Teachers who truly value the family’s role in a child’s education, and recognize how much they can accomplish by working with families, can build a true partnership (Dodge, Colker, and Heroman, 2002, pg. 211). The curriculum is based around the theories of: Abraham Maslow (basic needs and learning), Jean Piaget (logical thinking and reasoning), Lev Vygotsky (social interaction and learning), Howard Gardner (multiple intelligences), and Sara Smilansky (play and learning). These theorist help mold the foundation for the curriculum that is used in many classrooms today. The Creative Curriculum enhances social/emotional, physical, cognitive, and language development.
At the heart of every early years setting is the statutory frame work the Early Years Foundation Stage (EYFS, 2008) this is what early years settings are legally obliged to follow to deliver early years education. Early Year's providers have to follow a structure of learning, development and care for children from birth to five years old. This framework enables all children to learn through a range of activities. The EYFS (2008) ensures that all under fives in childcare benefit from a safe, secure and happy environment where they can play and develop. The EYFS (2008) is aimed to provide help that professionals need in order to give children the best start in life.
ITERS Observation Doing the ITERS observation was a great experience and I learned a lot from it. First, I confirm that I really want to work with infant and toddlers. Second, I appreciate how important is to have a good and adequate environment. Third, to observer how the teacher and stuff put in practice, all what I have learned so far in class. It was my first time in an Infants/toddlers classroom; it was a great opportunity for me to see all the developmental areas that children can explore every day in the classroom and specific the child – teacher relationship.
ALL staff who work in a nursery setting are fully qualified professionals and have a duty to provide pre-school education aims, which encourage children to learn to play and develop. To build learning skills which can be placed in school and at home and prepare the children for life at primary school. Community Schools The Local Education Authority (LEA) own and run community schools. Their aim is to make more links with the local community and provide support services and
DISCUSSION PAPER Maria Montessori: The Woman and The Method Many schools and teachers from around the world claim to follow the "Montessori Method," an 'auto-education' method conceptualized by Maria Montessori for young children, primarily from the ages of three to six (although, in more recent years, the Method been expanded in some places to accommodate both older children as well as adults). The Method focuses on "the pupil’s liberty as the basis for developing independence, his freedom to work when and for as long as he wants to on a given task and to progress at his own rate" (Kramer, 1976:295-6). Not only did Montessori alter the way schools viewed children’s learning, she also transformed the role of the teacher to that of an observing facilitator at the back of the classroom. She spent many years traveling around the world, including India, and received many eager students who wanted to learn the Montessori Method and establish their own schools. Her ideas were not influenced much by her interactions with many different people, nor by the major economic, political and societal changes of the first half of the 20th century.
There has been a movement for many years to include children with disabilities with their peers in schools, preschools, and child care center. Its important for adults who have only worked with typically developing children to realize that some children with disabilities arrive in a play environment with less initiative and motivation to play than
Nursery classesThese are attached to a primary school and may have a separate building and playground away from the main school but have the same head teacher and staff. Primary schoolFor children aged 4-11. Children will start on the Early years (Foundation) curriculum and move on to the Key Stage 1 followed by Key Stage 2 of the National curriculum. Secondary schoolFor students aged 11-16. Continue with stages 3 and 4 of the national curriculum.
Introduction “Young children may not realize that a circle is an ancient, universal, and simple symbol of unity and wholeness, and that circle time as an activity for groups of children, has been around for about a century” (Butler, 2008). Therefore, Circle time facilitates the holistic growth and development of young children. In the context of child development, the practice of Circle Time is an integral part of the teaching and learning process. It is a teaching strategy which is being used increasingly at all key stages. Additionally, circle Time is a teaching strategy which allows the teacher to explore issues of concern and it allows children to explore and address issues which concern them.
Each expectancy on every area of development may affect the other areas but not necessarily all. Through the case study “Kindergartener: Attaining of Physical Milestones in a Kindergarten Class of Kiddies Learning Center”, we’ll be able to know if a child- specifically a kindergarten student regardless of gender having below the average height and weight of a 5 years old girl which is 40 inches and 39.6 lbs- would execute the physical developmental milestones expected at his/her age inside the classroom with or without teacher’s instruction. The case study may show how effective the instruction is of a teacher with accordance to the attainment of his/her students’ developmental milestone and so did the peers affect the respondent. CEBU NORMAL UNIVERSITY COLLEGE OF TEACHER EDUCATION PRE-ELEMENTARY-
In these two situations, the child urgently needs to be observed by a health care professional or a child specialist and possibly be indicated for evaluation and therapy assistance. In the following paragraphs, I will be discussing three examples demonstrating the impact of developmental delays and the environment on the learning needs of children. First off, all children need a positive, early learning experiences to foster the cognitive, language, social/emotional development, which lay the foundation for later school success. The child's cognitive skills will be promoted in the classroom or day-care facility, as the teacher/caregiver encourages the child to learn on their own exploring a variety of learning centers, available for them. Having the children to follow simple instructions, do demonstrations for child to achieve a certain goal such as building a 3-4 tower of cubes, figuring out shape form boards, looking at pictures in books to recognize some certain objects/animals, and naming particular body parts(Glover, Preminger, & Sanford, 2002).