The type of play that is found in early childhood are things that use their hands, and minds. Using games/toys helps kids interact with other kids to create a social environment and comfort. Play also helps children learn in many ways (Myers 2012). You usually find kids playing with blocks, building things, and games that use their imagination (Guyton 2011, p. 52). Rattle your Brain uses their hands, ears and minds so they can increase those senses in their development.
Piaget's Theory According to Piaget, children in the earliest stages of life, from birth to 2 years, exist in a sensory-motor stage, where they learn to move and operate their bodies as well as begin to understand simple symbols. In this early stage, children are curious about their environment and begin to learn how to interpret it in sensible ways. The next stage is called preoperational thought and lasts from the ages of 2 until 7. In this stage, children develop stable concepts, mental reasoning and imagination. What is distinct and important about Piaget's views is that he considered imagination and play to be crucial to enable every child to develop his own sense of self and to foster healthy learning habits.
Children are seen as emergent readers and writers, who bring to school with them a whole variety of skills and knowledge with which the teacher can work with. As language and literacy (or English) teachers, it is up to us to analyse and asses the needs of children according to; theories of development (Piaget, Vygotsky, Wilkinson, Luke & Freebody), developmental practices (socio-cultural), prior knowledge (grammar, punctuation, orthography, text-types), establish their skills base (reading [invented spelling], writing) to help determine what phase children are in according to their stage of development, what there ZPD’s are, and thus establish a teaching strategy to help scaffold their learning, giving them the skills to enter society as literate adults, as summed up by Gardner (Gardner & Brockman, 2000): ‘I want people at the end of their education to understand the world in ways that they couldn’t have understood it before their
Pictures: Pictures are used alongside words to make communication more easier and understandable. In fact in my placement school, the reading scheme that is used starts the children off with ‘picture only’ books so the children are encouraged to talk about the pictures in the book and make their own story up and ask questions. Technology: Computer programmes (apps and games), interactive whiteboard, story tapes, cds are all ways of stimulating a child’s communication development. These days a lot of programmes are interactive and children can hear and respond to different applications made specially to help develop their
Based on what level they are on, then move them into a group of children that are at the same level. Then, as a teacher, build upon their knowledge at their level and pace. The guide the students into learning new words on their own, this could be done by reading and practicing writing. Alternative #3: Embedded Phonics Instruction, on pages 235 and 236, is a literature-based instruction. Students learn new words based on
7 areas of learning – Prime Areas There are 7 areas of learning in the EYFS these can also be known as The Early Learning Goals, they are the following; Communication and Language Listening and Attention; Children listen attentively in a range of situations. Children listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. Children give their attention to what others are saying and respond appropriately, while engaged in another activity. Understanding; Children follow instructions involving several ideas or actions. Children answer ‘how’ and ‘why’ questions about their experience and in response to stories or events.
Her approach to early education was developed around schemas. She believed “a pattern of repeated actions. Clusters of schemas developed into later concepts” Another key element of Tina Bruce Theory is ‘free flow’ play. She believed children learn better from first hand experiences, developing rules and props, freely chosen activity, rehearsing recent learning or celebrating learning, imagining the future, pretending and co-ordinated ideas and feelings. Tina Bruce’s theory was put into practice with the twelve features of play, some of these are: • Children make up their own rules while they play.
Research suggests that up to 60% of students using PECS for 1 year learned how to speak verbally. Phases: PECS is made up of six ‘phases’. Each phase is completed at the student’s individual pace. Some students move quickly through all phases and other get ‘stuck’ on certain phases. Phase I teaches initiating communication by the sequence of picking up the pec, reaching to the communicative partner and releasing the pec into their hand.
Children also have the amazing ability to be able to use their imagination and create their own stories to improve their own vocabulary by themselves or with friends and via play it allows them to begin the basic key steps into using literacy. Without play and leisure none of the above would be remotely possible. There are 7 areas of learning which are delivered through practical activities and active learning experiences both indoors and outdoors which promote the importance or play and leisure. These are Personal and Social Development, Well-being and Cultural Diversity. Language, Literacy
(Cullinan, 1991) We give very young children concept books – books about colors and shapes, about finding and identifying common objects, about numbers and counting. We give them short stories with simple words, phrases that repeat or rhyme, that illustrate situations they recognize from their own lives: bedtime, bath time, stories about pets and toys and family routines. These are excellent books to start building your child’s tactile literacy. Beginning