1.0 Introduction
What is ‘High Scope’? It refers to the high determinations and far-reaching mission of a model of education originating in the USA. Its goals is simple by just to improving the life chances of children and young people by promoting a high-quality educational programmes. This High Scope approach was developed by David Weikart and his colleagues in 1962. (Hohmann and Weikart 1995:3) As he believed that some student get low result on academic and intelligent tests were because they have lack of education opportunities and poor school preparation rather than a lack of innate intelligence. To prevent school failure for 3 to 4 years old children was recognized with a classroom protected in the Perry Elementary School from 1962 to
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Teachers can participate as partners in children’s play by observing and listen before and after entering into children’s play. Furthermore, teachers encourage children’s learning initiatives throughout the day by supporting children’s strengths and interests, encouraging children’s ideas, suggestions and efforts by listening to children. As teachers also support and extend children’s ideas and learning during group times, such as teachers use different kind of strategies to support and extend children’s in both small-group and large-group activities. Teachers provide opportunities for children to explore and use materials at their own developmental level and pace, example during small group, explore their creativity with material and make up their own movement and music. Beside, children have opportunities to solve problems with materials and also do things for themselves, such as child hangs picture on the door when there is no more room on the bulletin
For example if the teacher asks the children to create a cat from play dough, she should also create her a cat from the play dough and show the class her attempt at making a cat out of the play dough and she will enhance and encourage the learners to create their own because hers is just a mere guideline another example would be if at the beginning of the lesson the teacher says children put on your aprons as we going to do art today, at the same time she is busy putting on her apron. Teacher as a participator The teacher as a participator helps guide the children but not by physically doing their work for them. Children enjoys having an adult’s participation, especially when they feel they stuck or not certain if what they doing is right.
Parent Handbook: Goals: Can identify 6 body parts from a picture. Says Full Name Sings songs and finger plays Can say and use 500 or more words Able to balance on one foot Identifies colors when asked (Red, Orange, Yellow, Green, Blue, and Purple) Philosophy: Our classrooms philosophy is play-based, the lesson plans and how we teacher grow and develop with the children as the year moves on. Different areas of development that we want to help progress and encourage are their literacy skills, social and emotional development, and their problem solving skills.
It has been shown that play is very important to a childâ€TMs learning. Learning through play helps a child make positive contribution.
Children cannot develop the proper social skills in a classroom because everything is structured. Children need to have that unorganized play in which they are free to socialize and explore on their own because being social is one of the main components in a human’s life. As a child is set free from the classroom and steps foot onto a playground during recess time, one can
Through implement activities in this classroom, I observed that children have capacity to use materials in variety of ways to learn and explore base on their experiences and interests. Even though I have planned my activity and image how children might approach to the materials, I restrain instructions and let children express how they play and learn. I stay beside to observe and assist when children needed. It is treasure to see how children excited to learn and be creative. In the classroom, I’m sensitive to individual differences and abilities.
Also, play helps children to develop their physical, mental, social and emotionally. If children and young people have access to good play provision then it many benefits for them, these may be: • It will help to increase the children and young people’s awareness, self-esteem and self-respect. • It will give them opportunity to mix with other children whatever their background or ability are. •
Ms. Bryant states that she uses 21st skills in her lessons, provide one on one support, reteach materials and student input to address learning problems in her classroom. Finally, Ms. Bryant was asked how she feels about students with intellectual and learning disabilities being required to take the same End of Grade Test (EOG) as their non-disabled counterparts. She finds the situation to be unfair. Students who read on a first or second grade level have to take 6th grade EOG’s does not make any sense.
John Scopes influenced changed the teaching in our society's education. In schools today they can teach about evolution, but not about the Bible. In the mid-1930s, after the John Scopes Trial talk died down textbooks started teaching about evolution (Boundless 6). "The tension that gave the Scopes Trial worldwide recognition continues to rise questions some seventy-five years later, and these questions have no easy answers. We can be assured that in this new century the voices of the Scopes Trial will continue to be heard" (Hanson 108).
Even if you’re not involved in their play it offers a sense of reassurance to children. You can also support a play based approach to learning by encouraging children to play with things they may not have played with before e.g playing with the resource yourself alongside the child. If a child sees what you can do with the resource then they are more likely to eventually participate along side you, copying what you are doing. 4.3 Evaluate different materials and equipment to support play based learning opportunities for children in their early years
In the UK, there are five stages of education; Early years, Primary, secondary, further education and higher education. Education is compulsory between the ages of 5 and 18. This used to be 16 but has recently been raised, the options for children aged 16- 18 are; Apprenticeships, remain in full time education e.g. colleges, sixth forms. , work or volunteer (must be 20 hours a week while in training/education) or joined the armed forces.
Once again, an educational reform based upon the basic principles of equal of education set forth by the ESEA and the demand for accountability created in the NCLB but this time the reform incorporates the idea of “giving education to everyone from the day they start preschool to the day they start their career” (Education at Glance. n.d.). The focus has changed to address the issue of a global economy and “a high quality education is no longer a path way to opportunity – it is a prerequisite for success”(Knowledge and Skill. n.d. para 1). Expanding federal education to include college is beyond the original foundation set forth in either of the pervious legislative measure causing a shift from the education of the elementary and secondary student population to that of young adults, which infringes on their taking their responsibility for their own educational pursuits.
The plan-do-review process is the most important segment of the daily routine in which children make choices about what they will do, carry out their ideas and plans while playing in the different areas of the classroom, and reflect upon their activities and experiences with adults and other children. This cycle aims to help play become meaningful. The plan-do-review process fosters children’s development of initiative, reflection, problem solving, responsibility, and they can see themselves as individuals who can act on decisions. Children experience the power of independence and are conscious of their intentions which support the development of purpose and confidence.
Also, the children were able to make a mess, and not really worry about it. The children also had the freedom to create whatever they would like. The teachers were engaging the children by asking them what about their creations. The teacher also asked the children to create certain pictures, such as circles, squares, triangles, and letters. The teacher would ask the child these questions, only when they were no longer using their paintbrushes and the materials to draw images.
In each lesson, I chose to incorporate partner work into each whole group instruction time. As kindergartners, sometimes this class struggles to focus if they are asked to sit on the rug and just listen to a "lecture" style of teaching. In order to keep the students engaged throughout each lesson, I asked them to explore with a partner. This allowed the students to engage in the lesson and work with someone else. This method was particularly important for my three target students; Pau, Georgia and Kiden.
Lesson plans often incorporate activities which are fun and interesting but linked to the learning objective, therefore hooking the children’s imagination so they become motivated to take part. Ultimately we are trying to motivate children so they remain engaged, focused and on task so they complete activities and achieve the desired learning outcome. Young people and children are