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My philosophy as a good grade teacher in constructivism
Parents involvement in child's education
My philosophy as a good grade teacher in constructivism
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It was a Friday afternoon with class three and the children were very excited. We had planned an activity on play, which was “adult directed” (Study topic 13, p.5) where the children were given many different materials with which they could build a model that had to do with water that was their present unit of inquiry. We often plan classes like this on Friday afternoons because the children seem to have difficulties concentrating at the end of the week. The materials we gave them ranged from Lego and wood blocks, to construction paper and felt tipped pens. The class was divided into boys and girls, and they were left alone to build whatever they wanted on two large tables at the back of the class. The students had two forty-minute periods to work on it while we took photos, gave a little guidance, and answered questions. We observed how the children interacted and constructed with a common goal. They were for the most part left alone to have the feeling that they were playing in a self-directed way (Study topic 13, p.28). The class started to construct as soon as they got back from the afternoon break with little instruction as we had informed them about how the afternoon would be first thing in the morning.
Evaluation
I noticed one child was constructing something away from the rest of the group. I asked him why he was not at the big tables constructing with the others. He informed me he wanted to work with the rest of the boys, but that one of the boys takes too much control and he did not like working with him. I accompanied him to present his water tower to the rest of the boys, who thought it was a great idea and they decided together where to put it. We do step in from time to time to structure play to pr...
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... us in many ways, and sometimes parents do come in to show their expertise, but I think we could do a little better. When I was in Reggio Emilia I was struck by the constant involvement of the parents with the school. Education there is a family affair. At Reggio schools everything at the school is creatively thought out from the plants in the reception to the cooks who are also respected teachers. To me they are the ultimate in creativity and they are always trying to improve.
Works Cited
Carla Rinaldi. (2006) In Dialogue with Reggio Emilia Listening, researching and learning. London and New York,Routledge.
International Baccalaureate Organization. (2009) Making the PYP happen: A curriculum framework for international primary education. Cardiff, IBO.
Woods, P. (1995) Creative Teachers in Primary Schools, Buckingham, Open University Press
"I believe quite strongly that there is great value in play. Play is learning lessons that often can't be learned anyplace else.’’1 An unknown middle schooler. Dr. Barros decided to conduct the study after observing a young patient's classroom--to see how antsy the student and his peers were by lunchtime.”They were given no work breaks, save for 15 minutes of quiet snacking at their desks.they were so drowsy”.
While observing this student, she went to almost every center in our room. The play episode that stood out the most for me took place in the dollhouse center. It only included this particular student. She played solitarily. She also intertwined the dollhouse center with the science center. There were various materials in the dollhouse center such as dollhouse, dolls, dollhouse furniture, and car. The science center which is located directly next to the dollhouse center also holds many materials. Some of these materials include magnets, tools, animals, and magnifying glass. The young girl used materials from both centers and played a collaborative game. She was participating in parallel play. The girl next to her was playing strictly with science stuff. In
As children play in the dirt, run through the grass, climb trees, build cars and castles, scribble on paper, or sing songs they are developing learning skills that many are unaware. Many people mistake play as uselessness but through Piaget’s developmental stage theory he shines light on such activities and how each stage enhances children’s learning outcomes throughout life. In this paper I want to look at Piaget’s stage theory definition, identify and describe the developmental characteristics of the preoperational stage, his ideal of how a four year old classroom should be set up for activities that will enhance children’s developmental learning and explore one activity for each developmental domain.
One, social disapproval, in which each participant was sat in a room with an experimenter and asked to play with toys while the experimenter read a book, if the child began to engage in self-injurious behavior the experimenter would make statements of disproval towards the participant. Two, academic demand, in which a child was asked to complete academic tasks, the participants were praised for successfully completing each task, however if they began to engage in self-injury the experimenter would stand up immediately and ignore them for 30 seconds. In the third, unstructured play, participants again were placed in a room with the experimenter and toys but no demands were made and they were given praise for playing. In the last condition, the participants were placed in a room alone without toys, and were simply observed.
...s imagination. I also plan on saving this essay and using it in my preschool classroom in the future; unless the district or supervisor calls for it, all technology in the room will be controlled by me and will be used strictly for teaching purposes. My children will not only know the value of play, but will get to experience it hands on.
