Within pracitce Effective practitioners have a duty to value each child's indivudial needs and likes.children have to experience something before they get a true understanding of what it is like. Example. For the setting to be effective, practitioners must challenge and support children's philosophies of their doings, practitioners muct get involved in the childs thinking process. The practitioner can then be attentive of what the child shows an interest in andhave knowledge of whast the child understands. This can support the children's thinking and extend their learning.
You really cannot imagine children who range the age of seven thru eight to grasp the information as teenagers can do. Another example could be to use your inside voice or may be quiet time when a teacher is doing a tutorial is being explained. The student must value other people who are trying to listen or even learn the materials that are being taught in the classroom. All age groups should learn to value others and the importance of being sociable. The vital abilities that each child must pick up are to understand necessary instructions.
Donna Whittington This assignment will consist of strategies on how to deal with disagreements between children and young people. The areas I will be covering are negotiation, the restorative justice programme and acknowledging their own feelings and others around them. Dealing with young children can be challenging. Quite often children use physical methods to express their feelings during disagreements. Allowing children to understand and acknowledge their own feelings and others around them helps the child with resolving issues.
Piaget’s theory of learning is sometimes referred to as a constructivist approach because he suggested that children constructed or built their thoughts according to their experiences of the world around them. Piaget used the term ‘schema’ to refer to a child’s conclusions or thoughts. He felt that learning was an ongoing process, with children needing to adapt. Piaget’s belief that children develop schemas based on their direct experiences can help us to understand why young children’s thinking is sometimes different from ours. Piaget also suggested that, as children develop so does their thinking.
Preoperational thought is characterized by two substages: symbolic function and intuitive thought. Centration and lack of conservation also characterize the preoperational stage. Vygotsky’s theory represents a social constructivist approach to development. Vygotsky argues that it is important to discover the child’s zone of proximal development to improve the child’s learning. Young children make substantial strides in executive and sustained attention.
"Children with challenging behavior and children with disabilities may have strengths in more neglected intelligences—music, art, physical movement, computers, for example. This approach allows them to develop and showcase their unique abilities" (Rasminsky, 2012, p 168). Children emotionally respond the environment they are in. Everybody desires respect, praises, and strong relationships-children are no different. Children must have a role model, most of the time is the teacher or family, but if they are not able to supply the demands than the child may look up to a trouble maker.
This paper will first look at the definition of a pupil with Special Educational Needs. Child (1995) explains that the label Special educational needs (SEN) extends to a broad range of children with varying forms of difficulty in learning, opposed to the majority of their peers of a similar age. Children classed with disabilities preventing them from using the provision of normal educational facilities in mainstream schools. The terminology reverts the emphasis from the stigma of the student’s disability and concentrates on the particular educational provision needed. 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.
Another main controversy is with Piaget’s broad grouping of the stages affecting cognitive tasks. A more accurate depiction of children’s development would be to state that “children’s skills develop in different ways on different tasks and that their experience can have a strong influence on the pace of development” (Slavin, 2009,
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
It’s better to tell a child what to do instead of what no to do. For example, it is more effective to tell a child, “We should sit with our bottoms on the chair.” instead of, “don’t stand on that chair!” When constantly reminded of the rules, they begin to realize how they should behave. When establishing rules, explain the rules so that the children understand why such rules are in plans. For example, if one child hits another, you explain to that child why it is not okay to hit and that the behavior is unacceptable. Another effective way of enforcing rules is by modeling.