Without observation, overall planning would simply be based on what we felt was important, fun or interesting (or all three) but it might not necessarily meet the needs of the children and young people in our care. Carrying out regular observations is vital because it ensures that we put the pupils at the centre of our practice. Through observations we can discover if a child or young person has developed new skills, their likes and dislikes, strengths and weaknesses as well as their understanding of what they are expected to do. Observation helps us assess pupils progress; we can find out about the specific care and learning needs of each child. We can then plan the next steps in children’s
Through this knowledge, the teacher can presume how children of a particular age group will act, what they are capable of doing and what they are not likely able to do. Consequently, the teacher can devise activities rather confidently by taking all these aspects into consideration. At this stage, the teacher can take advantage of the windows of opportunity for the child’s growth. In other words, the teacher benefits from the sensitive period of a child’s development to provide him with enriching activities; the best period for the child to learn and develop further. In addition, what the children learn should be relevant to their environment and life experiences.
Summary “Children Need to Play, Not Compete,” by Jessica Statsky is a thoughtful insight on the competitive sports for children. She is of the view that the competitive sports can ruin the enjoyment that games are supposed to provide. These methods of playing the games like adults can prove to be lethal for physical and psychological health. The author quotes from an authentic source that “Kids under the age of fourteen are not by nature physical.” (Tutko) This means that the games for children need to focus more on their pleasure and enjoyment rather than on the competition. Competition only makes children bound to be winners.
Kiran Sethi 's speech, “Kids, take charge”(2009), introduces that embedding real-world problems and learning together can empower kids to change the world because they are provided with belief and support. Sethi supports her claims with her own real world examples and videos, pointing out world problems like child labor or child marriages and how children can create change to solve these problems by changing a child 's mindset using a method of incorporating learning with life. In addition, she also adds in statistics showing the children 's outstanding test scores to visualize the effectiveness of the system she calls the “I can”bug. She discusses that mixing life and school together, students will change from followers to learners. Sethi 's
Students who are allowed to explore, empathize, question, hypothesize, conceptualize, experiment, and evaluate throughout their own learning become productive community members" (Hummell 5). Allowing children to learn to think critically helps them to solve problems and have a logical argument about something they believe is true. Applying critical thinking into schools gives a child a chance to make a difference. Also, Elizabeth McKinstry agrees with Hummell in challenging the next generation to think for themselves. McKinstry writes about how Common Core education helps children become more interactive in the world and teaches them how to apply the knowledge they have learned in life.
ECS 306 Weekly Evaluation Reflection 1. What were the “Big Ideas” of today’s class? Review Natural & logical consequence worksheets, build a great relationship with our children: help the children to feel like they belong, and explore authoritarian parenting style of caregiving: role playing. 2. On a scale of 0-4 evaluate your level of participation involvement in class?
“Whether it's exploring a new place, a new relationship, or even exploring different facts of yourself, the fear and risks never outweigh the benefits of taking on a new journey.” These words of Tracy Dye support the assertion that these works further teach children about different social constructs. They play an important part in educating children with an extraordinary
Working with special needs children of varies ages, the need for joint attention is vital. A student needs to be able to seek out a person to deliver a message and not just announce to the world their need. This article brings social reinforcement, eye contact, and interaction into the world of the student. Autistic students do not always make this connect and the article helps teach society one way to introduce this skill. The earlier this skill is introduced, the more progress a student can make during their developmental
Are there other ways to decide which row has more? Engaging in discussion or interactions with the children will help children to discover there are more than one dimension to consider when doing comparison. This helps children to think about the other dimension such as “quantities” in this case (Ojose, 2008). Piaget (Berk, 2014) theorized that children actively “construct” their own knowledge in interaction with the world around them, progressively internalizing their actions and the results of those actions. The capability of conservation would gradually come as Q practices and gain exposure and move to the conservation stage of development (Berk, 2014).
Children and young adults always experiment new ways and new things of doing things. As they are growing in a world of hazards and dangers that it would not be correct to keep them far from some of critical situations where we must support but not smother them as the children could possibly grow up unsociable, nervous and unhappy , if we restrict them from such situations, we may restrict their learning. So, it is very important that teaching the students the skills that will help in managing dangers and risk for themselves. By giving the opportunity to experience a certain level of risky practices will helps the students to develop competences and confidence to make their own balance approach in risk taking, so that the students are not over protected. •
Reggio Emilia links into my key issues because the Reggio Emilia approach focuses on the child learning through doing. For example, a child might paint a picture for their mums or dads. Also, it links into my key issues with the environment as the practitioners would set up the environment which will encourage children to communicate between children and adults. The practitioner will also create different areas to stimulate the child’s imagination. This is important for young children as they are attracted to narrative, creating stories, becoming part of imaginary situations and copying real life through role-play.
Observations will be carried out throughout the year on various of children as it is an easier way to assess their individual needs. For example, the practitioner challenging the children with activities which will increase the child 's development and skills. With the assessment framework, they come under 3 headings: Baseline assessments is assessments that are being shared with the parents of the children to ensure they are settling into the new setting and the children has many different rights in expressing their feelings and showing facial expressions. The summative assessment: is an assessment being consistency completed and that the information is being passed onto the right people and no information is misled. Formative assessment: is where children are given various opportunities and learning new
STANDARD 4: ASSESSMENT OF THE CHILD PROGRESS Artifact; Compering Early Childhood Assessment from Child Development 201 I chose this artifact because it is about the appropriate Early Childhood assessments while these have a variety of programs to choice depending on the needs of the child to help him to the next level I learned that there are many resources for the teacher to help children out so they can have a happy childhood; These all examples bellow guidance a center to set up the whole program of early childhood environment so it will be helpful for the provider education to have cozy a safety place for young children.
I do believe that being involved in structured activities like Garrett Tallinger is beneficial. As the author states, children who are reared using concerted cultivation develop dispositions and skills that help them to navigate the institutional world. Being involved in these extracurricular activities allows children to obtain certain skills, set priorities, work on a team, shake hands with strangers and manage an itinerary. (Lareau, 2011)The advantages of concerted cultivation and the way Garrett 's life is organized seems to lead to a positive
In this case a lot of what is planned in the document involves adult – child interactions and situations that allow for teachable moments. Emergent curriculums connects learning with previous experiences and knowledge, includes the interests of children and responds to those interests rather than focusing on narrow topics that may be irrelevant (Mielekamp, 2005). I developed many of my activities based off of my observations, interpretations and interactions with the children. The curriculum is designed to be flexible to meet the ever-changing curiosities and needs of the child. This aspect of the emergent curriculum is beneficial as using children’s interests can serve as a vehicle into other entry points for exploration, learning and development to occur.