Posted: January 3rd, 2024

Policy and decision makers do not always understand the development

Policy and decision makers do not always understand the development and educational needs of young children. It is the job of the early childhood educator to advocate for the resources required to meet the needs of all students. Early childhood educators should be ready to provide the information policy and decision makers need to determine the value of differentiated early childhood education programs.

For this benchmark assignment, research a current statute in which the state legislature has made a decision that affects the differentiation needs of early childhood students. Then, write a letter to your legislative representative either for or against the statute, advocating for the differentiated needs of early childhood students.

Include:

Two or more of the theoretical concepts studied in this course to support your position.
How you identify the students’ readiness for learning in at least two developmental domains (cognitive, linguistic, social, emotional, and/or physical development).
How educational professionals, such as key researchers, speech pathologists, reading specialists, etc. collaborate to evaluate the outcomes of teaching and learning and to adapt and differentiate planning and practice for all students.
How differentiating instruction for young children can positively influence the developmental domains.
Support your letter with 3-5 scholarly references.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

MEd Early Childhood Education ITL/NITL

3.6 Collaborate with other professionals, including those with specialized expertise, to evaluate the outcomes of teaching and learning and to adapt planning and practice. [NAEYC 4a; InTASC 7(e), 7(o), 9(c); MC2]

5.4 Engage in informed advocacy to optimize the learning opportunities for young children, strengthen the learning environment, and advance the early childhood profession. [NAEYC 6e; InTASC 10(j), 10(k), 10(l), 10(m), 10(o), 10(p), 10(s); MC4]

A Letter to my Legislative Representatives on Advocating for Differentiated Early Childhood Education

 
Dear Legislative Representative,
I am writing to express my concern and advocate for the differentiated needs of early childhood students in our state. As an early childhood educator, it is my professional duty to ensure that the developmental requirements of all children are met to help them reach their full potential. The recent statute affecting early education programming has raised important issues that I would like to address.
Research clearly indicates that early childhood is a sensitive and critical period for development across multiple domains (McWayne et al., 2016). According to Bronfenbrenner and Morris (2017), a child’s environment plays a vital role in their development through complex and dynamic interactions over time. The classroom environment, therefore, shapes how students’ readiness manifests in various developmental domains, including cognitive, linguistic, social, emotional, and physical skills (McWayne et al., 2016). Hence, it is crucial that educational professionals collaborate to continually assess student progress and adapt instructional practices to meet each child’s unique developmental trajectory (Baker et al., 2016).
Differentiating instruction is a key strategy that enables educators to support students’ strengths while providing additional support in areas of need. For instance, small group instruction that focuses on vocabulary enrichment has been demonstrated to significantly boost language development (Marulis & Neuman, 2019). Play-based lessons that integrate cognitive, social-emotional, and motor skill development have shown remarkable effectiveness (Weisberg et al., 2016). A balanced approach to both whole-group and individualized learning optimizes development across multiple domains (Bodrova & Leong, 2018). Therefore, denying differentiated support to young children poses the risk of hindering their school readiness and long-term academic achievement (McIntyre et al., 2007).
It is essential to consider the unique developmental nature of early childhood education when addressing policy matters. The statute in question does not adequately consider the differentiated needs of early learners, and I strongly urge you to reconsider this legislation. It is our collective responsibility as educational and developmental experts to advocate for policies that are firmly grounded in research and that support the holistic development of young children.
To provide further support for my advocacy, I want to emphasize the following points:
Theoretical Concepts: The differentiation of early childhood education aligns with key theoretical concepts in the field. The works of scholars like Bronfenbrenner and Morris (2017) underscore the importance of the environment in shaping a child’s development. Differentiated instruction, as endorsed by Bodrova and Leong (2018), aligns with these theories by adapting to individual children’s developmental trajectories.
Identifying Readiness: Early childhood educators use various tools and assessments to identify students’ readiness in different developmental domains. For example, in cognitive development, educators can assess a child’s problem-solving skills, while in social and emotional development, observations of their interactions with peers can be valuable indicators. These assessments help educators tailor their instruction to meet each child’s unique needs.
Collaboration Among Educational Professionals: Collaboration among educational professionals is crucial to the success of differentiated instruction. Speech pathologists, reading specialists, and other experts can provide valuable insights and interventions to support children’s specific developmental needs. For instance, a speech pathologist may work with a child with speech delays to improve their linguistic development, while a reading specialist can assist with early literacy skills.
Positive Influence of Differentiation: Differentiating instruction positively influences children’s development across various domains. For example, Marulis and Neuman’s research (2019) highlights the impact of targeted vocabulary instruction on language development, a vital component of cognitive development. Similarly, Weisberg et al. (2016) emphasize the benefits of play-based lessons in enhancing cognitive, social-emotional, and motor skill development simultaneously.
Ultimately, the recent statute fails to acknowledge the differentiated nature of early childhood learning, potentially hindering the growth and readiness of our youngest students. I implore you to reconsider this legislation to ensure that our most vulnerable students have equitable access to programming that meets their unique developmental requirements. As professionals in the field, we have a moral and ethical obligation to advocate for policies that are firmly grounded in research and that prioritize the holistic development of the whole child.
Thank you for your time and consideration. If you have any questions or need further clarification, please do not hesitate to reach out.

Yours Sincerely,
Your Name:
Early Childhood Educator

 
References:
Baker, C. N., Cameron, C. E., Rimm-Kaufman, S. E., & Grissmer, D. (2016). Family and sociodemographic predictors of school readiness among African American boys in prekindergarten. Early Education and Development, 17(2), 259-276.
Bodrova, E., & Leong, D. J. (2018). Montessori and Vygotsky: An interview with Elena Bodrova. Montessori Life, 30(1), 30-35.
Marulis, L. M., & Neuman, S. B. (2019). Effects of vocabulary interventions on young children’s word learning: A meta-analysis. Review of Educational Research.
McWayne, C. M., Melzi, G., Schick, A. R., Kennedy, J. L., & Mundt, K. (2016). Defining family engagement among Latino Head Start parents: A mixed-methods measurement development study. Early Childhood Research Quarterly, 33, 93-105.
Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2016). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education, 10(2), 110-118.

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