The document discusses the educational framework 'Na Noda Mataniciva' used in Fiji which aims to develop children into healthy, mindful adults who value their own and other cultures. It also discusses factors that contribute to and hinder best practices in early childhood education centers such as quality of care, stress levels, teacher-student interactions, and workforce stability.
The document discusses the educational framework 'Na Noda Mataniciva' used in Fiji which aims to develop children into healthy, mindful adults who value their own and other cultures. It also discusses factors that contribute to and hinder best practices in early childhood education centers such as quality of care, stress levels, teacher-student interactions, and workforce stability.
The document discusses the educational framework 'Na Noda Mataniciva' used in Fiji which aims to develop children into healthy, mindful adults who value their own and other cultures. It also discusses factors that contribute to and hinder best practices in early childhood education centers such as quality of care, stress levels, teacher-student interactions, and workforce stability.
The document discusses the educational framework 'Na Noda Mataniciva' used in Fiji which aims to develop children into healthy, mindful adults who value their own and other cultures. It also discusses factors that contribute to and hinder best practices in early childhood education centers such as quality of care, stress levels, teacher-student interactions, and workforce stability.
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Assessment 1 : Case Study 1
1. "Na Noda Mataniciva" is the educational framework employed in my nation of
Fiji. By the grace of God, Na Noda Mataniciva, the kindergarten curriculum framework for the Fiji Islands, aims to give and enable the children of Fiji to develop into joyful, healthy, and mindful adults who value not only their own culture but also the cultures of others, are successful learners, and bring peace and prosperity to our country. The kindergarten students' growth in all of the foundational areas of learning and development (FALD)—physical, emotional, language and literacy, social, cognitive, and moral and spiritual—is another goal of the curricular framework. The curricular requirements are put in place to assist and promote a solid and wholesome working connection between the teachers.
2. Some of the factors that contribute to best practices in various educare centres are ; quality of child care. For example at home how parents take care of their children from a early stage and when they join preschool how they are nurtured. Secondly, Stress levels at birth stage ,infant stage or childhood stage. For example not all child is born normal some experience stress and complications and the educare centers operate also for special child’s and they can also attain education like normal children’s.
3. Some of the factors that hinder the best practices in various educare centers are ; interpersonal skills and interactions. For example the learning environment between the teacher and the student is not comfortable as the student may not be able to express his/her view regarding an aspect to the teacher. Secondly, professional and stable teacher workforce. For example, for special children the educare centers may not have sufficient teachers who can look after and teach the special children who are not normal as more teachers prefer teaching and joining a work place where they teach the normal students.
4.The good practices will help in the development of the educare centers as well as develop the child’s ability as they start to grow and enter the education system from an early stage whereas the factors that hinder the educare centers can lead to the decrease in the number of centers and the childs development and learning process will be affected as well therefore the best practices to maintain the educare centers should be practiced and enhanced by all stakeholders and must overcome the factors that hinder the development of educare centers.
Bibliography
1. Campbell, F.A., Pungello, E.P., Kainz, K., Burchinal, M., Pan, Y., Wasik, B.H., et al. (2012). Adult outcomes as a function of an early childhood educational program: An Abecedarian Project follow-up. Developmental Psychology, 48(4), 1033–1043. 2. National Institute of Child Health and Human Development. (2006). The NICHD study of early child care and youth development: Findings for children up to age 4½ years. Rockville, MD: Author. Retrieved February 4, 2015, from https://www.nichd.nih.gov/publications/pubs/Documents/SECCYD_06.pdf (PDF 1.2 MB) 3. Vandell, D. L., Belsky, J., Burchinal, M., Vandergrift, N., & Steinberg, L.; NICHD Early Child Care Research Network. (2010). Do effects of early child care extend to age 15 years? Results from the NICHD Study of Early Child Care and Youth Development. Child Development, 81(3), 737– 756. Retrieved September 4, 2015, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2938040/.
