Outcome 1.2 Explain current theoretical approaches to creativity and creative learning in early childhood. Creativity is more about the process rather than the end product. This process is useful for many reasons like develop confidence, good relationships, find out what talents do they have and teaches us about what can we give it to others. Being involved in creative activities is fun and absorbing for children. It helps children to have positive experiences and develop important abilities like Collaboration- being happy to work together Concentration- focusing on what they are doing Communication and language- developing good communication through talking, listening and writing Developing good relationships- working together and making new friends Imagination- bringing ideas to life Physical activity- participating in activities that encourage movement Problem solving- being able to explore different solutions Outcome 1.3 Critically analyse how creativity and creative learning can support young children’s emotional, social, intellectual, communication and physical development.
Secondly, children increase social and cognitive development from positive influences that are communicated by teachers. Emphasis around Vygotsky’s theory will explain the basis of social interaction facilitating learning with the benefit of good communication (Eggen & Kauchak, 2010). Thirdly, teachers must develop high level of written and verbal communication skills. This will develop good relationships between the teacher, student and family leading to proper educational practices that will improve student’s overall outcomes will enhance their literacy skill. Finally, educators with effective communication skills prove an ability to adapt teaching methods to suit the needs of students they are supporting (Kearns, 2012), and with appropriate delivery of good communication, student learning increases.
Effective preschool classrooms are places where children feel well cared for and safe. They are places where children are valued as individuals and where their needs for attention, approval, and affection are supported. They are also places where children can be helped to acquire a strong foundation in the knowledge and skills needed for school success. Research shows beyond question that it is through having many opportunities to talk as well as to listen to teachers and peers that children gain language skills so valuable for their success in reading and writing. The more children know about their world, the easier it is for them to read and learn when they get to school.
Homework 4th October Zoë A child centered approach promotes the right of the child to choose, make connections and communicate. It allows freedom for children to think, experience, explore, question and search for answers. It presents a creative celebration of children's work also It means that the needs of the child are the main focus when planning all aspects of the setting, for example Environment, Meals, Activities and experiences, routines, taking children’s views into account. Settings can achieve a child cantered approach by taking on a new role in seeing how play develops, rather than directing play; children therefore become more creative and enhance communication skills with one another, another way is by dong learning activities and seeing how they learn etc so they can achieve their full potential and develop in to confident, and resilient individuals, food and drink, hygiene needs, exercise.
Denisse M. Villalobos-Vega Professor Mark Schwartz English 101 5 December 2014 Toys Today and the Effect they have on Children As children grow up they learn new things along the way like how to crawl, walk, speak, communicate, express themselves in different ways, and resolve problems. Children learn these things through many ways, but playing is one of the important methods for developing. Playing covers a great part of a child’s development process. Also, it incites the child to learn because it is a fun and entertaining way of learning. In addition there are props such as toys that children can play with and manipulate.
First step is children to select the topic. Second step is field sites visits. Introduction The project approach model is an in-depth investigation of a topic related to the real world around children. “Including project work in the curriculum promotes children's intellectual development by engaging their minds in observation and investigation of selected aspects of their experience and environment. (Katz & Chard, 2000, p. 2)” The two essential elements of the project approach are “child-centered activities” and “social reconstruction”.
My personal philosophy is to provide rich experiences through the use of fun curriculum for all students. I believe a play-based approach to teaching will enable children to extend their learning, build positive relationships and develop a strong sense of well being. Along side the constructivist approach to teaching will be aspects of Maria Montessori. One aspect of the Montessori theory that I particularly admire is that of the importance placed on the environment in which
Language Rich Environment Caitlin Hope Graham ECE 315: Language Development in Young Children Professor Laura Carlee August 25, 2014 Language Rich Environment Children learn language better when they can use their environment to promote their learning. “The key to creating and implementing language-rich classroom environment is infusing the classroom with rich adult-child interactions.” (Justice, 2004). In designing my classroom, I chose three ways to enrich their environment to help promote their language learning. By placing the children’s desks so that they can not only focus on me but also at what is either being taught in the front or the back of the classroom. Segregating an area of the classroom for constructive play with lots of access to books and paper enables the children to express themselves creatively, but allows them to give action to their creativity.
The overall aim of the assignment is to highlight various theoretical standpoints on learning and first and second language acquisition and the highlight the links between them. Definition of Terms For the purpose of this assignment, the term young learners will be taken to mean children between the ages of 6 to 11 years old. Stern and Weinrib (as cited by Rixon, 1992) describe this age group as ‘younger children in primary school’. The definition of learning in this assignment will refer to the definition provided by Brown (2000) which is ‘acquiring or getting knowledge of a subject or skill by study, experience or instruction’. Development will be taken to mean ‘real-time learning that is affected by language processing abilities (Ellis, 1985).
It represents a cluster of personality and mental characteristics that influence how a pupil perceives, remembers, thinks, and solves problems,” (Morrison, 2006:186). ELT practitioners must realize that there are many different learning styles, as well as personality types within the classroom and being assertive on identifying our students’ needs and developmental areas according to their learning preferences will lead them to acquire knowledge in a more natural way. For this assignment, I will describe and evaluate the differences in learners response to the activities developed in a regular grammar lesson based on their motivation, age and learning styles. I will also talk about the strategies that I will use to evaluate that learner’s progress has taken place and consider ways in which the quality of learning can be improved. II.