Three Major Concepts of Psychoanalytic Theory - A Brief Summarization

Sigmund Freud was most noted for his five stage theory of human development. This theory originated through his observation and thorough documentation of adults' recollections of memories during therapy sessions and was conceptualized by Sigmund Freud himself. Freud began his work in the 1880's, and by the end of the 1890's, his theory began to take on more of the formal attributes of its five stages. The theory was in response mainly to patients with hysterical symptoms who had reported sexual traumas that occurred early in their lives and the subsequent repression, or subconscious "pushing away", of these sexual traumas as well as other uncomfortable thoughts of previous life events. Although a comprehensive review of all of the underlying assumptions regarding Freud's theory of personality theory and the massive quantity of information that he wrote during his lifetime that would be virtually impossible to sum up, even over a period of many years are far beyond the scope of this project, some of the major assumptions will be discussed. However, with respect to the overall knowledge base and for the benefit of greater understanding of the five stage theory, it is my opinion that, prior to discussion of his stage theory of personality development, it is essential that his theories of the division of the mind and his components of personality are mentioned as these two major concepts are intricately intertwined with his five stage theory.

One major concept and underlying assumption of Freud's theory subdivides the human mind into three distinct categories. According to his theory, the components of the mind include the conscious, pre-conscious and sub-conscious areas (Freud, 2002 revised ed.). As is implied by the title, the conscious mind consists of those things of which we are currently aware and to which we are currently attentive. The conscious mind also includes our current thinking processes, behaviors and environmental awareness. Hence, it can be obviously concluded that the conscious mind constitutes the major part of our current awareness. This concept can be validated as most people have, on occasion, heard statements from others such as, "I have a clean conscious", or "I was not conscious of that at the time", in casual conversations. Also according to Freud's Theory, the preconscious mind consisted of all those things of which we are aware, but currently are not attentive (Freud, 2002 revised ed.). He further conceived that we can choose to pay attention to these and deliberately bring them into the conscious mind. Finally, with respect to the pre-conscious mind, Freud believed that we can control our awareness to a certain extent, from focusing in very closely on one conscious act to a wider awareness that seeks to expand consciousness to include as much of preconscious information as possible. At the subconscious level, the process and content are out of direct reach of the conscious mind. The subconscious thus thinks and acts independently (Freud, 2002 revised ed.). One of Freud's key findings was that much behavior is driven directly from the subconscious mind. This has the alarming consequence that we are largely unable to control our behavior, and in particular that which we would sometimes prefer to avoid. More recent research has shown that the subconscious mind is probably even more in charge of our actions than even Freud had realized Murphy, 2001).

Three major components of personality were included in Freud's massive, overall theory. These components include the Id, the Ego and the Super ego. The Id contains our primitive drives and operates largely according to the pleasure principle, whereby its two main goals are the seeking of pleasure and the avoidance of pain (Freud, 1962). Freud goes on to say that it has no real perception of reality and seeks to satisfy its needs through what he called the primary processes that dominate the existence of infants, including hunger and self-protection. Unlike the Id, the Ego is aware of reality and operates using the reality principle. The reality principle implies that the Ego recognizes what is real and understands that behaviors have consequences. This includes the effects of social rules that are necessary in order to live and socialize with other people. It uses secondary processes such as perception, recognition, judgment and memory that are developed during childhood. The dilemma of the Ego is that it has to somehow balance the demands of the Id and Super ego with the constraints of reality (Freud, 1962). The Ego controls higher mental processes such as reasoning and problem-solving, which it uses to solve the Id-Super ego dilemma, creatively finding ways to safely satisfy the Id's basic urges within the constraints of the Super ego. The Super ego contains our values and social morals, which often come from the rules of right and wrong that we learned in childhood from our parents and are contained in the conscience. The Super ego has a model of an ego ideal which it uses as a prototype against which to compare the ego and towards which it encourages the ego to move. The Super ego is a counterbalance to the Id, and seeks to inhibit the Id's pleasure-seeking demands, particularly those for sex and aggression.

