Children at the lower end of the age range are likely to be at the associative play stage which means that they are more likely to play in a group but still be engaging in there on entertainment for example a group of children may be playing in the sand tray but still building their own sand castles. Pre-school setting: 4-6 years Children at this age range are most likely to be at the parallel play stage which means that they will spend more time playing with their peers or friends and by doing this they are learning a lot more about socializing with other children. Outdoor play: 3-6 years Children at this age range are most likely to be at the co-operation play stage this means that the child may play together and can adopt a role within the group. D3: Describe ONE (1) type of play that may take place in each setting. At the local park children may be involved in physical play.
For example; the boys on the junior yard where i work always argue over the ball and then come to me for assisatance i first stand and listen to all of the boys involved then i give them the option to play together nicely as it is everybodys yard/ball, if they still do not want to resolve it and the situation escalates i would either confiscate the ball for a short time until they talk it through and resolve it or send them to my supervisor who would then take appropriate steps to deal with the situation. 1.4: Describe how own behaviour could promote effective interactions with children and young people, impact negatively on interactions with children and young people.
This was shown in William Labov’s study of the language of black American pupils. He used a relaxed and informal style, by sitting on the floor and allowing the child to have a friend, and found that the children opened up and spoke more freely. Pupils from pro-school subcultures, who normally come from middle class backgrounds will be more likely to speak to the interviewer. As there are no set questions, there is more opportunity for the pupils to speak about what they think is important. Interpretivists favour this method, as they can get more detailed answers from the pupils.
Players and Parents – This tool can help a young player take what he or she learned from their instructor and actually practice their mechanics on their own. The simplicity of how to use The Triangle is the drive behind the idea of this tool. ii. Company The product development team which consists of former professional pitcher Javier DeJesus, will be the face of the company during the demo days and promotional
CYP 3.4 3.3 Identify how young children can be supported to assess and manage risk In my setting we occasionally get out the indoor slide and climbing frame. The children that haven’t used it before are encouraged to have a go, some children already know what they feel safe doing and will climb and jump from the top rung, these children are given support and guidance when jumping such as “What do we need to make sure before we jump” and “what might happen if you jump whilst children are in front of you” this encourages them to think about the consequences of what they are about to do and encourages safety whilst enjoying their activity. Some children need encouragement for example; a child that is frightened to jump from the top rung is encouraged to step down a rung and asked “can you jump from there” and “how does that feel” they are supported to decide where on the rungs they feel safe to jump from praised for their efforts. The children, when coming down the slide, can exit to the left which is front of the children jumping, or, to the right which is a safe way back to the climbing frame. I have witnessed children forgetting which side to come off the slide and the child waiting to jump has assessed the situation independently and waited until the child has moved and the mat is clear before jumping, this shows me that guidance we have given in the past, when this equipment has been out, has been retained and used to manage their own risk.
Even as teenagers they should be encouraged to play, to help them learn social skills they will need into adulthood. Teenage play may not seem like play, with activities such as bowling for a group of
(Allow students to share for another 30 seconds.) T: Turn your paper over. Let’s break apart 20 inches for another minute. Grade 2 Core Fluency Differentiated Practice Sets (5 minutes) Materials: (S) Core Fluency Practice Sets (Lesson 1 Core Fluency Practice Sets) Note: During Topic D and for the remainder of the year, each day’s Fluency Practice includes an opportunity for review and mastery of the sums and differences with totals through 20 by means of the Core Fluency Practice Sets or Sprints. The process is detailed and Practice Sets are provided in Lesson 1.
“Wiggle Away” introduces Kindergarten students to meaningful and valuable movement experiences involving gymnastics and dance and is based on the theoretical approach of Educational Gymnastics and Dance Composition. This movement approach allows all students, regardless of their skill level or ability, to participate confidently and comfortably in all tasks and to develop their knowledge and skills at their own pace (Wall & Murray, 1990). Communication, problem solving and social skills are very important aspects of physical education and through this subject; students will continue to develop these skills (NSW BOS, 2007). As stated by Brown (2008, p. 8), there are “three dimensions of the concept of movement namely, education through movement, education about movement and education in movement.” This unit encompasses all three of these teaching techniques and allows students to not only be instructed, but also to explore and discover movement for themselves. The unit also gives the students the opportunity to participate in frequent reflection times and discussions of the movements used to solve problems or explore different ways to move within structured tasks.
Apply Your Knowledge Chapter 5 1. Appropriate Strategy: I think that this teacher would be helpful and effective by telling Maricela what to do instead of what not to do. The teacher can be positive, polite, and firm as she says, “ You know Maricela, there is a colorful piano to play with in the toy box, would you like to go and see if you can play it?” 2. Appropriate Strategy: This teacher would be more helpful and effective by telling the boys what to do rather than what not to do. I would advise that she say, “ Hey boys, why don’t you race with the tricycles in the grass and see who goes the fastest.” 3.
Messy play with rice Pudding and Blue Sand: This activity was for the sensory development of children aged 2-3 years as these are the age range of children I am currently working with. When planning this activity I had to consider what age range I was going to be working with, my thought process was, to do this activity with babies could mean they would try and eat it rather than play with it and get the experiences of feeling it and exploring the different textures as I had intended. I thought 2-3 year olds would enjoy it as there are different textures that they may not have been able to experience before. They would see the sand mixing in with the rice pudding and also the colour would change so they would be able to explain what they thought may be happening. Children older than 3 years may find it a little boring as it might have been something that they had done when they were younger.