EDUC 302 Case Study 1 You have a student who is struggling with your synthetic approach to teaching phonics. Explain 3 alternative approaches to phonics instruction that you could use to help this student. Alternative #1: Linguistic Phonics Instruction, on page 231, is an approach that teaches unknown words by placing together sound-symbol patterns. For example, Dr. Seuss books use sound-symbol patterns and use the repetition of words that sound alike to teach new words. 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.
You then plan out your design, explaining what it is about, will it be a display of showing the children’s work or display information about the current topic. Also if the display has anything interactive, for example can people go up to the board and feel, smell or play with anything on/or around the display. Then go though a list of materials that you will be using to make the display, what materials will have texture, will you use anything to make it 3D as to stand out to emphasize something. 1.2 Explain why it is important for schools to have displays and what the purpose of the displays might be. There are many reasons why displays in school are important; they show the children’s creativity, effort put into their work, gives the classroom character.
The person testing this will put rouge make-up on an infant’s nose and then place them in front of a mirror. Then we study how the child reacts in front of it. A child will touch his or her nose around when object permanence emerges because they are able to recognize themselves and know that the red dot isn’t usually on their face. 2 “Habituation is a method that might be used to explore predictions of Piaget’s theory.” 2a.Habituation is a decrease in responding with repeated stimulation. At first something gets the
A couple of months on from this stage, an infant would learn to coordinate sensation with two types of schema: habit and circular reactions, causing a primary circular reaction. An example of this is when an infant tries to recreate an event that happened unintentionally like sucking their thumb. The infant then eventually becomes more object-orientated and understand object permanence, understanding that objects still exist when not in sight. Piaget carried out a study to see at what age children acquired object permanence. The method of this was Piaget hid a toy under a blanket while the child was watching, and studied whether the child searched for the hidden object.
To organise an area to seat 7 children. I would prepare the area and set out the learning material and instruments and instructions for each child to use. I would assist the children in following the teachers instructions and encourage all of the children to take part in the lesson .I would also watch the children carefully to make sure they understood the teachers instructions , if a child was struggling in would gently tell them again and help them to understand what was happening in the lesson . Engaging and encouraging each child to explore the different sounds and experiment with the instruments. If the children have different instruments in think it would be a good idea to take it in turns to try out each instrument so the child gets to experience each instrument and they can have the same experience and discuss this with each other at the end of the lesson.
I would watch for any pupils that may be having problems in achieving the lesson goals set by the teacher and report them as soon as possible, and then assist those pupils by giving further support. Also by supervising the class to try and minimize any disruptive behaviour, which will help keep the children’s interest in the lesson. Another way I could contribute to the lesson would be to work with a small group of pupils using the equipment, by working in a smaller group I would be able to encourage any shy pupils to get involved, especially in the group activities and discussions. At the end of the lesson I would help clear away all resources, materials and equipment ensuring that everything was still in good order, and to offer feedback to either the children or the
They use their imagination and are able to see an object as something else; like using blocks for play food, or hands for telephones. It is in this discovery that children learn the world, they learn who they are; they learn who others are. I believe that every child and every person, for that matter, is unique. I encourage one on one individual time with each child. This helps us as care providers to learn about that particular child and their rate of development and their ability to do things.
The objects are not of regular shape, but are soft in texture and allow for an abundant amount of jumping and wrestling on. They allow children to explore their own abilities at their own rate with no fear of them getting hurt. 8. First Steps Toward Teaching the Reggio Way: This edited book is a collection of experiences by educators as they apply principles of the Reggio philosophy in their own environments. Through practical, real-life examples and advice, it shares experiences of ordinary teachers working to apply the Reggio Approach in their own classrooms, and demonstrates its wide applicability by discussing its implementation in a variety of teaching settings - including preschool, elementary school, with inner city children, in children's museums and
Learning about the different types of ethnic groups in the class and what disabilities they possess will help create a lesson plan. If a student lacking in fine motor skills than you can offer a play center allowing them to practice their fine motor skills. An example is having students pick up a small object with tweezers, like popcorn kernels or small beads. There are many resources to create a diverse atmosphere. "Children with challenging behavior and children with disabilities may have strengths in more neglected intelligences—music, art, physical movement, computers, for example.
If the child is being mistreated then it could cause them to act out when around and out among society. Love and learning starts in the home; it is a known fact that children learn from their environment and what goes on around them. It would be safe to say that a child can pick up on whatever behaviors they see or are being taught involuntarily. School and culture are other factors that impact the lives of children with EBD. Younger children can also catch on to whatever is being presented by other children when they come in contact with them and that is another way of observing and assessing a child with behavioral issues.