The Teaching of Early Childhood Education as a Systematic Process

Posted on Aug 18, 2024 in Social sciences

Systematic Process and Instruction

Systematic process: The teacher’s actions will follow a logical structure that ensures consistency across all curriculum components. Therefore, the teaching-learning process is a systematic process with a logical structure.

Systematic instruction: This type of instruction fits into a programmed and executed scheme that involves a series of actions and a hierarchical sequence of activities.

Elements and Actors in the Teaching-Learning Process

Teacher

  • Knowledge of the subject or object of the learning activity.
  • Facilitator of learning, guiding the student to independently build knowledge.

Pupil

  • The individual who needs to learn and is the focal point of the teaching process.
  • Different learning styles: self-taught, informal (outside of school), and formal (within an educational institution).

Educational Act

  • Interaction between teacher and student, an interpersonal relationship or communication.
  • Intentional and dynamic action with varying group dynamics.
  • The ultimate goal is to achieve the educational objective.

Role of the Classroom Teacher

The teacher is key to the quality of teaching. Their activity is linked to the context in which it develops. Three types of contexts determine the teacher’s role:

Socio-Cultural (Society)

Teaching is subordinate to the social and cultural environment. The school aims to integrate the student into the social group.

Institutional (School)

Each school has a pedagogical model for organizing classes and topics. It bridges society and classroom activities. Constraints on activity include:

  1. Student classification and selection
  2. Compliance with the program
  3. The teacher’s position within a hierarchical organizational structure
  4. The teacher’s authority over the student group

Instructional (Classroom)

Closer relationship with the student, evolving from formal to informal. The relationship can be harmonious or discordant.

Pygmalion Effect (Rosenthal, 1986): Teacher or student expectations can influence the teaching act. Student beliefs also play a role.

Qualifications and Responsibilities of the Teacher

Styles of Thinking – Skills: Problem Solving and Learning Experiences

  • Legislative: Innovative creator
  • Judicial: Critical analyst
  • Executive: Planning, order, systematic attempts, evaluating objectives

Educational Styles

  • Autocratic: Regulatory, planning, exacting, stern, imposing
  • Democratic: Listening to students, close, not individualized, shared decision-making
  • Laissez-faire: Independence, no class structure, student-led
  • Motivator: Arousing student interest and self-fulfillment
  • Diagnosis: Observer, good evaluator, experienced, resourceful, skilled
  • Guide: Accompanying students, close, non-imposing, listening, clarifying results, patient

Level of Activity

  • Global: Focuses on general knowledge, teaching broadly
  • Local: Concrete, detailed, thorough

Orientation of Activity

  • Conservative: Relies on existing knowledge, resistant to new concepts and resources
  • Progressive: Creative, innovative, empowering students beyond the activity

Functions

Programming

  • Elements: Objectives, content, methodology, activities, teaching materials, assessment
  • Resources: Time, materials, space, people

Programming – Motivation – Evaluation – Realization

Reasons for Motivation

  1. Motivational: Utilizing motives that help students learn and awakening their interest
  2. Energetic: Awakening the student’s provision and interest, making them feel capable and predisposing them to action
  3. Functional: Students strive for achievement and set goals
  4. Personalization: Achieving goals becomes a usable source of positive reinforcement, encouraging further effort

Reports

The relationship between the student, the learning object, and the teacher. The teacher’s role depends on the interaction with the student and the learning object. In direct interaction, the teacher facilitates and counsels, encouraging student decision-making. In a more traditional teaching approach, the teacher acts as an informant.