TEACH­ING STRATE­GIES FOR EARLY CHILD­HOOD TEACH­ERS

Sun.Star Pampanga - - PERSPECTIVE! - Ka­t­rina D. Lenon --oo0oo--

As early child­hood ed­u­ca­tors, we have the won­der­ful op­por­tu­nity and the im­por­tant re­spon­si­bil­ity to teach and nur­ture our youngest chil­dren. To­day's stu­dents are mul­ti­tasked and can hardly main­tain a long con­cen­tra­tion. They can eas­ily get bored and there­fore dis­con­nected. There are many ways we can fight off this prob­lem. We use in­ter­est­ing ed­u­ca­tional games and ac­tiv­i­ties, use tech­nol­ogy and mul­ti­me­dia re­sources and fi­nally make our teach­ing stu­dent-cen­tered and try our max­i­mum to re­late what we teach to chil­dren im­me­di­ate en­vi­ron­ment.

We play an im­por­tant role in en­sur­ing that "no child is left be­hind." We spend many hours with chil­dren and the right kind of strate­gies can help them tremen­dously. Early child­hood teach­ers sup­port learn­ing by pro­vid­ing ac­tiv­i­ties and ma­te­ri­als that chil­dren find en­gag­ing.

The teach­ing strate­gies used by early child­hood ed­u­ca­tors play a vi­tal role in bring­ing about learn­ing and the ex­tent to which learn­ing is fully child-cen­tered. The teacher plays the role of fa­cil­i­ta­tor in the class­room and cre­ates an en­vi­ron­ment that is chal­leng­ing, yet not frus­trat­ing, for in­di­vid­ual ac­tiv­i­ties as well as small and large group ac­tiv­i­ties. The en­vi­ron­ment is child-ini­ti­ated to create a sense of self-re­liance, en­cour­age prob­lem solv­ing, and en­hance co­op­er­a­tion among the chil­dren.

The preschool en­vi­ron­ment, ma­te­ri­als, and teach­ing strate­gies should be adapted as ap­pro­pri­ate to meet the needs of all chil­dren. Teach­ers of­ten try sev­eral teach­ing strate­gies to reach all types of learn­ers in their class­room. We need to in­clude also ex­am­ples of ways to create an en­vi­ron­ment in our preschool class­rooms that will nur­ture chil­dren's nat­u­ral cu­rios­ity and their zest for learn­ing. Re­mem­ber, we hold the key to the fu­ture aca­demic suc­cess of the young chil­dren in our care.

The au­thor is Teacher II at Sin­dalan El­e­men­tary School

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