During these peer interactions, the teacher can see how the children organise their learning and how they deal with challenges. Play also presents a number of opportunities for learning, whereby engaging with the pupils in their interaction the educator would pick up ways of how to extend their play and assess their learning in a more formative and indirect manner. Moreover, we also found that it is more effective to see the children in their naturalistic setting without being obtrusive, hence informal observations are key as not to disturb the children’s ordinary routine. Observing the children’s guardians could also be a window towards finding out what motivates the children to learn, Maccoby
It becomes easy for teachers to manage the class” (Hu 10). Davies and Pearse (2002) supported the above point maintaining that evaluation is an essential process of the drama activity. “Evaluation should build up student’s confidence to use language effectively rather than to destroy the students’ self-esteem”. “Teachers should not make students feel they are taking tests all the time. Otherwise, they will never develop fluency” (Hu
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.
Knowing how the different areas of development are dependent on each other helps us to better understand the holistic development of the child. Some of the ways which social and emotional development affect other areas of development are: Having strong gross motor and fine motor skills can help a child to interact and build relationships. Children build relationships and start friendships through play. Some of the skills that can help a child in these situations are running and jumping. Children also need certain skills to adapt to their social environment.
Based in the NAEYC standers: Reggio Emilia approach supports a Child Approach in that a child’s image is viewed as having rights and not just needs, child has been viewed as beautiful, competent, powerful, curious, creative as well as full of ambitious desires and potentials, supports children’s individual differences and needs, documentation that Reggio teachers collect about their students, and mix of long- and short term projects which provide students with a deeper understanding of the subject matter. While in Montessori standers include mission and vision: The school’s vision is consistent with the Montessori philosophy of facilitating the student’s development of full potential, governance, leadership, and continuous, improvement:
Challenging behaviour is a problem that teachers face regularly in their settings. According to Fox, Dunlap, Hemmeter, Joseph and Strain (2003), the best way to solve problem behaviours is by encouraging social and emotional development. Hemmeter, Ostrosky, and Corso (2012) suggest that these skills are important because children who can express their emotions appropriately can also find effective ways to solve problems they encounter socially and are less likely to display challenging behaviours. These skills as essential for school, as they support friendship, emotional literacy, assist with problem-solving, collaboration and anger management. It also helps to recognise others emotions, supports self-regulation.
Thus, it is evident that making social and emotional learning part of teaching supports the holistic development of children. These findings provide evidence that students are not being equipped with competencies to become responsible citizens or successful students. Therefore, educators cannot overlook social and emotional learning. Teachers can set up the foundation for positive social skills. Teachers play a significant role in modeling social skills and arranging positive social environment (Lynch & Simpson, 2010).
In this way the learning becomes individualized, which greatly benefits children. I will apply the theory of Vygotsky’s Zone of Proximal Development; to bring out the child’s maximum potential. This will help to fill in the gap between what the child is able to do and
This philosophy teaches the child that intelligence is not finite, and it is an ongoing process, that with hard work any individual can improve their current capabilities. This realization makes students excited to learn because they begin to enjoy the learning process, feeling content from knowledge rather than receiving a grade. This ideal is important because when a child acquires a growth mindset they gain a positive attitude about