Ediger (2000), elementary education career school is important. Ediger said that “the years of elementary school, not to start too early, a vision of what one wants in life, to reach to the world of work ‘. Without training, students have a realistic perception of career due to a lack of knowledge and bad decisions. The students have limited knowledge and exposure to careers. to (a 2.3) If students underestimated in various industries Sports eg view, the media and entertainment industry, most students in the skills and time required for a successful career. (3)

The basics of elementary school career education programs

In the programs of career awareness, students are choosing careers prematurely. Elementary School Career Education is not career exploration or career education. Elementary students to remain open to new ideas and career opportunities. (7,8,13,15) elementary students build self-awareness, personal interactions, school and staff. (2.15) elementary school counselors and teachers self-esteem, awareness of family, school outreach, community awareness, career awareness and work, developing attitudes, skills development, strategies, decision making and self-esteem. (2,4,11)

of career awareness programs use age appropriate materials, adjust the levels of student development. Age appropriate activities and share the students a variety of different jobs, career information, and the reasons why people work. The programs include an academic career in classroom activities. After CareerTec (2000), temporary professional skills as the foundation for future skills. As students progress, the old skills are strengthened and expanded. (2,4,11)

As elementary school students with age, you change the students’ career goals and visions. At the end of an outreach program in elementary school career, students in higher grades, more school performance, better integration of schools, and increase awareness of career exploration, the personal and interpersonal skills. (1.15) more complete, complex courses and students have a higher graduation rate from high school. (9)

In summary, professional programs, students:

Learn and apply />
Know and appreciate
Build self-esteem and confidence
Identify interests and build relationships between the school environment and labor
Build academic, communication, skills in solving social problems and
Awareness of the need for future employment skills
View the links between learning in school, academic abilities, skills, employment and career
See employment opportunities
Look at the future employees of the employment />
/>
Build self-determination (2,7,9)

Examples of resources Elementary School Career Education

awareness programs career tools very friendly, the individual career plan (ICP) and a portfolio of individual career. After the Ohio State Department of Education (2000), individual career plans (ICP) is essential for developing self-confidence, employability, decision making and goal setting, community involvement , businesses and the elimination of distortions. Students use individual career plans, the way to identify and explore their career goals first and education plans. Elementary students use individual career plan (ICP) leads to develop skills and prepare for future career choices and education. (12)

Another important tool is the portfolio of individual career development. Individual career portfolios are collections of career awareness activities and experiences that took place during the school year. includes (12) Other school career awareness:

Artist />
Career Days
Job Fairs

Careers Research
Career Videos
Collages, murals
Presidents of the Community

Learning
group discussions of family
Excursions

Information Survey

Job Shadowing
Book Library Report
Mentors

Poetry

Phonics

Shown Dictionary
Puppets

Role

Scrapbook

The history of reading
group discussions of students
Word searches and comprehension activities (8,9,11,12,16)

Elementary school programs help students make connections between academics and real life situations. (9) Teachers and consultants use counseling principles to the importance of language arts, mathematics, social studies and science-related stress. Language Arts have many applications in the workplace: reading, writing and listening. Applications of mathematics are the following: addition, subtraction, multiplication and division skills to solve problems. to gain social science students the understanding of other countries, languages, cultures, and aspects of life in a global market. Students learn the importance of scientific skills to solve problems than to understand how science in various industries such as food, media, agriculture is concerned, and the automotive industry. (8)

Guidelines for Basic Education Career Resources – National Guidelines on the career development

Guidelines NCDG is a career knowledge, skills and decision-making framework. NCDG The framework has three levels, targets and indicators. Teachers and counselors use areas, targets and indicators as guidelines for designing and creating career resources. The three areas: social development are personal (PS), academic achievement and continuing education (ED) and Career Management (CM). Each domain is an environment for developing a vocational training program. Under each domain are goals or skills. Under each goal, indicators to highlight the knowledge and skills necessary to achieve the goal. The National Career Development Guidelines (NCDG) is the basis of training products, research, development, testing and tools. (14)

