Reggio Emilia Approach Analysis

Being creative enables the children in early years to make connections between one are of learning and another and to extend their understanding” (QCa 2000b:116). Providing a rich and varied contexts for children to acquire develop and apply a broad range of knowledge, understanding and skills. The curriculum should enable pupils to think creatively and critically to solve problems and to make a difference for the better. It should allow the children the opportunity to become creative, innovative, enterprising and capable of leadership to equip them for their future lives as workers and citizens. It should enable children to respond positively to opportunities, challenges and responsibilities to make changes and to cope with change and adversity (QCA 1999:11-12).

(Pearson Schools and FE Colleges). Child-Directed play is important because it allows children to find practice necessary skills like overcoming obstacles, problem-solving, effectively communicating feelings, and working with others who may have different ideas and points of view. It also encourages development of children 's skills such as cognitive, emotional, social and physical. It is a necessary part of every child 's life. In experiments conducted by Webster-Stratton & Reid, the difference between child-directed play and adult-directed play are shown.

This book provides a very thorough, methodical discussion of how young children can develop literacy through play activities within a literacy-rich environment that has been designed with purpose. The role of early childhood teachers, in such an environment, is to discover teachable moments during children’s play and other child-centered experiences and take advantage of those moments to facilitate the children’s literacy development. Chapter One reviews the role of various types of “play” in children’s development and defines the developmentally appropriate practices, which are: understanding children’s patterns of growth to inform knowledge about learning and development; knowing each child’s individual strengths, needs, and interests; and knowing each child’s sociocultural context for living and growing. The different types of play include exploratory play, where play activities are repeated to affirm their mastery of their new abilities; constructive play, where objects are created out of play material; and dramatic play, where children engage in pretend roles using objects, actions, and words.

In addition, she expressed that the songs were appealing for preschoolers since in that age, they learn in an auditory way. Murphey (1992) implies that the implementation of songs enhance children's motivation as they provide excitement to the lessons as well as facilitating the process of taking the new language acquired form a short-term memory to a long one. Likewise, Sharpe (2001), states that songs are a tool to provide children with opportunities for real language use in fun and enjoyable way. She claims that young children imitate sounds and associate singing and playing with rhythms and rhymes from an early age. Additionally, Arias et al.

All areas of a child’s growth can be stimulated by dramatic play and in this case dramatic play refers to role play and drama. Dramtic play can be said to contribute to the development of cognitive, physical, creative, social, and emotional components of the child. Further, role-play can take many different forms and serve as many purposes including reasoning and encouraging empathy, it is a powerful way of developing social skills. Role play should be made more formal in a classroom situation, it is fun and nice for children themselves to make room for role play where they set the boundaries and the teacher gently observe and support the

Children's play unlocks their creativity and imagination, and develops reading, thinking, and problem solving skills as well as further develops motor skills. It provides the base foundation for learning. My three observations are called, The Lizard King, Best Friends and The Power Rangers

Preschool curriculums are programmed to help children achieve formal school readiness in all areas of academic and social learning. This includes exploration and discovery to encourage active participation among children, which broadens their horizons and expands their skills and knowledge. The meaningful experiences gained will empower young learners to grow confidently and successfully to prepare them mentally for the next phase of education. It is critical as a drastic transition can affect one’s ability to respond and adapt to the demands of school life. The purpose of this review is to compare transition practices of two countries, Singapore and Australia, critically analyze and evaluate issues that may arise, and to relate to ECCE models,

Introduction In Singapore, there are many different curriculum approaches for schools which provide early childhood care and education to adopt, depending on which they believe is best in helping to develop and educate early learners. Out of the many curriculum approaches available, I would like to touch on the ‘Montessori’ and the ‘Theory of Multiple Intelligences’ approach. Montessori: Introduction The ‘Montessori’ approach was built up based on the belief that children could excel as long as they are given a prepared environment to learn in, without having their learning confined, which would shape them to be self-motivated, analytical and enthusiastic learners. (www.education.com/reference/article/maria-montessori/) Its founder,

Teachers play a significant role in modeling social skills and arranging positive social environment (Lynch & Simpson, 2010). Research shows that when children acquire strategies to communicate, cope, and manage impulses can maintain focus in learning contexts (Wooley & Rubin,

Brining community into ECE education introduces children to a larger family this provides extra scaffolding and the teacher role is utilizing this. Following the principals, we see the strands Wellbeing –belonging-contribution-communication-exploration. If we are to explore the strands, we will see That the curriculum believes being a bicultural country strengthens the delivery and depth of educational practice. Its opens opportunities for conversation and examination. For example, In Te whariki under exploration it states “children have opportunity to develop and explore social concepts rules and understanding in social context with familiar adults and peers” Sociocultural theory highlights that children learn in small groups and children can attain a higher level of development with assistance from adults as they have knowledge to share.

To be developmentally appropriate, teaching practices must be successful, especially in producing a favorable impression on children—they must promote to children’s ongoing development and learning. Children who are interested and engaged in the classroom activities and lessons learn more. By stimulating active interest and engagement, I guarantee that children will get the most out of the instructional opportunities demonstrated in the classroom. I present information using a variety of learning formats, including large and small groups, choice time (in interest areas), and routines. Routines such as eating snacks and transitioning from one activity to another are all possibly valuable learning situations if teachers use these activities as chances for one-on-one conversations with children or to support a learning objective through singing a song or reciting a rhyme.

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. Using scaffolding strategies accordingly to activities and experiences, and scaffolding the curriculum into practice in general allow children to gradually develop in all areas of their learning and development at a pace that suits them and with lots of guidance and adult support. Scaffolding gives the educators an opportunity to guide children to the point where they can understand tasks and concepts on their own. When a child can do so, educators rest knowing that the children have learnt

Interactions between an adult and child during the early years are vital for their development and learning, as they are still grasping day-to-day skills and understanding new life concepts. Children learn and develop their language and literacy skills through interactions with others; they begin by absorbing, listening and then imitating and practising (Buckely 2003) Learning environments that promote language and literacy development are environments which expose and encourage children to interact with various forms of print. Behaviourists such as Skinner (1953) argue that language acquisition and development are learned through observation of behaviours in their social environment; these behaviours are then practiced through imitation by the child. Children learn through imitating what they see others do or how they behaviour, play is the most important learning tool for children to construct meaning of these behaviours. Dramatic play in early childhood settings allow for children to recreate environments they may have visited and share their experiences with their peers, such as going to the doctors.