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Early childhood is a critical stage in the development of individuals, as the stage is linked with numerous growth aspects. Individuals who care for children at this stage should be very concerned with developing the best skills that will allow them to develop critical skills that will allow them to transition to the next stage successfully. In most cases, the children pass through an early childhood educator responsible for introducing them to the learning process. Further, the trainer ensures that they have a solid educational background that would enable them to develop effective learning skills that would give them a positive impression and motivate them to such the learning process. Despite the nature of childhood educators activities and their role in enabling them to acquire necessary developmental skills, the number of children, their understanding, and their fatigue poses a great challenge to their learning.
In most cases, children are among the most challenging groups of people to manage due to their age. Attracting childrens attention is one of the most technical aspects of early childhood education (Hasiana & Christiana, 2018). This aspect is based on the fact that children are playful by nature, and if not subjected to simple rules, the class may be challenging to manage (Lohmander, 2022). Since most people think teaching such kids is simple due to their various activities, the teachers are assigned many students, which poses a significant challenge to manage (Wilkinson, 2021). The level of independence involved in such children makes management difficult, especially if the classroom contains various artefacts that may interfere with their concentration.
Children have different cognitive levels, which makes it challenging for early childhood teachers to undertake the teaching process. Children take different amounts of time to understand the different activities and concepts taught in class (Becker et al., 2022). The existence of such differences makes it necessary for early childhood educators to attend to the different needs of each student to ensure that they all understand the ideas being taught (Mahkamovna, 2020). The instructors must pay close attention to each child to ensure they can assess their needs and develop the most effective tools for assessing their abilities (Mitchell, 2020). Early childhood educators can use such information to develop a conducive and resourceful learning environment.
In addition, early childhood educators experience much fatigue due to the activities that they undertake daily. This aspect is attributed to the fact that early childhood educators must engage their students by acting as role models to the kids (Haslip & Donaldson, 2020). The nature of the events involved in the teaching process, as well as cognitive skills, allow early childhood educators to manipulate and draw the childrens attention (Garvis & Phillipson, 2019). In such cases, the teacher has to ensure that the learning environment is effective and meets the needs of the children (Streelasky, 2020; Afolabi, 2022). Undertaking such activities is hectic. In other cases, the teachers must participate to gain the childrens trust.
In conclusion, the management of children in early childhood classes is challenging due to the existence of numerous issues that influence the child management process. Childhood educators undertake their role in enabling children to acquire necessary developmental skills, but the number of children, their understanding, and their fatigue poses a great challenge in their learning. In addition, children have different cognitive levels, which makes it challenging for early childhood teachers to undertake the teaching process. Lastly, early childhood educators experience much fatigue due to their daily activities.
References
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Becker, I., Rigaud, V. M., & Epstein, A. (2022). Getting to know young children: Alternative assessments in early childhood education. Early Childhood Education Journal. Web.
Wilkinson., J. E. (2021). Contemporary challenges for education in early childhood. Education in Childhood. Web.
Garvis, S., & Phillipson, S. (2019). Teachers and families perspectives in early childhood education and care. Teachers and Families Perspectives in Early Childhood Education and Care, 265272. Web.
Hasiana, I., & Christiana, E. (2018). The use of social media in the ability of self-regulated learning on teacher education students of early childhood education. Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). Web.
Haslip, M. J., & Donaldson, L. (2020). How early childhood educators resolve workplace challenges using character strengths and model character for children in the process. Early Childhood Education Journal, 49(2), 337348. Web.
Lohmander, M., K. (2022). Quality early childhood education for all children? European Early Childhood Education Research Journal, 30(5), 653657. Web.
Mahkamovna, R. M. (2020). Challenges of creativity and competence of children in early childhood education. The American Journal of Social Science and Education Innovations, 02(10), 205212. Web.
Mitchell, L. (2020). Transforming early childhood education. Revisiting Paulo Freires Pedagogy of the Oppressed, 166186. Web.
Streelasky, J. (2020). Creating identity texts with young children across culturally and linguistically diverse contexts. Journal of Early Childhood Research, 18(3), 243258. Web.
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