Critical Thinking, Why Bother? Ian Wright (2002) ‘Critical Thinking, Why Bother?’ is a chapter from ‘Is That Right? Critical Thinking and the Social World of the Young Learner’. I selected this work due to its practical nature and applicability to my profession, primary school teaching. Wright outlines a fair discussion about critical thinking intending to guide the teacher to help children to ‘think through situations where the answer is in doubt’ (2002, p.9).
Seven participants in the baseline test voluntarily withdrew from the study before the follow-up test. Figure 4 below displays the results of the follow-up CACT administered to children in the age group of 6-12 years. Fig.4 Asthma control level in children aged 6-12 years after the introduction of the algorithm The sample mean is 22,15, which defines pediatric asthma of children aged 6-12 years as “partially
Some experts agree that dramatic play is an integral part of a well rounded preschool program as it is healthy for early childhood development. Benefits of children play is children teaches self regulation. This is a great stepping stone for learning to self regulate their emotions. Some interesting things happen when children assign and accept roles in dramatic play they are motivated to stick to them, thinking of them as rules to follow. Their own rules.
Sociodramatic play can help children with cooperation as it is collaborative. Harris (2000) found that sociodramatic play is important in theory of mind as children view situations from many perspectives, such as when playing a teacher in a class of pupils. Further to this, Taylor and Carlson (1997) found an association between high theory of mind scores and ability to pretend play. However, correlation does not determine a cause and effect relationship therefore, other variables could influence the results like intelligence. Sociodramatic play has been shown to extend a child’s language skills.
Charade game is one of educational game that can be used in teaching vocabulary. According to Kaduson and Schaefer (2003) Charades is an excellent technique to facilitate the emotional education of the children (p.217). Besides, Teare (2006) states that charade game is a game miming the individual parts of a word (p. 217). It means that the technique use mime style to know the meaning of the words. In addition Allery (2009) states that Charade game is a game to make a mental image of a word to aid in recalling the word (p.149).
Kalina is a friendly and sweet young lady who is willing to help others when asked and/or needed. She is eager to learn and when she does not know a particular context, she will research the information to be able to understand. In addition, Kalina loves reading non-fiction text as it provides her evidence along with knowing simply mathematics as it is logical information. 2. What are your child’s weaknesses?
Paul was diagnosed with down syndrome and is nonverbal. To state what he wants, Paul points as well as uses gestures. All three participants had no formal education (Conklin & Mayer, 2011). The participants communication skill level ranged from a 1yr old to a 1yr, 3-month year old. The study followed all the required steps necessary to implement PECS with fidelity.
This study used 20 Parents in which seven (7) are male and thirteen (13) are female, with ages ranging between 28 and 25 years and an overall mean mean age of 38.6, who are parents of children of a local primary school who volunteered to take part in this six-week course, parenting stress management rearment, the Cool Parents” Program. The participation and completion of the parents in the program is done voluntarily. Statisitcal data of the results of the group are presented in the Table 1. IN addition, there is no financial gain offered to the parents. Socio-Demographics of Group Description Women Men Total Age Average 38.5 38.7 38.6 Ethnicity Caucasian 40% 25% 65% Asian 15% 5% 20% Indegenous Australian 10% 10% Pacific Islander 5% 5% Language English 50% 25% 75% Chinese 10% 10% Spanish 5% 5% Samoan 5% 5% Italian 5% 5% Table 1 Procedure A psychoeducational six-week course on stress management was conducted which focuses the parents in the implementation of Cognitive Behavioral Therapy in the behavioural strategies for stress and anxiety.
However, the two approaches are different views of the nature of young children 's interests, needs, that teachers interact and cooperate with children in the classroom. In my opinion Reggio Emilia approach is the best curriculum because it provides for the children, the environment and materials that met their needs, it gives the student the opportunity to think and explore. Children have a verity of options in the classroom, they can do many activities and they can choose the activity that they like without teacher promotion, and there are many areas for children, such as, dramatic area that the child can act as a police officer or a doctor or any other character they like. Moreover, there is place for cooking, playing in sand, outdoor, and many other areas that help children to explore and get knowledge. In addition, I liked the role of the teacher in the Reggio Emilia schools, they emphasis on communication with parents and children and they believe that the relationship between children and parents are the developer key for the child so they try to be in touch with the parents and include them in the school activities.
Different views on the issue of teaching English to young learners have been suggested so far in the field of teaching a second language. Among these views, one of the most practical ones is using games. Applying them may make learning more enjoyable and motivating because of students’ learning without being aware. A great number of studies (Chan & Lin, 2000; Jiang, 2008; Kuo, 2008; Robinson, 1960; Zheng, 2008) state that students‟ motivation and confidence can be enhanced in the process of playing games when they achieve learning goals in a relaxing environment. Kuo (2008) further mentions that “games and game-like activities have always been a popular tool in an English class in order to interest and „wake up‟ uninterested students” (p.