Instead, the focus needs to be on identifying the types of support programs need to create upcoming groups of committed, competent teaching professionals.
Social action is not always visible. Sometimes it is presented as surveys, petitions, any various other forms. Artwork can portrays social action as well as acting out numerous viewpoints of characters to gain understanding of how different people experience inequality. Children need to be listened to and their experiences and responses closely observed. It is essential to give all children places in schools to converse, imagine, and use unbiased ways of living. As curriculum is observed unfolding, there needs to be awareness of the language used and biases in the curriculum. It must be considered how children might depict social action relating to their background and experiences. It is not easy for educators to accept unforeseen instances and changes in relationship. These instances are openings for new ways in learning encouraged by children's critical thinking and problem solving (Kuby 2013). Children prepare and have the capability of acting and thinking from a serious standpoint concerning race, privilege, and power, race.
Throughout the early childhood, children obtain the skills essential for healthy development. This later sets the stage for success in life and school. These skills are developed in the background of interactions with their family and caregivers. Nurturing is necessary for children along with, love and attentiveness that stimulates their resourcefulness, curiosity, and eagerness to learn. Children also require assistance from their parents and teachers when they are struggling. According to Cohen (2005), state representatives have a single chance to have an important, long-lasting effect on a child's success in development by promoting effective programs and policies intended to support strong social and emotional development.
