The first principle holistic learning and development illustrates that all learning and development interacts with and is dependent on each other and that children don’t learn in isolation. When children acquire a new skill learning incorporates more than one area of development (Hayes, 2005; NCCA, 2009). Holistic learning and development instils curiosity and motivates children to learn. To support a child’s holistic learning one must provide a meaningful play environment that builds on children’s strengths and experiences. Central to this principle is the significance of observing and interacting with the child and intervening when appropriate to extend children’s learning and help them to make connections (DCCC, 2012).
The second principle
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The benefits of an emergent curriculum are as follows:
1. The emergent curriculum is responsive to children’s needs and draws on their strengths and interests. Children have an opportunity to focus on a topic that interests them; this helps them to construct knowledge at a deeper level and develop a love of learning (Jones, 2012).
2. The emergent curriculum acknowledges each child’s individuality and empowers them to become part of the planning process. This participation in planning gives children a voice, it shows children that their opinion is valued and enables them to take ownership of their own learning (Kashin, 2011).
3. Children’s individual learning style and abilities are supported by the emergent curriculum. Providing children with an opportunity to work at their own pace and choose what and who they want to play with will encourage them to be curious and help them to feel a sense of achievement when they direct their own learning (CECDE,
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The Physical Environment is critical to ensuring participation of a child with SEN. For a child with a physical disability the environment must be clutter free, organised and promote independence. It is important that the child can work in all areas and that materials are easily accessible (MIC, 2017 6.2). Furniture may need to be moved or adjusted. For example, the height of the water tray may need to be adjusted for a child who uses wheelchair to ensure they can fully participate.
2. Materials that are offered should allow for lots of sensory and exploratory play. Real-life and open-ended materials can allow for hands-on exploration, this is particularly important for a child who has a visual impairment. To ensure materials are easily accessible for a child with a visual impairment an object can be stuck on the outside of each box so the child can feel the items that are contained within. This will assist the child to be active and make choices about their own
Educators produce a wide variety of experiences, perceptions, prospects, learning and abilities to their education (DEEWR, 2009, p. 9). In my career and through my studies, my philosophy and pedagogy have been closely linked with the constructivist theory from Piaget. Being able to focus on a child’s interests and creating learning activities that are implemented as fun is a big part of my motivation as an educator and teacher. The educational environment needs to sustain every single child along with inspiring significant work that can result in more advanced thinking (Evanshen and Faulk, 2011, p. 225). Following Piaget’s ideas while implementing the EYLF has made for a simple straight forward way of supplying quality learning experiences for children from birth to 12 years old and it has helped me widen the scope of each experience to allow for multiple levels of developmental stages. Using a constructivist approach to learning allows for the breaking down of the experience as a whole into smaller parts which brings the focus around to the process of learning (Evanshen and Faulk, 2011, p. 667). Overall I believe Piaget’s Theory to be one of the most important influences in modern teaching, allowing scaffolding of learning in a place that that
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.
My desire for children in my care is that their learning journey would be meaningful as they explore the ideas and activities they are interested in. This means that I believe that children are naturally motivated learners and should have the opportunity to learn through their own explorations and through collaboration with other children and educators. I believe this can be done through both teacher-initiated and child-initiated activities and supported through play. I also believe that play is a natural and enjoyable means through which children learn. In my practice I aim to encourage children’s natural ...
For Vygotsky, children are seen as active beings on their development through social interactions with parents, teachers, and other adults, as well as by participating in their cultural activities. The interactions they have with other individuals and their culture opens their minds to new information and helps develop skills not previously attained. To further understand cognitive development in Piaget and Vygotsky’s theory, we must first look at the processes involved.
...ng in the educational context requires teachers as the competent adults or instructors, it demonstrates the importance of teacher presence in all areas of the curriculum especially in play. Whether through Piaget’s cognitive constructivism or Vygotsky’s zone of proximal development, it is important for teachers to actively participate and interact with the children to foster their cognitive and social development. To scaffold children’s play, the teacher is important in roles such as creating the right play environment by preparing adequate materials, designing the playing space and ensuring adequate play materials, designing appropriate play experiences to structure and facilitate the children’s development and facilitating interactions among the children and between themselves and the children to facilitate and support meaning making (Module 2 & Module 3, 2012).
