Good Example Of Essay On Administration In Childhood Care

Type of paper: Essay

Topic: Children, Linguistics, Learning, Language, Education, Childhood, Family, Teacher

Pages: 3

Words: 825

Published: 2020/12/08

Administration in Childhood Care

Early childhood education is a creative and continuous process that is vital to fulfilling the moral potential of every individual. Different issues and trends surrounding early childhood education are important in determining how to administer childhood settings.
Exploring Written Systems in Early Childhood Education is an excellent example of the trends and issues that can be encountered in the childhood settings and can be vital in determining how to administer early childhood education. The article focuses on the difference in cultural background and languages spoken by children in their early childhood, which is challenging to the teachers. This article also focuses on multilingual activities carried out by teachers in pre-school. It is done with the intent of studying how presence of written texts (written in other languages) may affect the process of social integration and language acquisition in schools. The paper shows how presence of certain books can promote sensitivity and reflection to other languages.
According to the article, it is important for the teacher to appreciate the importance of linguistic and cultural integration and the necessity to improve language competencies in different fields, in relation to the care setup. According to the study by this article, these educational contexts offer invaluable learning opportunities in language enhancement especially to children between the ages of three to six. Also, the article asserts that, linguistic and cultural integration are helpful in developing multilingual ability for the child. The article is based on studies conducted in Italy, where there is increased presence of children who speak other languages other than the Italian language in Italian classrooms. Consequently, this has necessitated the need for teachers to be aware of genuine cultural integration and linguistic diversity. It enables them to improve multilingual language competencies of every child that is significant to different activities, developed in multilingual contexts (Terrugi, 2013 p. 36).
The most urgent challenge facing the Council of Europe Member States is an increased presence of children who speak other languages in Italy. Most of the children are born in the host country, while migrant children are of school age when they come to the host country. Faced with this challenge Italy has tried to develop integration programs at the different levels of education, just like other European countries. It poses the question of how intercultural dimension can be developed across the curriculum and how a meaningful, long-lasting relationship can take place for all. Also, it raises the question as to how there can be a respectful, open exchange of views on children having different cultural, religious, ethnic and linguistic backgrounds that should be promoted.
The aims that need to be met in a multilingual school are broad. It includes developing content of the curricular and ensuring tolerance and diversity interest among other things, without slowing down the learning process. It has been claimed that knowing more than one language can interfere with the learning process in school. Therefore, the idea of multilingualism impoverishes the language acquisition process. However, it is not well known whether knowing many languages can block the language process or knowing other languages can block home languages (Terugi 2013, p. 40).
In view of the above, it is important to develop teaching approaches in contemplation of how to manage diversity in classrooms. It is vital in transforming the classroom into a place where all students gain advantage. There should be communication contexts despite differences and between these differences. The teachers in school should appreciate the fact that there is no rigid way of learning, especially when language and cultural diversity is considered. They should also, appreciate the presence of different peculiarities depending on the region or country one may be teaching. Different classes come with different peculiarities, characterized by the type of interactions between the students and the teachers. Additionally, teachers can compare different experiences to promote knowledge amongst them and know the most important teaching tools.
This article analyzes the linguistic perspective in the administration of language development during childhood. According to this article, the learning tools like books written in other languages tend to improve the learning of other languages apart from the one in such books. The above shows one aspect of the learning process, where different tools can be used to improve the learning process, especially when learning other languages apart from mother tongue. However, there is no much research to show that books written in a certain language improve the learning of other languages.

Comparative analysis

According to other researchers, the learning of the child depends on parent-child impact and teacher-child impact. According to Churchill, (Susan, 2003 p. 113) the child’s social outcome and cognitive skills are dependent on positive characteristics in relation to the teacher. Therefore, where there is a positive perception of the child towards the teacher, there is improved cognitive skills in the learning process. Accordingly, social competence is an outcome directly related to the goodness-fit on parenting a child. In relation to the linguistic learning process, it can be argued that the different learning rates but the kids, in Churchill’s view was dependent on their teacher- student relationship. Those with a positive outcome, had a good relationship with the teacher, and those who could not learn at a fast rate, was perhaps because of lack of motivation due to improper child-teacher relationship. Hence, teacher-child impact is also vital on how a child learns.
Churchill also asserts that the result of how a child learns depend on the early educational background (Acreman, 2002 p. 4-10). It is true as demonstrated by Acreman’s article because the exposure to the first language impacted positively in the second language. However, learning of the second language had a negative impact on the child’s first language.


Conclusively, different factors impact the learning process of a child. In order to proper administrate children in a setup, there is need to understand different issues so as to improve their learning. In this scenario, understanding of the cultural differences and the first languages was important to the teachers so as to know how to teach the children effectively. Issues like cultural background and the impact of parents and teachers are some of the variables that affect the learning of a child. Therefore, there is need to understand diversity for teachers to come up with different learning tools relevant to the different set-up they may find themselves in.


Acreman, M. E. (2002). Childhood resilience in the academic setting (Order No. MQ65598).
Available from ProQuest Dissertations & Theses Full Text. (305495144). Retrieved from
Churchill, S. L. (2003). Goodness-of-fit in early childhood settings. Early Childhood Education
Teruggi, L. A. (2013). Exploring written systems in early childhood education. Bookbird, 51(3),
36-46. Retrieved from

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