Reading Summary

Part I: Summary of articles
Education is considered to be one of the most important aspects in the human development as it is linked to the ability of an individual to establish a strong basement upon which later personality and pedagogic demands are based on. Many religions view the concept of childhood development as an important factor.  Paciorek (2016) is of the view that that for an education system to be effective there is needs to generate the necessary internal harmony between all the stakeholders as a major facet of generating acceptance in the new propositions. According to the Erickson’s eight stages of development, there is a strong need to ensure that children at the pre-school ages are handled in the most professional way to enhance better growth in the later years (Hwang and Chang, 2011).
Though the introduction strongly identifies some issues related to introducing child “play” in developing learning capabilities of children, critical issues pertinent to the spiritual development of children necessary for creation of good values is omitted. Developing learning skills among students, competency among teachers and a focus on the role of playing among children have proved to be highly effective in children from the middle age through adolescence.  As Hwang and Chang (2011) indicate, child development is usually confronted with vast amount of learning and playing at any particular moment.  However, their capability to possess values and spiritual intelligence lies on treating their education from a holistic perspective.
In concurrence with BF Skinner’s theory of human development, encouraging play in the environment where children are learning is very critical in dictating their nature of development (Irwin, Siddiqi & Hertzman, 2007).  In early childhood development, children who do not play and learn may have reduced rates of learning development due to unavailability of the necessary supportive aids for such developments. Playing therefore involves selection of specific information to be concentrated on and maintains their focus.
The biblical viewpoint of child development indicates that it is a process that requires proper guidance. In order to ensure and implement an education program that fits a child’s learning needs and spiritual concerns, it is important to remember the construction of the program ought to benefit all stakeholders (Dewing, 2010). Such is the case since this not only gives credence to the program but it also ensures the construction of positive relationships amongst those who are directly and indirectly involved in the program’s implementation. In this sense, the students should not only be the only ones who will benefit from the program.
Second, it is important to collaborate with the school officials during the program’s implementation. Lastly, in order to gain parental consent, various actions may be implemented that include but are not limited to, attending mandatory parent events at the school that may provide the opportunity to meet the target participants’ parents.
Part II: Summary of internet resources
To generate the necessary a comparative outlook, the passages in the internet resources are presented in a harmonic orientation where the overall role of childhood education, support and development are identified. The development of learning and acquisition of skills among young children as the resources portray depends upon the nurturance, guidance, direction and support of adult members, organizations and early childhood development teachers. What they impart to young people should grow out of the children’s developmental needs for adaptation in life and environment.

To begin with, the National Head Start Association focuses on including family members of students in their growth and development programs. In a young child, the needs, beyond the nutritional ones, are intellectual, social, and emotional. In addition, these needs are not separate and distinguishable as they are in older children and in adults. Rather, the young child functions as a totality, such that an activity which promotes intellectual growth serves to enhance social and emotional growth as well. The involvement of parents and family members play a crucial role in meeting students’ development needs. he biblical perspective of parents involvement in  nurturing their children is reflected in the missions and objectives of the  mission and objectives of  NHSA. Agreeably, the young students’ needs should be addressed in a setting that involves their family members.
Along this concern, organizations like National Institute for Play have sought to bridge the gap on the inadequacy of play and quality of learning as wanting in early childhood education. This brings attention to a possible standardization of kindergarten learning. Teachers may be evaluated based on a standard criterion-referenced examination and must be subjected to be deemed as “qualified” or “eligible” or otherwise (Hwang and Chang, 2011). In the proposed scheme, criterion-referenced test should be incorporated, in addition to the teaching skills and strategies, a natural aptitude for teaching and hypothetical situations in actual classroom settings and children’s behavior where the responses of the teachers will reveal their attitudes and values.
The resources however fail to deal with all the arguments related to spiritual or religious aspects and their application to early childhood development. Though they cites investment in education, provision of resources and child play as important factors, they fail to bring out the need for spiritual development and the considerations that may glue together necessary ingredients for child’s growth. Furthermore, they generalize the guarantee given to early childhood education while they are indeed very different.
The overwhelming, appreciation of the pre-school quality education program is evident today despite a myriad of issues attached to implementing the program. The Consultative Group on Early Childhood Care and Development (CGECCD) has formulated objectives aimed at bridging the gap in childhood education and enhancing education quality. Ensuring quality education and better nurturing of children is equated to the upgrading of the educational qualifications of the teachers, the standardization of kindergarten education, and ensuring availability of resources to support the teachers for further professional development, affordable and quality education. This will guarantee goals of affordability, accessibility, and accountability of early childhood education is met.
The National Association for the Education of Young Children highlights the good prospects that effective education policies, early childhood policies and religion bring into early childhood development. An effective implementation of the scheme in kindergarten education will bring about changes in the education of young children. Religious teachings reflect on the role of guardians, institutions and parents in establishing rules and policies that safeguard the interest of children. This must be standardized.  It is also believed that it will upgrade the quality of the teaching force that will boost the quality of kindergarten education in the future especially with government intervention and use of its funds. Parents will be relieved of their financial burden for the education of their children especially among the non-affluent families. It is accepted as true that more teachers and principals will get sponsorship for a professional training because it is essentially free-of-charge or a free kind of education.