Developmentally Appropriate: This activity is developmentally appropriate because reading with children enhance their language and literacy skills. RC II-3 Creative Arts Title: Making Music instrument Age: 3-5years old Materials: Paper towel rolls, construction paper, glue, paint, paint brush, rice, pipe cleaners, ribbons, cans, wooden sticks, all kinds of recycle materials. Description: The children will learn to make musical instruments with recycle products. They will learn about each other cultures and countries. Intended Goal: To encourage the children’s imaginative play and creativity.
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
(Describe these concepts in your own words to earn 1 grade point) Author defines metacognition an cognitive strategies as strategies that are important and needed in order for a child to understand how their mind works and also how they can take control of it 2. Do children develop their metacognitive strategies
Theorists Robert Sternberg and Howard Gardner argue that children who can make new connections and draw something new from them is a type of intelligence. It is important to offer children lots of first-hand experiences so that they can develop knowledge and draw from their own experiences. Social Models – These theories look at the environment in which the children are learning and the adults they are supported by. Social models link to cultural approaches and role modelling. Children learn by observing and imitating and so watching and being supported by adults who encourage and work creatively by being flexible in approach, solving problems and painting and drawing with them can help develop their creativity.
We will follow up with the discussion of what they found in their own home that started with the assigned letter. Evaluation of Activity During the course of this Activity I had two students that performed well. Tony and Eli learned the letter “A” and found several objects in the room that began with the letter. Overall the lesson was fun for the kids and they enjoyed the coloring and exploring the classroom. I think for the younger children I will need to implement more colorful objects and thing for them to feel, touch and smell for recognition of the letters we are learning.
It shows how Harry develops coping strategies when the family experiences major changes. It also highlights the contribution made by Harry’s parents and his early years educators to his early education. Much of what we learn about Harry’s early learning can be applied to many other young children. Providing a unique look at one child’s early development and learning, this book will be of interest to all who are fascinated by how young children learn – nursery practitioners, early years teachers, parents, students and advisers. Cath Arnold has worked in the field of early education for over 25 years, both in the private and public sectors.
When we work with infants at nursery to help them with basics vocabulary and numeracy we need to choose media that will help them understand. Small children will remember songs, words and rhymes. Infants learn by looking, hearing and touching. They pay attention to voices, music and rattles. Patience is the most important skill.
Through doing this and practising the skills that they have learned the children will be able to take ownership of their learning and be able to apply it in different situations. To provide high-quality experiences for young children we should aim for a balance of one-third adult-directed activities and one-third child-initiated activities. The other third of the time should ideally be taken up by child-initiated activities that are then picked up on and supported by an adult – these are opportunities for ‘sustained shared thinking’ to take place. Children learn through first-hand experiances and activities with the serious business of ‘play’ providing the vehicle. Through their play children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions… First-hand experiences allow children to develop an understanding of themselves and the world in which they live.
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.
CREATIVE PLAY How creative play can promote learning? Through creative play children have the opportunity to develop new skills. Creative play can promote learning for children aged 2-4 years through four main areas: Intellectual development - which children learn through solving problems, using different materials or equipment in different ways. Sorting, counting, matching and measuring, also by listening and following instructions by watching and copying what others do. Social and Emotional development - which allows each child to learn through fun and by helping people.