Abstract

Elementary School Programs in Career Education for building self-esteem, awareness of family, school outreach, community awareness, career awareness and work, developing attitudes, skills development, strategies, decision-making and self-esteem. Elementary school programs in career awareness using age appropriate materials, adjust the levels of student development. Due to career guidance, schools have reported that students in higher grades and academic achievement, improved school engagement and performance, and increase awareness of career exploration, personal skills had and interpersonal. Career awareness activities include individual career plan (ICP), career fairs portfolio development (ICDP), career days, field trips, information interviewing, and report to the library book.

References

First American Counseling Association, Office of Public Policy and Legislation. (2007). Effectiveness of school counseling. Alexandria, VA: Author.

2nd Angel, N. Faye, Mooney, Marianne. (1996, December). Work in progress: career and education for elementary students. (ED404516). Cincinnati, OH: Paper presented at the American Vocational Association Convention.

3rd Benning, Cathleen; Bergt, Richard; Sausaman, Pamela. (2003, May). Improved awareness of students of the career through a variety of strategies. Thesis: Research Project Action. (ED481018). Chicago, Illinois: Saint Xavier University.

Tec fourth career. (2000). K-12 Career Awareness and Development Sequence [with Appendices, Executive and Implementation Guide]. (ED450219). Springfield, IL: Author.

5th Carey, John. (2003, January). What are the benefits associated with the implementation of a comprehensive program of guidance. Research School first memory clinic First Amherst, MA: Center School Guidance Fredrickson Search Result.

6th Dare, Donna E.; Maddy-Bernstein, Carolyn. (September 1999). Guidance for the use of resources elementary and middle school / junior high school educators. (ED434216). Berkeley, CA: National Center for Research in Vocational Training.

7th DuVall, Patricia. (1995). Let’s Get Serious about career education for elementary students. AACE Bonus Brief. (ED386603). Hermosa Beach, CA: AACE Bonus Brief.

8th Ediger, Marlow. (2000, July). Vocational education in primary school. (ED442979) Documents Notice

9th Gerver, Miriam, Shanley, Judy, Cummings O, mindee. (14/02/2002). Answer the question EMSTAC additional primary and secondary schools. Washington, DC: Technical Assistance Center (EMSTAC).

10th Hurley, Dan, Ed, Thorp, Jim, Ed (2002, May). Decisions without direction: Career guidance and decision making among American youth. (ED465895). Grand Rapids, Michigan: Ferris State University Career Institute for Education and workforce development.

11 Maddy-Bernstein, Carolyn, Dare, Donna E. (1997, December). Counseling for students in elementary and middle school. Office of Student Services Brief, v9 n1. (ED415353). Berkeley, CA: National Center for Research in Vocational Training.

12 Department of Education, Ohio Department of Vocational Training and careers in Ohio plan career development, career planning, K 5 (ED449322). Columbus, Ohio, 2000 />
Splet 13, Howard, Stewart, Amy. (1990). Competency-based strategies for career development and national guidelines for career development. Information Series No. 345. (ED327739). Columbus, Ohio: ERIC Clearinghouse on Education and Training for Employment and Ohio State University

14th U.S. Department of Education Office of Vocational Training and Adult. (1994, 2004). National Guidelines for Career Development (NCDG). Washington, DC: Author.

15th Williams, John A., Ed (1999, January). Elementary Career Awareness Guide: A resource for primary schools and teachers. (ED445293). Raleigh, NC: NC Department of Public Instruction, NC Job Ready.

16th Woal, S. Theodore. (1995). Career Education – The Early Years. AACE Bonus Brief. (ED386603). Hermosa Beach, CA: AACE Bonus Brief.

If you are the parent of a child with a disability from reading on your child’s progress AOS affected? Want to know how to use No Child Left Behind (NCLB to help), learn to read to your child? This article will discuss five basic provisions of NCLB that allow you to stand up for your child, education OSA.

