Education
Title: Benchmark – Advocating for Early Childhood Students
Number of sources: 2
Paper instructions:
Policy and decision makers do not always understand the development and educational needs of young children. It is the job of the early childhood educator to advocate for the resources required to meet the needs of all students. Early childhood educators should be ready to provide the information policy and decision makers need to determine the value of differentiated early childhood education programs.
For this benchmark assignment, research a current statute in which the state legislature has made a decision that affects the differentiation needs of early childhood students. Then, write a letter to your legislative representative either for or against the statute, advocating for the differentiated needs of early childhood students.
Include:
Two or more of the theoretical concepts studied in this course to support your position.
How you identify the students’ readiness for learning in at least two developmental domains (cognitive, linguistic, social, emotional, and/or physical development).
How educational professionals, such as key researchers, speech pathologists, reading specialists, etc. collaborate to evaluate the outcomes of teaching and learning and to adapt and differentiate planning and practice for all students.
How differentiating instruction for young children can positively influence the developmental domains.
Support your letter with 3-5 scholarly references.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies and professional standards:
MEd Early Childhood Education ITL/NITL
1.2 Identify readiness for learning while taking into account the multiple influences (cognitive, linguistic, social, emotional, and/or physical) on early development and learning. [NAEYC 1b; InTASC 1(e), 1(f), 1(h), 2(k), 2(m)]
3.6 Collaborate with other professionals, including those with specialized expertise, to evaluate the outcomes of teaching and learning and to adapt planning and practice. [NAEYC 4a; InTASC 7(e), 7(o), 9(c); MC2]
5.4 Engage in informed advocacy to optimize the learning opportunities for young children, strengthen the learning environment, and advance the early childhood profession. [NAEYC 6e; InTASC 10(j), 10(k), 10(l), 10(m), 10(o), 10(p), 10(s); MC4
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Advocating for Early Childhood Students
The selected legislature is New Jersey’s school funding formula. The purpose of the legislation is to reevaluate the funding formula to ensure all districts in the New Jersey state receive funding according to their needs (Morel, 2021). The legislation proposes funding for state-funded schools according to the number of pupils. Assessment of the legislation is meant to ensure students receive appropriate resources and personnel to meet their educational needs (Morel, 2021). Studies show that New Jersey rural schools have been missing funding leading to poor childhood resources and personnel (Morel, 2021). For instance, some teachers quit leaving pupils under deteriorating conditions that undermine their learning.
The theoretical concept supporting this bill’s position is child development theories, which indicate that the education needs of children change as they advance in age (Saracho, 2021). According to the theories, it is vital to appreciate a child’s cognitive, emotional, and social growth and how it affects their learning (Saracho, 2021).
Cognitive development in early childhood is critical in early learning. Cognitive development shows how children develop their cognitive abilities in problem-solving, learning about objects, and language acquisition (Saracho, 2021). Linguistic learning involves learning how to put words together to tell a story. Pupils’ cognitive development requires experienced professionals and materials (Lucas et al., 2018). Lack of funding leads to layoffs and intention to quit due to financial challenges such as low pay. Layoffs demotivate other teachers and leave the children vulnerable to poor learning outcomes (Morgan & Amerikaner, 2018). Lack of a proper foundation for the learners affects the morale of the students and their ability to achieve future educational milestones.
Educational professionals such as researchers, speech pathologists, and reading specialists indicate the need for differentiated learning. Learning involves customizing the teaching methods to the needs of the pupils (Lucas et al., 2018). For instance, reading specialists can use task cards, learning stations, journaling, and reflection to improve the learning capacity of pupils. The objective of learning is to achieve the education goals of every student. Early childhood learning is critical in determining the specific needs of individual learners and addressing prevailing challenges. The legislation is critical in providing the essential funds to urban and rural district schools (Morgan & Amerikaner, 2018). Appropriate funding will ensure learning institutions can buy the materials for learning and employ qualified professionals. Studies show that salary motivates early childhood professionals (Morgan & Amerikaner, 2018). Schools that motivate their educators experience better learning outcomes among the students with differentiated needs.
The developmental domains are critical in achieving the goals of early childhood learning. The domains include social, emotional, physical, cognitive, and language (Barr et al., 2020). Differentiated instructions improve learning and achievement of developmental milestones. For instance, differentiated instruction allows students to learn at their own pace and ways. Learning is sensitive to language acquisition, social, and emotional capabilities (Barr et al., 2020). Differentiated learning allows teachers to use creative methods to achieve educational goals. The creative methods improve comprehension among childhood students compared to traditional methods.
Learning is a critical state of life that involves diverse needs among different children. Funding from the New Jersey State will determine if the schools have appropriate funds to meet the needs of the pupils. The legislation proposes that schools should receive funding depending on the number of pupils (Morel, 2021). The allocation of funds will provide educators with appropriate materials and compensation to provide learning for the students.
References
Barr, R., Kirkorian, H., Radesky, J., Coyne, S., Nichols, D., Blanchfield, O., … & Fitzpatrick, C. (2020). Beyond screen time: a synergistic approach to a more comprehensive assessment of family media exposure during early childhood. Frontiers in Psychology, 11, 1283.
Lucas, J. E., Richter, L. M., & Daelmans, B. (2018). Care for Child Development: an intervention in support of responsive caregiving and early child development. Child: Care, health and development, 44(1), 41-49.
Morel, K. (2021). NJ school funding formula Assessment task force bill passes in Senate. New Jersey Herald. Retrieved from https://www.njherald.com/story/news/2021/07/02/nj-school-funding-formula-task-force-senate-bill-passes/7826648002/
Morgan, I., & Amerikaner, A. (2018). Funding Gaps 2018: An Analysis of School Funding Equity across the US and within Each State. Education Trust, 32(1), 18-37.
Saracho, O. N. (2021). Theories of Child Development and Their Impact on Early Childhood Education and Care. Early Childhood Education Journal, 1-16.