Children are our inspiration. They are the reason that educators today need to be more than sufficient in teaching, but remarkable at teaching. Children are little sponges that absorb knowledge quickly and abundantly and with guidance, can achieve great goals in their academic life. Children are the future. As teachers, we need to educate ourselves as much as possible so that we can better educate the future generations. “Piaget, working with children, found that the growth of their ideas is a process spread over years,” (Sawyer, 2003, p.6). Teachers, families and communities must support one another in learning and educating our young children. If we don’t spend the time necessary to learn and broaden our knowledge, our children suffer, our future suffers.
A colleague of Jones and herself wrote a book over investigation of early childhood curriculum. The Reggio Emilia preschool had been created in the 1960s by Loris Malaguzzi and had become a world-renowned model of the documentation of children’s active learning at play and work and an emergent curriculum built on the strengths of the child by the 1990s. Like the Reggio educators, they collected stories of emergent curriculum in practice where ever they traveled as consultants working with teachers in the classroom. The goal of emergent curriculum is to respond to every child’s interests and it is suppose to be open-ended and self-directed. It depends on the teacher’s
For example one of the child in our class due to lack of his hearing impairment as well as “English” language challenge uses his art activity to express is capability of himself with play dough. Sometimes, he makes different types of animals, cars etc. This is related in journal article of Creating Inclusive classrooms through the Art that state “Even if environments and programs are designed to facilitate access, some children will need additional individualized accommodations and supports to participate fully in play and learning activities with peers and adults”( Henderson, C. M., & Lasley, E. (2009,p.2). Similarly, more visuals, lots of pictures and graphic organizers for children with hearing impairment create that feeling of excitement in children. There is need to label every objects in the classroom to improve their language
Carolina Rinaldi (2001), suggests the approach sees the child as one who experiences and feels a part of the world, who is full of curiosity and a desire to live and communicate from the start of their life. For a future educator, it is imperative that the child’s multiple ways of learning are respected and appreciated for the child’s curiosities to foster into a deep love of learning. The teacher must become a guide and a co-constructer of learning that tailors the learning environment to the child.
Holistic development of young children is the key determination and through play they are able to survive and become physically healthy, able to learn, and emotionally secure and into where they progress into responsible and productive adults with positive reinforcements in the future. When there are societal issues that are barriers such as “technology, childhood obesity, culture, etc.” (Gaston, A, Module 1, Unit 1, 2016), children are then unable to revel in freedom of movement in where play is adventurous and brings out positive behavior. “Play supports the holistic development through the development of intellectual, emotions, socially, physical, creative and spiritual” (Gaston, A, Module 1, Unit 2, 2016), signifying that holistic development is an important factor to be aware of as the child grows. An example would be when in Workshop 1 of Social and Cognitive Styles of Play, we had to play in the given activity for the time being and observe our members and distinguish what kind of cognitive play it was. And one of the assigned question to
...preschool years they will learn to initiate and carry out tasks based on experience or exposure to those tasks. Interactions with parents, teachers, peers, and other adults are important in a child's life. These relationships actually shape the brain and lay the foundation for later developmental outcomes, from academic performance to mental health and interpersonal skills.
Vygotsky’s social constructivism theory (Kearns, 2010) advocates that students play an active participant role in their own learning and I firmly believe that children are not just empty vessels waiting to be filled with just my personal knowledge. Children’s diversity in learning can bring new perceptions to even a well-balanced curriculum; to this end my approach to curriculum planning is flexible and adaptable as children’s needs and abilities are constantly changing (Arthur et al.
But how is this achieved? The range of special needs covers a very wide spectrum. It will be necessary therefore to examine how ICT can support the various needs. Standard equipment is often suitable for children with SEN. the settings of the computer can be changes to make it more computer friendly.
Contemporary approaches to planning drawing on sociocultural theories describing the Educator’s role as one of partnership with children. Educators observe, listen to children and ask questions to discover children’s ideas, hypotheses, and theories to gain an understanding of how they can resource children’s learning.
Programme planning is a vital sector in diverse early childhood education (ECE) service to provide quality education and care for young children. There are many ways we could plan things. The planning will link to the document of desirable of objectives (DOPs), Te Whariki and the licensing criteria which provide by the government. Planning in ECE cycle has no beginning and no end; it is a continued cycle day after day, week after week and year after year. Play is basic element to learn and develop in child’s life.