As first introduces by Wood et al. (1979), the term “scaffolding” as a metaphor to capture the nature of guidance and support in learning. They use it to describe the nature of parent tutoring in the language development of young children. The result showed that parent who using scaffolding successfully focused in their children’s attention on the task on hand, and keep children motivated and working on the task. (Jenifer Hamond 2001) Parents give support by modelling or divided the task into manageable components and keep the task at an appropriate level of difficulty.
The teacher should lead every experience in terms of the needs and interests of the students as seen in life situations. The daily appraisal helps the teacher in deciding how to guide on-going experiences and when to introduce new ones. On the teacher's part, the decision on how to check the student’s performance would be recognize of the competency that has could be demonstrated by the students and that attributes the tasks that could be performed by the
The importance of early childhood education and the purpose of the grade R year Learning begins from birth. That is why the early years of education (especially Grade R) are the most important years for a child’s future development. Early childhood education helps cognitive, holistic, social and physical development. The purpose of the grade R year is to help a child establish a strong foundation. A child needs to be in a learning environment that teaches them life lessons, morals, values and ideas.
ADEC’s pedagogical approach in the NSM includes a requirement for children to be encouraged to reflect on their learning which is essential for SE. The nature of learning opportunities is meaningful and encourages active involvement (ADEC 2009,
meaningful content, powerful teaching strategies and an organizational structure to support productive learning. Bosch(2006) defined classroom management as the process of how teacher work, how classes operate, how teachers and students work together, and how instruction and learning takes place. Savage and Savage(2009) definers classroom management as two level of management a) The prevention of problems b) Responses when problems do occur. The more emphasis is on prevention rather than reactive, management techniques Emmer and Stough(2001) Kean University(2009) research concludes that Classroom management involves everything that teachers should do for achieving teaching objectives. This involves a) Preparation of plans and materials b) Structuring of activities to be completed in different time periods c) Plan teaching of skills and mater d) Grouping of pupils to make effective use of time for achieving goals under the guidance of teachers.
Vygotsky believed in the sociocultural theory that children learn actively and through hands-on experiences, and that parents and caregivers and peers have a role in a child’s development. He said children learn best when new information is scaffolded for them. He called the area of cognitive development, from where a child starts out to where he could get to with scaffolding, the Zone of Proximal Development. The third giant is Maria Montessori. A very important phrase in the Montessori philosophy is: “Teach me how to do it myself”.
Critical reflection on two approaches – Reggio Emilia Approach and Forest School Approach Reggio Emilia Approach Reggio Emilia Approach is an educational philosophy which considers children as capable, innovative and curious learners with intrinsic motivations in learning about the unknowns surrounding them (Mitchell and Carroll, 2003). It aimed to promote children’s learning through the development of “the hundred languages” of children (Edwards, Gandini and Forma, 2012). Features Learning spaces, social exchanges, projects, art materials, documentation and collaborative teaching style are the core values of the Approach (Mitchell and Carroll, 2003). In this approach, spaces involved in students’ daily lives were considered as extensions of classrooms where learning takes place in (Mitchell and Carroll, 2003). Social exchanges such as interactive activities, conflicts and communications were encouraged (Gandini, 1993).
As the educational leader, it is occupant upon me to make a connection for setting the establishment's vision for itself. Through dynamic engagement of every last one of partners, an agreement for our common vision for the foundation can be come to. When a dream is situated, as the leader, it is my responsibility to guarantee that courses of action and assets are set up to accomplish the vision. b) Ensure that the students are well taught and all around prompted. My responsibility here will be as an educational leader is to guarantee that the teachers in the foundation set exclusive requirements for teaching and learning taking into account the most avant-garde knowledge in the different scholastic and workforce disciplines and pedagogical knowledge.
2.10. Standard Criteria to Evaluate Classroom Activities Criteria for advancement are primarily based on qualification and years of service, both good and bad teachers are promoted together further undermining motivation. Teachers often see their work in the classroom as a stepping-stone, and desire to move on either to school administration or another profession entirely (Ramchandra and Pal, 2005).This implies that teachers are required to use appropriate standards when they want to conduct classroom evaluation. In other words, teachers need to consider variety of principles and criteria so that they can evaluate their performances in the actual classroom
Schooling ethos has long been validated via children’s academic and social competencies. To some degree, school is a miniature of society where children are supposed to integrate in the future and which sharpens their adaptability and immunity from disruptive influence. Hence, it is a smart choice to seize developmentally stimulating opportunities delivered by formal