The U.S. Department of Education is a beautiful book called “No Child Left Behind, the Guide for Parents.” This booklet can be ordered online at www. NCLB. Gov / next. According to the brochure, there are certain things that the Act does not apply to children and parents.

First “Supporting learning in early years, thereby preventing many learning difficulties that may occur later.” This is important because if a child does not learn certain skills, it can be very difficult to read at an appropriate level and difficult to catch. The Parent Guide also stated: “… Research shows that most problems encountered by young people and adults to read the result of problems that could be prevented through good instruction in their infancy. “You must be vigilant to ensure that your child learns skills read at the beginning.

2nd “Provides more information for parents about their child, progress OSA.: The Parent’s Guide states that” Under this law, each of them, all public schools, SOA progress in reading, mathematics and science in each grade 3-8, and at least once during grades 10-12. “This test provides objective information to parents on their child graduates (AOS degree and subjective observation of teachers, progress and not effective). Keep copies of all the districts of your child SOA and national tests. If your child with a disability learn to read, you should ask an appropriate reading instruction with a reading specialist.

3rd “Make sure that the quality of teachers is a priority.” It’s not important that the teacher has the right credentials, but that the teacher is qualified to teach disabled children to learn to read. Make sure your child OSA is competent teachers to teach reading.

4th “Focusing on what works.” The Parent’s Guide states that “NCLB particular emphasis on the implementation of education programs … found in the clear, effective scientific research rigorous. ” This is the most important, parents must be involved in. If the teacher is responsible, but the program is not scientific research to show that teaches disabled children to learn to read, the child learns unlikely. If your child has a learning disability in reading, specific programs that work shown. Visit the website of the National Center for Learning Disabilities Inc. at www. LD. org.

5th “allows more flexibility in exchange for strong accountability.” You must have your school district personnel responsible for conducting the education of your child to read, if possible. Children with moderate to severe disability may be focus on a functional program. But the children are appropriate with other disabilities, if they receive appropriate instruction in reading.

If you use these five provisions NCLB will help your child learn to read. Remember how important it is that your child learn early reading skills and reading difficulties for each. Happy reading!

The recognition of the “Early Learning”

These initial studies generated great interest in pre-school, where children improve their learning ability at an early age, he was asked what is the best way to promote these skills and abilities? Research shows that children who play in structured activities and to continue acquiring a range of skills and abilities that provide a solid foundation for further learning and development.

A well-Learning can maintain such a social and emotional development of children with learning a positive image of themselves, to promote respect for others designed, and a positive pleasure. Storytelling and reading activities can help develop language and literacy skills to read through the support of communication, speaking and listening, that the beginning and read and write. And problem-solving activities can help children develop their confidence and ability to reason and calculation. show with a strong grounding in these areas, children with a real ability to learn when they start formal education and go to long-term success in their childhood and later adulthood.

Skill in the early years

Language and communication are essential for a child emotional and personal development as they develop a sense of themselves and their relationships with others. The exposure time to enrich the stories that help convey the imagination and knowledge of a range of experiences that children can pull them confidence in their daily encounters with the world.

Reading of providing a child with the blocks, which are generally read and write and learn. Exposure to books and stories that babies and young children acquire the tools necessary preliminary to learn to read and write.

Mediation First, they spoke with an extensive vocabulary, be heard to understand and remember what they heard.

Second, for children at a very young age having to start from the existence of books. Small children and small babies even turn the pages of fairy tale books and look at the pictures in them. A little later, parents can begin to have their children read to preschoolers become aware of books and start enjoying the stories.

Third, children know what a book and how to manage, print that looks different, linked to the images we print from top to bottom of a page from left to right, and vocabulary spoken.

Finally, children develop specific skills to learn to read: What letter of the alphabet, like the sound and look, and when they are together in some way, they become words.