Three Major Concepts of Psychoanalytic Theory - A Brief Summarization

Now we turn to what is the most famous aspect of Freudian theory, the five stages of human development. This theory sprung from Freud's observations of adults' recollections in therapy of their lives (Freud, 2003 revised ed.). He stated in this work that children were not directly observed. Although Freud's theory has been roundly criticized for its lack of scientific character, it does stand however as a grand metaphor for describing personality. The stages of development include the Oral Stage which is the first stage. This stage begins at birth and generally ends at approximately 2 years of age. In the oral stage, infants and toddlers explore the world primarily with their most sensitive area, i.e., their mouths. They also learn to use their mouths to communicate. The next stage is the Anal Stage. This stage usually begins around 2 years of age and last for about a year. In the anal stage, children learned to control the elimination of bodily wastes. The Phallic Stage is the next stage. It generally begins at around 3 years and last until about age 5. The Phallic Stage is probably the most controversial of all of the stages because of the strong sexual underlying principles with respect to opposite parents at such an early age in life. To further explain, the controversy comes from Freud's description of the Oedipus and Electra complexes, with their attendant concepts of castration anxiety and penis envy, respectively. The Oedipus Complex refers to a son's sexual attraction to his mother while the Electra Complex implies just the opposite. Those complexes lead, according to Freudian theory, to normal differentiation of male and female personalities. The defense mechanism of repression was invoked to explain why no one could remember the events of this stage. In this stage, Freud also theorizes that children discover their sexual differences and inequalities. The phallic stage is followed by a Latency Period in which little new development is observable. In this stage, boys play with boys, and girls with girls, typically. Sexual interest is low or non-existent. The final stage is the Genital Stage. It started around 12 years of age and ends with the climax of puberty. Sexual interests re-awaken at this time. However, the sexual interests that come about during this period are appropriate and are toward genuine partners rather than opposite parents.

It is my assertion that an arbitrary and somewhat capricious character can easily be concluded from Freud's theoretical framework. As it did with me, the importance of the divisions of the mind and the major components of personality with respect to decision making processes and appropriate progression through each stage of development should also become apparent. To further explain, a person's level of awareness of self and surroundings should be directly proportional to a successful transition from birth to adulthood. The earlier in life this awareness begins should also increase the likelihood of successful personality development. Freud's assumptions about the function of social work are not clear, but it does appear that a firm understanding of his major concepts would be very useful to have when working in applied social settings. That is to say, with respect to applications in real time social work practice situations for example, it would be most advantageous to know if a person has successfully and functionally developed as an adult, if they have a keen sense of awareness or if repression of past memories are factors. I truly believe that the aforementioned applications are also the major strengths of Freud's theory. As previously mentioned, Freud's work was so extensive that it is difficult, albeit not impossible, to determine its efficacy in most cases. The way I see it is that in most cases Freud was successful. Although it can not be accurately or adequately quantified as compared to applied behavior analysis, for example, it appears that the application of his concepts could be beneficial to most anyone.

References

American Psychological Association. (2002). Publication Manual of the American Psychological Association (5th ed.). Washington, DC

Freud, S. (1962). The Ego and The Id (The Standard Edition of the Complete Psychological Works of Sigmund Freud). N.Y., New York. W.W. Norton and Company

Freud, S. (2002 revised ed.). Three Essays on the Theory of Sexuality. N.Y., New York: Basic Books

Freud, S. (2003 revised ed.). An Outline of Psychoanalysis. N.Y., New York: Penguin Classics

Murphy, Joseph (2001). The Power of the Subconscious Mind. N.Y., New York: Bantam

Three Major Concepts of Psychoanalytic Theory - A Brief Summarization
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The Truth About Our Physical Education History

Remember high school gym class? You played volleyball, ran a mile on the track, and ducked before being hit in the face during a vigorous game of dodge ball? Physical education has been part of the educational scene for nearly 200 years. It is vital that students participate in physical education to keep their mind and body in peak learning condition. Currently, the childhood obesity rate is dangerously climbing to epidemic levels. Therefore, the focus on physical education is more important then ever before.

