The guided discovery approach means careful planning and direction for the child and that adults must know the purpose and meaning of each activity the child chooses in the classroom. Montessori teachers attempt to instill an internal drive into the children using this child-centered approach to teaching. An example of this is the use of mats or rugs in the classroom. Each child has a mat or rug to spread their materials out on. Every other child is respectful of this child?s space and he/she, in turn, is respectful of others.
The infants have appropriate opportunities to climb, crawl, roll, and scoot safely on structures designed specifically for them. The classroom is rearranged frequently to provide new challenges and opportunities. The infant classroom provides a safe, comfortable, clean, attractive environment in which children can spend productive, enjoyable days with their friends and teachers. The placement of the furniture, (cribs, rocking chairs, high chairs, cabinets, low shelving, tables, etc. ), are clear from classroom walkways.
There are two rocking chairs so teachers can feed and rock babies comfortably. There are four cribs about a foot away from each other providing the infants with comfortable bedding. The infants have opportunities to climb, crawl, roll, and scoot safely on structures specifically for them. The infant classroom provides a safe, comfortable, clean environment in which children can spend productive, enjoyable days with their friends and teachers. The infant KP is twelve months old.
The infants on the other hand will have an open activity area that provides them opportunities for discovery and learning. This area will be a safe, soft, print rich stimulating environment where babies can crawl, explore and interact with teachers (Bredekamp, 2009). The color of the rooms will be warm and inviting provoking happiness, calmness and excitement. There should be samples of children’s thinking and feeling in many areas of the room, art work, conversations, drawing and photos should be displayed (Wien, 2005). All
The Goulding SleepTalk™ process is easy to learn, takes parents only a few minutes daily at bedtime, and it can’t be “done wrong”. It’s absolutely safe, ethical and positive. SleepTalk™ is for people who are looking for a simple, non-intrusive self-esteem and behaviour change process for children that can help parents achieve what they want most - happy children and happy families. The process is about developing a child's emotional resilience, the mind's firewall, which protects against negative suggestions; much like a firewall on a computer protects it from outside interference and damage.
chairs, tables, easels, bookshelves, storages, sinks, changing tables and rugs). The Toddler class is a safe place for children to explore and make sense of their world. For children at this young age, the goal is to provide a social setting in the most inviting and nurturing manner. We tackle difficult concepts for toddlers, such as “If my mommy leaves me here, will she come back for me?” and “How do I get a toy that I want from that other child?” Over time, the children learn to play cooperatively with other students and to lay foundations for future relationships. The “child’s play” that goes on in the toddler class is an opportunity for children to create, discover, and experiment.
This essay will demonstrate how these relationships can be built and what is needed to make these relationships successful across the ages of 0-5. The beginnings of a relationship are formed just a few weeks after a child is born. The Understanding Children (2007) DVD, Band 1, shows babies enjoying the interaction of play and communication when spoken to. The way in which the adult talks to the child is very important. Research has shown that the sing-song speech, often accompanied by exaggerated facial expressions is loved by babies, (Rai & Flynn, p27).
We have all grown up with the well-known set of nursery rhymes, such as “Humpty Dumpty,” “Rock-a-Bye, Baby”, or “Mary, Mary Quite Contrary”. It has been said that if a child knows eight nursery rhymes by heart by the time they are four years old, they are usually among the best readers and spellers in their class by the time they are in third grade. Being an advocate of the advancement of children learning to read and write nursery rhymes is one of the greatest methods to enhancing children’s literacy. Nursery rhymes are a basic cultural literacy and are known to be the gifts of language that all children deserve to own. Nursery rhymes can be used as a great way to enhance our children’s ability to hear, recognize and use letter sounds.
Finally, during the preschool years, many children become quite independent and social interacting with the world around them through games and play activities. This is the stage of moving from minute activities to preparing for a solid foundation in all areas of development preparing to interact out of the home. Being a teacher in a classroom, I understand the significant impacts that play enhance preschool children’s growth and development through empowerment, self- help skills, and pro social behavior. As a center, we provide opportunities for preschoolers to exercise their ability to function in a school community efficiently and independently. This includes interacting both inside and outside with their peer and their teachers.
Working closely with parents I believe that it is important to work closely with parents as partners in their child’s care and early education. This is important so that we all get a picture of the whole child and what they can do at home as well as during their time in different settings. Parents are the experts on their children and therefore, regular communication between parents and me is of the upmost importance. This can be done at a suitable time, either at drop off or pick up, over the phone or by email, depending on the parent’s needs. When parents and practitioners work together, it has been shown to improve children's cognitive, social and emotional outcomes.