Learners themselves bring assumptions about learning based on the past, and some of these may get in the way of looking ahead to a new way of learning. Employers, providers and learners themselves all need to know more. Initial assessment is a vital part of the process of finding out. A good initial assessment process is done early on – in the first few days or weeks of contact with learners. This is different from selection – though information gained through the selection process should be useful during the assessment.
Choice is not only for people who can speak for themselves. People with some disabilities or disease have to have their choices as well. We will need to develop our observation skills to discover the ways in which people we support express their preferences. Over time we will be able to build up a more detailed understanding of how they communicate their likes and dislikes. We can then use this information to involve the person in making more choices.
Actively encourage and support learners in becoming independent. Will lead learning “guided” groups, modelling concepts and language that the adult leading the learning has used. Will alter an activity or change the apparatus if an activity does not meet the learners needs to enable them to achieve or exceed the expected outcome. Are acutely aware of learners capabilities/prior learning/understanding and plan very effectively to build on these. The areas that I have assessed as “good” and therefore need improving are: Enable learners to access resources appropriately – I feel that I need to make more time to be able to show the children how they can get the best from the resources that they have available to them.
I also feel that by having DAP there are fewer struggles to get our children to engage in the program. The material that is presented in a developmentally appropriate manner is more interesting to the students and would naturally grab their attention. I feel that a textbook based curriculum would be inappropriate for kindergarteners because children at this age are at the beginning stages of reading or do not have any prior reading skills. The aim of DAP is to foster our children’s optimal learning and development. I feel that a textbook based curriculum for a kindergartner would be trying to use a one-size fits all approach to teaching.
The performance of | | |the child depended on how the learning situation is perceived by the child in question and whether he is given the | | |optimal help by me in understanding what was expected of him. | | |In page 18 of Margret Donaldson’s book (Children’s Mind), she argued that communication is in two ways and for a | | |communication to be effective each participants needs to try understanding what the other knows already. In this | | |activity the child appeared to have more ideas about the said activity and due to this, he is able to communicate with | | |me throughout the activity showing interest and enthusiasm about what he wanted to do. As a practitioner, I listened | | |carefully and take on board what the child wanted to do. Through this, we were able to come up with an idea for the |
Carefully prepared resources can also help with inclusive learning. Any resources need to be in plain English, avoid unnecessary jargon. When it comes to actually teaching the tutor can use a number of techniques to encourage inclusive learning. These include using different learning styles such as differentiation and varying the activities and interaction between the students. It's understood that different people assimilate information with different learning styles such as auditory, visual, and kinaesthetic methods.
I have a fear of failing because I think too much of it instead of taking deep breathes and have positive thoughts that I can do this if I put my mind to it. My professional goal is to become a early childhood development teacher. I chose this career because I love working with children all ages. I feel that with my personality being social, I can interact with kids and/or people in my professional career and also in my personal life. Also if there ever come a time when I have to deal with a child when they are being rude, I would have to be patient with the child and also try to get the child to trust me.
There also seem to be qualitative shifts in the mental models needed by learners to understand more complex systems, for example, in such domains as electricity (Frederiksen & White, in press). Learning is thus seen as a progression across a range of simpler to more complex mental models of a domain, as well as a progression in conceptual understanding. Learners obviously also come with previously developed abilities and skills that may be capitalized upon as tools for learning in new domains. On the other hand, there may be deficiencies in the tool skills assumed by instruction at a given level. Prerequisite skills of reading and mathematics are obvious examples.
Vygotsky’s sociocultural theory of education also transmits to an elementary classroom and teaching strategies. Vygotsky asserted the importance of individual zones of proximal development (ZPD). Tasks that are too difficult for elementary students to do alone may be possible with the help of their teachers or peers (Leichsenring, 2013). McLeod (2014) suggests that teachers use cooperative learning exercises where less competent children develop with help from more skillful
However, teachers do need to indentify the specific disabilities and these are categorised in terms of general areas of development as follows; physical, cognitive, motor, social, language, behavioural and emotional development. Special needs also apply to gifted children who in many cases are not categorised as (SEN) however; they need adapted teaching to challenge their abilities and to foster their potential development. Therefore, this paper will also look at gifted children throughout the concepts and theories. Piaget's theory of cognitive development in essence deals with the view that all species inherit two basic tendencies; the first is organisation – organising behaviours and thoughts into logical systems. The second is adaptation – adjusting to your environment (Woolfolk, Hughes & Walkup, 2008).