The first of NAEYC’s standards is based on the idea of “promoting child development and learning” as a constant goal and driving force throughout an educator’s career.  Teachers need to have a complete understanding of child development theory, but realize that the growth of each individual will be unique.  While development classes and textbooks serve as an excellent baseline, no theoretical idea can predict every child’s growth.  Educators must reach beyond their professional training and use all relevant information, including that gained through observation, to support the needs of their individual class.  While standards can create accountability and level the educational playing field, they can also pressure teachers into teaching to the test.  Educators need to be wary of this, and always keep the individual needs of students in mind.      

This report recounts an experience with a “clingy” child, and describes this behavior in terms of the Attachment Behavior Model pioneered by Mary Ainsworth.  The model of attachment is important to understand because it can contribute to a lot of the behavior seen everyday in the classroom.  I was initially confused by “John’s” behavior, but my discussions in class on this topic, as well as the chance to truly reflect on the experience in this paper, have made me more aware of children’s psychological need to be loved.  I will definitely take what I have learned into my future teaching.

Although it may not be obvious, a teacher’s pay rate can directly impact how they educate and work with the children in their class.  This is one of the reasons why merit pay, or the idea of paying teachers based on how students perform, is such a hot topic currently.  My exploration into this issue shows my knowledge of the wide range of topics that influence how students learn.  By focusing on Merit pay, it also displays my understanding of how a child’s learning is just as much a teacher’s responsibility as it is the child’s. 

My journal response to Janet Gonzalez-Mena’s chapter represents this standard well because it is a good synthesis and summary of the elements that make up a quality early childhood classroom.  The chapter discussed learning centers, appealing and child-focused décor, and basic accessibility needs.  I plan to take the information from this chapter and implement it fully into my own quality classroom.