Assessment Title Page
|Unit Code and Name (e.g. EDSF403 Psychology for Teachers)||EDEC104 Growth and Development in Early Childhood|
|Assessment Title||Folio (1500)|
|No. of Words (excluding Bibliography)||1500|
(e.g. Grad Dip Ed)
|Bachelor of Early Childhood Education|
A folio of learning experiences and teaching strategies critically analyzed as meeting the needs of children’s learning and
In this folio, I am going to explain about my learning experience. I am also going to do my critical analysis of teaching strategies and the needs of children's learning and development that meets children's needs or not. In the childcare setting, there is an indoor and outdoor environment both are being placed. Children get the chance to spend the time in both environments indoor and outdoor. By which I learn that for the development of the children there must be indoor and outdoor things managed
In my learning experience, I got a chance to interact with the educator and the different age level of the children as well. There I found different strategies being used by the teacher to develop the children physically, intellectually, mentally and emotionally.
In today's century, children are more likely attracted to technology. Some children are even more intelligent so to develop children in their way, the educator must need to be up to date toward the technology provided. it will make the learning more easy and effective regarding both parties.
COOPERATIVE LEARNING STRUCTURES
Sometimes children have difficulties while learning, so rather helping them individually, the teacher should make them engage in a group and discuss the problem and come up with the solution which would be far more effective.
In the differentiated instruction there is three main learning style ie visual, auditory and kinesthetic. Based on children's capacity, ability and readiness the teacher should choose the appropriate style to instructed the children.
Involving children in the goal-setting process is very important. One of the effective methods to find out the children's goal is to interact with them and their interests. After that educators may provide a goal-setting chart to help children to find out the goal.
Rather than using primitive teaching techniques, one can use different modern techniques of learning like project-based learning, problem-based learning, and inquiry-based learning. Even children can learn many things while playing in a group as well.
I found the above strategies being used differently in different activities. Some of them are shortly described below; Group time
In a group time child usually, sing a rhyme, listen to a story, make blocks, read a book, communicate with educators and friends
and many more. While singing a rhyme educator sing a rhyme with children by dancing or doing a body movement as required in the rhyme. Children also copy the educator and enjoy the rhyme. Some children even sing a rhyme with an educator. These activities help children to connect with others and memories the rhyme and the steps. Also, this activity helps children physically, intellectually, and mentally. Similarly, in a storytelling time educators interestingly read a story for children and when the book once finished educator asked children an open answer question which helps children to be more social and find out the solution. Sometime educator randomly asks the open answer question to a child and give them a chance to speak. When children are not able to answer, educator give hints for them so that they create a confident toward them. They respect and follow EYLF learning outcomes: children are confident and involved learners, children have a strong sense of wellbeing. By those ways’ educators develop children physically, mentally, socially and intellectually in a group time. During group time I get a chance to compare the theory of Erikson's stage of psychological development of the child. There I found different age group children from 6 months to 4 years. As Erikson, they develop the trust of the educator and they are familiar with the environment, they explore themselves.
They also create confident. Below the age of 2 years, I found the children want to achieve the things without caring for others but when they are above 2 they start to be socialized and develop emotion between them. So during group time, I get the chance to compare the theory of Erikson in a learning environment.
In the center, children usually have playtime after morning teatime and afternoon teatime. They have almost the same daily routine. Children are also familiar with the environment. During playtime, they run, jump, crawl and do many more activities. Children learn many things through play. While jumping when they fall, they again stand up and continue to play. When childre n cry, educators always support the child and makeup play again which buildup confident in a child. In a playtime they share the play equipment as well; like they shared their toys, car, horse and sometimes they even help each other during the play. These activities show the emotional relationship between a child. Sometime when a small baby can’t able to get a toy that time another child provides a toy for them which shows the emotional, as well as social development in a child. While doing any sorts of activities educators also promote children to help each other due to which there is an improvement in their behavior as well.in the playtime, I compare the children's activity toward the theory of constructivism “ ( Von Glasersfeld, 1991).he said life is about solving the problem. We cannot gain knowledge individually, it is the result of the bridge we make . in playtime also children are communicating with each other, solving problems together.
