Advocacy and Ethics-Quality Education

Introduction3

Literature Review4

Quality Education4

Child Quality Education5

Ethical Principles in Education7

Important tools of Education8

Curriculum8

Teachers9

Play13

Educational program and Multiculturalism15

Educational module of the Mainstream16

Educating Practices of Multicultural Educational Module17

Impact of Quality Education18

Outcomes of Quality Education18

Conclusion19

References20

Advocacy and Ethics-Quality Education

Introduction

In an individual's life, every day is a process of continuous growth and development in all spheres of his life and society as well. There is a concern about quality education than with quality education in everyday life (Unbeck et.al, 2013). Teaching and education are different concepts. In teaching organize a series of educational activities to help children to understand specific areas of knowledge. In childhood education the focus on teaching is helps to integrate teaching and life, knowledge and ethics, reflection and action, to have a vision of wholeness. There is much talk of quality childhood education (Kutob et.al, 2013). Ethics are also important in terms of growth and development. This paper also includes the principles of ethics in education.

Several studies and investigations recently developed now allow concluding that the early years are crucial in the full development of children. When a child reaches school age, most of their fundamental brain circuits, language skills and cognitive foundations are widely developed. The first years of life are critical in the formation of intelligence, personality, social behavior and later physical development (Kutob et.al, 2013). Investment in these early years brings extraordinary returns both in human terms and financially. Children, who have a good start, succeed better in school, are healthier and have better paths as adults. In other words quality education for children is necessary for better future (Hewes et.al, 2013).

Literature Review

Quality Education

It is undeniable that to be a good educator of children is necessary to have a consistent academic background, but like a child is a "sine qua non" essential in performing a job that should be eminently permeated by affection. The absence of affect involves not develop and not feel like pleasure and especially being with each other. Analogous imagine two professionals: one surgeon has the most essential training to perform surgery, but does not like and does not have the ability to work with surgical instruments (Alderman et.al, 2013). A childhood educator formed to work with children and has the pleasure of being with the little ones.

A professional child who feels discomfort when having to sing with the children, to perform along with small imitation games, while sitting on the floor to play, to be in the sandbox performing symbolic games, dramatized by participating in games, to dance along with the group's activities and commemorative days to clear a runny nose, to change a diaper when bathing a child will need to review their professional choice because discomforts lead us to mechanized actions, without complicity, and when that way to be present in us, everything is more difficult in the field of relations, the other away and not build links and to identify children with the education professional (Cohen et.al, 2013).

The reality for an educator who do not enjoy doing work with young ...