Classroom Assistants don't replace the teacher, but they are concerned with the welfare of pupils and provide emotional support together with encouragement and support of the pupils learning and progress. Classroom assistants are a resource available to children, often to be used as required. As such we must act as role models, showing empathy in meeting children's needs. We must be aware of emotional needs and be perceptive to changes of mood. Many pupils find it easier to talk to a classroom assistant than a teacher.
It demonstrates the effect that discipline and parenting styles can have on a child. Social Learning Theory recognises children as being more engaged in their leaning and stresses the importance of role models, stating that children can learn by simply observing others. Constructivism somewhat downplays the role of social experiences in favour of biological influences and suggests that children are independent agents of their own learning, not overly influenced by parents and teachers. Finally, Social Constructivism argues that the key to learning and development lies in the social interaction with peer groups, rather than merely observing others. Behaviourists believe that the environment in which a
Three and four year olds can get their 15 hours of free early years education at these providers also. * Day Nurseries. Often based in work places and run by businesses or voluntary groups providing care and learning activities for children from 0-5 years old. * Sure Start Children’s Centre: Working with parent’s right from the birth of their child, providing early years education for children, full day care, short-term care, health and family support, parenting advice as well as training and employment advice. * Nursery schools: Provide early learning and childcare for children between three and five years old.
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.
By basing knowledge on how children develop and learn, it can help make more developmentally appropriate activities. The children would learn more, and you would be more successful as a teacher. *Appreciate and support the bond between the child and family. If you appreciate the bond between the child and family, teaching in the classroom
Independence is achieved by giving children opportunities - to move, dress themselves, choose what they want to do and to help the adults with tasks. This leads to self-confidence, self-belief and esteem. Observation: To observe without a preconceived idea - watching children enjoying themselves exploring their environment. This helped develop theories on child development and the materials that the children needed and were interested in. Observation allows the adult to learn about the child's needs and what they are.
Nevertheless, her conclusion is balanced. We want kids who can benefit from both of these approaches to family life. They can socialize in their communities, and connect to kin, but at the same time all children must master the social skills so as to be equipped for the future. Lareau characterizes the behaviors of working class and poor families as “sustaining of natural growth.” Among the benefits of the “natural growth” approach are important social skills including self-organization of time, ability to hang-out in a neighborhood in interesting and enjoyable ways, and knowing how to be unobtrusive around adults. While these skills are valuable, they do not align with the skills, attitudes, and behaviors valued in schools.
The uses for technology greatly outweigh the possible negative effects that it can have in a classroom. Technology is not just another tool or piece of hardware; I believe it to be a great opportunity for a child’s learning. By using technology in the classroom students are more capable to learn in a fashion that they are used to. Today, children have spent time on pieces of technology, whether it be an iPad, Kindle, or a laptop computer just about as equally, if not more time than they spend outside. So technology for children is not just an advantage, but is almost becoming a necessity.
Early childhood is a time of tremendous opportunity for active exploration and for interpreting this experience (NCCA, 2004, p. 32). In order to make sense of the world, baby, toddler and young child learn best when they are actively involved in their own interests and goals through first hand experiences. For preschoolers, learning is not just about adhering strictly to pre-set curricula outcomes;