During breakfast or at lunchtime, the educator provides lunch according to their needs. The children who are active physically, to them educator ask to eat by themselves whereas to the child below 1-year educator feed. While eating all children just eat their lunch and after eating they clean their area by themselves even though educators clean them later; which shows educators are obeying the EYLY learning outcomes, children have a strong sense of wellbeing, children are connected and involved learner.
For the above activity, the educator uses their strategies in their way due to which children developed themselves in a different aspect. During eating time educators instruct children to eat their food, but sometimes when children are not eating due to some reason, I saw educators feeding by themselves which I found a bit different. For the development of the child, allowing the child is the major things but instead of encouraging children and try to find out why children are not eating, they feed by thems elves will not give chance for children to develop themselves. Once an educator feed children, it becomes a habit for children so I thin k educator should avoid feeding children and allow eating by themselves.
Similarly, during rhyme time some children are singing, dancing, coping educator but some are unfamiliar with what is happening. They just watch so before singing rhyme educator needs to first try to make involve all children by first showing what they are going to sing so that all children engaged there. Like in storytime educator need to choose a book which has everyone interest
rather than the book in which few or only one’s interest.
During outdoor time educators are giving a chance to explore the very good things, but the educator is not involving all the time. In my point of view, the educator shouldn’t miss the chance to explore the mind of the child. It is only possible at that time when educator play, involved with them. So, the educator needs to involve in the play as well.
As a whole, I found educator are focusing the point “being, belonging and becoming” which help children to develop in all the
aspect as their need.
I will be explaining my learning experience in the school where, I will be discussing about various critical analyses adopted in the teaching strategies that are used for the learning process of the children and their overall development. Therefore, this helps me realize the fact that children require overall physical indoors and outdoors development that can be provided with the help of environment exposure in terms of indoor and outdoor activities.
These strategies help in meeting the needs of the children and their learning process. Both the indoor and outdoor environment is adopted in the setting then for providing childcare. This educator’s had adopted different strategy catered to different age group for the physical, intellectual, mental, emotional and overall development of the child. No single strategy was adopted for all children in common and was customized as per their age requirements.
By doing this children are able to spend time both in the external environment as well as playing outdoors which helps them in their overall physical development as well. I was able to interact with the teachers and educators as part of my learning experience that what teaching different age groups of children.
Group learning strategies
There are many children who find it difficult to learn through a single technique. The educator must also ensure that these children are engaged more in the activities happening within a class by engaging them in groups and teams (Whitton,et.al.,2016). Therefore, the educator must ensure that they provide them with individual learning and help them in coping up with their classmates. This will help them in discussing and opening up with their problems find a solution that is more effective and interesting.
More and more children are getting attracted to the use of technology in the present generation. Therefore it is very essential for the teacher to stay updated and abreast with the latest technology being provided to the children (Kermani & Aldemir, 2015).. The children are so intelligent that they can develop their own way of learning and intellectual development with the help of technology. This will help in enhancing their overall earning procedure and make them understand in a more easy and effective manner instantly.
Auditory, visual and kinesthetic
There are three major styles of learning in the differentiated instruction method namely: auditory, visual and kinesthetic. It is the responsibility of the teacher to make sure that the best form of learning style is adopted by them individually for every child based on his learning capacity and his readiness to understand new processes and instructions given to them(Franquesa-Soler,et.al.,2019).
Learning by goals
It is very important that the children are involved in the overall setting of goals and objectives because this is one of the most effective methodologies by which the teacher can interact with the children in terms of a single objective. Once they have understood every child's interest level, the teacher will be able to provide them with a goal setting chart which will enable them to formulate a goal for themselves.This will help the teacher understand their interest level and capacity.
The modern teaching methodologies comprise of project based learning, problem solving, creative analysis, and enquiry based learning system in which every child gets a chance to raise questions and find answers to his queries(Gregory, 2017). Many modern technologies can be used in making the children learn rather than just adopting the primitive styles of teaching and a traditional approach. The children can be made to play in a small group so that they can learn more easily.
