Development and Academic Readiness

Frequently Asked Questions: Supporting Development and Academic Readiness Student’s Name Institution of Affiliation Course Date Frequently Asked Questions: Supporting Development and Academic Readiness In my teaching practice at preschool, I ensure that I get to know the child's development needs to give the child the necessary attention to improve their academic success. The following are typical questions parents ask concerning my style of teaching early childhood education, which emanates from my research methods and teaching belief system. Question 1: How is readiness for learning identified with attention to the multiple influences on early development and learning? Learning readiness is determined based on developmental milestones, observation, and achievement tests that take into account various factors affecting a child's development. Children's readiness is anchored on their physical, social-emotional, and cognitive development, which is influenced by their family functioning, nutrition, and early learning experiences (Williams et al., 2019). Observations made during the child's play and structured activities in the classroom help me determine a child's readiness. For example, I may monitor how a child plays with other children, whether they can adhere to instructions or their practical thinking skills. I also take informal forms of screening, for instance, using a literacy or numeracy game to determine the learner's level of readiness for learning. In addition, I regard the families' involvement because most parents can notice their child's progress at home. Studies have found that interventions that consider the individual child's level of readiness for learning can produce dramatic and long-lasting effects. Question 2: How do language, culture, and family background influence young children's early development and learning? Language, culture, and background are some of the key factors that define a child's learning. These elements shape not only the child's language use but also the meaning-making processes of the world (Fleer, 2020). In my classroom, I know that the students come from different cultural and linguistic backgrounds, which is very advantageous to us. For instance, children from bilingual homes may perform better than their monolingual counterparts in mental executive processes such as cognitive flexibility and problem-solving (Gunnerud et al., 2020). However, they may also experience some difficulties in language learning, particularly if they are learning ...