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.
Another example would be by learning their letter sounds and alphabet then using them later for spelling and vocabulary activities. Develop their understanding through talking Understanding through talking is vital for children and can be achieved with activities such as “show and tell”. This is when a child will bring an object to school and talk about it in front of the class. Alternatively they can do this by using role play, dressing up and playing in the class’ home area. All these activities help children learn.
Dramatic / Imaginary Play Resources Report As I have learnt through TAFE, the early years of childhood is the most vital part in the child’s life to learn everything, try out new tasks and learn how to socialize with others. These important tasks are learnt through play and exploring the environment. Young children learn by imagining and doing things as they play throughout the day. Pretend/Imaginary play is an important for children’s social and emotional development as they learn how to take turns, share, interact with others and how to problem solve. According to “ Importance of Pretend play/ Scholastic.com” Imaginary play builds language skills, cognitive skills and social and emotional skills.
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. Furthermore, by including another space for watching instructional videos for the class to use when working on projects allows for students to broaden their communication and supplementing their language skills. Each area of the classroom is specifically designed to enrich and incorporate language into every lesson. Through a lesson in vocabulary words I can move the children from each area to further emphasize the meaning of the words being taught. When first walking inside the classroom you see rows of desks facing each other and the teacher’s desk at the head of the classroom giving it a prime position to view all areas of the classroom.
Drama Performance Techniques Flashbacks & Flash Forwards Performers in a scene are asked to improvise scenes which take place seconds, minutes, days or years before or after a dramatic moment. This enables the exploration of characters' backgrounds, motivations and the consequences of their actions. Role Play Role play is the basis of all dramatic activity. The ability to suspend disbelief by stepping into another character's shoes comes quite naturally to most children. Through the structure of the drama lesson this can be used to great effect, challenging children to develop a more sensitive understanding of a variety of viewpoints whilst sharpening their language and movement skills.
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
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.
As a mother and teacher I have always been fascinated with how children learn. When my own two children were small (birth to 5 years) I realised that the way they learnt was through playing. Educational and stimulation toys and objects were used to stimulate their learning. I remember the sheer delight on their faces when they were playing and the enjoyment and fun while they were playing. Lots of people have different definitions of play, and it’s value, for example, Froebel (as cited in Curtis & O’Hagan, 2003, p. 113) believe play develops from within the child, but the presence of the adult and provision of appropriate material nurture it.
The “child’s play” that goes on in the toddler class is an opportunity for children to create, discover, and experiment. When play is supported and allowed to emerge, the toddler begins to learn about a variety of concepts that lead inevitably to intellectual curiosity and development. The Toddler class engages students in activities that promote development of the following skill areas: Creative: The art area is a wonderful opportunity for children to express their imagination and individuality, and it also develops fine motor skills and reading fundamentals in the process. Children learn to identify shapes of letters in personal drawings, differentiate foreground and background (i.e. learn about color by mixing paint, talking with the teacher
This includes interacting both inside and outside with their peer and their teachers. Activities are planned that engage preschool children in games that involve running, walking, chase, tag, and follow the leader in which children need to be socially apt. The preschool children also have toys for catching and throwing such as soft, large balls, beanbags, and other objects both in and out of the classroom. Ensuring preschoolers are empowered through many self selected activities