Impact on children learning and development
The same daily routine is followed for the children on most of the days which makes them familiar to the routine. In the daytime, children enjoy themselves by playing around in the open space, or endorse by jumping crawling running and doing all sorts of activities that enjoy throughout the day. I had observed that many children fall during their jumping session in the playtime but confidently get up to start playing again. For example, when 1 child is not able to reach a toy than the other child helps him in getting the toy which creates a social and emotional bonding. This helps in their overall development and behavior. Time is introduced between morning tea break and afternoon tea break during the Day. The teachers support the children whenever they hurt themselves or are crying. The play equipment is shared within the children with the help of their educators such as their books, toys, cars, equipments, etc. They help each other during the playtime which initiates the emotional bonding between them. This can be compared to the constructivism theory related to children activities in which promote solving problems to gain knowledge. During plate and children can be seen engaging in communicating with their friends and solving problems in a more effective manner as being part of a team together.
Impact on intellectual, physical and mental development
In the group time setting the children are made to sing rhymes, listening to stories, read, story books, making blocks and communicating with your friends and classmates along with the teachers in a more informal manner. In reciprocation, the children start enjoying this play time together with their educator's and are happy to dance and sing the rhyme together. The children are made to sing rhyme along with the teachers and dance collectively in a group which engages them in body movements as per the synchronization of the rhymes. Many children sing along with the teachers as well. This helps them in understanding the rhyme and connecting more with the activities involved in it that helps them in their overall intellectual, physical and mental development. The child feels more secure and protected. The children are developed in a more physical, mental, and intellectual manner during the session which involves group time. Storytelling session also comprises of the teacher narrating a story to the children in a more interesting way, so that the children are more interested in reading the book and learning. At the end of the story, that teacher asks questions from the children who help them in creative thinking and enquiry based learning. This helps them in becoming more confident and sociable. Whenever a child is not able to answer the question of the teacher, it is the responsibility of the teacher to give him hands so that he can come up with the right answer. This advocates more confidence and innovative process of learning. In this process I was able to find that the children were divided into groups based on their age criteria. Therefore, I was able to compare Erikson’s theory during this time.These children become more familiar to the environment and their educators which help them in exploring their surroundings by becoming more confident. In the age group of 2 years and below, I was able to observe are more focus on them and later on become more socialized by caring for others. Therefore, I was able to compare Erikson’s theory during this time.
Impact on habbits and behaviour of children
The children who are above 1 year of age are asked to eat themselves in order to get energy for all sorts of AC of the day. However, children who are below the 1 year age mark are fed by the teachers. The lunches provided to children during breakfast or lunch hours by the teachers. Once the children eat their breakfast and lunch they are asked to clean the area themselves so that the habit of cleaning can be indicated in then since the beginning. This makes sure that the teachers are following the EYLY outcomes of learning by providing strong will be for the children and involving them in a better learning environment(Fayombo, 2015)..
The children develop themselves in many aspects with the help of the educator which adopts different strategies for their development. However, many educated person involved in feeding themselves without asking the child for his reason of not eating and encouraging them to finish their food items. This did not allow the children to develop on their own as the child was being fed by the educator. This was becoming habit of the children by continuously asking for the teacher to feed him. The children are asked to finish their food during the lunch time and those children who fail to do so are asked about their reason for not eating the food. Therefore it is important that the teacher is allowing the child to eat himself.
Similarly, during storytelling session it is the job of the teacher to make sure that the story he chooses must be of interest to all the children in the class.
In the same way, during the time when the children are singing and dancing on a rhyme, other children are completely lost and are not concentrating. Therefore it is important that the teacher engages their children more in the activities so that the start showing interest. During outdoor play, the children can be let to explore things on their and solve their problems bye exploring their creativity and intelligence. Which can be done with the help of teacher being involved in the play with the children?
Overall, I was able to analyses that the educators are focusing on one main criteria which is “being, belonging and becoming” that helps in the overall development of the children