Good Communication Skills for Early Childhood Educators – Report Example

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The paper "Good Communication Skills for Early Childhood Educators" is a wonderful example of a report on education. The future of the world is dependent on growth that is inclusive, smart, and sustainable. As it follows, improving the effectiveness and the quality of the systems of education across the globe is significant to all these aspects of growth. In this case, early childhood education has become a significant basis for learning that is successful and sustainable, personal development, social integration, and employability. Early childhood education complements the major role of family, and it has a long-lasting and weighty effect on which measures taken later in life cannot accomplish.

The earliest experiences of children form the foundation for all the later learning. As a result, if the educator imposes on them sold foundations when they are young, later learning becomes efficient and effective, and it is likely that it will continue for life, hence, reducing chances of early childhood leaving, and increasing the fairness of outcomes in education and decreasing costs of the society when it comes to lost talent and public spending on health, social and education systems (Borg & Gall, 1989). Early childhood covers the first 8 years of an individual’ s life.

As it is, the education that an individual receives during these eight years must revolve around a number of particular domains of early development. Studies conducted in the area have indicated that children tend to learn from numerous experiences and that some parts of these experiences are inconceivable to them at times. As a result, these studies recommend that education developing children receive must be created to fit with their limited understanding.

For instance, it has been realized that early childhood education is mainly composed of learning via play. Caretakers, parents, neighbors, and specifically early childhood educators play a major, essential role in these early years of an individual’ s education. As a result, these individuals must possess the right skills to ensure that they enhance and potentiate early childhood education (Borg & Gall, 1989). This paper will, hence, look at the importance of one of the skills of early childhood educators and that is effective communication skills. Effective communication skills are essential in delivering effective education in early childhood.

Communication is significant in all aspects of life. Early childhood educators especially have a challenging job because of the fact that they have to constantly communicate with their students. If an early childhood educator has all the experience and knowledge in delivering education to their young students but cannot communicate effectively, he cannot be termed as an effective educator. Education depends on the ability of educators to communicate in a manner that every student has a comprehensive and clear understanding of what the teacher has to say.

There are two main kinds of communication that an early childhood educator has to be proficient in: nonverbal and verbal communication (Ellis & Lenz, 1987). Verbal communication in early childhood education is when the educator has to use songs, words and sounds to teach and explain. In early childhood education, songs and sounds have been found to be extremely effective ways of communicating something to the young children. If a teacher cannot do this properly, then it is likely that the students will not understand properly what they are saying.

Lectures are other forms of communication that are commonly used in education. However, it has been pointed out that early learners have not developed completely or have not developed the proper motor capabilities to comprehend subjects and information passed to them through lectures. As a result, early childhood educators must avoid lectures when it comes to effective communication skills (Ellis & Lenz, 1987).

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