LEARNING PLAN OUTLINE (Preschool) I. Activity Information a. Name of activity and brief description:What my monster feels? A book about feelings will be read to the children. Then the children will have the chance to express their feelings using the monster from the story. A worksheet will be provided but the teachers can always extend the children’s answers by simply asking the “why” question. The teachers will provide assistance and examples depending on the child's needs. During the activity the teachers should ask open ended questions. b. Curriculum area:Language and literary c. Date and place of activity: The activity will take place on 3/9/2017 in the classroom. Most of the children will listen to the book “Glad monster sad monster” …show more content…
by Ed Emberley and Anne Miranda during circle time. Then the children will transition to their group centers to work on this planned activity. II. Children Involved a. Number and ages of children: 4-5 years b. Grouping pattern - one group only or rotating groups of children: There will only be one group during circle time. Then each child will have an opportunity to be part of the activity within a group. (Small groups/5-6 children/ rotating based) The groups should have around five to six children per teacher. The process will be more effective if the teacher is able to have provide support for the children. Also, one has to be respect the routine that might make the children feel comfortable. III.Primary Learning Outcome a. What is the most important outcome that you want to come from this activity? What is the most important thing that the children will learn? (Be sure to relate this to the curriculum area chosen above) The majority of children will practice their oral language skills by discussing the different type of feelings there is and then emphasizing their learnings to their monster activity. Also, most of the children will practice their writing and reading skills and discover the connection between their picture and their words describing the picture. IV.Goals and Objectives a.
Social Development: relationships to be fostered, prosocial skills to be supported, interaction with others to be encouraged, examples of cooperation, taking turns, working as a group, leadership, etc. Children will have the opportunity to communicate and cooperate with one another when doing this activity. For example, if the child has to borrow a glue stick or a crayon from another student he or she will have to practice their communication skills. Most children will share and take turns using the materials. The children might want to share their final artwork or even their idea at the beginning. Finally, the teacher will talk about the activity for safety purposes and the child will have to practice his or her listening skills. In the end the children will have the responsibility to clean up after themselves. To finish cleaning the children may cooperate with one another. b. Emotional Development: self-esteem building, feelings to be expressed, understandings to be enhanced, pleasure, enjoyment, pride, accomplishment, etc. Some of the children could feel a sense of accomplishment and security for doing their work on their own. The children will be able to choose an emotion that their monster feels that day. So children will have the opportunity to share their emotions through this activity. For example, a some child might not feel shy to share because this activity will talk about the emotions of his or her
monster. c. Cognitive/Language Development: discovery, thinking and reasoning skills, language and literacy, problem solving skills, curiosity, concepts to be learned. The children will be able to identify the different emotions the monsters may have. Also the child might be exposed to problem solving during this activity. For example, if there is no more yarn for the monster’s hair then the child will need to find another alternative. The child may then think about drawing the hair of the monster. (A friend may suggest ideas) Through this activity most children will practice their reading and writing skills. The worksheet does ask the children “how does your monster feel today”. Most children will reflection and ask for help when they write their response. d. Physical Development: large and small motor skills, sensory experience, eye-hand coordination, balance, visual or hearing acuity etc. Most children will use their fine motor skills when they paste the items on their monster, cut the yarn with safety scissors, and when they manipulate the pencils/ crayons. (Finger muscles) Also, most children will have a chance to practice their visual motor skills when they are forming the letters. The eyes will require to work with the hand of the child to form a word. e. Creative Expression: verbal and/or non-verbal self-expression, originality. Most children will be able to express themselves using no words. The children will be using art as a form of expression. Through the art people will see the children designed their own monster. Each monster will be different in color, shape, and size. Some of the children will generate discussions about the feelings of their monsters. f. Provision for Individual and Cultural Differences. Some children may not be able to form the word by looking at the poster sample. The teacher can then provide assistance by creating dots where the children can then trace. (Guidance) It is important to allow the child to try before assisting them. Then if the children are still having trouble with the words the teacher can write what they child are expressing. Teachers have to write the same words the child says. If the child is an English learner the teacher should translate in their home language. (Do not neglect the child if you do not know their language there is always signs) V.Materials and Preparation a. Materials Needed- copies of the monster worksheet, different color of yarn, buttons, construction paper, pencils to write their phrases, crayons, glue sticks, and scissors. Optional material can be a poster with pictures of the different expression the monsters may have. The poster should be visible for the whole class to see. (words and images to be sampled). b. Space Required: The circle time area will be used to read the book to the children. The center tables will be required so the children can work on their activity. c. Set-up Required: Have a printout of the worksheet for each child. Bring out all the crayons, yarn, construction paper, and pencils. Make sure to provide plenty of material so the children can have a variety of options. VI.Procedures (step-by-step description) a.Introduction: The activity will be introduced during circle time when we read the book “Glad monster Sad monster” by Ed Emberley and Anne Miranda. I will ask the children if anyone knows what emotions are. We will look at the different emotions presented in book. I will ask if anyone has felt happy and what made them so happy. I will introduce and describe the activity center to the children. (Today we would like you to share how your monster feels. Why? Explain the poster and the different feelings there are. (Loving, funny, sad, happy,etc) I will transition the children from circle time to their assigned tables. (Let see who is ready? Ms.Emily table looks ready to work.) b. Description of actual activity: Once the children reach the table we would have to explain the activity once more. Allow the children to write down and explain the feelings of the monster. For example, the teacher may now ask “how do you think a happy monster looks like?” If the child need assistance in writing their activity make sure to assist them. As I mentioned before you could make the form of the word using dots so the child can then trace the word. Now the children can start to make their own monsters using any crayons, bottoms, yarns, and construct paper of chose. The children will match the wording with their picture created. (If they wrote their monster is happy then the monster will have a smile /grin. c. Language/Discussion/Questions: Discuss the different feelings the children had experienced. Ask them what made them feel that way. For example, why do you think that the monster is feeling silly? Encourage the children to discuss their monsters feelings with a friend. d.Closure: when the children’s activity is complete, I will encourage the children to place it on a rack to dry. Once the glue is dry the teacher normally helps the children place their activity on the wall. e.Clean-up: Children will help clean the paper cutouts and clean the tables. Finally allow the children to wash and dry their hands. VII.Evaluation (to be done with cooperating teacher if possible after the activity) a. Primary Learning Outcome b. Objectives: evaluate each objective one by one giving evidence c.Follow-up Activities Recommended d.Changes Considered
Asma, Stephen. On Monsters :An Unnatural History of Our Worst Fears. New York: Oxford University Press, 2009. Print.
