The observation of children, centred round careful viewing and listening, is a crucial characteristic of effective early childhood pedagogy. Nonetheless, research suggests that early years’ practitioners struggle to observe children satisfactorily and find a great difficulty in planning provisions built upon their observations. Thus, it is imperative that as prospective early childhood educators, we should understand the importance and value that such methodology holds. There should be a continuity between that which is observed in the classroom setting and what is presented to the students to facilitate their learning. Such observation equips educators with the skills necessary for effective teaching, learning and assessment.
Children and their education are one of the if not most important factors for our future as a country and as individuals. Maria Montessori and Colin Powell take stances on opposing views when it comes to structure such as desks or basic learning opportunities in the classroom, to teacher intervention when it comes to helping a child. Maria Montessori and Colin Powell have contrasting views when it comes to matters regarding education and structure. Colin Powell uses the quote “The kids who didn’t have that structure or minding in the beginning,... and they start to realize … and they’re on their way to jail or on they’re on their way to being dropouts” to directly support his claim that without any layout of structure in the students life,
According to Vygotsky, for the curriculum to be developmentally appropriate, the teacher must plan activities that encompass not only what children are capable of doing on their own but what they can learn with the help of others (Karpov & Haywood, 1998). Vygotsky’s theory does not mean that anything can be taught to any child. Only instruction and activities that fall within the zone promote development. For example, if a child cannot identify the sounds in a word even after many prompts, the child may not benefit immediately from instruction in this skill. Teachers can use information of both levels of Vygotsky’s zone of proximal development in organizing classroom activities such as first instruction can be planned to provide practice in
Student Name: Yan Wang Theory Critique between Cognitive Theory and Socio-cultural Theory For this assignment, I have selected two theories, cognitive theory and socio-cultural theory, to compare and contrast for further understanding children development and both theories’ implication in current education. Cognitive theory studies how people think, what’s going on within people’s mind. Social-cultural theory studies how the society, the culture, other people or external environment impact individual development. This paper would firstly respectively demonstrate both theories’ basic philosophy, representative persons and their claims. In the part
There are cultural and geographical differences, both in relation to constructs of childhood and the perception of what are appropriate or acceptable practices. When it comes to content, and more specifically inappropriate content, a population of children is not homogenous. Each child is different, the difference is different ages, education, language, culture, religion, maturity, experiences, interests, etc. and also individual children change rapidly as they mature and develop. The determination of what content is appropriate for an individual child is best left as the responsibility of the parents, guardians and educators who know the child.
But instructors are likely to create new instructional strategies if they receive feedback and support while trying the new strategies in their classrooms. This statement suggests that teachers need regular opportunities for reflection and problem solving at the same time the students are in school. In creating time during the school days, it’s likely to miss upon needed participants. Some institutions exhibit to have all classroom teachers vacant for team planning but fail to include key support workforce. It is also important to be sensitive to the reactions of parents and help them see the value of professional development by involving them in professional development planning that is linked to improved techniques of education.
In each level, two sub stages included in which aspects of moral development mentioned. First level is pre-conventional which signifies the child’s ability to respond to rules, social order, good, bad and ethics. Fist stage in this level is punishment and obedience orientation. The main argument is about determining right or wrong depending on the punishment. Children try to avoid punishment trying to defend themselves are their values and rights.
The period of middle childhood develops many new cognitive abilities. This period, also referred to as the period of concrete operations, is where children begin to develop an understanding of conservation. The child also starts to understand and empathise with people’s behaviours and emotions so they develop the ability to logically analyse situations. At a younger age, children were unable to perform mental reversal but it is said in middle childhood that this skill develops. Many of these abilities will have been introduced earlier in the child’s life yet they were unable to explain them therefore being unable to comprehend them.
What do parents want to see in place for them to become more involved in their students education? Significance of the Study This study has implications for educators, school districts parent and students. Parent engagement intervention and prevention studies occur in comprehensive schools but parent engagement research in an alternative education setting is minimal to non-existent. As a result of this study school districts will recognize a need to create and reengage parents in their students education as a means for student academic success. The significance of this study will allow at risk youth who are on probation and/or have been expelled to bond and engage in their education.
However, research has shown that assessment instruments need be to appropriate to the materials or subject being taught. It is important that the assessment instruments match the learning objectives of the module. If an assessor does not have skills, training, experience to use a particular assessment it is unluckily that they method they will use to assess will be effective, hence why is it important to match the assessment instruments with the delivery method. In sum, Healey (2000) emphasised that those who teach in higher education institutions are duty bound “to learn how to adopt a scholarly approach to teaching and how to collect and present rigorous evidence of their effectiveness as teachers” (p. 170). Therefore, it is important that Facilitator use assessment strategies that they are both confident and matches the learner’s learning styles.