Critical Response to Chapter 3

CriticalResponse to Chapter 3

CriticalResponse to Chapter 3

Thechapter focuses on the best practices that can result in effectiveteaching in preschool, kindergarten, and in the first grade classes.Morrow, Gamrell &amp Nero (2011) introduce the chapter by presentingthe two sides of the argument on the most appropriate teachingapproach. I agree with the position taken by the authors who statethat both the child-centered and skill-based approaches areimportant and should be applied different categories of studentsdepending on their learning abilities. This is based on the notionthat students understand the curriculum content at different rate,implying that the teaching approaches should be aligned with theirindividual learning capacities.

Thechapter also addresses the issue of the need to teach new forms ofliteracy (such as education) to children (Morrow, Gamrell &amp Nero,2011). In my opinion, technology is inevitable in the contemporaryworld, which means that children should be introduced to technologyat an early stage. This is the most appropriate way of ensuring thatthe education system is relevant and has the capacity to preparechildren for real life experiences.

Theauthors also address the issue of the increase in cultural and ethnicdiversity, which has affected the teaching and learning processes. Itis important for teachers and learners to appreciate that diversityis one of the unavoidable products of globalization. This means thatenhancing cultural competence in the education sector is a necessity.

Lastly,I agree with the authors’ position that the at-risk interventionsshould be started at an early stage in order to enhance theireffectiveness. However, there should be nationwide regulationsstating when these interventions should start and how they should beimplemented in order to protect the at-risk children, including thedisabled pupils.

Reference

Morrow,L., Gamrell, B. &amp Nero, J. (2011). Bestpractices in literacy instruction (4thed.).New York, NY: The Guilford Press.