Type of Play Play is very important in the child’s growth and development (Myers 2012). The type of play that is found in early childhood are things that use their hands, and minds. Using games/toys helps kids interact with other kids to create a social environment and comfort. Play also helps children learn in many ways (Myers 2012). You usually find kids playing with blocks, building things, and games that use their imagination (Guyton
Tony (2014), explained that constructivism learning theory that associate learning with creating connotation from experience. It is known as learner centered. Learning is more having an important effect to students when they are capable to interact with problem or concept. It can help engage and encourage students by making them take or more active role in the learning process. Constructivism utilizes interactive teaching strategies to create important context that facilitate students to build knowledge based on their experience.
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).
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.
The DCSF (2008) support this by saying through play babies and young children learn, grown and have fun. It helps them understand the world and develop socially and emotionally. Another way in which practices can support this is by following the Early Years Foundation Stage, it provides each unique child with opportunities to interact in positive relationships and enabling environments. The EYFS follows four main themes underpinning all the guidance of how to
Another quote is " Assessment has several important purposes, including informing how teachers plan learning experiences, identifying areas of learning and development where children may need support or extension, to make valued learning visible, and integrating learning with curriculum and program provision" (Mclachlan). The author is making clear with assessments it is helping everyone because there is a major meaning to having them. It shows the way teachers communicate planned learning experiences to prepare for test. To represent how the teacher prepares the students to learn the components that are going to be on the test. Like stated before, it gives the teacher to see where the students ' strong points are or where their weaknesses are and need to work on that specific topic.
Teachers "You must go beyond and seek to understand the cultural context of each student" (Braley et al., 2016, pp. 259). Success looks different for each student and teachers should realize culture may be reflected in students' actions. Additionally, teachers may be teaching students at various comprehension levels and students with learning disabilities. In these instances, it is essential to learn about where difficulties lie for children and enhancing their learning by meeting them where they are with content they can
Introduction A theory of learning by J.Novack, “Meaningful learning underline the constructive integration of thinking, feeling, and acting leading to empowerment for commitment and responsibility.” This showed that meaningful learning is the key concept of the education, which students and teachers had to negotiate and integrate to know and fully understand the knowledge or fact. J.Novack, (2010), had also claimed that the central purpose of education is to empower learners to take a change of their own meaning making. Therefore, teaching and learning process has to take place to inspire, motivate, and suit the learners to construct their own cognitive to learn and make learning meaningful. This can only happen if the learners can relate new information to ideas the learners already knows. The learner became better or different from the others was based on the concept attainment of the new material and the quality and the quantity of the relevant knowledge that learners gained as meaningful learning.
Assessment for learning is when methods of assessments are used by lecturers and they have different functions such as to upgrade and improve their pedagogical strategies to be of better assistance to students, to evaluate their performance, to give feedback, to position a learner’s learning outcomes in a framework set up by the institute, and funding when appropriate. On the other side of the coin, assessment for learning should be seen by students as an opportunity to adjust their own learning methods. Assessment differentiates from the term assessing. Assessment focuses mainly on learning, teaching and outcomes, while providing information for improvements. It is an interactive process which aids to inform lecturers how well the students
A child suggested defining noun as PPT (person, place, and thing) to make it easier to remember. This lesson made me believe that formative assessment not only helps the teacher to assess children’s need but also facilitates real-time feedback, children taking ownership of their learning, which promotes intrinsic value of education. For the purpose of understanding Afl, it is important to identify the theories underpinning it. There is no one theory behind the Assessment for learning. In fact, Afl is based on a combination of works of research.