The question is how should physical education be conducted? First, take a look at physical education history. Physical education has evolved over the years. Physical education is defined as "instruction in the development and care of the body ranging from simple calisthenics exercises to a course of study providing training in hygiene, gymnastics, and the performance and management of athletic games (Merriam-Webster Dictionary)." This definition is broad because you can learn several topics ranging from the rules of basketball to sex education. It depends on the school policies of your state educational system.

Physical education was officially recognized in the United States in the early 1800's. Colleges and Universities began to offer physical education programs throughout the 1800's. Finally, in 1866 California was the first to mandate physical education. Many states followed this mandate within the next 30 years. The importance of training the body as well as the mind became prevalent in the educational system.

The Truth About Our Physical Education History

The 20th century brought varying levels of physical education to each state. Presidents such as Eisenhower and Kennedy promoted physical education and fitness. Children took the Presidential Fitness test each year to assess their physical fitness level. This arose from the need for U.S. students to be as physical fit as their European counterparts.

Controversial issues have played an integral role in physical education history. For example, in 1972 Title IX banned sexual discrimination in schools regarding sports and academics. This allowed female athletes to actively participate in team sports other than cheerleading with the financial and emotional support of the school system.

Another controversial issue is sexual education. It has been the subject of intense debate for many decades. Each state has specific guidelines about what will be taught and whether students can opt out of the sexual education program. Some states allow students to watch a video of a child being born while other states only discuss abstinence.

The official employment of physical education programs has a 200 year history which has become home to controversial issues, social reform, and overall child well being. Physical education will continue to evolve as the needs of the student population changes, societal attitudes fluctuate, and the flow of educational funds towards physical education is maintained.

The Truth About Our Physical Education History
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Cognitive Development - Preschool Play

Preschool is the best place to prepare children for the formal learning in a school. It focuses on teaching new skills and promoting development is all arenas with a great degree of fun without creating any pressure on the child. The children who are ready to go to preschool are at the stage of developing their thinking skills and preschool play provides the environment for that cognitive development.

At this stage, children learn language, its usage, its association and develop their memory, thought processes, awareness and knowledge bank. With right playing activities, cognitive development can be promoted immensely and children can develop strong problem solving skills that are foundation for a happy and successful life. Here are some activities of preschool play that promote cognitive development:

Role play

Role playing or pretend play allows children to use their imagination to build up new stories and ideas. They develop images in their mind and try to understand how a particular character will behave. This further gives them an understanding of the roles of things and human beings in different walks of life like doctor, chef, and firefighter. You can aid the process by pretend play toys like play food, scaled down versions of kitchens, houses, factories and doll houses, playhouses.

Puzzles

Preschoolers grasp concepts very fast so using puzzles involving numbers, alphabets, shapes, colors, sizes intrigue them way beyond you can imagine. Blocks, shape sorters, jigsaw puzzles also make them think beyond their usual mental boundaries and they try different things by applying their thought processes. These activities encourage the development of problem solving capabilities.

Rhymes and finger plays

Music stimulates the senses in very effective way. Listening to nursery rhymes and educational songs involving counting and word formation makes a deep impression on their memory and encourages them to learn in a fun way. Finger plays with puppets and finger toys tickle their creative abilities and inspire them to try something new without any fear.

Memory development

Teachers in preschools play a major role in memory development by re-introducing children to activities and tools or toys that were done or used, say a week ago. It compels them to think in terms of distance and the mere activity of trying to recall works very well. Concrete experiences help children in remembering things of past so make sure to indulge in distancing questions and old toys.

Playful learning encourages children to rely on their instincts and to satisfy their natural curiosity. They develop cognitive skills along with physical and emotional development. Preschool play builds a strong foundation for future life by nurturing children's imagination, creativity, thinking and problem solving skills. So whenever you plan to choose a preschool for your child, do examine the emphasis they pay on cognitive development while having fun.

