All students have the right to be provided with the opportunity to explore and engage in activities, which enrich their learning. When developing a meaningful curriculum, many factors need to be considered. Some of these include the learning styles of individuals and the environment in which the learning takes place. The curriculum approach that I believe best supports my personal philosophy and is most suited in providing children with the best opportunities to learn and grow is that of the “Constructivist Approach” along side aspects of “Maria Montessori”. The constructivist approach is the theory that children construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences (Jonassen, n.d).
Learning should be fun and interesting at the same time. When you have the children’s attention they will absorb so much more when they are actively involved in the learning proses. The end product of what the lesson was about will still be the same and as equally as important. We need to give the children every opportunity to learn and grow from the experience of learning. They will learn much more about themselves, their strengths and their weaknesses in
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.
EARLY CHILDHOOD PEDAGOGY The term pedagogy refers to the holistic nature of early childhood educators’ professional practice (especially those aspects that involve building and nurturing relationships), curriculum decision-making, teaching and learning. When educators establish respectful and caring relationships with children and families, they are able to work together to construct curriculum and learning experiences relevant to children in their local context. These experiences gradually expand children’s knowledge and understanding of the world. Educators’ professional judgements are central to their active role in facilitating children’s learning. In making professional judgements, they weave together their: • professional knowledge and skills • knowledge of children, families and communities • awareness of how their beliefs and values impact on children’s learning • personal styles and past experiences.
There are a lot of similarities in Piaget and Vygotsky’s theories. They both believed that children should be active in their learning and that first hand experiences encourages a child’s national curiosity, they also shared the belief that play was a very important factor to a child’s learning. However Piaget believed that a child’s development is more internal than interactive and that children should learn to work things out for
The plan-do-review process is the most important segment of the daily routine in which children make choices about what they will do, carry out their ideas and plans while playing in the different areas of the classroom, and reflect upon their activities and experiences with adults and other children. This cycle aims to help play become meaningful. The plan-do-review process fosters children’s development of initiative, reflection, problem solving, responsibility, and they can see themselves as individuals who can act on decisions. Children experience the power of independence and are conscious of their intentions which support the development of purpose and confidence. At planning time, teachers create opportunities for children to choose activities, materials and people whom to interact with, adults and other children.
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.
Gopnik, Meltzoff and Kuhl (2001) describe how children are born with a strong desire to explore the world around them and from this innate curiosity creativity develops. Creativity is important because it fosters the development of
Volunteering in the classroom is another way the parent can be involved with their children. A lot of the teacher are grateful for the help in the classroom and welcome the parents who can help out with things like reading to the students and special projects. Being present in your child classroom you allow your child to know how important their education is you and for them. With all the availability of early childhood education across the world, we do not need to question the reason why early childhood education is important. We can see that the benefits are greater than the
Pestalozzi argues that play can benefit children very much. Children who play receive advantages of developing: universal learning skills, creativity and imagination, relationships, self-esteem, a natural love of learning, a basic trust in the world. References: Cameron. C, Moss. P (2011) Social Pedagogy and Working with Children and Young People.