Expectations will be set when starting the course of this journey. As a teacher my passions and personal attitudes toward technology will determine my student’s outcome in reaching their goals. Students will be continuously engaged in a variety of educational and instructional technology activities and working together collaboratively. Integration of technology into the classroom will assist students in development of skills in art, science, reading, writing, math, etc. They will be able to view presentations, as well as present those of their own in verbal and non-verbal ways.
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.
Language development is encouraged by learning centers as children verbalize their activities and interact with peers. Learning centers help teachers follow developmentally appropriate practice by providing materials which children can use according to their individual development (Pattillo, 1992, pp 12-13 ). Teachers must guide the learning process, using scaffolding techniques to keep children actively engaged. Vygotsky's theory of the zone of proximal development posits that learning occurs only when children are supported in appropriately challenging activities (Follari, 2007, pp 39-40). Teachers must also observe and make assessments regularly, modifying the environment as needed to enhance integrated development of all domains.
With this modification I will have different labels and photos available for the child so he is able to show me what he needs or wants. I’ll also have everything in the room labeled which makes it easier for the child to recognize items/tasks in the room, 2. Peer Support: I’d use this modification because it makes a child with special needs to have a special friend who accepts and supports them for just being them. Having a peer gives them someone to talk to. The peer can also help me, the ECP, out by helping to explain/communicate what I’m saying to the special needs child.
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.
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
Denisse M. Villalobos-Vega Professor Mark Schwartz English 101 5 December 2014 Toys Today and the Effect they have on Children As children grow up they learn new things along the way like how to crawl, walk, speak, communicate, express themselves in different ways, and resolve problems. Children learn these things through many ways, but playing is one of the important methods for developing. Playing covers a great part of a child’s development process. Also, it incites the child to learn because it is a fun and entertaining way of learning. In addition there are props such as toys that children can play with and manipulate.
Good communication skills are essential for early childhood educators. This essay outlines how good communication skills provide advancement in student skill, through proper practices of collaboration between childhood educators, students, and parents through good communication. Classroom communication can be defined as a process of information shared that consists of verbal and nonverbal transactions between teacher and students, or between and among students, in a classroom setting (Kearns, 2012, p.33). Firstly, this forms the basis of skills essential for educators to increase student educational success. Secondly, children increase social and cognitive development from positive influences that are communicated by teachers.
The professional development meetings inform the teachers of how to incorporate rigorous learning into their lessons and also explains what the district expects to see from the staff. To meet the goals of our action plan, the teachers need to align their lessons with the core curriculum. Professional development helps them stay on task with these strategies. Principals also use out-of-district professional development classes to refine any weaknesses of the teachers in our school building. For example, if a teacher has a hard time with classroom management, our principal will suggest a professional development to address classroom management skills for that particular teacher.
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.