Therefore, the purpose of assessment in support of planned curriculum is to help build on children’s strengths and weaknesses and aid in continued growth and learning. Furthermore, assessments illustrate that children have actually gained knowledge and skill from planned learning experiences. Even more, they exhibit the children’s ideas and attitudes towards their experiences. The teacher sent home picture cards for the children to continue working on rhyming at home and suggested several rhyming read aloud books for parents to read to their child at
Wilkinson states that these assessment aspects arose from an ‘interaction between our perceptions of the written materials, teachers’ judgements and theoretical considerations’ (Wilkinson, A., Barnsley, G. P., Hanna, P., & Swan, M., 1980). It is here that Wilkinson’s model of children’s development in writing is particularly helpful as it shows that the child has developed their quality of thought in a cognitive capacity; the child shows an awareness of the world and an ability to describe, interpret, generalise and speculate on it (Winch et al, 2010). Other ways that teachers may help children to expand on their development are through the use of VELS speaking and listening standards. Where students are given opportunities to use spoken language appropriately in a variety of classroom contexts, ask and answer simple questions for information and clarification and to produce brief spoken texts that deal with familiar ideas and information (VCAA, 2006). The ability of a child to draw on cognitive thought and view the world around them relates to the Piagetian Theory of child development.
E1 One of the practitioner’s roles in meeting children’s learning needs could be to understand and work with other practitioners and staff. This can help to provide different learning opportunities to individual children because each child is unique as practitioners should take into consideration all diverse learning needs, for example there are many activities that could be changed to suit individual children. The practitioners’ role would therefore be to plan and resource an environment that is challenging and helps children learn in many different areas of their learning. The role of the practitioner in supporting the learning needs of children is they have to complete regular assessments on their development and learning to identify their progress and plan their next steps to help the children achieve further. The Early Years Foundation Stage (EYFS), (2012) states that the role of the practitioner is crucial in observing and reflecting on children’s spontaneous play, building on this by planning and providing a challenging environment which supports specific areas of children’s learning and extends and develops children’s language and communication in their play.
A good way to teach this to a child who is having problems with synthetic patterns, is to give them books, like Cat in the Hat by Dr. Seuss. Orally repeating words that sound alike and practicing writing them as we say them. As we do this the child will be able to say that –at makes this sound in a words, which will help them learn new and bigger words. Also a good way to use this type of instruction is to use actual objects and have the child sort them by the way they sound, then writing those words, and then making sentences out of them. Alternative #2: Spelling Based Instruction, on pages 234 and 235, is an approach that focuses on each child individual level of knowledge.
I believe that teaching reading and writing begins with helping children want the life of a reader and writer. In order to accomplish this goal of developing lifelong readers and writers, I believe it is my responsibility to keep learning about proven research-based literacy programs. I believe that even in Tier I literacy instruction the teacher has the responsibility to differentiate instruction so that the vast array of learning styles and abilities present in the classroom will be nurtured. I believe that the most important part of literacy instruction, whether it be reading or writing, is communication. In reading, the communication is accomplished with strong comprehension skills that involve active participation of the reader as he interacts with the author to create meaning for himself.
Positive messages about their families, background, cultures and languages help children to develop pride in who they are. These messages also give them confidence to voice their views and opinions, to make choices, and to help shape their learning. The book ‘Possum Magic’ would be appropriate for Stage 1 (Year 1) students. I feel for the desired outcome this is a great age for building confident exercises and to help develop the child’s identity and to introduce an open mind thinking. 2.
NAEYC Codes of Ethics Core Values *Appreciate childhood as a unique and valuable stage of the human life. Appreciating childhood could affect teaching in the classroom because you would know how to teach them better. I think that you would also be able to come up with more developmentally appropriate activities for the children. *Base our work on knowledge of how children develop and learn. By basing knowledge on how children develop and learn, it can help make more developmentally appropriate activities.
Theorists Robert Sternberg and Howard Gardner argue that children who can make new connections and draw something new from them is a type of intelligence. It is important to offer children lots of first-hand experiences so that they can develop knowledge and draw from their own experiences. Social Models – These theories look at the environment in which the children are learning and the adults they are supported by. Social models link to cultural approaches and role modelling. Children learn by observing and imitating and so watching and being supported by adults who encourage and work creatively by being flexible in approach, solving problems and painting and drawing with them can help develop their creativity.
( Part A ) : Philosophical Statement I believe that the early childhood years are crucial in children’s language and literacy development because children’s success in school and later in life is to a great extent will dependent upon their ability to read and write. I believe in integrating language and literacy development in the curriculum by investigating real topics or events that are meaningful to children to make the curriculum intellectually engaging (Neuman, 1998). I believe in providing a positive and nurturing relationship to the children so that they can model reading and writing behaviors, engage in responsive conversations, and foster their interests in learning to read and write (Slegers, 1996). I insist on providing
Oral History Report Part One Learning to read and write is critical to a child’s success in school and later in life. Children learn to use symbols, combining their oral language, pictures, print, and play into a coherent mixed medium and creating and communicating meanings in a variety of ways. From their initial experiences and interactions with adults, children begin to read words, processing letter-sound relations and acquiring substantial knowledge of the alphabetic system. As they continue to learn, children increasingly consolidate this information into patterns that allow for automaticity and fluency in reading and writing. Consequently reading and writing acquisition is conceptualized better as a developmental continuum than as an