When reflecting upon the future role of an educator within an early childhood education program, it's vital to ascertain how the stage of initiative vs. guilt is guided through by the child because it assists in allowing the child to develop a sense of purpose later in life. This is the prime time for the child to establish an autonomous nature that will allow them to engage in vigor of action as well as play and other social bonding activities. The child needs to be successfully encouraged and not overly criticized during this period to help them transition into a understanding and purpose that will follow them throughout the rest of their academic career.
The teacher must establish a competent balance between appropriating guilt and too much guilt. The appropriation of some guilt is necessary to give the child the necessary understanding of social barriers that shouldn't be crossed and to help them develop a sense of self control as well as conscience. Too much guilt appropriated will take away the child's initiative and stunt their growth resulting in the child suffering in regard to making new friends and interacting with their peers.
This phase representing the primary stage for the child to interact regularly with other children and morph out of the sense of being the only center of attention. Central to this stage is play, as it provides children with the opportunity to explore their interpersonal skills through initiating activities. Initiation of activities should be encouraged by the teacher and facilitated by the classroom environment wherein the classroom is setup to encourage children to develop the necessary autonomy to develop reasonable initiatives appropriate for their age group.
Children should be guided by the teacher to plan activities, make up games, and initiate activities with others. When provided this opportunity, children will have the ability to establish a health sense of initiative that makes them feel secure in their capability to lead others and make decisions on their own.
Reflecting on this, describe in-depth how you can encourage support of these stages in your future role in the early childcare classroom, outdoor environment, and home environment.
To encourage the initiative vs. guilt stage, the teacher must ensure that classroom is conducive toward an environment that encourages the child to test their independence while also ensuring that the rules of social interactions are upheld. Therefore, the teacher has to be a facilitator as well as a disciplinarian by ...
This solution discusses how to implement a plan to facilitate initiative vs. guilt stage in classrooms