Adult supervision in early childhood classrooms

Adult supervision in early childhood classrooms

Introduction

In my earlier years, I was able to work as the director for Vietnamese Religious Faith Formation in a setting of first grade to eighth grade. My responsibilities were: to help students integrate with local church, to help catholic students to deepen their faith, and also to ensure that students value education, religion and family tradition as they grow up. Moreover, I was involved in directing, organizing and administering religious classes to the 485 students under the institution.

In order to achieve my goals, I used an interactive approach so as to facilitate cooperation and attentiveness in the classroom. This involved creation of a friendly environment whereby the students were able to make inquiries thus improving their interest towards education. According to Tina Bruce’s book on early childhood education, it states that; “a child’s learning environment influences his/ her learning capabilities” (Tina 43). Also, the use of visual display such as chats, pictures and demonstrations played an important role in the religious classes.

During the Vietnamese program, we faced various challenges. These challenges included language barrier, lack of cooperation among the community members, diseases caused by poor sanitary conditions etc. In addition, the finances for supporting the religious education were limiting thus resulting to lack of enough education resources.

In general, the experience at the Vietnamese Faith Formation was really educative. It allowed for the interaction of people from different countries, ensured the coordination of work and also allowed us to educate the younger Vietnamese society on how to be responsible people in future. Also, the experience helped us to gain knowledge on the best teaching methods for younger children such as those in grade one.

Works cited

Bruce, Tina. Early Childhood Education. New York: Hodder education publishers. May 2011. Print