Childhood Education
Although many studies have been done in the past concerning childhood education, a clear set of informed recommendations on how to strengthen the existing child education have not been made. A good beginning to the life of a child is the foundation for better development in the future both socially and academically. Research based reports for federal, state and local early childhood policies have failed to address some issues facing the education sector especially teacher productivity.
Assessing the relationship that exists between productivity of teachers and their motivation requires evaluation of the effects of labor in the early childhood schools. The main concern of the paper will be to examine the success of the input of labor in the education system. While assessing this factor, it will be required that capital inputs to the system are kept constant. A difficulty may arise in modeling the education production function due to the difference in backgrounds of the various populations in different schools. Evaluating the effect of a strike to the performance of children the teacher is involved should provide policy makers with a solid conflict resolution process that would not have a negative impact on performance (Darling, 2000).
The education production function is a phenomenon that involves the knowledge acquisition process of a child and the normal productivity in the production process. If concern institutions recognize the importance of this fact, then a more integrated early childhood education can be developed while avoiding labor strikes. Currently preschool policy implementations seem to be hurriedly done; rarely do the implementers consider the welfare of the concerned labor inputs. Research done revealed that there is a relationship between labor unrest and productivity in schools. The quality of teacher as measured by performance shows statistical evidence on a drop in the children performance (Modica et al 2010, p 22). The complex mix of childcare provisions also seems to have an effect on childhood education. With this education being conducted by a diverse range of service providers with staffs with having different kinds of qualifications, there is a need for the harmonization of its quality. Standards to guide on professionalism in childhood educations are extremely scanty with different states developing unrelated ones. Surveyed teachers felt that they were not satisfied with the existing guidelines on the same (Modica et al 2010, p 23). A substantial difference in the attitudes between the school administrations and the teachers was realized during the survey, but the question is who the service provider is? Is it the teacher or the administration?
Accessibility to affordable and quality early childhood education is a concern to many parents with quite a number of private and independently operated being costly as compared to the public preschool. These private care providers are well organized in their operations with the majority being members of professional association. Daycare schemes are also expanding to meet needs of families requiring individualized home care for babies while teaching them some social skills early in life. Standard based assessments should be used to align the instructions and quality of knowledge acquired in these institutions (Stewart, 1982). Descriptive statistics from various districts show a significant difference in public preschool attendance.
The research was conducted through both collecting information from both primary sources and secondary sources. Direct interviews with teachers and administrators were conducted as well as parents of children attending these institutions. Consultations with various district early childhood education officers were done while still collecting statistics from their offices of the previous kind of researches done on the topic (Cromindas, 2011).
References
Child & Family Policy Center & Voices for America’s Children (2004). Early Learning Left Out: An examination of public investment in education and development by child age. Washington, DC: Child & Family Policy Center & Voices for America’s Children.
Clarke-Stewart, A. (1982). Day care. Cambridge, MA: Harvard University Press.
Cromindas, R. (2011). Teaching Little fingers New Math tricks. Retrieved on 21 April 2011 from http://www.nytimes.com/2011/04/01/us/01cncmath.html?_r=1&scp=1&sq=childhood%20education&st=cse
Darling-Hammond, L. (2000). Teacher quality and student achievement. A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1–49.
Hawthorn, W. (1998). Professional development and practice: a study of early childhood teachers of mathematics, PhD Thesis. Edith Cowan University.
Modica, S., Ajmera, M., Dunning, V. (2010). Culturally Adapted Models of Early Childhood Education. Journal of Young Children, vol. 65(6), p20-26
