That means they need to be involved. They learn the most effectively through participation which involves two methods, participation and learning. Participation is a way in which children can be part of the decision making process which makes it more meaningful. Participation allows the child to energetically make sense of the world. Teachers have to allow and encourage children to share their values, ideas and opinions.
The knowledge and understanding of children’s development is essential. Educator role is to plan and implement the activity for the children. At this stage, some of the educators starting to do mistakes. It is significant to find out what children would like to do, but not what educator thinks children would like to do. How to know more about the children?
Diversity, or multicultural education, should be a collaborative effort among educators, children, and families in order for students to learn about their own culture and those of people who are different from them. Preschool programs need to reflect, acknowledge, and celebrate diversity and their curriculums should utilize children’s funds of knowledge to help children connect their world with their learning environment. When teachers fail to understand the importance of acknowledging and celebrating diversity, it is up to the administrators to enlighten them about how children develop their self-identities by helping students to learn acceptance of themselves and others. Training sessions can be given demonstrating ways in which teachers can learn how to prompt children to express their thoughts and ideas about differences through planned conversations, pictures, questions, or books. And, teachers can be shown how to display items that show diverse cultures, languages, and traditions; males and females in nontraditional roles; or “differently-abled children and adults demonstrating strengths and abilities” (WGBH, 2014, par.
Child-centered is to follow children’s interest and what they want to learn, not just follow teacher’s instructions. It is focus on each child’s interests, abilities, and learning styles. Placing teacher as a facilitator of learning, and give them
Second important thing that I learnt is how to craft a proper assessment task (traditional assessment). Assessment might be vary for different level or ability of students. It is the responsibility of a teacher to find out how to bring out the best in every child by designing a reliable assessment task. Third important thing that I learnt is how to analyze and interpretate
To facilitate learning of children, patterns of learning can be modified and more elements of cognitive training can be added in play of students. On the other hand, different students may achieve different levels of cognitive skills. It is important for teachers to notice the difference of progress of students. Different levels of intervention of framing of knowledge can be adopted by teachers, which influence students’ understanding of knowledge (Arcidiacono, & Perret-Clermont, 2009). Next, since only performance of one subject is observed, it is suggested to enlarge the scale of research and observe the performance of different participants.
Scaffolding is mean to give necessary support to enable learner to complete the task and develop understandings that they would not able to manage by their own. The term of scaffolding shows that the quality of cognitive support which adult(specially teacher) provided during child’s learning. And how it help to stimulate children’s internalisation of mental functions. The point of view here is that teacher through their sequencing of teaching activities and through the quality of their assistance and support, it is able to challenge and extend what children are able to do. It is after children participating the activities, the learning will occur and children able to internalise the new understanding.
As a beginner teacher you will encounter many contradictions and challenges in school; you will learn to teach in a particular context but will need to be able to transfer your learning to new contexts. Critical reflection will help teachers to do this and further allows us to synthesize different perspectives to help explain, justify or challenge what we have encountered in our own or other people’s practice. It may be that theory or literature gives us an alternative perspective
If a child is causing some concern then formal observations will be used. Sharing all the information with a teacher and carer ensures that everyone can work together for the childâ€TMs best interests and needs. Information from other sources, parents/carers colleagues and other professionals Being able to communicate effectively between the school and parent is vital in a childâ€TMs development. Especially for example when a child has special education need or disability as the parent other professionalâ€TMs expertise will be invaluable. Question: Question 6 Answer: There are usually reasons why a child or young personâ€TMs development does not follow the expected pattern.
Lastly, the teacher has to be able to engage with a variety of instructional strategies to ensure learners are guided and supported in a way that is beneficial to their learning of the new language. The teacher also has to have knowledge of how to create opportunities for practice and incidental