The early childhood environment provides an opportunity to ensure that all children begin school “ready to learn “. In this regard, kindergarten teachers and pre-school teachers are trained to listen for speech language defects, problems, stuttering, articulation disorders and slurred speech. The child is then referred to a speech language pathologist or an audiologist for screening and evaluation. It is well documented that early intervention assists in the child’s growth and development. Thus, the sooner the child can receive services the better the prognosis. In many cities and states, graduate students in speech language pathology and audiology conduct routine screenings of all children enrolled in a pre-school environment. This enables these graduate students to receive some supervision and training in early childhood assessment and enhances their consultation and collaboration skills and prepares them for later practice. Many of these individuals assess both expressive and receptive language skills and do preliminary screening of speech and language as well as an examination of the oral cavity. This early documentation provides a foundational baseline for ascertaining if the child is improving in their vocabulary and language skills and if intervention has been fruitful
The Need For Early Childhood Education
The importance of pre-primary education cannot be overemphasized; it enables children to improve on their self-confidence since they are given opportunity to interact with their peers and adults too. Pre-primary education enhances independence and helps curb the tendency of children that are highly aggressive during group activities. Children’s interactions with their peers and adults help to widen their scope of understanding and they also gain mastery of the world around them. Pre-primary education is vital to the child, parents and society because it permits smooth transition from home to school, because it enables the child to feel free to interact with other people outside his immediate family members. The pre-primary school helps to sharpen the children’s cognitive domain through learning rhymes and songs; while playing on the slides and swings help in physical development and build their muscles. Structured play with building blocks and puzzles, baby dolls, and teddy bears helps in emotional development of the children. At the pre-primary school stage, children learn to share and co-operate with others instead of developing the selfish tendencies. Exposure to pre-primary education goes a long way to teach each child how to understand and manage their emotions. The provision of pre-primary education assists working class parents who have no relation or house help to take care of their children while they are at work. The children will be exposed to reading and writing. Statistical research has shown that children who have experienced early childhood or pre-primary programs are more likely than other children to remain in primary school and achieve good results.
Self-Confidence Level Among Students
Self-confidence is an attitude and students with self-confident believe on their abilities, they are goal-directed, they believe that they will reach their goals and expectations. Self-confidence is not the same in all areas of a person’s life. It is possible that an individual be very confident in one area of life and less confident in some other areas of life.
Self-confidence refers to as someone's power and abilities to perform a task (Merriam-Webster). It involves someone’s feelings, thoughts and courage in improving themselves in performing tasks and activities that the teachers required to perform. It is also their belief on hoe to perform their tasks successfully without any hesitation. While performance tasks are different activities that teachers might required the students to perform and complete. However, performances tasks don not only refer to activities that needs to perform but also assignments, project and quizzes. Self-confidence is a problem that baffles many students. They were having a hard time to cope with that particular problem. Studying self-confidence and performance tasks may aid students an understanding on how important to know the correlation between the two given variables. In performing different activities it does not only require intelligence and creativity. Conducting this study is important, most especially to every student, to know the correlation between students level of self-confidence and performance tasks. Performance task can be classified as the different activities that require to performed and demonstrate. It needs knowledge, skills and creativity in order to accomplish the given tasks. However, performance tasks also refers to Academic requirements that need to submit like quizzes, assignments, project and other things that need to pass on time.
Self Confidence And Academic Performance
It is consistently demonstrated that self-regulated learners outperform their non-reflective counterparts in academic performance measures. However, there is evidence regarding the link between the trait of self-confidence and a real-life academic achievement is scarce. In fact, education research projects examining the predictive power of self-confidence on any psychological and educational factors is limited. Consequently, just as the predictive factors influencing levels of self-confidence in children are unknown, so too is the predictive nature of the Self-Confidence factor itself. The present study examined the predictive nature of the Self-Confidence factor on real-life, school-based achievements. It was hypothesised that students with high levels of self-confidence will have greater school achievement outcomes. However, this relationship should be approached with caution, as it is also possible that good academic achievements result in having more self-confidence. In fact, it is quite possible that both of these relationships co-exist. While causal links may not be determined in the present study (in fact, this study focuses on predictions only), for purposes of data analyses it was hypothesised that higher levels of self-confidence predict greater school achievement levels, and not vice-versa. This is expected due to the time precedence of development of the Self-Confidence factor to current school achievement marks
Early Childhood Education And Undergraduate Students Confidence Level
Knowing the limits of one’s own knowledge and being able to regulate that knowledge, are two essential components of self-regulated and successful learning. If students are aware of their own strengths and weaknesses and can apply such knowledge to their learning, they have the means to improve their cognitive achievements. For example, if a student knows of being weak in a particular subject area, he/she could plan to spend more time studying it. In a test-taking situation, if a student is unsure that an answer is correct, he/ she knows to come back and check it if time permits. In the realm of education, students who are aware of, control, and reflect about their own thinking, are referred to as self-regulated learners.