Explain how to use the principles of social pedagogy in engaging with children and young people.
and in this essay I will explore who the monster is in the novel. The
The older boys notice the younger children spreading the word and take a look at to prevent the idea of a monster before it spreads and causes everybody to become frightened of it. "But there isn't a beasty." (LOTF) Jack announces to the pack various times. However sure enough even the older children within the pack begin to question if the beast is even real or not. Concern of the unknown within the darkened woods begins to cause disorder and open a door to fear of the unknown.
The Metell company made a toy called “Goodbye Fears Monsters”, the toy is designed to listen and respond to young children who have trouble falling asleep at night. The toy will interact with young children by allowing them to share their fears with them, that they might not feel comfortable sharing with anyone else, the GFM then assures them their fears will be eaten. The GFM will then record what the child shares and the recordings will be sent directly to the child’s parents via an app. The Metell company also promises to share the recordings, at no cost with child psychology researchers. This invention was developed in order for children and parents to sleep better at night, a lot of young children have trouble falling asleep at night because
The focus of social development at this age is on forming friendships. Same-sex friendships are more typical at this age. Having a best friend is especially important. Through these friendships children learn to accept other`s opinions and see their point of view. Friends also have the role of emotional support during stressful situations. Physical development varies from child to child; some develop rapidly some go through slower stages of growth. Physical activities within as well as outside of school are highly encouraged to improve gross and fine motor skills. Sports are also an avenue for self validation and sense of...
The goal is to have children be develop positive guidance strategies, independence, gain control, health and safety practices, and be good problem solvers. Having a good intentional plan will help the child become aware of their environment.
The article “Monsters” is written by a brilliant writer: Anna Quindlen. It tells us about the children’s fears and the parents behavior, which should always be aimed to help the child to overcome his /her fear. The author starts with a description of a night house and it’s gloomy atmosphere, especially for a little child. The little boy tells his mother that he believes a monster to live under his bad. His mother is ready to tell him about her own fears, but she stops herself. Anna Quindlen describes the appearance of the monster, and the mother realizes that she has to tell her son that there is no monster. However, she knows that it wouldn’t be helpful, because, when she will leave the room the monster will appear again. She never lied to her children, thus, it was really a trial for her to tell her children that the monster didn’t exist. It is also hard for her, because she realizes that her son will, even more strongly, believe in monsters in future, as she does now. Because the real life monsters are everywhere, and their existence cannot be denied. In real life we can see the burglars, killers and other monsters every day. Mother decides not to teach her son, how to personalize his monster, she just leaves him alone. The woman believes that there are some things, which cannot be taught, but only learned on the child’s personal experience.
The term social construction is the understandings childhoods are not the same everywhere and that while all societies acknowledge that children are different from adults, how they are different and what expectations are placed on them, change according to the society in which they live and what culture they are born in to. Every individual child goes through emotional changes that occur between birth and adolescence. A Childs development is impacted by the environment and nurture during this course. For example having both parents can add stability to the child’s life which encourages a healthy development. As opposed to being raised by one working parent who can’t provide the child with the same amount of time a two parent family can which some may argue impacts the child’s progression. Social construction of childhood and youth is how culture dictates the way people act and treat children and the way this impacts their adulthood. Ideas about children and childhood
The children are put through different learning experiences and tasks, for the professionals to evaluate and observe their different development stages. All this helps to understand the children’s adult characteristics for future life as every child’s play experiences are crucial to their adult life.
Planning lessons for teachers can be crucial. There always has to be time set aside to plan things out. A lesson can’t be taught successfully without earlier preparation. It’s like walking into a negative situation blind. There are always some steps before teaching the students the lesson. This where unit plans come into play. They help to prepare the teacher to effectively teach the lesson to where students understand and obtain the information that is being provided. They also help to keep track of what did and didn’t work for that specific lesson. This allows room for changes and improvements. Time management is a big role in this unit plan. The time allotted for the lesson has to be precise so teachers know how much time needs to be spent on that one lesson. That alone is important because not having time limits will interfere with the other units that will be taught during the school year. The unit plans help make things go smooth.
The socializing among learners is not at its optimum is most schools. Schools are known as environments for socializing process for learners. It is a place where knowledge, culture, opinions, skills are exchanged and learnt. Teachers can start by involving learners by creating group work and activities so learners can interact with one
It is crucial for us to understand the fundamentals of the development of a child as there are countless ways to conduct lessons and to understand why children would react differently at this time to another time when they are completing a certain task. Furthermore, children develop uniquely and their development milestones differ from one another. Thus, a teacher must be cognizant of each child’s progress 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: peer social interaction and cognitive development.
During childhood, monsters take residency under beds, in closets and in the dark. As the child grows older the monsters gain knowledge and find better places to hide. The monster studies the person of interest and identifies the person’s biggest fear and what causes them the most pain. Once this place has been identified the monsters job begins.
to do so. Emotional development consists of: being able to discuss their feelings when they are