Understandably, I had some doubt about carrying out this age group’s observation at the UCF Creative School, seeing as how I knew that the oldest kid in the school was about eleven. My backup plan if no volunteers in the proper age range were available or if I felt as if the data I gathered was not sufficient was to observe teenagers at a mall. However, after the first fifteen minutes I was hopeful. Of course, as mentioned before, during the third observational time the volunteer who was nineteen left the area I was allowed to observe in. So I stayed a little later in order to ensure I had the proper amount of time to observer. It was a bit different only being able to observe one person at a time, but I reasoned that it makes sense doing this as their may be a time in my future career as an educator where I will be asked to write a report about a particular student’s behavior for an IEP teacher or parents. During this additional fifteen minutes the class was still outside in the playground. Most of the kids finished their scavenger hunt, however it was very clear that most simply copped or traded answers about where they found certain things. Because of this, the daycare employees in this group decided to walk the kids around and have them explain where they found the items. While the two daycare ladies were doing this, the volunteer collected the sheets and pencils from the
The observation took place at the Child-Development Center classroom D at Yuba College. When I arrived the children were outside playing in the grass and play-sets available. We made a few trips to the bathroom, and towards the end of my observation we moved into the classroom. It was a cool day so the kids did not mind being outside, so most of the observation occurred outside the
Infants play different from children who are three-years old. Infants at the age of eighteen months roll around on certain objects. For example, an infant might lean and roll around on a ball that is slightly inflated. Babies make noise as they play with other children. Infants also play with toys that interest them. There is usually soft furniture in infant play areas. Babies who are six months cannot walk therefore they can lie next to each other and make different noise with their mouth. Babies usually spend time playing on the floor.
Instantly, the bright lighting and cleanliness of the interior of the facility struck me. The bright lighting seemed to highlight the multi-colored artwork and durable furniture in the room to make the space feel child-friendly. Organization was one of the key aspects that helped the teachers and children have a safe and fun learning experience. For cleaning and emergencies, essential items and areas were labeled properly, and were accessible to adult caregivers, but out of reach to children to prevent health and safety risks. The floors were clean and free of clutter to promote free movement and play in each classroom. The toys were child-sized, and there no small, detachable pieces to avoid choking hazards. Within the classroom, the interest centers are arranged along the walls, and during reading instruction, the middle area is used to form a reading circle. The preschoolers had a variety of activities to choose from at each interest station. The Block Center had Lego blocks, wooden blocks and shapes; The Writing Center had dry erase boards, paper and pencils; the Cooking Center was filled with play foods and a child-sized kitchen set; and the Math Center had wooden stick and rubber cubes for counting. The teachers interacted with the children by guiding activities in the classroom, allowing the children to play independently on the playground, constantly communicating behavioral
An Article by Dr. Leong and Dr. Bodrova (2016) stated that play is beneficial to children’s learning especially when it reaches a certain degree of complexity. When they engage in play activities most of their early years, they learn to delay gratification and to prioritize their goals and actions. They also learn to consider the perspectives and needs of other people and to represent things significantly to regulate their behavior and actions in a cautious, intentional way.
Lifter, Karin, et al. “Overview of Play: Its Uses and Importance in Early Intervention/Early Childhood Special Education.” Infants & Young Children, vol. 24, no. 3, 2011, pp. 225–45. CrossRef, doi:10.1097/IYC.0b013e31821e995c.
It is crucial for us to understand the fundamentals of the development of a child as there are countless ways to conduct a lessons and to understand why children would react differently at this timing to another timing when they are completing a certain task. Furthermore, children develop uniquely and their development milestones differs from one another. Thus, a teacher must be cognizant of each child’s progression before conducting the class. This will help the teacher to plan and organize the lesson materials and the lesson time appropriately. There are two theories I would like to share in regards to child development in peer social interaction and cognitive development.
The role of teachers in employing these theories in their work is to design and plan their curriculum to stimulate children’s learning and cognitive development through play. Educators are acting as the stage manager. They are required to schedule some time for children to participate in open-ended, self-initiated free play. They need to set up environments for play, planning schedules with enough space, materials and time for children to play. For instance, an early childhood teacher has decided to let children play with sand in a day. She /He needs to set up the sand center in a safe area and supervises children fully to make sure that children are playing safely. She /He needs to provide sufficient supply of tools and materials to use in sand so that every child have adequate choices to choose the tools they want. Rather than divide the tools for children, the educator make children do their own choices and therefore children can gain some sense of control. When children are playing with sand, the educator should observe each child carefully, encouraging them to solve the problems themselves and consider their feelings (Crosser, n.d.). Moreover, the educator should interactive with children responsively and positively. She /He can ask questions including “What do you think/ feel about playing with
In Kindergarten school, some parent believes play is the best way for young children to learn the conceptions, skills, and set a solid foundation for later school and life success. In the other hand, many parents disagree and believe play is a waste of time, messy, noisy, and uneducationall. I believe play is not waste of time, but it something worth to fight for, in this presentation I would show parent the main importance of some of the numerous kinds of play, and why play is a fundamental basis for improving children’s ability to succeed in school and life.
Resnick, M. (2006). Computer as Paintbrush : Technology , Play , and the Creative Society An Example : Alexandra ’ s Marble Machine. (D. G. Singer, R. M. Golinkoff, & K. Hirsh-Pasek, Eds.)Play Learning How play motivates and enhances childrens cognitive and socialemotional growth, 1-16. Oxford University Press. Retrieved from http://web.media.mit.edu/~mres/papers/playlearn-handout.pdf