Inclusion means an all-embracing societal ideology. Regarding individuals with special education and disabilities, inclusion secures opportunities for students with disabilities to learn alongside their non-disabled peers in classrooms. Inclusion is also an educational practice of educating children who have disabilities in classrooms with other children who have no disabilities. The best practice for special education students in a classroom starts with the teacher. “The first step for the beginning teacher is to understand what “special needs” means and who exactly are the children with special educational requirements” (Weissman & Hendrick, 2014, p. 121).
Theme B: Review on the Impact of Social Constructivism for Pre-school Education. Early childhood education generally means an education before the child start of formal schooling or before the age they required to attend the school. It is crucial stage of life in development the physical, intellectual, emotional and social lifestyle of the children. For the basic education method the approach must base on their prior knowledge and practice is called “constructivism”. Social constructivism is the one of the theories of learning and pedagogy that had the utmost impact on tutoring and curriculum design because they seem to be the most conducive to integration into current educational approaches.
So on a personal note it puts more emphasis on the necessity to invest in preschool education to young children so as to maximize their overall well-being. And I commend the parents of our preschooler for having the same vision because I truly trust that, behind a child’s success is a parent who first believed that his/her child can. As preschool can be rigorous nowadays, since the children are expected to learn certain skills to prepare them for elementary
Piaget and Maslow: Teaching the whole child Exceptional educators keep their fingers on the pulse of what their students need, in order to teach them effectively. Examining Piaget and Maslow’s theories, and applying them to the classroom will facilitate achieving this goal. Considering Piaget’s focus on development, and Maslow’s prioritization of human needs, one can integrate these ideas into classrooms and lesson plans that are optimized for student success. Piaget’s theory of cognitive development Piaget asserts, children are born with inherited scripts, called schema, these schema are building blocks for cognitive development. As a child grows, he acquires more of these building blocks; moreover, these building blocks become more complex as the child progresses through different stages in development (Huitt, Hummel 2003).
In-classroom therapy- An Approach to Lateral Thinking: For children with serious emotional, developmental and cognitive disturbances, effective treatment early in life is crucial to fully support two precious human functions: loving and learning. This therapy is a deliberately synergetic combination of Love, Education and Therapy of in-classroom psychological treatment for children. The possibility of creating a model program for all economic classes and those with varied problems is a gripping solution. Its techniques include individualized in-classroom psychodynamic psychotherapy for each child, briefings, debriefings and parent guidance- all of which take place within the context of an early childhood educational process. Sessions are witnessed,
Children’s programs should be based on children’s needs as they are going to grow, develop and mature in educators’ care and planned programs. Therefore, this is essential for educators to define their philosophy in education. Equality and Diversity It is important that an educator must consider the individual differences and design curricula that suitable for every child. I believe that all children are individuals, unique in their abilities, from a wide diversity of backgrounds and cultures, and they also have the right to be treated with dignity and respect. Educators are observers and designers who have to observe children’s abilities, interests and learning styles for designing a curriculum that fulfill everyone’s needs.
By overcoming their limitations, children cultivate their cognitive ability and pave the way for them to begin thinking in more abstract and formal ways. You can look at the preoperational stage as being a basis or foundation for their cognitive development all the way through to their adult years. That is why it is important for parents to encourage and support their children at this trying time, even when they are asking the same question over and over, why? By helping children to understand the world around them, you are also allowing them to reason and make their own
Ensuring that educators and children develop safe and secure relationships to support their individual development, their wellbeing and to assist with providing nurturing relationships. High expectations with all children and their development through play, provide quality, help children to succeed, regardless of their circumstances and abilities. Individuals involved in gifted advocacy should expect challenges along the way, but should always remain focused on the gifted child who will benefit from their efforts (Enersen, 2003). Understanding that each child develops at their own rate, responding to barriers and to hold high expectations of the child in collaboration with the parents, will lead to educational success. Enersen (2003) compared building a mandate for gifted education to constructing a bridge that will rescue high-ability children waiting on one side of a deep chasm and take them to the other side replete with opportunities for self-fulfillment and academic
Philosophy of early childhood math education In math education, I want children to have the ‘I CAN’ spirit regardless of any difficulties they might face. My philosophy is represented by the acronyms I, C, A and N. ‘I’ in my philosophy stands for interaction. Interaction is essential because it is through interactions that children learn more; build social skills as well as allowing the teacher to observe if the children need more attention in certain areas. I agree with Vygotsky (as cited in Berk, 2013) that social interaction between children and more knowledgeable adults is necessary for children to acquire understanding and behaviour. Therefore, not only children to children interaction are important, teacher to children interaction is
A teacher’s teaching style plays a part in student success. This study may serve as a stimulus for educators to create and to make novel innovations on instructional methods and materials for appropriate teaching strategies specifically for the hyperactivity of pupils. School Administrators. Classroom management based on awareness of children’s hyperactivity leads to improved classroom environments for all children. The findings in the study can serve as an additional guide to principals and school heads in their management and supervision.