Traditional students are weak in reading and writing due to the “No Child Left Behind Act” implemented in 2001. Students were passed on to higher grades, not knowing the basics. The adult students were held back grades until they learned what was needed to continue. Traditional students are taught in schools how to use computers and the internet. Computers are now being introduced in kindergarten classes.
E6 – Describe the initiatives which influence the provision of challenging environments for children C1 – Evaluate how the two initiatives contribute to the provision of an enabling environment for the children Rudolf Steiner was an influential initiative for the provision of challenging environments for children. Steiner designed a curriculum that is responsive to the developmental phases of childhood and the nurturing of the child’s imagination in a school environment. Steiner thought that schools should cater to the needs of the child rather than the demands of the government or economic forces, so he developed schools that encourage creativity and free-thinking. His teaching seeks to recognise the individuality of the child and through a balanced education, allows them to go into the world with confidence. "The need for imagination, a sense of truth and a feeling of responsibility – these are the three forces which are the very nerve of education."
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.
If lessons are catered to the children in your class it is more likely to captivate them and be more fun because it’s based on their interests and makes learning easier. This could be in a form of playing games, group discussions or independent work to stimulate lesson and make them more interesting. . Identify and obtain the information required to support learning activities.5 1.5 Information required to support learning activities includes: * Relevant school curriculum and age-related expectations of pupils * The teaching and learning resources required * Own role in supporting learning activities * And additional needs of the children involved. Before carrying out activities, you will need to have an awareness of the curriculum and stage at which pupils are at.
Assessment criteria 3.2 Social organisations and relationships within the class room are again another great learning tool. If you group children together and work with them on tasks within the curriculum, they will start to develop a strong learning relationship. You could see that the group dynamics will often change on particular tasks, where a more confident child on this task will take lead over a more confident child on another task. If the children see the adults within the class react well and interact with other children, they will get a better response from them. Children are put into groups in order to give them the best learning potential and for their learning to be appropriate for their age and level of understanding.
1. Explain why working with partners with others is important for children and young people. Partnerships help children and young people to interact with others to achieve a common goal to mutual benefit. It helps to forget and understanding of how others work (not necessarily as we would) and good common human interaction possibly reducing selfishness, creating leadership skills and teamwork • Improved outcomes for children and families through access to a wider range of services • Benefits for staff and services, such as less replication between different service providers • Increased efficiency in the delivery of services through better links between different providers • To make work more effective • To
St Johns’ achieves their mission statement by making sure children develop social and personal skills through learning with, and alongside others within the Christian content of the school. Children need a positive image of themselves in order to successful learners Children need equality of opportunity to gain full access to the curriculum Active involvement makes learning more interesting, more meaningful and more likely to make sense to pupils. Problem solving and making investigations is an important part of primary education. This form of learning helps children to think more, raise questions, try out ideas and record their findings. They welcome the involvement of parents.
Positive relationships enable information to be communicated far more effectively. Working in a school this will benefit pupils when you are dealing with parents or carers as they will be more willing to get involved in the child or young person’s education and care. Building and maintaining positive relationships and effective communication with pupils will help them know and understand what is expected of them and acceptable boundaries. In order to develop positive relationships with children, young people and adults effective communication is vital. To effectively communicate we must: • think consciously (everyone is an individual) • explain (be clear, use appropriate language) • listen actively ( occasional nods and eye contact) • be true to our word (say what you mean, mean what you say) • recall (repeat snippets of what has been said to you) • have empathy (non-bias understanding of others situations) • clarify and question (ask the other party if they understand what you have said ) • body language (your own and reading the other persons) Not putting the above skills into practice will create barriers to effective communication and positive
With positive behaviour around, children find it much easier what is expected of them. Starting from a young age having boundaries with children is crucial so as they grow they will know what behaviour is acceptable and what behaviour isn't. They need consistency so that way staff have to work close with partent/carers to let them know what boundaries we have in our settings and try and get the partents to use our techniques at home so the children dont get confussed. Children need a lot of consistency in their lifes to help them know what is good behaviour. This also helps children take responsibility for their actions and also they are part of the process.
The important factor within the interaction is that the level of choice is appropriate for the child. Time is also a potential barrier to consulting with children. Kay (200) acknowledges that individual attention on a regular basis is an almost utopian concept in a busy ECCE setting, but stresses the fact that taking time to listen to young children may represent a step forward in their knowledge of the world around them. Regardless of the obstacles that appear (perceived or real), a supportive climate where collaboration between adults and children is encouraged is essential for learning. This involves active listening and reflection, in order to ‘…provoke, co-construct and stimulate children’s thinking and their collaboration with peers’ (French, 2007:27).