Cognitive Development - Preschool Play

Cognitive Development - Preschool Play
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Here is a related article on Kid's Toys That Last.

Troy James Macraft is the chief editor of Great Kid Gifts.

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Hereditary Factors In Childhood Obesity

How do we define obesity? In simple terms, it can be viewed as the excessive accumulation of body fat. When boys possess more than 25% fat in their total body weight, and girls possess more than 32%, then they are considered to be obese. Adults have a variety of medications they can rely on to combat obesity. These include Apidex and Phentermine. It's a different story, however, for children.

Obese children are at risk for developing a variety of illnesses and diseases. They are at risk for developing pediatric hypertension, for example. This disorder increases the risk of contracting type 2 diabetes, problems with the joints, as well as cardiac disease. What can be a worse - and more immediate - problem for children dealing with obesity is the social stigmatization they often become the victims of, which results in serious emotional and psychological problems associated with low self esteem. Obese children often grapple with depression - much more so than non obese children. But just because one is obese as a child does not necessarily mean they will grow in to an obese adult. There are all kinds of factors that determine obesity, including genetics and hereditary factors. If the problem is dealt with from an early age, adulthood obesity can be avoided.

But let's focus on one of the less obvious aspects of childhood obesity for a minute. While the causes of obesity are well reported - namely lack of exercise and bad eating habits - there are also familial and hereditary instances of obesity that are less often analyzed. Children whose parents are obese have a much greater chance of becoming obese themselves. Perhaps this has to do with genetic factors, but more often than not, it has to do with the family's sedentary lifestyle and eating habits. If parents do not take proper care of themselves, then their children can be born obese.

Hereditary Factors In Childhood Obesity

It is also true that not all children who lead the sedentary lifestyle so common of young people today - that is spending more time in front of the television and computer than outside playing sports and being active - wind up becoming obese. Researchers have been looking in to the reasons why this is so. It probably has more to do with heredity than anything else. Heredity can influence such factors as one's response to overfeeding, one's degree of fatness, as well as the way fat is distributed in one's body. Recent studies have also established that babies born to overweight mothers tend to be less active and gain more weight in early infancy due to some apparently internal desire to conserve energy.

Children who are overweight and lead inactive lives, spending excessive amounts of time engaged in non physical activities such as playing video and computer games and watching television, certainly will not combat obesity in this fashion. Parents should do everything they can to discourage this "couch potato" lifestyle, while also monitoring their children's eating habits. A healthy home life makes for healthy children, who are more likely to develop into healthy adults.

Hereditary Factors In Childhood Obesity
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The Preschoolers Lesson Plans For Toddlers - 5 Best

Your baby begins the learning process from the time they are born and it is up to you, the parents, to stimulate and nurture your toddler's thirst for learning at an early age. If you are like most parents you are always looking for fun and educational ideas to keep your baby entertained while at the same time preparing him or her for preschool and beyond. Many experts believe that it will benefit your child to be exposed early on to preschoolers lesson plans. Of course lesson plans for toddlers that might not yet be ready for the full preschool curriculum need to be geared towards steady and natural development of skills that will be essential to the learning process ahead.

I have put together a list of 5 top resources for parents and their toddlers that will keep you both focused on what the most important areas of learning and development are for children of their age. All of the resources presented are terrific for preparing your child for preschool and beyond.

Top Resources For Developing Creative Activities & Lesson Plans For Toddlers:

The Preschoolers Lesson Plans For Toddlers - 5 Best

"Total Learning: Developmental Curriculum for the Young Child" by Joanne Hendrick. While this is a book aimed at teachers of young children, any parent looking to develop an age appropriate curriculum for their young child will find tremendous value in this book. Rather than focusing on a specific subject area, this book will help you to develop your own lesson plans that will give a head start to your toddler on his or her way to preschool.   "Creative Activities For Young Children" by Mary Mayesky. This is a special book that teachers and parents alike rely heavily on to assist in bringing out the creative side of your child. The purpose of this book is to assist you in developing the types of activities that will stimulate creativity in your child. Resource lists abound as Mary provides many lists of recommendations for things such as: poems, software lists, food recipes, useful websites, picking the right children's books and lots more. Not only for toddlers, Mary's incredible book will serve you and your child well into their 5th year.   "Creative Resources for Infants & Toddlers" by Judy Herr and Terri Swim. One of the most popular books of its kind, Judy and Terri's book looks at your child's development as a whole. They show signs to look for of developmental traits in both weekly and monthly increments. This offering will help you to establish a strong foundation for your toddler's future education.   "Discover Reading - Baby Edition" by Hooked on Phonics. Included in this program are an audio CD, parent easel book, board books, and the "Hooked on Baby" DVD. This complete learning package supplies all of the tools you need to teach your baby important language skills early on. Developed for children ages 3 - 18 months old, your baby's senses will be stimulated and a positive bond will be made forever between books and reading.   Pam Schiller's series of books early curriculum for children are widely recognized by parents as one of the best. Pam's book "The Complete Resource Book for Toddlers and Twos: Over 2000 Experiences and Ideas" is an incredible source of information on every aspect of your toddler's development. You will find yourself constantly referring to this book for lesson, song, craft ideas as well as countless others. Truly a must have for all new parents.
Hopefully this will help with your decision on what materials will assist you on your child's journey into learning and development. The resources that I have listed above are certainly not the only good materials that you have available to you. However, they do represent books and resources that are considered by many parents and educators to be some of the best available.

The Preschoolers Lesson Plans For Toddlers - 5 Best
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Visit the complete preschoolers lesson plans for toddlers [http://www.babies-blog.com/baby-and-toddler-lesson-plans] and you will find links to all of the resources above as well as more helpful information. I am always trying to bring parents useful articles and resources at Babies-Blog.com [http://www.babies-blog.com/] related to your toddler. Stop by and have a look.

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Disadvantages of Computers in the Classroom

To start the most significant fact that should be stated is that the computer is a tool, and as with any educational tool, from books to crayons, it can be used to enhance the curriculum and promote learning, but it can also be misused and abused. In this essay, I will discuss the disadvantages of having computers in the classrooms due to the misuse and the abuse of this tool.

I found it hard to find research that had been done on this topic because not only is the research on the effectiveness of computers in the classroom scarce but the research that is there is often done by software companies and therefore may be biased. (Emmans 2001). Even though there is no clear-cut answer to the question of a computer being a friend or foe in the classroom, having an unsolvable question of good or bad brings many issues to light.

For example, the fact that much of the software designed for children is appealing to them. If nothing else, it at least holds the children's attention. Though this may seem like a positive characteristic, consider this, just because a television show holds your attention, does it necessarily educate you? The answer to this is simple, maybe some do, but certainly not all do, mostly they are just simply entertaining. This causes me to raise an eyebrow at some, not all, software. As a teacher, one must not use time-fillers, cause a child can watch television or play on a computer at home, but as a teacher, we must educate, and if there is no educational value in the software, what good is it for a teacher?

Disadvantages of Computers in the Classroom

On the defense for teachers, another reason for computers being a shortcoming is that sometimes the software is not obvious that it is non-educational. This can be a common mistake of any educator, being fooled that a product could be educational when it is merely entertainment software dressed up in an educational costume aimed at these gullible teachers.

According to Cindy C. Emmans (2001), a professor of Educational Technology at Central Washington University, on software in the classroom...

" Often feedback is the key to learning, and computers are appealing because this feedback can be immediate, which is of course a very effective learning tool. Unfortunately, this feedback is not often as effective as it might be, perhaps because it is not easy to return to the original question to try again, or the student must begin at the beginning to review the original content rather then backing up a step or two. In some cases, the feedback for the wrong answers is more appealing than that for the right answer, causing students to try and get the wrong answer simply for the entertainment value".

Gerald W. Bracey sums it up adequately in a journal article called Principal by basically saying that the bells and whistles are all there, but the education is not, because it was not produced by someone who understands how children learn. (1996, p.6).

