Early Years Education, PS.

A baby is born with about 100 billion brain cells. From the earliest years, the pruning of these cells—known as neurons—begins to take place. This shaping involves the wiring and dewiring of synaptic connections between nerve cells at a very rapid rate—faster than the process will ever be in the future. This stage, called the formative period of a child, is critical and, hence, deserving of much attention.

Research has shown how the first years of our lives are crucial to development. These studies have revealed that the growth of the brain is dependent on a dynamic interplay of genetics and environmental factors. They also explain the manner in which early experiences influence long-term physiological health, social skills, and mental ability. Early education has proven to create positive experiences during this rapid intellectual development. Its constructive practices yield healthy brain growth, confidence, and a good attention span, laying a secure foundation for children's future learning. Thus, its necessity cannot be overemphasized or disregarded.

Beyond what nature has provided, every child deserves intentional nurture. I am particular about the mental and emotional stability provided to school-age children, preschoolers, and toddlers. For a long time, I have had a burning desire to influence these age groups positively. Consequently, I have consistently employed available mediums that develop relevant skills and create possibilities. This has exposed me to positions and discoveries that only reinforce my pursuit of this specialization.

My high regard for teaching led me to study Education as a degree at the University of Kansas. While at this, I acquired study skills that tackle the process of comprehension. My learning covered policies governing education in society and the possible future directions of research. The modules also emphasized scholarly teaching and students’ psychology and cognition.

Along with acquiring these disciplinary concepts, I received opportunities that demanded practical employment of my knowledge. In 2020, at the Cyprus State Education Community, Kansas, I was the preschool and childcare center director. Here I was assigned managerial roles that involved structuring school educational programs. I was in charge of teaching new employees professional strategies and parent-to-student communication techniques. My active participation during this period heightened my understanding of early childhood education policies.

Again, in 2021, I was employed as a Preschool teacher at Oakridge School, where I created interactive sessions for the children and was rewarded with the pleasure of seeing wholesome improvements. By engaging them on different levels they considered fun, I discovered their potential and strength. Following a methodical curriculum, I was able to walk the kids through their artistic and practical capabilities.

Once, I worked as a kindergarten assistant at an international school. While at it, I could teach the kids different social roles. I employed synergetic systems that gradually captured their attentiveness to learn more. I also taught children with Attention Deficit Hyperactivity Disorder, ADHD. I found out that, though these children sometimes resist directions, they have a unique perspective on particular topics. Using engaging sessions with precise and outlined instructions, I was able to improve their learning process. This particular interaction increased my interest in early education, and I hope to help disadvantaged children through my research study.

While studying at the University of Kansas, I read the book Play, Learning, and the Early Childhood Curriculum by Elizabeth Wood. Her publication reviews modern research into the contributions of play to learning and development—their effects within and after early childhood. Examining the relationship between fun and child growth, she educates those interested in creating an effective learning atmosphere for young minds. She further discusses the role of adults in child play, the impact of games on social and emotional learning, and methods for developing this scheme in schools. After reading the thought-provoking ideologies in this book, I was sparked and intellectually intrigued. From the book, I understood the application of Vygotsky's theory to classroom teaching and anticipated a comprehensive understanding at the graduate level.

Altogether, my work experiences are indicative of my dedication to this area. I am highly motivated to study this course. With my knowledge of advanced theory and practice of early education in other countries, I plan to return to my country. My vision is to work as an early childhood curriculum consultant in my country's international kindergartens.

I observed that the outlined modules of this study include Early Childhood Education and Contemporary Issues in Early Years, among others. I look forward to considering the different viewpoints on child development, the common issues, and modern perspectives. The advanced guides to teaching and learning are necessary assets I need to become a better early childhood educator. 

I sincerely hope to be admitted to the University of Columbia, New York, for the Early Years Education MA. With this degree, I will be well equipped to assist children, who I believe are the hope of the future.