions are applied to serve this purpose. It is the parent's and guardians' responsibility to make sure that the children are brought up in an environment that is loving and does not jeopardize their well-being emotionally and psychologically. It is also important to capitalize on the government's role in this fight to make sure that policies are put in place to bring into justice the people involved in this kind of thing.

References

Ayling, N. J., Walsh, K., & Williams, K. E. (2020). Factors influencing early childhood education and care educators’ reporting of child abuse and neglect. Australasian Journal of EarlyChildhood, 45(1),95-108.Retrieved from: https://journals.sagepub.com/doi/abs/10.1177/1836939119885307

Black, M. M., Walker, S. P., Fernald, L. C., Andersen, C. T., DiGirolamo, A. M., Lu, C., ... & Lancet Early Childhood Development Series Steering Committee. (2017). Early childhood development coming of age: science through the life course. The Lancet, 389(10064),77-90.Retrieved from:  https://www.sciencedirect.com/science/article/pii/S0140673616313897

Todahl, J. L., Brown, T., Barkhurst, P., Maxey, V., & Simone, A. (2019). Pathways to child abuse prevention: Seeking and embedding public opinion. Journal of interpersonal violence,0886260519845714.Retrieved from: https://journals.sagepub.com/doi/abs/10.1177/0886260519845714