Importance of Teachers in Early Education
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ScribdTranslationsImportance of Teachers in Early Education
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ScribdTranslationsSUBJECT:
Pedagogical models in early childhood education
PRESENTED BY:
Odalis Dávila Payares
Inés Berruezo Garrido
Rubís Vásquez Martínez
Yajaira de la Hoz Jiménez
PRESENTED TO:
Carmen Cecilia de la Hoz
PERIOD:
sixth semester of a bachelor's degree in early childhood education
YEAR:
2020
IMPORTANCE OF THE TEACHER IN PRESCHOOL EDUCATION
Early childhood educators contribute to physical and motor development, emotional,
communicative, social, and cognitive development of children from zero to five years. They are professionals who
they participate in the child's development in this early stage of life.
The teacher is a mediator between children and knowledge but must also be a
guide and accomplice throughout the teaching/learning process of children. To achieve this
must possess various essential knowledge and skills that will help him/her understand
and putting it into practice in their daily work.
The teacher must take into account that in order for their students to learn, they must provide them with a
a pleasant and favorable environment must always be based on freedom, the
respect and love, without forgetting that the most important form of a teacher's intervention is
the one about 'talking with children', conversing with them, using language opens paths and
doors to know what knowledge the children have and what the decent expects
learn to enhance their understanding of the environment that surrounds them. For this to be
Viable, the teacher must take the conversation with their students seriously, it must be real.
in relation to what he says and his questions, he must have a genuine interest in knowing and
understanding what their students think or consider and what they desire will help ensure that the
the teacher establishes a good relationship with the children and effectively fulfills their role, the
teachers are usually responsible for a classroom of children of the same age but with
capabilities and interests very different. Among its functions, it stands out to promote learning
in early childhood, facilitate the development of oral language and introduce the language
escrito; identificar las habilidades, intereses y necesidades especiales del alumnado;
promote good coexistence in the classroom and the acquisition of habits, etc.
In preschool education, the child learns to relate to others, to develop the
responsibility, solidarity, and the importance of respecting rules and regulations, in addition
of a series of habits that will shape their character, all in a playful and pleasant environment
that will provide them with confidence and self-assurance. The school in the place where
they learn to be more independent and self-sufficient because the parents are not there to
to help them, therefore they have no choice but to take care of their own things and
learn to ask for help.
Being a preschool teacher is having the opportunity to face each day a box of
surprises: a smile, crying, an achievement, a difficult question to answer, situations
what makes academic exercise a rewarding role and a permanent challenge, the teacher
infant plays an educational and animated role, as it caters to the child both in those
scheduled teaching activities like in daily routines and entertainment ones.
In the relationship with the child, an important part of their role is to know how to capture the different messages.
what he conveys, responding to his interests favoring communication with him.
He/She will know their needs and interests by adjusting educational means to satisfy them.
expanding the scope of those interests. One must be careful not to overprotect it so as not to
limit their possibilities and the development of their autonomy. A teacher should not forget that
parte de su rol es servir como modelo en muchas adquisiciones (lenguaje, por ejemplo), por
what they must take care of is their performance and attitudes towards him.
A fundamental concept that the teacher must handle in their role as mediator and facilitator.
it is the one from the zone of proximal development. It refers to 'the distance between the actual level of
development determined by the ability to solve problems independently and the
level of potential development determined by problem solving with the
collaboration with a more capable peer or with the guidance of an adult" (Vygotsky, 1967). It
relates to the mediation role that the teacher plays to guide the child to their
potential level of development, when it is not capable of reaching it on its own. The relationship
teacher-student is manifested in the reflection of reciprocal action, as the student
reflect on what you hear the teacher say or see them do, and also reflect on your
own execution. At the same time, it questions what the student reveals in terms of
knowledge or difficulties in learning, and think of the most appropriate responses
to help him better. Thus, the student tries to construct and verify the meanings of what
see and hear, execute the teacher's prescriptions through reflective imitation, derived
from master modeling. The student introduces the fundamental principles in their execution
that the teacher has demonstrated for certain knowledge, and on multiple occasions
They will carry out activities that allow them to verify what the teacher is trying to communicate.
In this way, the quality of learning depends largely on the skill of the
teacher to adapt their demonstration and description to the changing needs of the
student. To achieve this, it is necessary to adequately motivate the student and offer him/her
relevant educational experience, establishing a reciprocal teaching relationship
dynamic and self-regulating.
