I would like to agree that, a well designed standard will benefit the learners a great deal. Most importantly, it will make the learning process deeply sink into their brains by engaging their brains to be more active in their class work. If this happens, they will become more interested in the learning process. Eventually, they will get an opportunity to holistically develop physically, socially, artistically and cognitively.
In addition, I accept that a well planned curriculum standard will be helping the Pre School going children in identifying with their cultural and linguistic contexts. In this case, the standard is tailored in line with the cultural and linguistic considerations in the immediate surrounding. If the learners are taught relevant things about their own environment, they will be able to easily cope up with their environment. For instance, if the language used is what is spoken by their people, they will master the basic grammatical concepts that will enable them to communicate and freely interact with the rest of the society.
Consequently, these standards will be useful to the pre school teachers too. If they are well drafted in their consideration, it will help them in developing themselves as established educationists. Thus, they will feel motivated and offer their best services for the good of the pupils and the general community.
Last, but not least, a well designed standard that considers divers groups like those with special needs, make it possible for all of them to access education with less constraint. Therefore, all of them will get an equal opportunity to be empowered. The larger society will realize academically successful children with no cases of misbehaviors or delinquent criminals (Heyman, G. et al, 2002).
Works cited
Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language
Pedagogy (Third ed.). Pearson ESL.
Heyman, G. et al (2002). Young children’s vulnerability to self-blame and
helplessness: Relationship to beliefs about goodness. Child Development, 63: 401–415.
www.ingentaconnect.com/content/klu/ecej/2006/00000034 Souto-Manning, Mariana; Swick, J.
Kevin’s Teachers’ Beliefs about Parent and Family Involvement: Rethinking our Family
Involvement Paradigm
www.escrp.uiuc.edu/v9n1/little.html. Catherine Scott-Little; Jim Lesko; Jana Martella and Penny
Milburn’s Early Learning Standards: Results from a National Survey to Document
Trends in State-Level Policies and Practices.
