Program Description
The Henrietta Independent School District’s program is focused on the learning process as opposed to learning outcomes. The learners are expected to practice reading (both to self and to others) along with demonstrating comprehension of what they read. The program also addresses the issues of diversity and conflict management in the classroom by enhancing social interaction skills. The phonics program, in particular, is structured to deliver one sound a day along with corresponding letters.
The Petrolia Independent School District’s program is more results-centered, although its phonics program is similar. The learners are supposed to work in one large group or in small groups. Student progress is consistently recorded by the educator. The program specifically addresses the issue of learning habits and pursues fitting educational materials, instructional process, and curricula to individual needs. Importantly, students are asked open-ended questions so that they are encouraged to think independently.
The Petrolia Head Start’s program pays extensive attention to the role of parents in their children’s learning. Parents are encouraged to participate in the instructional process. Moreover, families have explained the importance of their advocacy role, i.e., the role of representing the needs of learners and assisting in the curriculum design. Small groups in which students learn are formed on the basis of free choice, and the “joyful approach to learning” is practiced.
Finally, the United Methodists Church Child Care’s program is mainly based on the recognition of young learners’ uniqueness. The materials and activities are adjusted to the individual needs and learning patterns of particular children. As opposed to specific learning outcomes, the program is focused on the creation of an open and fun learning environment, in which learners’ natural curiosity will find its way to obtaining knowledge and skills.
Development Description
In the context of early childhood education, development can be defined as the process of acquiring and improving skills in four domains: physical, cognitive, linguistic, and socio-emotional. In Henrietta Independent School District, children were allowed to move freely around the setting (physical), and their reading activities were aimed at ensuring that children do not only achieve a certain speed of reading but also a sufficient level of understanding what they read (cognitive).
The linguistic component of the development was pursued by applying for a specific phonics program and adopting a variety of reading-, writing-, and work-related activities. Concerning the socio-emotional domain, the educator helps young learners develop social interaction skills and resolve conflicts.
In Petrolia Independent School District, activities connected to the physical domain were not observed. However, the phonics program and the open-ended question-based approach effectively address the linguistic and cognitive domains, respectively. Group interactions promote the socio-emotional aspect of development.
In Petrolia Head Start, the family engagement approach ensures that young learners develop effective socio-emotional skills. The joyful approach to learning contributed to this domain, too. Children’s opportunities to move freely in the classroom account for physical development. Since children are encouraged to communicate and think independently, it can be argued that the linguistic and cognitive aspects of development are addressed as well.
Finally, in United Methodists Church Child Care, daily activities contribute to the physical development of learners, and active interactions combined with the philosophy of uniqueness and individual care contribute to the socio-emotional domain. The facility specifically recognizes the importance of all four domains and promotes cognitive development through puzzles and cooperative activities and linguistic development through reading and writing.