More arguments in the research area continued in September of 2000, the Alliance for Childhood published a statement against the use of computers in schools. More than 85 experts in various fields including psychiatry, education, and philosophy signed the statement in which calls for a suspension on the promoting introduction of computers into the nation's elementary schools until there is a more careful assessment of their effect (Hafner, 2000). Another influence in opposition to computers in classrooms is that of Jane Healy, an educational psychologist and the author of "Failure to Connect," a book criticizing educational applications of computers. Thomas Crampton interviewed Mrs. Healy and she declared that computers "can hurt children's personal skills, work habits concentration, motivation, (and) the development of social skills" (IHT, October 2000, p. 19).

Another reason that computers in the classroom would prove to be a disadvantage is the availability of computers in the classroom to each individual student. It is rare to find a school that, in each classroom, has a computer supplied for each student. This then brings up the problem of scheduling and rotating the students to the computers available. (Tiene 2001) This begins a whole new ball game in which you are now consuming a lot of time in which could be used for more productive measures rather then scheduling computer time for each student. If this is the case, and only a specific amount of students can be on the computer at one time, then you are dividing your classroom, and not integrating it, as it should be. This causes many difficulties in teaching a whole group instruction, which leads to problems in skill development, since the attention of some students is lacking. (Tiene 2001).

On the Colorado state education web site (2003), I was able to find questions that were asked to teachers regarding computers in their classrooms. The teachers were asked, "What do you find unattractive about teaching in a computer based classroom?" The one teacher commented that, " Students have a tendency to come in a print out their papers at the beginning of class instead of coming into class with a hard copy..." Another teacher said, " Technological difficulty, your whole lesson could be shot for the day if the computer would go down". When the teachers were asked about the difficulties they faced themselves and with the students due to computers in the classroom, they answered, " It is hard to get the students attention when they are on the computers." Another teacher commented, " There are times that I send them to work and instead they are interacting with each other." Another teacher stated her fear of the computer classroom by saying that, " Students are at their own screens, they're in their own little world, and they are not talking to their classmates, sometimes I think that they don't even know half the names of all the people in their class." (Barnes 2003)

I feel that these teachers comments are very important when looking at the issue of computers in the classrooms, because these are the people that actually interact with the children in the classroom, they are not just some random research study by a software company, these people are the real thing, and they see how computers are effecting their classrooms.

Another issue of computers in the classrooms regards the child's health. If a child were to be functioning on a computer for a long interlude of time or with incorrect positioning they will inadvertently obstruct their own health, some problems caused from this include muscular-skeletal injuries and vision problems. (MacArthur & Shneiderman, 1986).

Another issue concerning computer use in classrooms is that a lot of teachers have not been trained to use a computer, and many do not know how. An enormous amount of time would have to be consumed for the teachers to learn both the hardware and the software of the computer. They also would need time to collaborate with other teachers. Time is something that many teachers spend planning lessons and the weekly events of their classroom. The other problem that was just mentioned was the training of the teachers. Some educators do not have local training options available to them. Some do not have the time or money to spend on it. Another issue is that even if a teacher does go through training, there are always unsuspected things that can go wrong with a computer. If a teacher were to base their whole lesson on a computer, and it were to crash, and the teacher just being minimally skilled in using computers, would not be able to fix the system so that they could continue their lesson. (Tiene 2001).Therefore an on-site technology expert would be needed on site at all times in case any of these incidences would happen, and quite frankly I do not think that there are too many school districts looking for another expense.

Another reason for computers being a disadvantage in the classroom is that if the computer is Internet accessible, if this is the case, then the children can be exposed to Internet content that is not appropriate for their age level. They can also be exposed to child predators, which is a huge concern in today's world.

