Analyze the Project Approach model in Early Childhood Education discuss how such model to facilitate children development. Abstract The Project Approach is aims that actively use what children know to construct meaning through investigation, analysis, criticism. There have three phases of project: beginning a project, developing a project and including phases. The period can set up for two to three weeks or one month. First step is children to select the topic.
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.
Early childhood teachers need to formulate and develop their curriculum based on the developmental needs, interests, strengths, learning styles, cultural background, and previous learning experiences of their students, understanding that all children learn differently, but all children can learn and be successful. Child centered learning is a philosophy that is reflective of the social cultural theory of Lev Vygotsky. He believed that teachers should be facilitators and a partner in their students learning. Vygotsky believed that a child’s experiences from the past with people, places and things provided a framework for their knowledge, as noted by Jaramillo (1996). This concept focuses on children taking an active role in their learning through social interaction with others and objects.
Family system theory it explains why family act the way that they do in different situations. This theory is typically used in family counseling and therapy; much can be learned from examining it in the context of early childhood settings. Family systems theory has been used in trying to understand problems of students in school settings (Sawatzky, Eckert, & Ryan 1993; Widerman & Widerman 1995; Kraus 1998; Van Velsor & Cox 2000). The need to understand early childhood setting is indicates by professional organization so they can prepare early childhood and elementary professional. The concept of family theory is to help each member of the family by influencing and encouraging each other.
The next part of the essay will look at how practitioners in schools and in the field of social work can improve their communicative relationships with the children they work with. When communicating with children there various ways in which to do so, such as, verbally, non-verbally - through body language, gestures, facial expressions and eye contact. It is important to remember that when adults are not directly addressing the child and are communicating with a different child or adult in the same setting, other children will be absorbing the information sent out and will be learning and developing there own understanding of how to communicate appropriately with others. (The Open University, 2008) To allow communication to take place with a child who has a disability the key worker needs to be fully aware of the child’s needs, in order to know how best to communicate with them. At my place of work we are often signed up to one to one work with children we have not worked closely with before.
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. They also draw on their creativity, intuition and imagination to help them improvise and adjust their practice to suit the time, place and context of learning. Different theories about early childhood inform approaches to children’s learning and development. Early childhood educators draw upon a range of perspectives in their work which may include: • developmental theories that focus on describing and understanding the processes of change in children’s learning and development over time • socio-cultural theories that emphasise the central role that families and cultural groups play in children’s learning and the importance of respectful relationships and provide insight into social and cultural contexts of learning and development • socio-behaviourist theories that focus on the role of experiences in shaping children’s behaviour • critical theories that invite early childhood educators to challenge assumptions about curriculum, and consider how
This course aims to provide you with a thorough understanding of the fundamental and important role of play in children’s development and learning. By critically analysing contemporary theories, research and practice in relation to early years development and learning you will gain understanding about how to work with families and early years colleagues so that all children feel secure, valued, confident and independent. The first assignment will involve writing a Literature Review on an aspect of child development or a particular issue relating to children’s learning and development. As part of this course you will gain experience working with young children in an early years setting. It is here that you will practise the skill of planning for young children within the learning domains outlined in the EYFS.
They need to know how much phonics children need to know, how to know which children need more or less explicit phonics instruction, and when to stop teaching phonics to which children. Finally, early childhood teachers should also have an understanding of cultural and linguistic diversity and of learning and teaching that addresses the youngest age, including children who have not yet acquired a foundation in their
How Young Learners Learn Introduction This assignment aims to examine how young learners develop and learn. The main section of this assignment will present an overview of several theories of child development and learning that appear to have had a profound impact on educational perspectives in the last two centuries. Brewster, Ellis and Girard (2002) stress that every young learner is a unique individual with different learning needs. The ideal learning environment, it seems, would be one which presents the young learner with the opportunity to discover their own learning style, interests and preferences which would lead to independence and success. The overall aim of the assignment is to highlight various theoretical standpoints on learning and first and second language acquisition and the highlight the links between them.
The above quotation captures what developmental assessment encampuses. WHY ARE CHILDREN TESTED? Children are tested to measure whether their development is on par with the expected level of competencies for their age. For their well-being, according to Brooks-Gunn (1990), children need to be assessed on their physical, cognitive, social and emotional development. Assessment of young children helps to pin point strengths and weaknesses (which can affect functioning later in life).