Planning for Development



Planning for Development

Introduction

The growing global interest in early childhood education with the development of the concept of early childhood education and the multiplicity in the framework of continuing education and development of the great abilities of the individual throughout his life. The paper focuses on one of the early childhood development programs with three main aspects, the preparation of early childhoodprograms in general. Implementation of teaching or early childhood education programs, within the framework of the main educational goals of these programs and this aspect also includes self-education as one of the key strategies for early childhood education teacher competencies also includes adults (Giuidici&Krechevsky, 2001).

Purpose of the study

The ultimate goal of this paper is to deepen the conditions necessary for learning to be meaningful and not just rote learning, rote, based on repetition and is destined to extinction in the medium if not in the short term. Meaningful learning is anchored in the cognitive background of the student, i.e., to appropriate new knowledge by the student must be in the cognitive structure, ideas, experiences and knowledge, of this element with which to interact, articulate and, because of this, become important for him (Gandini&Goldhaber, 2001).

Discussion and Analysis

During early childhood (from the prenatal period to eight years), children experience rapid growth which strongly influences its environment. Many adults suffer from problems such as mental health problems, obesity, heart disease, crime, and poor literacy and numeracy, may originate in early childhood.

Each year, more than 200 million children under five do not reach their full potential cognitive and social. Most of these children live in South Asia and sub-Saharan Africa. Due to its poor growth, many children are prone to school failure and therefore their incomes in adulthood are often low.Different cultural and social contexts, including the quality of stimulation, the availability of resources and preferred modes of interaction within communities affect the development potential of each child.

In this perspective, the conceptual development of the child described in terms ofdevelopment of naive theories, which focus on numerous studies (Bove, 2001). In most cases, in fact, childrenhave knowledge structured around organizing principles that may be differentfrom those of adults. The study of conceptual development becomes, in part, the study ofthese theories, principles around which they organize themselves and their development.Fisher(2002) described that the development of knowledge in many areas conceptualincluding the physical world, the biological world, the world of artifacts, and the worldpsychological.

Learning and Development

When planning learning in children there are many things to consider, in this article we focus on the three most basic that should guide any serious planning of learning of children. One of the first things we must consider is that it is able to make the student depending on their age and evolutionary development. Once we have defined what a child can learn is necessary to create educational content to teach in a progressive way that we want to instill that knowledge.

It is also important to assess prior knowledge of the child is the subject ...