Though this may seem far-fetched it truly is not in an article published on the gurdian angel websitein 2000 states,
"The facts are plain. Children are being targeted, solicited, and made victims by pedophiles. What do the ratios or statistics matter? Isn't even one too many? These predators range from the simple minded closet pedophile who has surfaced because they believe they are safely anonymous behind their account alias, to the highly organized and skilled child pornography rings that operate predominantly off of US soil, behind quick discard web sites, and anonymous re-mailers, pushing their hideous wares for big profits. Have you ever heard of a child being molested or kidnapped in your hometown? Don't you teach your kids to watch for certain things and, not to talk to, or go anywhere with, strangers for just that reason? This is our point. Just as there are real world lessons that you teach your children, there is a necessity to teach them cyber-world lessons. " (Hook, 2000).

To put this quite simply, are you sure that your child is being watched very closely when accessing the Internet at school? It sure would be hard for one teacher to keep a close eye on each individual student in the classroom when they are all accessing the Internet at the same time. Therefore are you, as a parent or a teacher, really quite sure that a computer is necessary to learn in school? I mean, didn't you, the parent or teacher, learn in school without the computer? I agree that learning the latest technology is a necessity, but I do not agree with using computers for classes like mathematics or reading.

To sum it all up, Computers in the classroom lacks research of it being an advantage in the classroom. Computers in the classroom may not provide the students with the proper education that they need if the software being used is not adequate. Computers may not be, depending on the school, made available to each student. The attention of the students is harder to get when they are on the computer. An inexperienced teacher in the technology area may cause many problems in the classroom, and consume valuable time that could be used to educate. Most schools do not provide an on site technician in case a difficulty may arise. The children's health may be affected by long-term use of the computers, and probably the most frightening one is that these children can be exposed to child predators and unfiltered inappropriate content through the web while they are in school and in their classrooms presumed to be receiving their education.

Disadvantages of Computers in the Classroom
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Early Childhood Education Training - An Exciting Opportunity

Early childhood teachers teach and care for young children in early childhood education (ECE) facilities such as kindergartens, kohanga reo or education and care centres. If you are considering ECE training then you should expect to graduate as a well rounded individual equipped with the skills you need to care for young children. You should expect to gain a thorough foundation in theories of teaching and learning, child development, and working with children and families in New Zealand. Some of the activities and responsibilities you should expect to take on include planning daily programmes, learning experiences and routines and implementing Te Whariki, the early childhood curriculum.

You will educate and care for babies and children, working one to one or in groups as well as assessing and recording the learning and development of each child. Discussing children's progress with their parents or caregivers, whanau and other education professionals and making or adapting learning resources is also another important role you would fulfil. It is important that you maintain the lines of contact with parents, caregivers and whanau so you will run workshops and attend social gatherings and huis. You will also take care of logistics such as preparing budgets, ordering supplies and helping manage the centre.

Early childhood teachers need to have teaching skills and knowledge of different teaching strategies and learning styles so they can provide a well-rounded education to the young children. Through an early childhood education training program you will gain knowledge about Te Whariki, the early childhood curriculum and knowledge of child learning and development and of early literacy and numeracy. Good communication skills and the ability to interact well with children and adults from a range of cultures are absolutely essential. Through the program you will also learn administration and report-writing skills, organisational, problem-solving and decision-making skills and you will have knowledge of first aid.

Early Childhood Education Training - An Exciting Opportunity

As an ECE teacher there are certain personal qualities that need to be apparent such as the ability to be understanding and patient and firm but fair when situations get a little demanding. You also need to be creative, imaginative, resourceful, adaptable and able to make quick decisions. If you are focusing in working in a kohanga reo you need to be committed to the kohanga reo kaupapa. Being an early childhood educator can be an amazing job as you will have the skills and opportunity to help young children cultivate a love of learning and make a difference to their lives.

Early Childhood Education Training - An Exciting Opportunity
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Waiariki Institute of Technology was established as a Community College in 1978. Waiariki is passionate about its business. Its job is to help others make profits. Waiariki is aiming to be the leading & uniquely bicultural polytechnic in New Zealand. Their role is to enable people to realise their aspirations, goals & dreams for themselves, their family & their future - a qualification from Waiariki is a ticket to their 'journey to success'.
Find out more about our Early Childhood Education Training here.

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